1. ESA Modle of Teaching 外国语学院 刘丽平

2. content The natural language acquisition can be difficult to replicate in the classroom,but there are elements which we should try to imitate. The natural language acquisition can be difficult to replicate in the classroom,but there are elements which we should try to imitate. These elements are to be present in a language classroom to help students learn effectively, which are called “ ESA ” These elements are to be present in a language classroom to help students learn effectively, which are called “ ESA ”

3. The meaning of ESA

4. Engage Engage: Teachers try to arouse the students ’ interest, thus involving their emotions, which includes games, music, discussions, simulating pictures, dramatic stories, amusing anecdotes etc. Also students can engage with the topic, exercises or language they are going to be dealing with. Students will be asked what they think of a topic before they are going to read about it, for example, they will look at a picture of a person and be asked to guess what their occapation is before they listen to that person on tape Engage: Teachers try to arouse the students ’ interest, thus involving their emotions, which includes games, music, discussions, simulating pictures, dramatic stories, amusing anecdotes etc. Also students can engage with the topic, exercises or language they are going to be dealing with. Students will be asked what they think of a topic before they are going to read about it, for example, they will look at a picture of a person and be asked to guess what their occapation is before they listen to that person on tape

5. Study Study:: Students are asked to focus on language and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text, from an examination and practice of a verb to the study of a transcript of informal speech to discuss spoken styles. Study:: Students are asked to focus on language and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text, from an examination and practice of a verb to the study of a transcript of informal speech to discuss spoken styles. Teacher can explain grammar, reading text or vocabulary. The construction of language is the main focus. Teacher can explain grammar, reading text or vocabulary. The construction of language is the main focus.

6. Activate Activate: Teacher gets students to use language as freely and communicatively as possible for a given situation or topic. It offers students a chance to try out real language use with little or no restriction--- a kind of rehearsal for the real world. Activate: Teacher gets students to use language as freely and communicatively as possible for a given situation or topic. It offers students a chance to try out real language use with little or no restriction--- a kind of rehearsal for the real world.

7. Teaching Sequences: ESA (Straight Arrows sequence): ESA (Straight Arrows sequence): first the teacher gets the class interested and Engaged, then they Study something and they then try to Activate it by putting it into production first the teacher gets the class interested and Engaged, then they Study something and they then try to Activate it by putting it into production Engage: Look at a picture or video of modern robots. Ask some questions: What are the robots doing? Why do they like them? or they don ’ t like them. Engage: Look at a picture or video of modern robots. Ask some questions: What are the robots doing? Why do they like them? or they don ’ t like them.

8. Straight Arrows sequence Study: The teacher shows students the picture of a particular robot, and introduce the words can and can ’ t and sentences “ It can do …., It can ’ t do …. ”. Teacher makes sure students can use correct grammar Study: The teacher shows students the picture of a particular robot, and introduce the words can and can ’ t and sentences “ It can do …., It can ’ t do …. ”. Teacher makes sure students can use correct grammar 3.. Activate: Students work in groups and design their own robot. They make a presentation to the class saying what their robot can and can ’ t do. 3.. Activate: Students work in groups and design their own robot. They make a presentation to the class saying what their robot can and can ’ t do.

9. Straight Arrows sequence

10. Boomerange sequence Engage-----Activate----Study-----Activate Engage-----Activate----Study-----Activate For example a job interview For example a job interview Steps: Steps: 1.Engage: Discuss some questions about a job interview What makes a good interview? 1.Engage: Discuss some questions about a job interview What makes a good interview? 2.Activate: The teacher describe an interview situation, students will act it out ;students plan the questions and answers they might give; they do role-play; teacher makes a note of mistakes they make while in role-play activity. 2.Activate: The teacher describe an interview situation, students will act it out ;students plan the questions and answers they might give; they do role-play; teacher makes a note of mistakes they make while in role-play activity.

11. Boomerange sequence 3.Study:Focus on grammar and vocabulary; do some controlled practice 3.Study:Focus on grammar and vocabulary; do some controlled practice 4.Activate: Students role play another job interview, bring in the knowledge they gained in the Study phase. 4.Activate: Students role play another job interview, bring in the knowledge they gained in the Study phase.

12. Boomerange sequence

13. Patchwork lesson Engage — Activate — Activate — Study--- Activate---Study---Engage----Activate Engage — Activate — Activate — Study--- Activate---Study---Engage----Activate