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This chapter on Vocabulary, Grammar and Functions was interesting in the highlighting of the information necessary for introducing language. Many of these seem to come naturally, such as the need for exposure (or similarly, not teaching them something they will have little use for in the near term). However, I am unsure how the Cobuild dictionary would be of use. I spent ten minutes playing with it. And the ESA methodology was quite simple (thankfully). Grammar, especially the example of the story composition being told in past tense, made this ESA example more clear also; I could imagine a game where students discuss a movie in the present tense, and then have the group replay the story in the past tense (especially action films for the boys). Functions, (invite, suggesting, agreeing, etc) seems like it would be straightforward to come up with patchwork or boomerang ESA examples. However, I feel it is confusing when looking back, to remember to LIST the types of examples used for Engage or study or activate. For me this is difficult to remember since many of the exercises seem too similar; and although I feel competent in devising active ESA strategies, I think it would be useful to make a cheat=sheet for teachers, to come up with ideas when drawing a blank on how to teach a certain subject of language.
