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Regardless of the level of the students, there are four things that students need to do with new language; be exposed to it, understand its meaning, understand its meaning, understand how it’s constructed and be able to practise and produce it.
The unit speaks to grammar, vocabulary, and functions. Lessons specifically targeted to grammar or vocabulary commonly use the straight arrow ESA approach whereas functions-based lessons use the boomerang or patchwork structures.
Vocabulary is important to students in the early stages when they learn basic words. How easy or difficult a vocabulary item is dependent on how similar it is to students’ own language, similarity to English words already known, spelling and pronunciation and appropriacy. When teaching vocabulary, the teacher should ensure children know the meaning of the given words, how they are to be used, where it belongs, how it interacts and affects other words, how to spell and how to pronounce it.
The language also consists of functions. These functions include areas such as inviting, refusing, agreeing, disagreeing etc. When teaching language functions, the appropriateness of the language whether formal, informal etc.
