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    Activate: Lesson Structure

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    Mãdãlina Mitran
    This document discusses lesson structure and the use of games and stories in language lessons. It describes the ESA model which divides a lesson into three phases: Engage, Study, and Activate. Activate has students use their full language knowledge communicatively without focusing on language patterns. The model can be repeated within a single lesson for shorter phases. Games and stories motivate young learners intrinsically and stimulate neural networks, aiding language retention compared to passive learning at a desk. Examples are given of total physical response activities integrating movement, such as making shapes with the body or acting out weather and vocabulary concepts physically.

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    Activate: Lesson Structure

    Uploaded by

    Mãdãlina Mitran
    23 views2 pages
    This document discusses lesson structure and the use of games and stories in language lessons. It describes the ESA model which divides a lesson into three phases: Engage, Study, and Activate. Activate has students use their full language knowledge communicatively without focusing on language patterns. The model can be repeated within a single lesson for shorter phases. Games and stories motivate young learners intrinsically and stimulate neural networks, aiding language retention compared to passive learning at a desk. Examples are given of total physical response activities integrating movement, such as making shapes with the body or acting out weather and vocabulary concepts physically.

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    Lesson Structure

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    This document discusses lesson structure and the use of games and stories in language lessons. It describes the ESA model which divides a lesson into three phases: Engage, Study, and Activate. Activate has students use their full language knowledge communicatively without focusing on language patterns. The model can be repeated within a single lesson for shorter phases. Games and stories motivate young learners intrinsically and stimulate neural networks, aiding language retention compared to passive learning at a desk. Examples are given of total physical response activities integrating movement, such as making shapes with the body or acting out weather and vocabulary concepts physically.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    23 views2 pages

    Activate: Lesson Structure

    Uploaded by

    Mãdãlina Mitran
    This document discusses lesson structure and the use of games and stories in language lessons. It describes the ESA model which divides a lesson into three phases: Engage, Study, and Activate. Activate has students use their full language knowledge communicatively without focusing on language patterns. The model can be repeated within a single lesson for shorter phases. Games and stories motivate young learners intrinsically and stimulate neural networks, aiding language retention compared to passive learning at a desk. Examples are given of total physical response activities integrating movement, such as making shapes with the body or acting out weather and vocabulary concepts physically.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Activate

    This element describes the exercises and activities which are designed to get
    students to use the language as communicatively as they can. During Activate,
    students do not focus on language construction or practise particular language
    patterns, but use their full language knowledge in the selected situation or task.

    Lesson Structure
    (a) The ESA lesson
    A complete lesson may be planned on the ESA model where the 50-60
    minutes are divided into three different segments. It is very unlikely that these
    segments will be equal in duration. Activate will probably be the longest phase but
    Study will probably be longer than Engage.
    In this format ESA would appear to be little different from PPP.
    (b) The ESA, ESA, ESA lesson
    Teachers of children and younger teenagers know that their students cannot
    concentrate for long periods. They can still use the ESA model but the model may
    be used repeatedly, producing a larger number of shorter phases.
    This repeated ESA model also works well with older teenagers and adults
    and gives lessons a richness and variety which students appreciate.
    It would be wrong to give the impression that Engage, Study and Activate are each
    single activities. They are phases of the teaching/learning process which may
    contain one or more activities.

    Using Games and Stories


    Research is beginning to show that young learners actually do learn better
    through games.  There are many reasons for this, including the theory of intrinsic
    motivation.
    Intrinsic motivation is the idea that people are motivated to do things
    because of internal factors.  Young children are not going to understand the
    advantages that knowing a second language will give them. They are probably also
    not thinking that they want to go to school to learn a second language - especially
    because they are still trying to grasp their first language. 
    That is why it is important to motivate them to want to do the class activities
    and children will be more likely to join in and enjoy themselves when given the
    option to participate in activities that incorporate play and physical movements.
    Other research includes the theory of activity-based learning or total
    physical response.  This theory states that movement stimulates neural networks
    and activates mental capacities, which are not activated when sitting at a desk.
    Children are more likely to be curious when presented with music, games and total
    physical response activities, and therefore are more likely to learn and retain
    knowledge. 
    An example of a total physical response activity would be making the shapes of the
    alphabet with your body, or using your body and props to imitate different types of
    weather, or using your voice, body, a prop or make believe to represent vocabulary
    or meaning.  For example a dull vocabulary idea is to ask children to pick up
    pictures off the floor and name them.  To turn this into a total physical response
    activity and fun game tell your children they are pirates who have lost their
    treasure overboard and they must dive down and retrieve it. 

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