TESOL End-Term Assignment

1. Plan 2 lessons for (speaking) conversation activity based on

“Learning a musical instrument” and “Planning a trip to any holiday

destination” Include sample of a dialogue, the link to a relevant
YouTube Video, a list of vocabularies used in the above context, and
some relevant pictures that pertain to each topic. Mention the points
that a draft shall include and design a short activity on the above
subject. (i.e. Number of Students, Age, Level, Duration, Language
spoken by students, Objectives, etc.)

LESSON PLAN– 1
Topic:-
Speaking conversation on learning a musical instrument
Time:-
45 minutes
Objective:-
 By the end of the lesson students are more likely to frame their own simple
sentences for conversation.
 Learn to frame simple questions for enquiries.
 They will be able to pronounce correctly and analyze the variations in voice
modulations and tone

Age: - 10-12 years

Level: -Pre- Intermediate
No. of students: - 10 students
Languages spoken: - Mother tongue and English.
Warmer (5 minutes):- Asking questions like,
 Are you interested in music?
 What type of music do you like?
 Can you name some musical instruments?
  Which is your favorite musical instrument?
 Do you know to play any one of them?
(Eliciting from students)
Then, making them to form few groups with a pair in each.
Context setting
(10 minutes):- Information card on learning a musical instrument (guitar) is
given to the students and asked them to go through it.

Then, to complete the incomplete sample dialogue about learning a musical instrument
which is given in a worksheet. The sample dialogue may as follows,
(Sample conversation between the institute’s office admin and the student)

Admin :- hello, good morning, Institute of guitar lessons

Student:- hello very good morning ,I am ……..…….here ,calling from………………..
Admin:- how can I help you sir?
Student:- I would like to join……………… lessons. So can you please share me the details?
Admin:- my pleasure ! our institute is located in……………. ,Liverpool. And the guitar classes
are held only on ……………………
Student:- okay ,can I know the ………..……details ?
Admin:- yeah, sure sir. It’s………………...per hour.
Student:- so ,how can I take admission and move further.
Admin:- you can contact us on either by telephone or ……………. And our telephone number
is……………….and …………………….is our e-mail address.
Student:- thank you so much for your kind information. And I will get you soon.
Admin:- you are always welcome!

While speaking(20 minutes):-

 The students are asked to do role play by using the above
conversation as pairs from each group.
 While speaking the teacher keeps on checking the
pronunciation, voice and tone modulations in each dialogues
and correcting them if they are mistaken.
 Encouraging them to be confident to speak in front of class.

Recapitulation (10minutes):-
 Asking the students where they felt difficulties in the whole
activity. And helping them in those specific areas.
 The teacher inquires about whether they got confidence to
speak or still scared.
 Few more sample situations are given to the students to make
conversations by their own as homework activity.
In the main dialogue the stress would be on the vocabularies related to
learning the musical instrument. For example the sounds that those
instruments produce, the names of those instruments, the different part of
the musical instruments as that is the purpose of the lesson.

LESSON PLAN – 2
Topic:-
Speaking conversation activity based on “planning a trip to any holiday
destination”
Time:-
 45 minutes
Objective:-
 Mainly to make them speak confidently by framing simple sentences.
 Guide them in pronunciation, voice& tone modulation while speaking.
 Introduce new vocabularies based on a trip.

Age :- 12-13 years

Level:-Pre- Intermediate
No.of students:- 10 students
Languages spoken:- Mother tongue and English.
Warmer(5 minutes):-

 Which all the places you visited?

 What all the things you had seen there?
 How you felt? Whether you enjoyed the trip or not?
 What specialty you felt there?

(Few minutes of time is given to them to think about the places they had visited before.
Above mentioned questions are asked freely, which might help them to think more)

Context setting
(10 minutes):-Here a game activity, passing a ball is conducted.

 Arranging them in a circle.

 One ball is given to them, and then the teacher turns back and started to
play music.
 They continued to pass the ball until the teacher stops the music. At that
moment, the one who have the ball stands up and talks freely about a
holiday trip which he/she went before.
 The game is continued until everyone get a chance to speak.

While speaking (20 minutes):-

 Students are grouped in pairs and asked to complete a dialogue
between two friends, by using the below information card with the help of
teacher. The dialogue is about a plan on holiday trip.

