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In this unit, I have studied strategies for introducing new vocabulary, language structures, and language functions to students. I have also considered which activities and structures of ESA lesson plans would be most conducive to introducing students at differing levels to the aforementioned items, as well as what students must know about them. In example, the vocabulary that will be introduced to students should be determined based on factors such as relevance to the task, level of difficulty, and frequency of use in English, and students must understand the meaning, usage, grammar, spelling, and pronunciation of new vocabulary words as well as how they will affect other words in a sentence. Similarly, students will need to understand the meaning, usage, patterns, formations, and spoken and written forms of grammar structures, and they should be chosen based on the level of the class and how useful they will be to students. The language functions that will be introduced to students should also be chosen based on the level of the class and how useful they will be to students, and they are most suited to be introduced with boomerang and patchwork ESA lesson plans as the activation of these language functions should be heavily emphasized.
