ESA Framework
What is a communicative goal?
The main aim of your class: what your student will be (better) able to do as far as real-life communication is concerned
What is a teaching point?
A teaching point is a sequence of activities in which we cover a certain aspect of language (we call it the “target language”). A typical teaching point will include at least one activity to present the new language and a series of activities for controlled and freer practice. Some teaching points will also include an activity for contextualization (Engage phase).
During correction, you are eliciting answers from students and one of them gives you this answer to item c.
“We are meeting Tina tonight. It’s her birthday. Do you want to come with we?”
In this situation:
a.) correct on the spot
b.) delayed correction
c.) don’t correct
a.) correct on the spot
What is an enabling goal?
The language and strategies you plan to cover to make sure students achieve the communicative goal
Your ICQs should... (name at least 2)
be short and simple; be yes/no-questions or or-questions; focus on the action verbs for the activity (Do you have to write just one word or a full sentence?); remind students of the grouping arrangement (Will you work individually or in pairs?); complement the original instructions (Do you need correct the false statements?)
During a warm-up activity in which students are required to say their names and what
they like, a student says “I name is Julia, and I’m like dance.”
In this situation:
a.) correct on the spot
b.) delayed correction
c.) don’t correct
c.) don't correct (unless it’s a persistent mistake, in which case you should correct on the spot)
What is the objective of the engage stage?
Contextualization and Activating Previous Knowledge
Your ICQs shouldn't... (name at least 2)
be vague (Did you understand?); be open questions (What do we have to do?); mirror the instructions (Do you have to listen and then fill in the gaps?); be more complex than the instruction itself (Would it be helpful if you worked in pairs?)
You are teaching pronunciation of the word vegetable, and one of your students pronounces it /vɛʤəˈteɪbəl/.
In this situation:
a.) correct on the spot
b.) delayed correction
c.) don’t correct
a.) correct on the spot
What is the objective of the study stage?
Study of Language and Controlled Practice
When creating your CCQs you shouldn't... (name at least 2)
use complex language; ask “did you understand?” or “is it ok?”; use the very language item they are trying to check (for grammar)
At the start of the class, you greet students and ask them about their weekend. One of them says “The weekend is good. I go to the party of the my friend.”
In this situation:
a.) correct on the spot
b.) delayed correction
c.) don’t correct
c.) don’t correct (unless it’s a persistent mistake, in which case you should correct on the spot)
What is the objective of the activate stage?
Freer Practice
When creating your CCQs you should... (name at least 2)
always refer to a dictionary (for vocabulary) or grammar reference book (for grammar); make sure the questions are simple and the answers straightforward; give preference to “yes/no questions” and “or questions”; make sure the answers to eventual open questions are obvious
CNA Essentials 2, Unit &, Information Gap, activity 9 (pp. 151/153 TB p. 121)
While doing the activity, two students have this interaction:
Student A: Is there any milk in your picture.
Student B: Yes, there is any milk in my picture.
Student A: How many milk is there?
Student B: There is three milks.
In this situation:
a.) correct on the spot
b.) delayed correction
c.) don’t correct
b.) delayed correction