| Mastery of English as a second or foreign language | | | | become more regular, or even subconscious. |
| (ESL or EFL) comes down to how well a student | | | | Preparation: Allow the students to prepare for the |
| speaks. He may write well, for example, get high | | | | tasks ahead with an effective warm-up. This gives |
| marks on tests, or even have an accent nearly | | | | everyone in the class ample opportunity to get their |
| identical to a native speaker; but if he can't express | | | | English wheels turning. Adequate time translates into |
| ideas, opinions, or instructions clearly in a conversation, | | | | fewer mistakes while you're presenting and drilling the |
| few would call him proficient. Language is for | | | | target language, so comprehension and use of the |
| communication after all, and that primarily means | | | | new language increases. |
| speaking. | | | | Present: Next present the topic for discussion, target |
| As teachers, we continually assess the strengths and | | | | grammar, or any vocabulary selected for the lesson. |
| weaknesses of our classes. We then take this | | | | The warm up can serve as a springboard into the |
| information and develop effective lessons, always | | | | topic. For example, write on the board any synonyms |
| working towards greater communicative ability which | | | | of today's key words used by the students, and then |
| maintains a balance between fluency (getting the | | | | introduce the target vocab. Or if you focus on |
| words out) and accuracy (using grammar and | | | | grammar, write several sentences from the warm up |
| vocabulary correctly). What follows are four steps | | | | that will highlight the target structure. In both cases, |
| which serve as a model in planning lessons that give | | | | information from the warm up gets recycled, thus |
| students ample practice time with the language. These | | | | providing a more efficient use of class time. The |
| steps also work towards free use of the language. | | | | grammar or vocabulary becomes more memorable, |
| Before the four steps, conversational ability should be | | | | too, because of the link to the initial conversations. |
| defined, though. | | | | Practice: After the presentation, ESL / EFL students |
| Conversation involves the following: using the language, | | | | need to practice the new material. It's unfair to expect |
| listening to the language, processing the information, | | | | them to make use of the new language without |
| and then responding to it. The purpose of the | | | | adequate practice. Drills work to achieve automatically, |
| conversation affects the process, as does the place | | | | even at higher ability levels. Tightly controlled drills with |
| and the people involved. Compare English spoken to | | | | new grammar points or vocabulary lay the foundation |
| open a business meeting with English used to order at | | | | and provide examples. Activities should then move into |
| a restaurant. This language then differs from what | | | | freer and freer use of the language, which will allow |
| may be needed during the business meeting, or to | | | | each student to integrate the lesson material with |
| complain about the quality of the food. | | | | pre-existing language. |
| From these examples, we can infer that a good | | | | Free Use: You should always work towards real use |
| speaker uses grammar and vocabulary effectively | | | | of the language. Whereas the first part of the lesson |
| and accurately. We should also consider the context | | | | focuses on accurate production of the language, it's |
| of the grammar and vocabulary, and how it can add | | | | done to then allow better practice of fluency (getting |
| nuance. For example, when, why, and to whom would | | | | the words out). Activities at the end of the lesson |
| a speaker describe business meetings in the following | | | | allow students to select vocabulary and grammar |
| manner?: | | | | structures, and to tie the day's material with previously |
| Example A: "Even though our weekly meeting with | | | | studied language. These activities also let upper-level |
| those R&D people can be boring, I know how | | | | learners apply strategies, use gestures and body |
| important it is. Let's face it: it's a necessary evil." | | | | language, and adjust their language for the intended |
| Example B: "Ugh! Our weekly meeting with those | | | | audience or listener. |
| R&D people drives me up the wall!" | | | | For a student to be considered proficient in English, he |
| Someone who speaks well would similarly understand | | | | ultimately needs to speak it well. Language is part of |
| when to use different grammar points. Native | | | | communication, after all. Work towards incorporating |
| speakers "just know" the language, even if we can't | | | | these four steps: preparation, presentation, practice, |
| always give the whys and what fors of grammar or | | | | and finally free use of the language. These steps offer |
| vocabulary. Lessons which involve speaking activities | | | | the chance to acquire new material, then tie it to past |
| should always strive to build and reinforce these skills. | | | | lessons. |
| In time, decisions in language usage like the above | | | | |