1. Developing learners language skills.

- skills should be perceived as integral parts of the system, not teach separately
- good balance between receptive skills and productive skills must be found with
communication as a key objective
- materials used for teaching skills should be authentic, bearing in mind adapting to learners
level
- there should be focus on communication as a paramount goal in all language learning
- listening and reading should be taught in context, not as separate activities
- writing as a utilitarian form and during the lesson more focus on brainstorming ideas,
planning and drafting editing

Language skills should be primarily perceived as integral parts of the entire language system,
not as separate, unlinked units that are taught individually. Paramount goal in all language
learning is effective communication and all the skills ought to be presented comprehensively
yet holistically enabling learners to synthesize the material. While teaching, a good balance
between receptive and productive skills must be found with communication as a key
objective. Therefore, both listening and reading must be taught in context, with extensive
use of pre-reading or pre-listening activities and eliciting the language that might be
incorporated as well as further development tasks. Writing can be taught as a utilitarian
form adapted to particular SS needs with structure and form corresponding to progression
level. Additionally, there should be more focus on activities such as brainstorming ideas,
planning, drafting and editing thus exposing students to communicative aspect of writing
and emphasizing practicality of given tasks. Most importantly, speaking must be a universal
platform, binding all the other skills and interweaving throughout the entire education
process. As a complementing part, TT might use a considerable number of authentic
materials that are instrumental in effective skills development bearing in mind the necessity
to adapt them to learner level.

2. Developing Lexis and grammar

- Grammar should not be taught explicitly, except beginners/elementary, where the basic
rules must noticed and understood
- Grammar must be taught lexically in context, where several hundred patterns can be
revealed during a course
- Grammar should be presented as part of language chunks, with only little regard to learners
level
- Teaching grammar should be restricted by meaning and practicality of usage
- Similarly vocabulary should be taught in chunks and in context
- Put a lot of stress to collocations and various language patterns with paying attention to co-
text
- Heavy leaning on asking questions and eliciting the language taught

Learning ESL must not be seen as acquiring appropriate set of grammar structures that will,
in consequence, enable students to put single words in order to produce effective language.
There has to be more emphasis put on contextual use of structure and naturalness of the
language that is produced. Hence, teaching grammar explicitly, should be limited to beginner
or elementary level students, where the basic rules must be noticed and understood in order
to build a solid foundation for further study and boos SS confidence. Grammar, essentially,
must be taught lexically, in context, where several hundred patterns might be revealed
during one course, yet not as independent lesson units, but rather as a part of language that
encompasses several elements and skills. Accordingly, grammar should be incorporated in
language chunks, with only little regard to SS level. Similarly, vocabulary is acquired best,
when provided in language chunks rather than single items and always functioning in
context. There should be a lot of stress put on implementing collocations and various
language patterns with paying attention to co-text for that is the most effective way to teach
vocabulary. To facilitate learners lexis more, teacher might lean heavily on asking questions
and eliciting target language in a natural communicative way.

3. Developing pronunciation
- Understanding that currently English operates as Lingua Franca and therefore there are
various accents and speech forms
- There must be certain training in basic ESL sounds, as well as their phonetical recognition,
with most attention to differences in sound causing differences in meaning
- Pronunciation should be taught paired with vocabulary and the importance of its utilitarian
role must be made
- Depending on the group, tt must adapt the material and the range of rules he/she wants to
present.
- Using demonstration/ visual aids authentic materials and extensive positive feedback to
improve ss pronunciation

4. Developing learner autonomy

- In case of language obstacles, encourage students to go around instead of simply giving
translation
- encourage ss to draw information from context, rather than revert immediately to
dictionaries
- use multiple authentic materials both on lesson and as a homework to teach students that
valuable language can be easily accessed learned everywhere
- practice language that is spoken outside classroom, implement a lot of peer to peer
conversations.