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I agree that the student needs to be exposed to the language, understand its meaning, understand how it's constructed and be able to practice and produce it. The 6th unit covers teaching vocabulary, introducing grammatical structures and teaching the language functions. This unit shows how ESA methods can be used to introduce new language. I agree that effective teachers should choose the most appropriate structure that can be used during the class for successful introduction of new language. There are some useful criteria that help to choose which words to teach, which are appropriacy to the students and to the task, frequency and coverage and teachability. There are things that students need to know about new vocabulary items and new grammatical structures, which are meaning, use, forms and patterns and word grammar, spelling and pronunciation, spoken and written forms and interaction. I find it useful that this unit has techniques for presenting and practicing language structures as well as vocabulary teaching. The teacher shouldn't forget that there are three stages which are 'engage', 'study', and 'activate', which can be used in a 'straight arrow' order or with 'boomerang' or 'patchwork' type ESA lessons. Teaching language functions is also very important because it stresses the need for activation of language, and role plays are very useful here. I'm sure that examples of the typical ESA vocabulary, grammar and function lessons will help me to create my own lesson plans.
