Fluency means communicating meaning without interruption; accuracy means using form correctly. Every speaking and writing task sits somewhere on the scale — and you design where.
Productive skills are speaking and writing — skills where learners generate language rather than receive it. They require learners to retrieve, organise, and produce form and meaning simultaneously.
The follow-up task connects what learners read or heard to their own experience. It ensures the lesson ends with the learner as subject, not the text — and gives speaking or writing practice.
Images activate schema and emotion before learners hear a word. A photo of the speaker, the setting, or the topic gives context that reduces the cognitive load of the first listen.
In natural speech, content words carry stress and are clear; function words — articles, auxiliaries, prepositions — are reduced to weak forms. Learners who do not know this miss them completely.
When learners hit an unknown word, options are: guess from context, skip it if non-essential, or look it up. Teaching this triage stops one word from halting the whole text.
Intensive reading focuses on a short passage — one paragraph, one exchange — with close attention to language. It is the opposite of skimming: slow, forensic, deliberate.
Scanning is fast reading to locate specific information — a name, a date, a figure — without reading everything. The key is knowing exactly what to look for before you start.
Scanning means hunting a text for a particular item — a date, a name, a price — while ignoring everything else. The eyes move fast and non-linearly, the opposite of careful reading.
Connected speech — assimilation, elision, linking, weak forms — makes native-speed English sound unlike the written form. Learners who know the words still cannot parse the stream.
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Sourov Deb EI · SIRET 106 764 061 00011 · Saint-Pierre, La Réunion