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This unit's focus was on how to approach teaching a new language and the criteria the teacher should consider when selecting vocabulary, introducing grammatical structures, and teaching language functions.
The first section focuses on vocabulary. When selecting vocabulary for the English learner, it is important to consider the spelling/pronunciation of the word, its appropriacy, and the similarities to the students' native language. Students will need to know the meaning, use, spelling, and pronunciation of the vocabulary the teacher is introducing. This section goes into further detail relating to the Engage, Study, and Activate format that was discussed in previous units.
When introducing grammatical structure, it is important to explain to the students its meaning, use, forms and patterns, and spoken/written forms. During the Engage phase, consider discussions, scenarios, and pictures/drawings. For the Study phase, the teacher should talk about intonation and pronunciation patterns, cap fills, and sentence word order activities. For Activate, the teacher should be able to assess how the lesson went. This last phase should involve communication games, role-play, story building, and possibly discussion or debate in English.
Teaching language functions should include areas such as inviting, refusing, agreeing/disagreeing, suggesting, etc. It should also relate to the appropriacy of the language. Though this section was short, it goes into detail on what should be included in the teacher's ESA lesson plan. I enjoyed that this unit provided specific examples and to what you should do for each Engage, Study, and Activate phase. It will be helpful in creating lesson plans in the future.
