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.
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.
Free practice sets a communicative task where learners choose their own language. The teacher monitors but does not intervene. The aim is fluency and consolidation.
An information gap means Learner A holds information Learner B needs, and vice versa. It creates a genuine communicative purpose — they must speak to complete the task.
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.
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Sourov Deb EI · SIRET 106 764 061 00011 · Saint-Pierre, La Réunion