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This unit talks about how to introduce new lexical and grammatical content to the learners, as well as language functions. Speaking of vocabulary, it talks about what factors should be considered when introducing the new content, such as the level of the learners, frequency and coverage, etc. Additionally, it shows what the students should be know after they learn the new vocabulary, such as meaning, use, pronunciation, frequency, spelling and interaction. To sum it up, the authors present various techniques for teaching vocabulary following the ESA method. It gives ideas for activities for each stage and shows examples of how it can be done. Similarly, before introducing new grammar content the teacher should be aware of the level of the students and the lesson should result in students knowing the form, use, meaning, and different speaking and writing forms of the grammatical structures. Here, we also use the typical ESA method to present the new language. Lastly, when teaching language functions, such as agreeing, disagreeing, suggesting, refusing, inviting, as well as how appropriate the language it is more effective to use an ESA patchwork or boomerang method to have a bigger effect on the students.
Reading actual examples of what to do exactly when introducing new language really helps me get my creative ideas out (as to how I could introduce new language) and it encourages me to be more detailed. It does help when you have an idea of how it could be done and then you as a teacher are allowed to add your own touch to the activities regardless of the stage.
