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Students must be exposed to a new language, understand its meaning, understand how it is constructed and be able to practise and use it. Students must be introduced to a new language in a balanced and manageable way. ESA structure is used to introduce new language in the classroom. Teaching vocabulary: The learner?s receptive vocabulary (words the student knows but doesn?t use) is larger than his productive vocabulary (words the student understands and uses). A student?s understanding of a vocabulary item depends on similarity to his native language, similarity to English words already known, appropriacy, spelling and pronunciation. Vocabulary that must be taught depends on the factors such as appropriacy to the students, appropriacy of task and how frequently the students use the language. The students must know the meaning and usage of the vocabulary item and its spelling and pronunciation. The teacher uses various methods like realia, mime and action, pictures, contrast, discussion and discovery in the engage phase of vocabulary teaching. Study phase activities include gap-fill exercises, word searches, crosswords, matching exercises, pronunciation drilling and study from texts and dialogues. The activate phase include activities like group discussion, role-play, simulation, story building, material production task, debate etc. Grammar structures: Students need to know what the language means, usage of the grammatical structures, forms and patterns of the language and spoken and written forms of the language. The engage phase of presenting and practising language structures includes activities like discussion, scenario building, prompting, question and answers, using pictures and mimes. The study phase of practising and presenting language structures includes activities like intonation and pronunciation patterns, looking at the language in context through texts and dialogues, gap fills, sentence building etc. The activate phase of practising and presenting includes activities like communication games, role-play, story building, discussion and debate. Language functions: Language functions include areas such as inviting, refusing, agreeing, disagreeing, suggesting etc. Teaching language functions depends on appropriacy of the language in terms of the kind of language they use. The engage phase includes activities like teacher using prompts to get students opinions on certain activities. The study phase includes students listening to invitation dialogues on a tape, analysing ways of formally or informally inviting and accepting or rejecting invites. The activate phase includes role-play in pairs where one invites the other to a party and the other refuses or accepts the invitation.
