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This unit covered various aspects of the process of teaching vocabulary, grammar, and functions. When learning a new language, students need to be exposed to it, be able to understand it's meaning, understand how it's constructed, and be able to practice/produce it. Like a tree, the grammar can be thought of as the trunk, branching off, and the vocabulary and functions would be the leaves, providing beauty and variety. When presenting new grammar or vocabulary, the \"Straight Arrow\" ESA approach should be used. \"Boomerang\" and \"Patchwork\" ESA structures are more function-based, and apply well to teaching language functions. Vocabulary is especially important to students in the early stages of language-learning. Difficulty level for a student to learn vocabulary items will depend on factors which include: similarity to the student's own language, similarity to known English words, spelling/pronunciation, and appropriacy. In regards to grammatical structures, students will need to learn meaning, use, forms and patterns, and spoken and written forms (including understanding any differences). Finally, language functions include areas like refusing, inviting, suggesting, and agreeing or disagreeing. Studying these will require an emphasis on the \"activate\" phase in ESA. \"Boomerang\" and \"Patchwork\" lesson structures are useful here.