Holiday information Justin & Kate

• Destination - Australia

• Transportation - By flight

• Departure date - 15thJuly

• Length of stay - One week

• Accommodation - Hotel

• Planned activities - Go surfing, visiting Sydney and the

Great Barrier Reef.

Sample dialogue

Justin:-so Kate, what about our trip, place is fixed ?

Kate:- yeah let’s go to ……………….. Then we can move by ……………of July.
Justin:- sounds great ! so we have to book the tickets for …………… right?
Kate:- yeah, that we will do. But what about the stay and……………….?
Justin:- don’t worry, I will connect with a friend there. He might help us to
book a …………….room for us. So, let us plan for one week.
Kate :- fine, I contacted with a tourist agency there, they can guide us to
visit………… and ……………….
Justin:- wow ! I heard its wonderful.
Kate:- yeah, it is! We can enjoy surfing also.
You need to include the key words mentioned in the tabular format.
Justin:- nice I am so excited.
Kate:- me too, Justin.

 Then the pairs are called to do role place one by one.

 At the time of role play teacher continuously checked their pronunciations,
voice and tone modulations etc.
 The students are requested to repeat the role plays until they get a
confidence to speak.

Recapitulation (10minutes):-
 Asking and helping them in difficult areas in whole activity.
 Make them thorough with trip based vocabularies like, destination,
transportation, accommodation, departure etc.
 Lastly , trying to understand whether their confidence level improved on
speaking skill after the activity.
The lesson should focus more on the target vocabularies.

2. Plan a lesson for developing the 4-skills, with a grammar component, based on
“Cooking Chinese Cuisine.”

Include samples of reading, writing, listening, speaking, vocabulary, grammar, exercises,

dialogue, pictures, follow-up homework, and a link to a relevant YouTube Video. Mention
the points that a full Lesson Plan shall include and outline the activity’s procedure. (i.e.
Number of Students, Age, Level, Language spoken by students, Duration, Terminal
Objectives, Enabling Objectives, etc.)

Topic of the lesson: “COOKING CHINESE CUSINE”

 GOAL
 Develop better insight into the productive and receptive skills and

know about the critical situation of this important skills

1. OBJECTIVE

By the end of this lesson students will be able to: - -

 Practice listening to short extracts [video/audio] and answering the questions.

 to listen for specific information and use the target language structure appropriately
to complete the task
 Develop better insight into speaking skill and know about the critical situation of this
important skill.
 Plan and stage a range of effective speaking activities, enabling students to engage
fully to improve their speaking abilities.
 To improve speaking skills, fluency, accuracy, pronunciation, and voice and tone
modulation.
 Practice skimming and scanning (Enhancing and enriching reading skills).
 Demonstrate the capacity to use various writing forms, (for example, in-class
responses, journals, notebooks, reports, argumentative essays, research papers, and
others) to achieve the specific purposes of the course.
 Demonstrate improvements in written expression of thought by utilizing various
techniques (such as peer review, multiple drafts or revisions of assignments) after
receiving feedback

The objective should be measurable. It would be mentioned like this at the end of the
task the students would be able to accomplish the task with 80% level of accuracy.

2. Age: 12-14 Years

3. Language Level: Intermediate
4. Number of students: 10 students
5. Language spoken by students: Mother tongue, English
6. Material used:Flash cards, projector, handouts, video clips, white board.

Pictures of Chinese cuisine, audio clips, Power point slides,

 [https://slideplayer.com/slide/6319026/]google sheet [google classroom]
https://docs.google.com/document/d/1f7KhVCwuODiJt1tP3XLcswDK9jor02YF-
2TnPqI3rPw/edit

Warm-up activity: (5 minutes)

 Greet the students in an informal way

 Some warm up activities are held to draw students attention such as
asking questions like,
• Have you ever cooked before?
• What all the dishes you know to cook?
• Have you ever tasted Chinese dishes?
• What is your favorite dish?

 Then asking them to explain the recipe of dishes which ever they know.
This can be done one by one to seek their attention and interest.

Context setting (5 minutes)

 Teacher gives a worksheet and motivates the students to match the names of the
food to the pictures.

 Students can just guess and match [it is not a problem even if the answer is
wrong].

