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Unit 7 focuses on how best to teach new language to students. The unit highlights the key criteria when selecting new vocabulary for students: Appropriacy to the students and to the task; frequency and coverage of the language and teachability. When learning new vocabulary students will need to know the following: The meaning of the words; How/when to use the words; appropriate grammar structure; interaction with other words; spelling and pronunciation of the words. To teach vocabulary, the following exercises are useful for the ESA-stages. Engage: - Realia - Mime - Pictures - Contrasting - Discussion - Discovery Study: - Gap-fill - Word searches - Crosswords - Matching exercises - Example sentences - Drilling exercises for pronunciation - Studying texts and dialogues Activate: - Class and group discussions - Role-plays - Simulation - Story building - Material production - Debate The ?straight arrow? ESA structure (Engage, Study, Activate) is typically used when introducing vocabulary and grammar. When introducing new grammar structures the students will need to learn what the grammatical structure means, how/when it is used, the forms and patterns and the spoken and written forms. In addition to vocabulary and grammar, a language also consists of functions. Language functions include: ? Compare and contrast ? Persuasion ? Asking questions ? Expressing likes and dislikes ? Cause and effect ? Summarizing ? Sequencing ? Predicting ? Agreeing/disagreeing ? Greeting people/introductions ? Inviting people Lessons that focus on introducing new language functions commonly follow the ?boomerang? or ?patchwork? ESA structure. Role-plays are particularly useful to activate newly learned language functions.
