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From this course I learned how whatever the level of the class, and however the teacher arranges the study phase of the lesson, there are four things that students need to do with new language; be exposed to it, understand its meaning, understand how it's constructed and be able to practise and produce it. Grammar is often said to be the tree trunk and branches of a language while vocabulary and functions are the leaves that add beauty and variety. Certainly one does not appear so attractive and appealing without the others and one in isolation isn't truly effective. Therefore we have to ensure that students are introduced to new language in a balanced and manageable way. Some lessons that we teach may include new grammar, vocabulary and functions. More often than not lessons will introduce, or be specifically focused on, just one area. ESA methods are introducing new language. Lessons that are specifically targeted to grammar or vocabulary commonly use the 'straight arrow' ESA approach, whereas functions-based lessons are more commonly approached with 'boomerang' or 'patchwork' ESA structures. An effective teacher will think about which structure is most appropriate to the class and to the language that will be introduced.
