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In this lesson, we will be looking at how teachers can teach a new language. Whatever the level of the class, and however the teacher arranges the study phase of the lesson, there are four things that students need to with new language that is to be exposed to it, understand its meaning, understand how it’s constructed and to be able to practise and produce it. Vocabulary is very important to the students, especially at the early stages when students are motivated to learn the basic words they need to get by in the language. Vocabulary depends on a number of factors, such as the similarity to students’ own language, similarity to English words already known, spelling and pronunciation and appropriacy. For selection of vocabulary, these examples may be used, which are, appropriacy to the students, appropriacy to the task, frequency and coverage, teachability. Students would need to know the meaning, the usage on when and how to use, word grammar, interaction, spelling and pronunciation of the word when using a vocabulary item. The typical straight arrow structured ESA vocabulary lesson for lower level students with the learning objective. To introduce grammatical structure, the students would need to know the meaning, the use, forms & patterns and spoken & written. The typical ESA for this is by patchwork grammar lesson, where it is for mid-level students and at the end of the lesson students will be able to talk or write about films and books using the past simple tense. Language functions include ares such as inviting, refusing, agreeing and disagreeing, suggesting and etc. Teaching language functions also includes the appropriacy of the language in terms of the kind of language they use which are formal, informal, tentative and technical.
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