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This unit is an overview of how a teacher should introduce new vocabulary, grammar/structures, and functions of English. In general, a lesson will usually focus on one of these areas independently from the others, but it is important to know how to balance all aspects of language acquisition. When students are being taught new language concepts, they need to be exposed to the language, learn the meaning of the vocab/grammar etc, understand the construction (spelling/form), and be given ample time to practice and produce it on their own (speak and write it themselves). An effective ESA lesson will include a balance of activities that allow students to appropriately derive meaning, gain understanding of construction and function, and practice independently. Vocabularly lessons are often best structured in a straight forward ESA lesson structure, while grammar and function lessons are better presented in a boomerang or patchwork style lesson. When presenting lessons on how language functions and how to appropriately use it in any given situation, high amounts of time should be designated in the Activate stage of the lesson (role plays, story chains, etc). Function can ONLY be gained in practice. No theory lessons really help in teaching function.
