Q#1 Direct Method:

Introduction:
Like GTM method direct method is not new. In 19th century direct method introduced as world-
wide demanding method. It is contrasted to GTM because through this method learner can learn
language in natural way as a child can learn language. So the direct method is popular because
GTM is not very much effective in preparing students to learn target language. It is known as the
best way of learning foreign language to communication.
Experience:
A teacher places the map of the United State in front of the class first she says “to look on the
map” then she asks the students to open their books to a certain page number, they find that their
today’s topic is about “Looking at a map”. The students read the passage from books and mean
while teacher points out the map and describe them about map.
After reading teacher asks some questions to assess them: (For example)
Q: Are we looking at the map of Italy?
A: The class replies “No”.
Then the teacher gives task to his students about the use of prepositions: (For example)
Edward is looking at the map.
Principles:
1. In this method reading should be in target language. Reading skills will be developed
through practice.
2. Class-room environment should be useful for the students.
3. The native language should not be used in class-room.
4. The teacher should demonstrate not explain or translate.
5. Make direct association between the target language and meaning.
6. Student should learn to think in the target language.
7. The purpose of language learning is communication. Students learn how to ask question
and answer.
8. Pronunciation should be improved.
9. Encourage the students to speak as much as possible.
10. Grammar should teach through practice not through memorizing rules.
11. Writing skills should improve.
Techniques:
1) Reading aloud:
The teacher should give the reading tasks to the students in class-room. And he has to use
gestures, pictures, realia, or other means related to the topic to make their reading interesting.
2) Question and answer exercises:
 This type of exercise should be conducted in target language and students asked to questions
and answers in full sentences.
3) Getting students to self-correct:
Students can correct themselves through the repetition of the question answer session.
4) Conversation practice:
The teacher asks students a number of questions in the target language to develop the habit of
conversation.
5) Fill in the blank exercises:
Through these exercises students learn grammar rules by practicing them.
6) Dictation:
Teacher should dictate the passage several times by using different process.
7) Map drawing:
The teacher gives the map to the students with the geographical features unnamed and asks
them to label the map.
8) Paragraph writing:
The teacher asked the students to write a paragraph in their own words on the major
geographical features of United States.
Conclusion:
The conclusion point of this method is to teach the students that how to communicate in the
target language?
Q#2: The Audio Lingual Method:
Introduction:
Like direct method it is very much different from GTM. It was developed in United State during
the World War II, at the time when people need to learn foreign language. This method is based
upon conceptions of language. This method has focused on listening and speaking before writing
and reading. It uses dialogues as the main form of language. Presentation and drills are the main
teaching techniques of this method. Mother language is discouraged in the class-room. It is also
known as army method.
Experience:
As we enter in the class room we notice that the students carefully listen as the teacher is
presenting a new dialogue. All of the teacher’s instructions are in target language. Sometime she
uses actions and face expirations to convey the meanings without using mother tongue. After she
acts the dialogue she says:
“All right, class I am going to read the dialogue now, listens carefully but not talking please.
Sally: Good morning, Bill.
Bill: Good morning, Sally.
Sally: How are you?
Bill: Fine, Thanks. Where are you going?
Sally: I am going to the post office.
Bill: I am too. Shall we go together?
Sally: Sure, let’s go.
In first drill students listen only than they repeat dialogue again and again to understand it.
1: Backward build up drill:
The purpose of this drill is to break down the difficult sentences into smaller parts.
Teacher: Repeat after me: Post office.
Class: Post office.
Teacher: To the post office.
Class: To the post office.
Teacher: I am going to the post office.
Class: I am going to the post office.
2: Repetition drill:
Students repeat the dialogue several times through adopting the role of Bill and Sally.
3: Chain Drill.
This drill gives students an opportunity to say the lines individually. The teacher can easily
evaluate their learning process that which student needs more practice. Then students ask
questions from one another. The chain continues until all of the students have chance to ask
about each other.

