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Unit three focused on the methodologies of teaching. It covered varies methods or techniques that are proven to work well. These are grammar/translation, audio, PPP, take-based, communicate language, community language, silent way, suggestopaedia, and lexical approach. When to use with method depends on individual circumstances. The unit also focused on ESA or engage, study, and activate. This is a method of writing lesson plans. A major part of ESA is elicitation or asking through-provoking questions. This allows teachers to get information about what students know and what they still need to know. Elicitation also increases student talk while lowering teacher talk. Examples of this are real objects, flashcards/pictures, drawings, ask for the question, gap-fill, lists, follow-up questions, concept descriptions, mime, and definitions. There are different ways to create an ESA lesson. It could be a ?straight arrow? ESA lesson where the lesson is in the order engage, study, and activate. This works well but can become predictable. Then there is the ?Boomerang? ESA lesson. This one usually follows the format engage, activate 1, study, activate 2. And lastly, ?patchwork? ESA lesson that always starts with engage and ends with activate but what comes in-between can be varied. The unit ended by giving examples of engage (introduction prompts, fizz-buzz, sevens, etc.), study (elicitation, spelling, word search, etc.) and activate (role-play, surveys, story building, etc.). The unit also addressed feedback and correction. Feedback needs to be there and it should be positive, clear, and audible. Correction is also essential and should be self-correction when possible, followed by student to student, and as a last resort teacher to student.
