Long presentations overwhelm both speaker and audience. A two-to-three minute talk with one main point and one example is hard enough at B1 and generates better language than a ten-minute ramble.
Decision-making tasks — 'agree on X' — have a natural endpoint, require genuine exchange of views, and generate negotiation language without a script.
For an information-gap pair task, each partner needs a different information card. The setup takes 90 seconds: distribute cards, check they do not show each other, demonstrate, set the outcome.
Roleplay works when the scenario is specific and plausible. Vague roles produce vague language. Specific roles with real stakes generate genuine negotiation.
Discussion without a clear outcome trails off. Give learners a decision to reach, a list to rank, or a recommendation to make — something that requires the discussion to produce something.
In task-based learning, learners do a communicative task first, then focus on language that arose from it. The task generates a real need; the language focus answers it.
Drilling establishes pronunciation and form. Choral drilling — whole class together — lowers anxiety and lets learners rehearse without exposure. Individual drilling checks and consolidates.
Reformulation means restating what a learner said, correctly, without flagging an error. It models the right form while keeping the conversation moving.
During fluency tasks, correct errors after the task, not during. Immediate correction interrupts communication, raises anxiety, and trains learners to speak in short, safe sentences.
During speaking tasks, the teacher circulates without intervening. Note language use — good and problematic — for delayed feedback. Sitting at the desk kills momentum.
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Sourov Deb EI · SIRET 106 764 061 00011 · Saint-Pierre, La Réunion