4: Single Slot substitution:

In this drill teacher reads the single slot substitution drill in which students will repeat a sentence
from the dialogue and replace the words and phrases with those the teacher gives them.
5: Multi-slot substitution drill:
It is like the single slot substitution drill but in this students must know about the part of the
speech of the word and where it fit into the sentence.
6: Transformation drill:
This drill asks students to change one type of sentence into another type of sentence. A negative
sentence can change into interrogative sentence.
Principles:
1) The native language and the target language are different from one another because they
have different linguistic system.
2) Students should able to mimic the models.
3) Native language does not prefer to speak.
4) It is important to discourage the learners to making errors.
5) The main purpose is to learn that how to use the language to communicate.
6) The students learn to create new sentences.
7) The students should be able to answer the verbal and non-verbal questions.
8) The students can learn vocabulary.
9) According to this method speech is more basic to language than the written form
10) The major challenge of foreign language teaching is to overcome the habit of their native
language.
Techniques:
i. Chain Drill.
ii. Repetition Drill.
iii. Single-slot substitution Drill.
iv. Multi-slot substitution Drill.
v. Question answers Drill.
vi. Transformation Drill.
Q#3: The Communicative Approach:
Introduction:
We have noticed that in all other methods students may know the rules of language but they will
unable to use the language. The communicative approach is task based approach in which
students communicate to each other with in a social context. A speaker will choose a particular
way to express his argument not only based upon his own level of emotion but also based upon
the level of listener. For example, he may be more direct in arguing with his friend than with his
employer.
Experience:
The teacher greets the students and gives them a newspaper in which the reporter discusses who
will win the World Cup. The teacher asks the students to read it and then to underline the
predictions the reporter has made. After finishing the task teacher writes the prediction on the
blackboard then both the teacher and the students discuss about the predictions.
Principles:
i. Language used in a real context.
ii. Authentic language should be introduced.
iii. Students will be able to figure out the writer’s and speaker’s intentions.
iv. Target language is mandatory for the class-room communication, not only for the object
of study.
v. Students must learn the properties of language.
vi. Students learn through different games because games have some certain features in
common with real communicative events.
vii. Students should be given an opportunity to express their ideas and opinions.
viii. Errors are tolerated and seen as a natural part of the development.
ix. One of the major responsibilities of the teacher is to establish situations to promote
communication.
x. It gives students an opportunity to understand the meanings.
xi. The teacher acts as an advisor during communicative activities.
Techniques:
i. Authentic materials:
To overcome the students learning problems, teacher should use authentic materials to teach
them. The teacher can use realia in the class-room that does not contain a lot of language but
about this a lot of discussion can be generated. For example the teacher use weather forecast
when she talks about prediction.
ii. Scrambled Sentences:
The students are given a passage in which the sentences are in a scrambled order. They are
told to unscramble the sentences so that the sentences are restored to their original order.
Through this drill they can learn that how sentences are bound together.
iii. Language games:
Games are used frequently in the communicative approach. The students find them
enjoyable, and if they are properly designed, they give students valuable communicative
practice.
iv. Picture strip story:
In this drill the teacher gives the strip story to a student in a small group. The student shows
the picture of the story to the other members of the group and asks them to predict what the
second picture would look like. This activity engages the students through communication.
 v. Role play:
Role plays are very important in the communicative approach because they give students an
opportunity to practice in different social roles.
Q#4: Community Language Learning (CLL):
Introduction:
This method advises teacher to consider the student as “whole person”. It means that teacher
consider not only their students feelings and intellect but also have some relationship among the
students. According to this method the teacher should like “language counselors”. It means that
teacher should know that how much struggles students face while learning another language.
Experience:
The students arrive in the class and take their seats. The chairs are in a circle around a table that
has a tape recorder. They are going to have a conversation in English language with the help of
teacher. The conversation will be tape recorded. The teacher tells the student “to say what you
want to say in native language, I will give you English translation in phrases or chunks and
record only chunks but after the conversation when we listen the recording you can understand
your complete sentence. Only your voices in English will be on the tape. We have ten minutes
for this activity”.
