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This unit focuses on Vocabulary, Grammar and Functions. Below are brief explanations of each. Teaching Vocabulary: How easy or difficult a vocabulary item is will largely depend on a number of factors, some of which include; -Similarity to students own language. -Spelling and pronunciation. -Appropriacy. Selecting Vocabulary: This can be done using the following criteria; -Appropriacy to the students. -Appropriacy to the task. -Frequency and coverage. What do students need to know about a vocabulary item? -Meaning- what it means. -Word grammar- where it belongs. -Spelling- how it is written. Techniques for vocabulary teaching: Engage : The following methods can all be used to help engage the students and elicit/explain meaning: -Realia -Mime and action -Pictures -Contrast Study: -Gap-fill exercises -Word searches -Crosswords Activate: The activate stage of a vocabulary lesson may include such activities as; -Role-play -Simulation -Story building Typical ESA vocabulary lesson: Engage; Open class activity where students share information about where they live, type of house they live in, rooms they have. Study; Teacher shows a small text or plays dialogue of someone describing their house. Activate; Teacher tells small groups or pairs of students that they can design their perfect house, complete with furnishing. Note that this isn?t the right way to approach it. It is just one way, there are many other ways of achieving the sane end. Introducing Grammatical Structures: Here students will need to know what the language means, how it is used, what the grammatical form is and how it is said / written. Techniques for presenting and practicing language structures: Engage; -Discussion -Scenario building -Prompting. Study; -Choral and individual repetition(drilling). -Gap fills -Information gaps -Sentence building. Activate; -Communication games -Role-play -Story building. Typical ESA grammar lesson: A typical ESA patchwork grammar lesson for mid level students with the learning objective. -Engage- students discuss favourite books/films, what they like about them. -Activate- in pairs students write brief synopsis of a book or film they have seen. -Study- from the synopsis, analyze the usage of the past simple tense. -Activate- in groups students write short stories from pressure prompts. -Study- group passes to another group who check for correct usage of past tense. -Activate- chain story communication game. One student starts the story, the next continues and so on. Teaching Language Functions. Typical ESA function lesson: A typical function(inviting in this case) ESA Boomerang type lesson could be; Engage; Students talk in open class about their favourite leisure activities. Activate; Students walk around class inviting peers to join them in their favourite activities until they have found atleast two students who would like to do so. Study; Teacher and students listen to invitation dialogue on tape. Activate; Using new language students role-play in pairs. Conclusively, what I have personally learnt from this unit are; the criteria we need to consider when selecting vocabulary. What a student needs to know about a vocabulary item and what students need to know about grammatical structures. How to plan a straight line ESA lesson for a language level and teaching language functions.
