This paper reviews the application of notional syllabuses and structural curricula to intensive ESL programs. It is suggested that a communicative or functional or functional-notional syllabus must not be viewed in contrast to a structural or grammatical syllabus. Functional notions are necessary inclusions into the class and into texts, but language cannot and does not function independently of structure. In reviewing the functional-notional approach and speech act theory, an application of functional notions to ESL instruction is discussed using a currently available ESL textbook. This application includes the revision of pattern drills to include extending the situation of the drill to the classroom itself, involving the students in role-playing, and incorporating alternate linguistic and nonverbal devices. Among the class assignments discussed is the selection of communicative language functions common to all language usage and their subsequent classification into type of illocutionary act. Both this assignment and others mentioned aim to inform the students that language is a functional tool. However, ideas cannot function to inform, instruct, request, etc. until they are set in some linguistic form. (JK)