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There was a lot of new information in this unit, but I recognized many concepts from my own language learning and teaching. I experienced some Audio-Lingualist and Grammar-Translation instruction while learning German in high school. As a graduate Teaching Assistant, the methodology was more communicative, as our advisor did not want students to get \"hung up\" on grammar and wanted them to be able to communicate. This worked for simple role plays, but they then had no basis for building more complex sentences because their textbook was very phrase-driven. When I taught English one to one via the phone and Internet, my employer evaluated its trainers on their ability to model lessons on the PPP framework. This worked with vocabulary, dialogues, and grammar, but it did not work if learners wanted to read and discuss articles, which many did. As stated in the materials, many different methods have a lot to offer. It may be engaging to have students do audio-lingualist drills for the things that can only be learned by rote, like irregular stem-changing vowels or dative prepositions in German, but it must work with the class. The ESA concept is completely new to me, but makes a lot of sense for a group instruction environment. With a little creativity, the elicitation phase where the teacher shows the class a real object could be the online one on one elicitation where the learner is shown a picture of the same object, then the same question could be asked. I have used the elicitation activity with asking for questions in the online environment, but it's a great way to gauge comprehension before going full-steam into the next part of the lesson. I really liked the flexibility of the Boomerang and Patchwork lessons, although I have never had a chance to try them. In a classroom environment, even with fairly simple props and not a lot of learners, you can differentiate a lesson on the same topic for levels from Beginner to Advanced. You can do a Straight Arrow lesson on work or travel with the beginning students, and if you have the same students when they reach the upper levels, you can revisit the topic with a patchwork lesson and nuanced vocabulary and more complicated grammar, like subjunctive, to bring nuance to the students' knowledge of the topic and build confidence.
