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Unit 7 discusses methods of teaching vocabulary, grammar and functions in the English language. It first outlines four main necessities for the acquisition of new language: exposure, understanding of meaning, understanding of construction, and ability to practice and produce, and then breaks into the three aspects separately. Instructors must select vocabulary they will teach based on its suitability to the class and understanding of the language in general. Do not teach words that are unnecessarily abstract or complicated, or those that will not be commonly used to beginner and intermediate students. A number of factors must be considered when selecting and teaching new vocabulary, being: appropriateness to students, appropriateness to the selected tasks, frequency of use, coverage (how many different situations in which the word will be useful) and teachability (the ease with which the new word can be taught). It is important that the instructors makes sure students comprehend meaning, usage, word grammar, interaction, spelling and pronunciation of newly acquired vocabulary terms. When introducing grammar concepts, it is necessary for an instructor to consider the level of students in a class. Students must be able to understand the meaning, usage, forms, patterns and possible differences between spoken and written forms of newly introduced concepts. As in vocabulary lessons, grammar lessons may be best taught using straightforward ESA structures, however, at times patchwork or boomerang lessons may be more appropriate. Language functions refer to concepts of agreeing/disagreeing, inviting/refusing, etc within English conversation. These lessons must focus more on activation of new language and are therefore lessons in a boomerang or patchwork structure are likely to be more effective.
