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I have learned how to apply the ESA method in teaching vocabulary, grammar and functions. Keeping in mind the four things that students nee to do with new language; that students should be exposed to it, understand it's meaning, understand how it's constructed and be able to practice and produce it. And that lessons that target grammar and vocabulary don't typically have to follow the straight arrow approach and functions based lessons are approached with boomerang or patchwork approach. The ESA method is very flexible and therefore can be used no matter what lessons you want to target. The criteria in introducing a new language to students are: appropriacy to the students and tasks, it's frequency and coverage and teachability. Students need to know the meaning, the use, the word grammar, interaction, spelling and pronunciation of a new vocabulary. When introducing a grammatical structure, students need to know it's meaning, how it is used, it's grammatical form and how it is said and written (as there's often a difference between written an spoken form). When it comes to teaching language functions, students need to know the appropriacy of the language in terms of the kind of language they use (whether it's formal or informal or technical or tentative). Functions include areas such as agreeing or disagreeing, inviting and refusing and suggesting. And I have found the task sheets very helpful in remembering the types of ESA method approach and when and how to use them.
