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This chapter reinforces the ESA approach, specifically, \"Patchwork\". The exercises provided towards the end provides a good example of how effective worksheets (gap-fills) look like. It makes a difference when there are pictures in the worksheets and that it is not too wordy. The presence of worksheets makes me wonder if I should provide the PowerPoint slides as notes for my students so that they can revise it. While both receptive skills (reading and listening) and productive skills (speaking and writing) are equally important and complement each other, there needs to be a way in which I, as a teacher need to strive a balance to ensure that the students learn both effectively and are confident in mastering this language. One key takeaway from this chapter is that pre-teaching vocabulary is a double-edged sword. Its manifest function is, of course, to assist the students in understanding the language but its latent dysfunction is that it has the potential to deter learning as it discourages students who find it overwhelming and too difficult to grasp.
