To achieve a communicative domain of a language, we have to teach through a process where there is an acquisitive progression that will deliver the bases to evaluate if the communicative objective has been achieved. We cannot expect that the students communicate perfectly from the first moment. It should recall the natural acquisition of the mother tongue (L1), a process in which the student does not begin “to produce” certain linguistic elements (basically loose vocabulary) until completing his/her first year of life. After two years the boy/girl will set in motion his communicative capacity, in a limited context, with a moderate “linguistic quality” and with an extensive little vocabulary. No one must forget that these achievements arise of a genetic predisposition and a sensitive period determined to acquire the language; of a constant exposition to that language; of some psico-emotional links particularly with its main “professors of the language”: the parents.
Teaching English in English is the answer. The only chance of practicing English for the most of the students in the municipal system is during the English lesson. That’s why teachers have to speak English all along the lesson.
Teaching English is not teaching just the language but the culture. Understand the culture is the first step to understand the language and that way to avoid translation into the mother tongue.Teaching English in context and not isolated. “How to use English” teaching collocations and chunks is an easy way to learn to be fluent.