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Unit three introduces us to EFL methodology, mistakes and feedbacks. There are many methods and technics of learning and teaching, which has made it hard to decide which method produces the best results. Some of these methods include grammar-translation, Audio-lingualism, Present-Practice-Production, task-based learning, community language learning, Suggestopaedia etc. Although it is unclear which approach or method is the best, the answer would be based on the teachers' personality, the culture of the students and their needs will also play a very important role in choosing which method should be applied or used in the classroom. In my opinion, from the above-mentioned methods, the best method or approach to be used in the classroom is the Present-Practice-Production, task-based learning, community language learning and Suggestopeadia method. Suggestopeadia allows the students to be comfortable, confident and relaxed, especially if the teacher plays more of a student-teacher relationship which creates a conducive environment for learning. I think is primordial in the learning process of students as reduces psychological stress. students become more motivated and willing to learn and explore with the new language. The other three methods allow the students to be creative with their ideas, communicate with each other while experimenting with new words or grammar which they have been taught. it also allows the teacher to know the progress of his/her students as well as identifying their problems and giving them the correct exercises to help them. These methods give them more exposure to the language. In this unit, we are also introduced to the Engage, Study, Production (ESA), the "Straight Arrow" ESA lesson, "Boomerang" ESA lesson and the "Patchwork" ESA lesson. The ESA methodology was put forward by Jeremy Harmer. This approach allows students to be motivated, be exposed to the language and have the opportunity to use it. The ESA lesson is the most appropriate for trainee and new teachers. The first stage is the Engage stage. The purpose of this stage is to get the students talking and thinking. In order to accomplish this, students can be given fun and interesting exercises (Ex: fizz-buzz, alphabet games). Purpose of the exercises is to get everyone involved. The second stage is the Study Stage. this stage covers the actual teaching of the lesson and checks whether they have understood the material. the study stage has two parts. In the first part, the teacher tries to elicit information from the students about the teaching point. This helps the teacher to discover which problems the students face. The second part of the stage, the teacher checks the students understanding of the lesson. The teacher asks more of targeted and specific questions about the teaching point. The kind of exercises which can be used for this stage is filling the gap and word/sentence order. The last stage is the Activate Stage, which has the purpose of putting the teaching material into a form of contexts which the students can actually use. Students here practice using what they learnt in the study stage. Example of exercises used here is role-playing, surveys and debate. These stages can be made flexible, as seen in the in the Boomerang and Patchwork lesson. The only rule is that the lesson should start with Engage and end with Activate stage. Relying too much on the Straight arrow lesson could make each lesson more predictable and boring for students, especially those of a higher level. furthermore, in this section we learn that giving feedback and using correction technics are vital after ending an exercise or test. Giving feedback encourages self-awareness and improvement. this allows the student to know where he or she is lacking in the language. When giving feedback teachers should take into consideration the individual student, culture and the expected role of the teacher, the stage of the lesson and type of activity. When correcting a student, teachers should always try and allow the student to correct himself/herself. If a student is unable to, carefully encourage the student and call on another student to help. Teachers should also know the difference between an error and a mistake when trying to correct a student. Always try to use positive correction even though the student might get the answer wrong. this is to avoid discouraging or embarrassing the student. lastly, use codes in correcting student tests or exercises. This makes correction neater, less threatening and gives students Space to make their own corrections.