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This unit focuses on how to introduce and teach new language material using ESA methodology, examining in turn vocabulary, grammar and language functions. Vocabulary is especially crucial to students in the early stages of learning, and is the content learners are usually most motivated to acquire early on. How easy a particular vocabulary item is to acquire depends on its spelling and pronunciation, its similarity or dissimilarity to both the student?s first language and to English already learnt, and its level of appropriacy. As to selecting which vocabulary to teach at what time, some helpful criteria include appropriacy to both the students and the task, frequency, and teachability. Students will need to learn the vocabulary item?s meaning, use, spelling, pronunciation, and grammar usage. A lesson focused primarily on vocabulary can use the ?straight arrow? format, with possible activities including mime and acting, picture discussion, gap-fill exercises, pronunciation drills, roleplays, debates etc. within the appropriate stages for each. Grammar structures will be taught in accordance with such factors as class level, student age, and the specific course syllabus in use. Students will need to learn each structure?s meaning, formation, usage and patterns, and, if present, variations of form. The ?straight arrow? class format is also appropriate for lessons with grammar as the main focus, and techniques such as discussions, scenario building, sentence word-order activities, dialogue examination, communication games and story buildings may be used Targeted language functions such as inviting, accepting or refusing, agreeing or disagreeing etc. are also essential for language learners to grasp. When teaching such functions, explanation of appropriateness to situations will be needed. Lessons on language functions are beast taught in ?boomerang? and ?patchwork? format lessons to provide enough opportunity for activation. Discussions, dialogues and role-plays are prime activities for practice of functions. I was glad for the practical instructions and applications afforded in this unit, and the opportunity to apply what I have learnt so far within the task sheets designing sample lesson plans. It was also encouraging to see some of the linguistic terminology I am familiar with appearing in the lesson, which made explanations more precise and relatable than certain previous lessons.
