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Of the variety of teaching methods introduced in this course, the method of Engage, Study and Activate by Harmer brought new methods to my knowledge and application. In contrast, I recently assisted ESL teachers in beginner and intermediate levels, and observed their teaching methods actually rely on the teacher’s speaking of English, and the students’ practice of the language in writing in textbooks, conversations for rapport, and computer programs. I found Harmer’s methods and principles enlightening in a variety of ways to actively engage the students in reading, writing, speaking, and listening. I found the elicitation stage to be most interesting. I saw the model of thought-producing target questions such as, “Have you ever visited the famous park, Yosemite National Park?” “Do you have plans on winter break to visit?” These warm up questions repeatedly asked to student after student, will stir up their interest, and motivate them to discover the language objective, such as, asking what they might pack for a day tour, and what they want to see on a tour of the park. It would be appropriate to use realia: photos, brochures, or you-tube video of the park, to introduce and model the vocabulary of actions verbs, nouns of objects, specific geographical sites in the park. Harmer’s study stage provided much variety of activities. The gap-fill exercises written on the white board for the visit to the park, could include the following: “I will pack a ___ (nouns, objects) in my backpack in the summer day trip.”(beginning level). Contrast/comparison exercise would state, “I will pack a __________ in my backpack for the winter day trip.” Another grammar gap-fill, “I plan to ______ (action verbs) to the _______ (sites) with my friend, (intermediate level). This begins the sentence-building model for learning the vocabulary. I learned that these listings of the lesson’s vocabulary on the board, and in worksheets for practice speaking in pairs will strengthens their receptive skills (listening and reading) and their productive skills, (speaking and writing). As the students are asked to repeat the gap-fill sentences, the teacher models the correct pronunciation. The teacher’s drilling exercises, would identify the ending sound -ed used in past tense of action verbs with /t/ pronunciation. The activate stage will follow with simulation of a tour group in the park. One student could take the role of tour guide with a sheet of famous geographical sites (e.g. Bridal Veil Falls, Half Dome Rock). This could be done in groups of 5, with one student playing the role of tour guide and other four students taking the roles as guests on the tour bus. (for intermediate learners). They could practice the fluency of all vocabulary words they learned. This role could be rotated among them for each one to practice speaking about the geographic sites. The teacher would be seated and listen for fluency and weaknesses of skills that could be reviewed in the following day’s lesson. I saw how the lessons could have multiple stages, alternating between study and activate stages depending on how thoroughly the teacher would introduce a variety of vocabulary words and their usage in sentences. Communication games such as debates, role-playing, and interviewing other students with a list of questions to ask another student are useful activities. I also saw how the writing of gap-fill sentences, writing of paragraphs, short- stories, newspaper reports, and interviews could be alternated into lessons, as Harmer described as "straight arrow"lessons of study, activate, study, activate. I have observed ESL classrooms that physically are teacher centered with 3 rows of 10 to 12 students facing the teacher. I learned that this set-up reduces opportunities for student practice. The classroom readjusted for group activities. New techniques for computerized programs can be whole class, or in small groups depending on how many computers are available. I observed whole classrooms of computers for individual study stage using multiple choice answers but often not verbal responses. The teacher also used one computer for whole class instruction using overhead projection. This course provided a broad knowledge of activities, and Harmer's research and experiences that have been tested. I found the methods to be applicable for the leveled instructions in most ESL classes. If classrooms are too large, and the teacher is just beginning the applications would need to be limited at first.
