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Whatever the class level and the lesson study phase are, students need to do the following four things with new language: be exposed to it, understand its meaning, understand how it’s constructed and be able to practise and produce it. We have to ensure new language is introduced to students in a balanced and manageable way.
Vocabulary is important to beginners so teaching vocabulary is essential as a result. Although we are guided by the course and teacher’s book, we should know how to select the words to teach based on the appropriacy to the students and the task, frequency and coverage, teachability. Students need to know about the meaning, usage, word grammar, interaction, spelling and pronunciation of a vocabulary item. Vocabulary lessons often use the ‘straight arrow’ ESA approach.
Additionally, we normally determine grammatical structures by the level of the class and the course syllabus being used. However, it is necessary to teach the students the meaning, usage, forms and patterns, spoken and written form of the grammatical structures. The ‘straight arrow’ ESA approach is often used for presenting or practicing grammatical structures.
Beside vocabulary and grammatical structures, language functions is also a part of teaching new language. It includes inviting, refusing, agreeing and disagreeing, suggesting and the appropriateness of the language in terms of the kind of language they use. Language function lessons stress the need for activation of language. Functions-based lessons are more commonly approached with ‘boomerang’ or ‘patchwork’ ESA structures.