Match the following – [work sheet]

1.
----------------------- [a] Fujian

----------------------- [b] Jiangsu

----------------------- [c] Cantonese

----------------------- [d] Zhejiang

5

----------------------- [e] Shandong

Answers -1c, 2e, 3d, 4b, 5a

1.LISTENING SKILLS (15 MINUTES)

  Context setting

Activity-

 Students are motivated, made to understand the context and prepared to

achieve the goals
 Vocabulary: Sichuan, savoury, flavor, sumptuous, stir, casseroles,
Shandong, Cantonese, Jiangsu, Fujian, recipe, condiments appetite.
The above mentioned vocabularies are introduced and made them to
pronounce it one by one.

 While listening
Language focus- [simple present tense, verbs, adjectives+ nouns]
Activity:-

Watch and listen to the video and respond to the questions.

https://www.youtube.com/watch?v=_pqI1ETCYnU

1. The creativity and fresh flavors makes this region famous.

------------------
2. Very hot peppers of this region make it famous
---------------------------------------------------
3. Salty and savory flavor is used in this food-------------------------------
4. ----------------------Casseroles, roasts and ---------------fries are well
known in this region-----------------.
5. The ingredients that are used in Cantonese food ------------------, --
-----------and --------------------------------
Grammar exercise- identifies the tense used in the sentences.
Underline the adjectives and nouns
  Post listening

 Discussions and summarizing

 Diagnose the problems faced by the students in listening skills.

2.SPEAKING SKILLS (20 MINUTES)

 Context setting

Asking simple questions on the following pictures.

1 2

3 4
5

1. What do you know about these pictures?

2. Have you ever tasted these food items?
3. Can you name these food items?
4. In which part of china the sumptuous casseroles, roasts and stir fries famous?
5. What food item is famous for pure taste and original flavor?
Vocabulary Cantonese, Jiangsu, Fujian, savoury, flavor, sumptuous, stir,

casseroles, Shandong, Cantonese, Jiangsu, Fujian, recipe, condiments

appetite, ingredients, mouthwatering
 While speaking

 ACTIVITY-1
Buzz groups
Students are divided into small groups and are made to speak about the pictures that
represent Chinese cuisine. Students actively speak about the various types

 ACTIVITY-2
 Role play
A telephonic conversation between a restaurant manager and a customer
Customer: Hello, Is it Royal residency?
Manager: yes, it is Royal residency. How can I help you sir?
Customer: I would like to know the variety of savory dishes you supply?
Manager: well sir, we have Indian dishes, Chinese, Middle East etc.
Customer: can you brief the Chinese food?
Manager: yeah off course. There is a vast variety of Chinese food items.
They are really mouthwatering. You can have food likeCantonese,
Jiangsu, Fujian, Cantonese and Shandong.
Customer: what are the condiments used in these items?
Manager: itdepends sir. Each item has different ingredients.
Customer: your description gives a lot of appetite.
Manager: wow, I’m glad to hear.
Customer: do have home delivery?
Manager: yes, why not? We have a great variety of sumptuous
casseroles, roasts,stir fries which are the most famous food of northern
part of china.
Customer: that is amazing! I need three plates of roasts and stir fries
each and two plates of Shandong and Fujian each.
Manager: could you please tell me your address?
Customer: door number3/74, Holy faith apartment, Rajendranagar, New
Delhi
Manager: thank you very much for choosing our hotel sir
Customer: it is my pleasure.

 ACTIVITY-3

Speak a few sentences using the following verbs in simple present

 [Eat, drink, speak, cook, prepare, order, mix, and add]
Student use the verbs in the spoken sentences
Example:1] I eat meat every day.
2] We cook Chinese food on Sundays.

 Post speaking
 Checking and correcting their pronunciation and voice and tone
modulation while speaking.
 Analysis of the language spoken.
 Discussion on the use of simple present tense.
 Identifying the major areas to be concentrated.
 Helping the students who have faced problems.

