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In this Unit I've studied how to tech VOCABULARY, GRAMMATICAL STRUCTURES and FUNCTIONS.
Vocabulary means the words the students are learning (receptive) and the words they know how to use (productive). The teacher tries to add to their their vocabulary while transforming receptive vocabulary into productive vocabulary. The difficulty for the students of the new vocabulary depends on a few factors: its similarity to L1 and L2, its spelling and pronunciation and its appropriateness. The teacher should consider this when selecting new vocabulary but, also, will have to consider the vocabulary's appropriateness to the students and the tasks asked of them in the lesson, its frequency and coverage and its teach-ability. It's necessary for the students to learn the new vocabulary's meaning, its usage, its grammatical structure, how it interacts with other words, its spelling and its pronunciation. I was interested and enjoyed listing the techniques of the Engage, Study and Activate phases of a vocabulary lesson and listening to the explanation of a 'straight arrow' (engage, study, activate) vocabulary lesson.
The Unit talks about teaching grammar structures by explaining that the students need to be taught the meaning, the usage, the forms and patterns. It also explains how to apply the spoken and written forms of grammatical structures. The Unit also gives a list of techniques in the Engage, Study and Activate phases of a grammar lesson. After which, a sample 'Patchwork' grammar lesson is explained.
Regarding teaching language function, role playing can be very useful in the activate stage. Some examples of language function are: suggesting, inviting, refusing, agreeing or disagreeing.. etc. To effectively teach language functions, the 'boomerang' or 'patchwork' techniques are good choices. Lastly, there is a detailed explaination of a lesson on functions using the'Boomerang' method.
