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Unit 7 covered the aspects of teaching a new language (vocabulary, grammar, and functions). The unit notes that students need to do four things in order to learn a new language: exposure, understanding of meaning, and construction, and practice and produce. First, the unit talks about teaching vocabulary and notes the importance of vocabulary in the early stages of a studentÂ’s language learning process. The difficulty (or easiness) of a vocabulary word will depend on similarity to own studentsÂ’ language, similarity to English words already known, spelling and pronunciation, and appropriacy. A problem for many teachers is selecting which words to teach; while the course and teacherÂ’s book often provide some help there are some other criteria that may be used to decide. For example, appropriacy to the students, approporiacy to the task, frequency and coverage, and teachability. The unit also provides six criterion for what students need to know about a vocabulary item and they include meaning, use, spelling, etc. This was an interesting topic for me because I have often run into trouble when deciding on a vocab list for my students. IÂ’m often confused and worried to present too much information, but with the criteria provided in the unit I should be able to
easily decide which words will be most appropriate for each lesson and class. After selecting vocabulary you can introduce grammatical structures; in order to effectively do so, the students will need to know what the language means, how it is used, what the grammatical form is and how it said/written. This is the section I am most familiar with, but it was great to have some reinforcement and extra information on this topic. The most helpful aspect of this section was the outline of the typical ESA grammar lesson. With this I reflected on past lessons of my own and made a list of what I saw was similar, different, and what was good or bad about each of those. Finally, once you have successfully introduced the grammatical structures you may teach language functions. This includes areas of conversation such as inviting, refusing, agreeing, suggesting, etc. The unit notes that this section will stress the importance of the activation phase of the lesson. This unit gave great structure to all of the information we have learned thus far and allowed me to reflect on past lesson plans and modify to be a better teacher.
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