Lesson 4

Lesson 4 – My Research Output
1. J. Harmer’s methodology, in his book How to Teach English, summarizes the three
elements of ESA as follows:
Engage - In order to teach students English, the teacher must have the attention of
students and involve them emotionally. Students who are involved often perform better
and are better behaved.
Study - During this part of the lesson, the focus is on language and how it is
constructed. New information or a revision of previously learned information can be
included during this time.
Focusing on grammar has been a hallmark of teaching English.
Activate- This phase of ESA refers to the use and practice of the language focus in the
Study segment of the lesson. Exercises and activities are designed for students to use
English in communication, rehearsing what they have learned.
H. Douglas Brown - As I summarized Chapter 10 of his book. These are what I
come up with:
1. Goals - Identify an overall purpose or goal that you will attempt to accomplish
and unifying theme.
2. Objectives - To state explicitly what you want students to gain from the lesson.
Explicit statements here help you to
a. Be sure that you indeed know what is you want to accomplish
b. Preserve the unity of your lesson
c. Predetermine whether or not you are trying to accomplish too much
d. Evaluate students' success at the end of lesson.
Try to avoid vague, unverifiable statements like these:

 Students will learn about the passive voice
 Students will practice some listening exercises
 Students will do the reading selection
 Students will discuss the homework
In stating objectives, distinguish between terminal and enabling objectives .
3. Materials and Equipment - The things that you need in carrying out the lesson for
you and your students.
4. Procedures - a. an opening statement or activity
B. a set of activities and techniques in which you have considered
appropriate time.
5. Evaluation - Is an assessment, formal or informal that you make after students have
sufficient opportunities for learning and without this component have no means for
assessing the success of your students or making adjustments in your lesson plan for
the next day.
6. Extra-class work - Applications or extensions of classroom activity that will helps
students do some learning beyond the class hour.
Also here are the twelve principles or approaches to language teaching by H.
Douglas Brown.
1. Automaticity - Efficient second language learning involves a timely movement of

the control of a few language forms into the automatic processing of a relatively
unlimited number of language forms.
2. Meaningful Learning - This can lead to better long term retention than rote
learning. Ex. content centered approaches to language teaching.
3. The Anticipation of Reward - Long term success in language learning requires
a more intrinsic motive, the power of immediate rewards in language class is
undeniable. One of the tasks of the teacher is to create opportunities for those
moment by moment rewards that can keep classrooms interesting, if not
exciting.
4. Intrinsic Motivation - Sometimes reward-driven behavior is dependent on
extrinsic motivation. But a more powerful category of reward is one which is
intrinsically driven within the learner.
5. Strategic Investment - The result of a learner’s own personal investment of
time, effort and attention to the second language in the form of an individualized
battery of strategies for comprehending and producing the language.
6. Language Ego - As human beings learn to use a second language, they develop
a new mode of thinking, feeling and acting.
7. Self Confidence - The feeling of fully capable of accomplishing the task.
8. Risk Taking - Gamblers in the game of language to attempt to produce and
interpret language that is beyond their absolute certainty.
9. Language Culture Connection - Teach complex systems of cultural customs,
values and ways of thinking, feeling and acting.
10. Native Language Effect - Production and comprehension of the new language,
the interfering effects are likely to be the most salient.
11. Interlanguage - Successful interlanguage development is partially a factor of
utilizing feedback from others.
12. Communicative Competence - Goal of a language classroom instruction need
to point to organizational, pragmatic, strategic and psychomotor.
As I read the book of H. Douglas Brown entitled Teaching by Principles: An

Interactive Approach to Language Pedagogy. I run through chapter 10 of his book and
closely compare it with the methodology of J. Harmer.
J. Harmers focuses on engage, study and play while H. Douglas Brown focuses
on the twelve principles or approaches to language teaching. Under the procedure part
of the lesson plan by H. Douglas Brown, it is the part where an opening statement or
activity should be done. This is about the engagement phase by J. Harmer that requires
teachers to have the attention of students and involve them emotionally. Followed by
study and the focus is on language and how it is constructed. This may include students
to be working with groups or pairs. Now under Browns’ lesson plan procedure part, this
is the time where a set of activities and techniques are laid out inappropriate time. Also,
the evaluation part of Brown’s lesson plan can be an assessment that is rather formal or
informal. While Harmer calls it the activate phase, allowing students to communicate,
rehearse what they have learned during the study.
They both have almost the same flow of the lesson plan. J. Harmer’s way is
quick, smart and not lengthy. H. Douglas Brown is the semi-detailed way of a lesson
plan. However, the two have the same goal to make it easier for students to digest the
lesson for themselves.

2. Variety - The teacher had a variety of ways and activities in her 1 hour span of class.
She allowed the student to reiterate what she said for clarity. Just like parts of speech,
stress of the word and pronunciation.
Sequencing- Is rather confusing to me I apologize for saying this way. I believe she is
excellent in her teaching. I could still see the Engage, Study and Activate pattern.
Pacing- The activities in her class were neither too short nor too long. Giving students a
straight arrow analysis of the lesson.
Timing- As for this, she was excellent at doing this so as not to confuse students.
3. A context refers to parts of a discourse that surround a word or passage and can
throw light on its meaning. It also helps readers understand what they otherwise
wouldn't be able to comprehend. It is a much-needed assistant, helping readers define
unknown words and make sense of outside information. Here are some examples of
context:
1. In writing - It is needed to provide new words, concepts of information to help

develop a thought. Also, Include a fact to support your claim or a quote to better
illustrate your analysis of a literary work. It is imperative to tell readers a bit about
that information first.
2. Positioning of the content, storyline or purpose that provides value to the
audience.
3. Events, circumstances or background that helps us to interpret a piece of work.
On the other hand, a topic is the main organizing principle of a discussion, either verbal
or written. Here are also some examples of topics, first is a subject matter of a
conversation and the avenues to which we arrive at other subjects of conversation.
Second, when we write a speech or composition we really have to choose what topic to
focus on. Third, is when you write a research paper it should be coherent to your title
that will work well in your research design.
1. Essay writing then the topic is all about the unforgettable moment of your life.
The context of your essay is found in the introduction, body and conclusion.
Which will touch on some event of your life and the circumstances you have
been through that leads you to decide that particulation situation is your
unforgettable moment.
2. When the teacher would say that the topic to be discussed is all about verbs.
That may lead to tenses of verbs to be introduced in the class. This provides the
purpose as to why students have to learn the different tenses of verbs and when
to use simple present, past, future are mainly the context of the topic.

4. Terminal objectives are final learning outcomes that you will need to measure and
evaluate. While enabling objectives are interim steps that build upon each other and
lead to a terminal objective.
Examples: Terminal Objective

1. Students will successfully require information about airplane arrivals and
departures.
2. Students will make it a priority to use polite words in soliciting information.
3. Students will proactively keep in mind the importance of vocabulary needed in
the airport and related places requiring appropriate question forms.
Examples: Enabling Objective
1. Students will be able to comprehend and produce new vocabulary items.
2. Students should be able to read and understand an airline schedule.
3. Students will produce questions using when, where and what and also using polite
forms of requesting.

Lesson 4

Uploaded by

Copyright:

Available Formats

Lesson 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson 4

Uploaded by

Copyright:

Available Formats

Lesson 4 – My Research Output

Try to avoid vague, unverifiable statements like these:

1. Automaticity - Efficient second language learning involves a timely movement of

As I read the book of H. Douglas Brown entitled Teaching by Principles: An

1. In writing - It is needed to provide new words, concepts of information to help

Examples: Terminal Objective

You might also like