Structure of an ESA (Boomerang Pattern) Based Lesson for a Pre-intermediate Class:
by This is an example of teaching the students by using interactive activities between the students among themselves and the teacher. Main role of the teacher is just give hints on some topic and guides them to be working on the right path. However, at some point, the teacher plays more active role and guides them in case of difficult topics.
(Teaching language commonly used for shopping, so that students can ask for, find the price for and purchase everyday food and clothing items):
Being a teacher of pre-intermediate class, I suppose that my students have already a good or some knowledge of shopping, also having some relevant vocabulary and other language information.
1. Engage:
I would start discussing the topic about general shopping, like the meaning of shopping, who is shop keeper and who is buyer, what is meant by customer/client relationship, about the prices, what is fixed price and what is discounted price, experiences of shopping, window shopping, payment modes (cash/credit cards), the psyche of a common buyer and a common shop keeper etc.
I would focus on everyday food items like bread, butter, cheese, milk, tea, coffee, vegetables, fruits and snacks etc, telling them the terminologies about buying (shopping) like “What is the rate of milk in Rupees per kilogram (Rs/Kg) ? “What is the rate of oranges in rupees per dozen “? “What is MARK UP?”
I would also tell them about shopping of clothes and related items; say, “What is the cost of this cloth per meter/yard?” “How many PRINTS you have in this cloth?” “Light and dark shades, types of clothes like linen, silky, different loans” etc.
2. Activate 1:
I would stimulate the students to make role plays; someone voluntarily acts as a food items shop keeper and someone else as a shop keeper of clothes. I would give them time to make a plan for this role play. I will observe the students quite closely and note the difficulties they are facing, their vocabulary, their conversation, accuracy and fluency of language and other specific issues if any.
3. Study:
At this stage, I will start discussing their difficulties regarding activity. I will focus on vocabulary, their fluency and accuracy of language, get them involved in controlled practice of language.
4. Activate 2:
Now, at this stage, there would be another role play which is more or less likely to the previous one. The students will try to overcome their difficulties, using terminologies in a more confident way. I will try to make the incorporation of some of the new language from the study phase into their new role play.
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