3.READING SKILLS (15 MINUTES)

 Context setting
o ACTIVITY-1
Look at the advertisement on Chinese cuisine and answer the
questions:-
 1. What is the advertisement about?
2. Name the food items that are advertised.
3. What is the special offer of the day?
4. What is served with crispy rice?
5. What is done freely?
Vocabulary:-

Unique, traditional, beverage, soy-sauce, popularity, delicately, pastries,

donuts, appropriate, harmonize
WHILE READING

Reading comprehension
Activity- 1 :-
{PAIR WORK- handouts are given}

Read the following passage on Chinese cuisine and with your partner ask and answer the
following questions [do not write anything yet]

Chinese Cuisine - The Food of China

Chinese Cuisine - China’s food is very unique and traditional. Grains are the
main food in China. Rice is the favourite grain among the people in the South. In
the north, people prefer wheat, which they make in to bread and noodles. Corn
millet, and sorghum are also eaten. Vegetables, especially cabbage and Tofu rank
second in Chinese diet. Roasted sweet potatoes are a popular snack eaten by the
Chinese. Pork and poultry are the favourite meats in China. The people also like
eggs, fish, fruit, and shellfish. Chop Suey originated in China. Chop sticks and
soup spoons are served as the only utensils at a Chinese meal. Tea is the
traditional Chinese beverage. Ice-cream has gained popularity in China. Food
Food in China is mostly stir-fried rapidly in oil at a very high temperature. Fujian
Cuisine is famous for delicately cooked fish and crabs for soups and for
flavourings such as soy-sauce. Breakfast in China may be rice porridge, chicken
noodle soup, or deep fried pastries that taste like donuts. In China the people’s
favourite lunch time foods include eggrolls, and dumplings filled with meat or
shrimp. A typical Chinese dinner includes vegetables with bits of meat or
seafood, soup, and rice and noodles. A Chinese cuisine has definite rules for the
appropriate combining of the ingredients into dishes, and dishes in to an
appropriate meal. A typical home meal for no special purpose might include
boiled rice, soup, steamed fish, and stir-fried pork with vegetables. Each dish is in
a separate category. 1. The cooking method 2. Appearance 3.Texture. Main
ingredients are all different. Asian individual dishes, flavors, textures and
ingredients should complement and harmonize each other, rather than being the
same. Food must strike attention in good cuisine cooking
https://www.bartleby.com/essay/Chinese-Cuisine-The-Food-of-China-F34VZZYVJ

1. What are the main food items in china?

2. What is the favorite grain in the South?
3. Is there any definite rule for the appropriate combination of
ingredients?
4. Who prefer to have food made of wheat?
5. How is Fujian cuisine prepared?
6. Why should food strike attention in good cuisine cooking?
 Activity- 2 :-

Underline the nouns, verbs[tense structure] and adjectives in the given

paragraph.

Students identify and underline the nouns, verbs and adjectives that are found in
the paragraph and actively participate in learning activities.

 POST- READING
 Analyzing whether the students have met the success criteria
 Your opinion on Chinese cuisine.[discussion]
 Discussion on the grammar components [parts of speech]

4.WRITING SKILLS (20 MINUTES)

 Context setting
Relying on the proceeding activities [listening, speaking reading and
writing]students are encouraged to use vocabulary items related to the
topic, COOKING CHINESE CUISINE to provide their ideas about the
topic.
 While writing

Practice: ask the students to use the vocabulary in short sentences.[Unique,

traditional, beverage, soy-sauce, popularity, delicately, pastries,
donuts, appropriate, harmonize]

 Free writing.
Ask the students to write short sentences about their favorite Chinese
cuisine.
[Students are free to write]
  Production
Students are asked to write a short paragraph about their favorite Chinese
cuisine.
[This activity will be given an as an assignment if the class is run out of
time]

 POST WRITING
 Analyzing the language and vocabulary.

 Re-read your sentences and make sure sentences make sense.

 Eliminate “unnecessary or redundant” details
 Proofread for spelling, vocabulary, grammar (checklist).
 Edit your paper (peer-editing, post-teacher editing]

LESSON CLOSURE AND HOME WORK [10 minutes]

 Students are asked to prepare different types of Chinese cuisine and make arrangements
for a food festival on Chinese cuisine
 Write a short paragraph on Chinese cuisine using simple present tense.
 Prepare a speech on Chinese cuisine and speak out in the next class.
[All the questions, vocabulary and the videos are shared in the google classroom too]

LESSON FRAMEWORK
1. Duration: 80 minutes
2. Level: intermediate
3. No. of students: 10
 Topic:COOKING CHINESE CUISINE.”
 Final objective:
 Practice listening to short extracts [video/audio] and answering the
questions.
 to listen and repeat the target language
 to listen for specific information and use the target language structure
appropriately to complete the task
 Develop better insight into speaking skill and know about the critical
situation of this important skill. –
 Plan and stage a range of effective speaking activities, enabling students

to engage fully to improve their speaking abilities.

