A discussion of the practice of English-as-a-Second-Language (ESL) teaching calls for an instructional strategy integrating traditional methods and the communicative approach. Components of traditional teaching methods (grammar instruction, correction, dictation, dialogue, and native language use) are linked with communicative questioning strategies, participation patterns, and interactive materials in a number of classroom techniques and procedures. Focus is on ESL instruction for native speakers of Chinese. Notes on grammar instruction and error correction highlight features of Chinese that contrast or compare with features of English (e.g., word order) or that are challenges for native Chinese speakers (e.g., verb endings), and on effective classroom techniques for addressing them in class. Principles underlying use of classroom participation patterns that support development of communicative competence are also discussed. Grammar-focused tasks that integrate traditional and communicative approaches are then described, including information exchange, dictogloss, and dictocomp tasks. Finally, the role of the native language in the ESL classroom is examined briefly. Contains 65 references. (MSE)