Over the Wall of Silence

Getting the Class Moving 39

Chapter 2

Low intermediate classes are by definition mixed-level classes . Establishing a solid linguistic base from the beginning, even if the content seems too easy for some, is the only way to create common ground, and to keep the class from naturally dividing into groups of those who understand and those who don’t. You don’t want to lose a part of your class right from the outset. It is much easier to add more sophisticated content on demand once the class is rolling. When cooking curry it’s easy enough to add spice gradually if it’s not hot enough for everyone. But it’s close to impossible to make a curry less spicy. C ONVERSATION IS AN ACQUIRED SKILL In the beginning of our work on the Immediate Method we were absolutists. We told students to jump right into conversation prac tice, and we swore that the only valid tests in a class focused on real time conversation were… real-time conversations themselves. The simplicity and clarity of that approach allowed us to gain some very valuable insights that still guide our teaching practices. However, we have realized that introducing guided activities at the beginning of the process, before unscripted conversation practice, also has a host of benefits. It’s not as if students are immediately able to speak freely about themselves without mastering the basic mechanisms. Even the greatest jazz musicians practiced their scales endlessly before they were able to improvise. There is a variety of ways in which students can practice skills re quired in conversation. Here are a few, listed in order from most to least structured. Ÿ Very simple grammar exercises such as “What is an open form of this closed question?” (or vice-versa).