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Regardless of the type of aspect of the language that students are learning, they always need to be exposed to the language, understand its meaning, understand how it is constructed and be able to practice and produce it. Depending on the aspect being taught, the structure of the ESA lesson will vary.
When teaching vocabulary it is important to keep in mind that a student's receptive vocabulary is usually much larger than his/her productive one. The difficulties a student may encounter depend on the similarity of the new words with their native language and with the English words they already know, spelling and pronunciation, appropriacy to the context. The choice of the words to teach can be difficult and depends on their appropriacy to the task, their frequency and coverage, their teachability. When learning new words the students must understand their meaning, when it is appropriate to use them, their grammar, interaction with other words, their spelling and pronunciation. A straight arrow ESA lesson is recommended for vocabulary teaching.
The teaching of grammatical structures depends on the level of the class, however the students will need to know the meaning, the use, forms and patterns, spoken and written form of the structure. A patchwork ESA lesson is recommended here.
Language functions include areas such as inviting, refusing, agreeing, disagreeing, suggesting and the appropriacy of the language in terms of being formal, informal or technical. For this type of lesson activation through role play is very important. Boomerang and patchwork lessons are the most effective.
