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Unit 7 covered teaching new language, including vocabulary, grammatical structures, and language functions such as inviting/refusing and agreeing/disagreeing.
While the students' level often dictates which grammar is taught, that is not true for vocabulary. So, teachers need to ensure the vocabulary they teach is appropriate to the level of the students as well as relevant to the topic. Teachers also need to be aware of how useful it is to students and how often they will come across it. Finally, teachers need to keep in mind how easily taught the vocabulary is. Beginner learners will be able to easily connect meaning to pictures or gestures, but they will struggle with nebulous, abstract ideas. Of course, students need to understand the meaning, use, spelling, and pronunciation of the words. Students also need to know where the words belong in a sentence and how they affect other words therein.
Selecting and teaching grammatical structures follow most of the same rules as teaching vocabulary, with one interesting additional point. Students will nee to be familiar with the differences between spoken and written forms. This is particularly important for when students go out in the world and interact with native English speakers. We won't speak like textbooks and tend to mumble and contract phrases. I often find that my high school students are unfamiliar with different dialects or variations of phrases. It's not only interesting for them to hear "real English," but they feel more confident about going to another country for a homestay when they have a few of those "woulda, coulda, shoulda" type phrases in their repertoire.
Teaching language functions is much like teaching grammatical structures. Again, most textbooks cover one set form of these phrases, so if time allows it's always interesting to teach students synonymous phrases.
