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This Unit focuses on the various methodologies of teaching, the different lessons flow, and how to give feedback to students. There isn't a best method to teach, it is all dependent on the teacher's personality, the students' culture, and their needs. Students should also be exposed to the new language as much as possible, to practice the L2 rather than focus on the L1. I have learnt that the teacher is only there to give a certain amount of input, and that communicative tasks are not solely enough. Moreover, students need low stress levels in class to be able to grasp new ideas, and whenever possible, a teacher should let the students \"discover\" the language on their own or in groups rather than spoon-feed them. Some widely known teaching methodologies are: grammar translation (students translate L2 to L1), audio-ligualism (repetition drills for low-leveled students), PPP (teacher-centered lessons with controlled practice), task-based learning (students complete a task then studies the new language), CLT (students use language in real life situations), CLL (monitored student-centered lesson where they choose the topics), the silent way (students discover the language while Cuisenaire rods are used), suggestopaedia (lesson stages are performed using soft music and a comfortable surrounding), and the lexical approach (words and sentences are the basis of language learning). I have also learnt that students should have the chance to use the language with flexibility and motivation from their teacher. ESA combines the previously mentioned methods and elicitation while giving the teacher flexibility in class. To get the students engaged and motivated to discover the language, teachers should ask provoking questions and have them respond freely. This includes more student-discovery time than teacher-centered time. The use of various objects and engaging the students with activities on the board are examples of elicitation. Lessons should start with \"Engage\" and must end with \"Activate\
