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This unit deals with various potential problematic situations that an ESL teacher is quite often to face, and practical ways (solutions, methods or advices) referring to each class's setting (human and environmental contexts). However, although given knowledge about analizing potential problematic situations and its remedies (tips to act/react appropriately) represent an undeniable source of facilitating support to ensure more adequately a preparation of any lesson in English language, I was wondering about why introduction of pronunciation (alphabet) or grammar (conjugation, for example) doesn't seem to be relevant to the context of teaching the very first lesson of English language. In fact, in order to enter into the very first lesson, which perhaps could be the first encounter between learners-learners and learners-teacher, the use of pronunciation of phonems/syllables or conjugation's endings pertaining to English words, maybe, could be appreciated and "entertaining" (motivational) for learners if the method employed by the teacher turns out to be something generally appealing to all accordingly. Indeed, the real efficiency of any language is seen as to be the most often closer to the way of how to conduct fluency oneself, it means through its contents, its crux (the grammar's area). Thus, more precise and feasible techniques and methods to make the sphere of grammar more attractive (for learners and maybe teachers too?) and that, by exploring and by means of teacher's experimentations (attempts, testings,...) might be interesting to try to develop.
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