 To improve speaking skills, fluency, accuracy and pronunciation.
 To be able to speak naturally and confidently
 Practice skimming and scanning (Enhancing and enriching reading skills)
 Comprehend the text thoroughly
 Apply the newly learnt vocabulary and uses in real life situations.
 Understand the questions and respond to them accordingly
 Demonstrate the capacity to use various writing forms, (for example, in-
class responses, journals, notebooks, reports, argumentative essays,
research papers, and others) to achieve the specific purposes of the
course.
 Demonstrate improvements in written expression of thought by utilizing
various techniques (such as peer review, multiple drafts or revisions of
assignments after receiving feedback).
2. Age: 12-14 years
3. Language Level: Intermediate
4. Material used: Flash cards, projector, handouts, video clips, white board.

Pictures of Chinese cuisine, audio clips, Power point slides,

Qualifying objective:
a. Warmer: At the end of warmer: students are able to understand what the lesson is
about (cooking Chinese cuisine) through their cognitive maturity.

b. Pre- listening, speaking, reading and writing: At the end of each session students
have developed each skill i.e. to listen, to speak, to read and write

c. While listening, speaking, reading and writing: At the end of each session
students are able to get a better idea of the topic and are able to enhance the four
different skills

d. Post –listening, speaking, reading and writing: At the end of each sessionstudents
are able todevelop better insight into listening, speaking , reading and
writing skills.
e. Aids or material used:Flash cards, projector, handouts, video clips, white

board. Pictures of Chinese food, audio clips, YouTube video.

Vocabulary Taught .
Sichuan, savory, flavor, sumptuous, stir, casseroles, Shandong,
Cantonese, Jiangsu, Fujian, recipe, condiments appetite

Unique, traditional, beverage, soy-sauce, popularity, delicately, pastries,

donuts, appropriate, harmonize

The lesson is more structured and adheres to the target vocabularies.

3. RESEARCH
Suggest two suitable methods and skills that are required to teach
ESL/EFL students. Base your answer on research studies, citing relevant
examples/evidence.
METHOD
Introduction
A method is a particular procedure for accomplishing or approaching something
especially a systematic or established one. Several methods have been
developed by the scholars to make English language teaching a piece of cake.
Effective and suitable approaches are part and parcel of English language
teaching learning process. Orderly methods are to be implemented in the class,
lest the effective teaching should fail.
Although the educators suggest umpteen methods, the best methods are found to
be audio lingualism and communicative approach. These methods are the
proven methods that are used in the classroom to make English language
teaching more and more interesting. These methods generally involve a vast
variety of exercises, activities, tasks, etc. which help to turn the monotonous
theory into practice.
Let us have a detailed look at thesemethods.
The audio-lingual method, Army Method, or New Key, is a method of
teaching used in teaching foreign languages. It is based
on behaviourist theory,itconcentrates on long repetitive drills where the learners
are trained into using the language appropriately. It means that the teacher
would present the task first and then the students would reprise it, memorize and
learn the vocabularies to be able to produce.
This approach to language learning was similar to another, former method
called the direct method. Like the direct method, the audio-lingual method
instructed that students should be taught a language directly, without using the
students' native language to explain new words or grammar in the target
language. However, unlike the direct method, the audio-lingual method did not
focus on teaching vocabulary. Rather, the teacher drilled students in the use
of grammar.

CHARACTERISTICS
 Each skill (listening, speaking, reading, and writing) is treated and taught
separately.
 The skills of writing and reading are not neglected, but the focus throughout
remains on listening and speaking.
 Dialogue is the main feature of the audio-lingual syllabus.
 Dialogues are the chief means of presenting language items. They provide
learners an opportunity to practice, mimic and memorize bits of language.
 Patterns drills are used as an important technique and essential part of this
method for language teaching and learning.
 The language laboratory was introduced as an important teaching aid.
 Mother tongue was not given much importance, similar to the direct method,
but it was not deemphasized so rigidly.

