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Synopsis regarding Unit 7:
Teaching new language; vocabulary, grammar and functions.
Although the class can be very intimidating for the students-finding themselves in difficult positions regarding the language they are learning, despite all of the factors there are four things that students need to do when it comes to language learning and especially NEW LANGUAGE:
1.Be exposed to it (The new language should be used frequently after it has been presented to the students)
2.Understand it's meaning ( understand/grasp the concept of the material and critical think with it)
3.Understand how it's constructed (get to know the formation of that new language/ grammatically and structurally )
4.Be able to practice and produce (practice;because if there is no practice the students forget the material and produce: it is very crucial that the student's make their own statements, use the new language in odd/extraordinary ways which helps them be unique)
Important methods that I came across while studying this unit were: ESA methods. Usually the three forms of ESA methods are used to teach New Language, Grammar and Functions.
The Straight Arrow ESA is used for teaching Vocabulary and Grammar. Meanwhile Patchwork and Boomerang ESA are used to teach function based lessons.
I understood these three methods and ways to create an effective 'NEW LANGUAGE' class. Therefore I used the combinations in different possibilities and swapped the places of the ESA's in order to create creative new methods. Easier but effective at some point.
Vocabulary/Selecting vocabulary is a very tricky part when it comes to what students want/have to learn in the classroom. The teacher usually is been guided or assisted from the teacher's book and different other resources. But in this unit I understood that there is a criteria that will help me to consider as well:
This criteria includes:
appropriacy to the students ( I understand this to be 'how suitable is a word for the context that the students can grasp)
appropriacy to the task( How suitable that word is regarding the syllabus)
frequency and coverage ( How often will the student be able to use this new vocabulary )
teachability ( e.g. some students find it difficult to learn immediate new vocabulary this is why they need clear and visual vocabulary to be presented with first)
There are many techniques mentioned in this unit to explain which ones are the best to use in the three phases of ESA.
Specific for the Engage phase are: Elicitation with: pictures, mimes and realia.
Specific for the Study phase are: Analysis, example sentences, gap fills etc.
Specific for the Activate phase are: Simulations debates and role plays.
When it comes to Language functions I understood that Language Functions occupied arias such as:
Inviting/invitations, refusing, agreeing or disagreeing in certain occasions/tasks, suggesting etc.
Teaching Language function is also linked with what kind of language is used in a class: such as; is it informal approaching or formal, tentative etc.