After the conversation has ended the teacher asks the students in mother tongue that how they
feel about the experience. One student says that he does not remember even a single word of
English. Teacher says that your attention was on conversation not on the English.
After this the students listen that recorded conversation again and again then teacher asks the
students to create new sentences based upon the recorded conversation.
Principles:
1) Building the relationship among the student is very important.
2) When student have an idea of what will happen in each activity they feel more secure.
People learn best when they feel secure.
3) Language should be used for communication.
4) The superior knowledge and power of the teacher can be threatening.
5) Students feel more secure when they know the limits of an activity.
6) The teacher is acted like a counselor.
7) The students’ native language is used to make the meaning clear.
8) The teacher encourages the students.
9) Students learn best when they have a choice in what they practice.
10) In groups students can feel a sense of community and they learn from each other as well
as the teacher.
11) Develops a community among the class members.
Techniques:
1) Tape recording student conversation.
This is a technique used to record student-generated language. After each utterance the teacher
translates into target language. In this activity the conversation between teacher and student
should be in target language.
2) Transcription:
In this activity the teacher transcribes the students’ tape-recorded target language conversation.
The students can copy the transcript after it has been completely written on the blackboard.
3) Reflection on experience:
Teacher takes time during different activities to give the students the opportunity to reflect on
how they feel about language learning experience and their relationship with one another.
4) Reflective listening:
The students relax and listen to their own voices speaking the target language on the tap.
5) Human computer:
A student chooses some part of transcript to practice pronouncing. In this way teacher does not
correct his mispronunciation. Then teacher repeat that word clearly and student correct himself
as he tries to imitate the teacher’s model.
6) Small group task:
The teacher makes the small groups in the class and asks them to make new sentences and share
these sentences with the rest of the class.
Q#5: Classroom based assessment:
What is assessment and evaluation?
Assessment:
Chapelle and Brindley define assessment as the act of collecting information and then observe
the learner’s knowledge of language and ability to use it. The two most important qualities of
assessment are validity and reliability. A valid assessment is one which provides information on
the ability we want to assess. Test reliability and validity are two technical properties of a test
that indicate the quality and usefulness of the test. These are the two most important features of a
test. You should examine these features when evaluating the suitability of the test for your use.
Reliability refers to how dependably a test measures a characteristic. If a person takes the test
again, will he or she get a similar test score, or a much different score? A test that has similar
scores for a person who repeats the test is said to measure a characteristic reliably.
Validity is the most important issue in selecting a test. Validity refers to what characteristic the
test measures and how well the test measures that characteristic. Validity also describes the
degree to which you can make specific conclusions or predictions about people based on their
test scores. In other words, it indicates the usefulness of the test.
Evaluation:
It is a broader concept than assessment. It involves collecting information for making decisions
about the effectiveness of a particular program. Language program evaluation is carried out for a
variety of reasons. The teacher is charged with the responsibility of promoting the intellectual,
social, and emotional growth of his students. In particular teachers will want to find out learners’
opinion of the course through evaluation. Because the teachers are actually concerned to know
about their course, was it successful or not?
Principles of classroom assessment and evaluation:
1. Make sure that the kind of assessment you use is appropriate for its intended purpose.
 To give learners feedback on their progress.
 To motivate them to study.
2. Make sure that your assessment tasks are based on the statement of the ability. And your
concerned must be related to learning outcomes.
3. Involve learners in assessment:
 It is important to make sure that learners know why they are being assessed.
 And how the results are going to be used.
4. To use variety of assessment methods:
 To use variety of assessment methods in addition to test the learning process.
 To make sure that all learners must take tests and perform according to their real
ability.
Classroom techniques and tasks:
1. Pre-course assessment:
For this purpose teacher would use a proficiency test which would give him a general idea of
students level of ability so that the course can compile according to their level. The results of this
test may be interpreted in two ways. Firstly, learners’ score or grades can be compared with each
other. Secondly, their performance may be compared with an external standard.