APPLICABILITY IN THE CLASSROOM

The purpose of learning with audio-lingual method makes it easy for

children to learn English, especially in remembering the words / sentences.
There are several techniques that can be done to implement this method,
such as memorization techniques, construct words, equip, frequently asked
questions, and so on. With this technique, the teacher can overcome the
weaknesses of students in learning. In the study, the need for imitation,
practice, and serving to reinforce the child to understand the material being
taught.

Example
Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair
COMMUNICATIVE APPROACH
The communicative approach is based on the idea that learning language
successfully comes through real life communication contexts. When learners are
involved in real communication, their natural stratagems and instinct for
language acquisition will be utilized, and this will help them to learn to use the
languageeffectually and successfully.CLT highlights the social, cultural and
pragmatic features of languages.This approach uses reliable and dependable
language to a great degree in an attempt to build fluency in the language. It is
said to be the generally approved and accepted method because of its wide
diversity in classroom applications. It helps the students to interact in the target
language naturally and confidently.
PRINCIPLES OF COMMUNICATIVE APPROACH
 Language learning is learning to communicate using the target
language.
 Learner centred
 Cooperative and collaborative learning
 Interactive learning
 Content based learning
 Contextualisation is an integral part of this approach and the language
used to interact should be apt to the situation, the roles of the speakers,
the setting and the register.
 Communicative activities are essential. Activities should be presented
in a situation or context and have a communicative purpose. Typical
activities of this approach are: games, problem-solving tasks, and role-
play. There should be information gap, choice and feedback involved
in the activities.
 Learners must have constant interaction with and exposure to the target
language.
 Development of the four productive and receptive skills —listening,
reading,speaking, and writing — is incorporated from the beginning,
since communication integrates the different skills.
 The topics are selected and graded according to the age, needs, level,
and students’ interest.
 Motivation is the primary factor. Teachers should elevate students’
interest right from the beginning of the lesson.
 The role of the teacher is that of a guide, a facilitator or an instructor.
 Trial and error is considered part of the learning process.
 Evaluation concerns not only the learners’ accuracy but also their
fluency

MAIN FEATURES OF COMMUNICATIVE APPROACH

 Meaning is supreme.
 Dialogues enter around communicative functions and are not normally
memorized.
  Contextualization is a basic premise. Students learn the target language
efficiently and naturally and this helps the students enhance their
natural strategies for language acquisition.
 Drilling may occur, but peripherally.
 Comprehensible pronunciation is sought.
 Reading and writing can start from the first day.
 The system enables the learner to use the linguistic system effectively
and appropriately
 Teachers help learners in any way that motivates them to work with the
language.

Example and relevance [role play]

Practicing question forms by asking learners to find out personal information
about their colleagues is an example of the communicative approach, as it
involves meaningful communication. This can be roleplayed and the students
get a crystal clear idea of the part of the language taught.
Context can be set on a real life situation and it gives room for effective
language learning.
THE MOST IMPORTANT SKILLS THAT ARE REQUIRED TO TEACH
EFL/ESL STUDENTS.
1.COMMUNICATION SKILLS
Communication skill is an essential chunk of language teaching. So the teacher
must be able to communicate effectively with the students. Only when the
teacher is able to interconnect with the students properly, the real teaching
learning process occurs. Unless the teacher communicates with the student in a
simpler and proper manner, it is impossible to cater the needs of the student.
Effective communication helps the teacher establish rapport with the students,
which paves the way for real learning.Body language and voice clarity are very
important tools of communication.
When we are teaching English learners, using English, we have to constantly
ask ourselves, “Is there a simpler way to say this?” At the same time, we will
become a better listener. As a language teacher, we constantly monitor your
students’ speech. When it’s their turn to talk, they’re the centre of the world.

2 .PLANNING AND TIME MANAGEMENT SKILLS.

Planning and time management are integral part of teaching. Planning for the
class and how effectively execute this plan is an essential aspect. The teacher
should be able to complete what he/ she has planned within the allowed
timeframe and should be careful about the digression of the topic.
Things to consider
 Plan the lesson carefully end effectively
 Organize the class by priorities
 Strategically plan homework assignments.
 Manage the time effectually.
Conclusion
The two worthwhile methods for teaching esl/efl students are communicative
method and audio lingual method. It has been proved that these approaches
fetch remarkable progress in the language learning process.

The answers are apt.

Grade B+