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This unit focuses primarily on how to teach grammatical structures, vocabulary, and language functions using the ESA method. Under each of the abovementioned categories, the unit describes what the student needs to know to fully grasp the language, examples of activities for each phase of the class, and common mistakes or difficulties students may have. For new vocabulary students must learn the meaning, use, spelling an pronunciation, grammar, and how other words affect it. Vocabulary can have varying degrees of difficulty based on the similarity to the students own language, appropriacy for the activity or age group, etc, so these all must be kept in mind when choosing new vocabulary to teach. Some great activities for vocab practice are Pictionary, matching exercises, and role-plays. For grammatical structures students must know the meaning, use, forms and patterns, and the spoken and written form (possible slang, etc). Techniques to teach can include prompting, sentence building, and communication games. To teach language functions (or how to actually use language to interact and convey real meaning) such as agreeing, inviting, and suggesting, the boomerang ESA method works best. Because these functions can be learned best through practice or trial and correction, it is best to have the students speak as much as possible in order to test themselves and help them think creatively about their language use. All in all this chapter was incredibly helpful in guiding my thoughts on teaching certain aspects of language and methods to ensure the best classroom experience possible for students.