2. In-course assessment:
For this purpose teacher would use some form of achievement assessment. Achievement
assessment is based on specific content as well as course objectives. This allows teachers,
learners and parents to see that to what extent the objectives of course have been achieved.
3. End-of-course assessment:
At the end teachers will usually need to report on learners’ achievement. For this purpose final
achievement tests would be used. This is known as summative assessment.
Q:6 Computer in the language classroom:
What is CALL?
Computer-assisted language learning (CALL) is closely related to many other disciplines and the
computers. CALL has been used into research as well as to develop the general skills of reading,
writing, speaking and listening. The term CALL is defined as a process in which a learner uses a
computer and as a result he improves his language. Under this definition, CALL covers a broad
range of activities. Some CALL materials are used in this process for example, the learners use
English newspaper Web sites or computer games. CALL continues to grow in many directions.
In the classroom, CALL activities are used as a reward. But on the other hand some classes have
traditional listening labs, and these labs are known as CALL language labs.
Principles of teaching CALL:
1. Teacher should evaluate the progress of software program or computer based resources
for example, game or web sites.
Motivation:
The teacher and students need to create motivation through establishing goals and understanding
that how CALL activities can help to achieve these goals
Program Objectives:
Both the teachers as well as the students know that objectives of CALL program must be
realistic.
Target audience:
Many CALL materials may be aimed at specific audience such as business people or primary
students.
Feedback:
The learner should know that how does the program offer feedback.
Role of the learner and teacher:
Both teachers and students must know about their expectations to each other’s.
Self-study classroom:
This type of program needs self-study classroom.
Technological appropriateness:
The instructor should know that does the program required any extra hardware or software.
2. Teacher should create an environment in which CALL is supported.
 Arrange the CALL classroom to maximize interaction.
 Ensure easy access to CALL.
3. Teacher should monitor learners’ participation in CALL program and encourage them.
 4. The instructor should encourage the use of CALL programs to motivate students’
learning process.
Classroom techniques and tasks:
 Use of internet:
 E-mail.
 Chat-lines.
 Thesaurus.
 Web-sites.
 Language learning sites.
Q#7: Importance of lesson plan:
What is a lesson plan?
A lesson plan is a teacher's plan for teaching a lesson. Its purpose is to outline the "program" for
a single lesson. It helps the teacher in both planning and executing the lesson. A lesson plan is a
detailed guide for teaching a lesson. It's a step-by-step guide that outlines the teacher's objectives
for what the students will accomplish that day. Creating a lesson plan involves setting goals,
developing activities, and determining the materials that will be used.
What should a lesson plan contains?
Each lesson plan should contain eight components. These components are must be goals
oriented.
1. Objectives and Goals oriented:
The lesson's objectives must be clearly defined according to educational Standards.
2. Anticipatory Set:
The teacher anticipates needs of students and provides options during delivery of content,
process, and product. In addition, the teacher uses previous student learning data to differentiate
instruction.
3. Direct Instruction:
During the lesson plan teacher should present the lesson's concepts to his students.
4. Guided Practice:
Under teacher’s supervision, the students are given a chance to practice and apply the skills
which he taught them through direct instruction.

5. Closure:
In the Closure section, outline how you will wrap up the lesson by giving the lesson concepts
further meaning for your students.
6. Independent Practice:
Through homework assignments or other independent assignments, your students will
demonstrate whether or not they absorbed the lesson's learning goals.
7. Required Materials and Equipment:
Here, you determine what supplies are required to help your students achieve the stated lesson
objectives.
8. Assessment and Follow-Up:
The lesson doesn't end after your students complete a worksheet. The assessment section is one
of the most important parts of all.
Components of a Lesson Plan:
Goal: Needs to come from the State Course of Study for that particular area.
Objectives: What do you want the students to accomplish after any particular lesson? Objectives
are measurable.
