One strategy available to beginning learners of English as a Second Language (ESL) is the use of memorized phrases or routines that they hear frequently in the out-of-class environment. These routines allow them to participate in basic sorts of interaction while they are waiting for their analytic linguistic ability to catch up with their communicative needs and desires. This study defines and distinguishes between affective and cognitive based classroom activities, and between acquisition and the learning process. It then argues for an eclectic language teaching methodology. A brief survey of the current research is presented relating to the use of memorized speech segments by beginning language learners, and an attempt is made to present a rationale for actively teaching prefabricated or routine formulas to beginning students as a viable strategy for early communication. Empirical evidence is given on the effect of this strategy on the classroom atmosphere, and the practical application and psycho-social effects by and on the students. Criteria are given for selection, as well as examples of interactions, and ideas to help the teacher implement this strategy. (Author/AMH)