Materials: List everything needed for the lesson so you will be well prepared.
Vocabulary: List the words that you need to introduce, review, and expand on. Provide a
definition of each vocabulary word using modified language.
Lesson Procedure:
 Introduction: How will you introduce the ideas and objectives of this lesson? How will
you get the students’ attention and motivate them to hold their attention?
 Main Activity: What is the focus of this lesson? How will you present the material?
 Conclusion: What will you use to draw the ideas together for students at the end?
Student Assessment: Tell how you will assess the students.
Teacher Evaluation: After you have taught the lesson, critique yourself. What could be
changed? Omitted? What needs to be added?
What is the importance of lesson planning:
Lesson planning is at the heart of being an effective teacher. There are a number of benefits to
writing a lesson plan:
  The lesson planning procedure can unified a lesson. It gives teachers the opportunity to
think about lesson objectives, the types of activities, the sequence of those activities, the
materials needed, how much time each activity would take, and how students should be
grouped.
 The lesson planning process allows teachers to evaluate their own knowledge according
to the needs of the topic. If a teacher has to teach, for example, a complex grammatical
structure and is not sure of the rules, the teacher would become aware of this during
lesson planning and can take steps to acquire the necessary information.
 A teacher with a plan, then, is a more confident teacher. The teacher is clear on what
needs to be done, how, and when. The teacher will not waste class time by thinking of
what to do next. The teacher’s confidence will inspire more respect from the learners.
 Lesson plans can be useful for other people as well. Substitute teachers face the
challenge of teaching another teacher’s class. To overcome this difficulty a lesson plan
can help to the substitute teacher.
 A lesson plans can also a document for administrators. If a supervisor wants to know
what was done in class two weeks ago, the teacher only has to refer to that day’s lesson
plan.
 A lesson plans can serve as evidence of a teacher’s professional performance. Teachers
are sometimes asked to include lesson plans, along with other materials, as part of a
portfolio to support their annual performance evaluation.
 Teachers applying for new jobs might be asked to submit lesson plans as part of their job
application so that employers can get a sense of their organizational skills and teaching
style.
Q#8: What is a syllabus?
A ‘Syllabus’ is a noun word, comes from Latin language which means ‘list’.
Definition:
A syllabus is defined as the document that consists of topics in a particular subject. It is created
by the examination board as well as professors. It helps the students to know about the subject in
detail, that why it is the part of their course of study and what are the expectations from the
students etc.
What should a syllabus contains:
It should contain general rules, policies, instructions, topics, assignments, projects, test dates and
so on.
Common characteristics of a syllabus:
1. It consists of a comprehensive list of content items (words, topics) and process items
(tasks, methods).
2. The topics of syllabus are in ordered. (easier or more essential items comes first in the
list)
3. It has explicit objectives (usually expressed in the introduction)
4. It is a public document. (not only for teachers but also for learners as well as their
parents)
 5. It may indicate a time schedule. (That these topics should be deal with in the first month,
those in the second etc.)
6. It may indicate a preferred methodology or approaches to teach its items.
7. It may recommend material. (Course books, visual materials, flash cards etc.)
Types of syllabus:
1. Grammatical:
A list of grammatical structural items is divided into different parts, such as tenses, adjectives,
relative clauses etc.
2. Lexical:
A list of lexical items such as (girl, boy, go away…) and idioms usually divided into graded
section.
3. Grammatical-lexical:
It is a very common kind of syllabus because it has both grammatical as well as lexical features.
4. Situational:
These syllabuses take the real-life contexts of language and sections would be headed by name
such as ‘Eating a meal’ or ‘In the street’.
5. Topic-based:
This is like the situational syllabus but in this type headings are based on topics.
6. Mixed or multi-strand:
Modern syllabuses are the combination of different aspects such as topics, tasks, functions and
notions as well as grammar and vocabulary.
7. Process:
This is the only syllabus which is not pre-set. The content of the course is negotiated with the
learners at the beginning of the course.