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DEPARTEMENT OF ENGLISH
3RD YEARS CLASSES

SUB. Pedagogy&Curriculum Innovation
The Grammar-Translation Method

3RD YEARS CLASSES
3RD YEARS CLASSES
3RD YEARS CLASSES
3RD YEARS CLASSES
3RD YEARS CLASSES
SUB. Pedagogy& curriculum Innovation
3RD YEARS CLASSES
3RD YEARS CLASSES
Reviewing the Principles

The principles of the Grammar-Translation Method are organized below
by answering the 10 questions posed in Chapter 1. Not all the questions
are addressed by the Grammar-Translation Method; we will list all the
questions, however, so that a comparison among the methods we study
will be easier for you to make.
1 What are the goals of teachers who use the Grammar-Translation
Method?
According to the teachers who use the Grammar-Translation Method, a
fundamental purpose of learning a language is to be able to read literature
written in the target language. To do this, students need to learn about the
grammar rules and vocabulary of the target language. In addition, it is
believed that studying another language provides students with good
mental exercise, which helps develop their minds.
2 What is the role of the teacher? What is the role of the students?
The roles are very traditional. The teacher is the authority in the
classroom. The students do as she says so they can learn what she knows.
3 What are some characteristics of the teaching/learning process?
Students are taught to translate from one language into another. Often
what they translate are readings in the target language about some aspect
of the culture of the target language community. Students study
grammardeductively; that is, they are given the grammar rules and
3RD YEARS CLASSES
examples, are told to memorize them, and then are asked to apply the
rules to other examples. They also learn grammatical paradigms such as
verb conjugations. They memorize native language equivalents for target
language vocabulary words.
4 What is the nature of student teacher interaction? What is the
nature of student student interaction?
Most of the interaction in the classroom is from the teacher to the
students. There is little student initiation and little student student
interaction.
5 How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
6 How is the language viewed? How is culture viewed?
Literary language is considered superior to spoken language and is
therefore the language the students study. Culture is viewed as consisting
of literature and the fine arts.
7 What areas of language are emphasized? What language skills are
emphasized?
Vocabulary and grammar are emphasized. Reading and writing are the
primary skills that the students work on. There is much less attention
given to speaking and listening. Pronunciation receives little, if any,
attention.
8 What is the role of the students nati e language?
The meaning of the target language is made clear by translating it into the
st dents nati e lang age. The lang age that is sed in class is mostl the
st dents native language.
9 How is evaluation accomplished?
Written tests in which students are asked to translate from their native
language into the target language or vice versa are often used. Questions
about the target culture or questions that ask students to apply grammar
rules are also common.
10 How does the teacher respond to student errors?
Having the students get the correct answer is considered very important.
If students make errors or do not know an answer, the teacher supplies
them with the correct answer.
Reviewing the Techniques
Ask yourself if any of the answers to the above questions make sense to
you. If so, you may choose to try some of the techniques of the Grammar-
Translation Method from the review that follows. On the other hand, you
may find that you agree very little with the answers to these questions,
but that there are still some techniques from the Grammar-Translation
3RD YEARS CLASSES
Method that you can usefully adapt. Below is an expanded description of
some of these techniques.
Translation of a Literary Passage
Students translate a reading passage from the target language into their
native language. The reading passage then provides the focus for several
classes: vocabulary and grammatical structures in the passage are studied
in subsequent lessons. The passage may be excerpted from some work
from the target language literature, or a teacher may write a passage
carefully designed to include particular grammar rules and vocabulary.
The translation may be written or spoken or both. Students should not
translate idioms and the like literally, but rather in a way that shows that
they understand their meaning.
Reading Comprehension Questions
Students answer questions in the target language based on their
understanding of the reading passage. Often the questions are sequenced
so that the first group ofquestions asks for information contained within
the reading passage. In order toanswer the second group of questions,
students will have to make inferences based on their understanding of the
passage. This means they will have to answer questions about the passage
even though the answers are not contained in the passage itself. The third
group of questions requires students to relate the passage to their own
experience.
Anton ms/S non ms
Students are given one set of words and are asked to find antonyms in the
reading passage. A similar exercise could be done by asking students to
find synonyms for a particular set of words. Or students might be asked
to define a set of words based on their understanding of them as they
occur in the reading passage. Other exercises that ask students to work
with the vocabulary of the passage are also possible.
Cognates
Students are taught to recognize cognates by learning the spelling or
sound patterns that correspond between the languages. Students are also
asked to memorize words that look like cognates but have meanings in
the target language that are different from those in the native language.
This technique, of course, would only be useful in languages that share
cognates.
Deducti e Application of Rules
Grammar rules are presented with examples. Exceptions to each rule are
also noted. Once students understand a rule, they are asked to apply it to
some different examples.
Fill-in-the-blanks Exercise
3RD YEARS CLASSES
Students are given a series of sentences with words missing. They fill in
the blanks with new vocabulary items or with items of a particular
grammar type, such as prepositions or verbs with different tenses.
Memori ation
Students are given lists of target language vocabulary words and their
native language equivalents and are asked to memorize them. Students
are also required to memorize grammatical rules and grammatical
paradigms such as verb conjugations.
Use Words in Sentences
In order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new
words.
Composition
The teacher gives the students a topic to write about in the target
language. Thetopic is based upon some aspect of the reading passage of
the lesson. Sometimes,instead of creating a composition, students are
asked to prepare a précis of the
reading passage.
3RD YEARS CLASSES
SUB. TEFL
Pedagogy &Curriculum Innovation
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SUB. TEFL
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SUB. TEFL
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The drawbacks
There are many drawbacks to
the grammar-translation
method:
It teaches everything about
the language rather than the
language itself.
• It does not produce fluent speakers of the
target language.
• It is also too demanding for the students,
because they have to struggle with difficult
texts and compositions all the time.
• GTM emphasizes the written language at
the sacrifice of the spoken language.
• Students are expected to learn the language
first and only then start using it.
• GTM tries to teach language through
conscious memorization of grammar rules
and vocabulary which is not regarded as an
acceptable learning style nowadays.
3RD YEARS CLASSES
SUB . pedagogy & Curriculum Innovation
3RD YEARS CLASSES

Now let us consider the principles of the Direct Method as they are
arranged in answer to the 10 questions posed earlier:
1 What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to
communicate in the target language. In order to do this successfully,
students should learn to think in the target language.
Although the teacher directs the class activities, the student role is less
passive than in the Grammar-Translation Method. The teacher and the
students are more like partners in the teaching–learning process.
3RD YEARS CLASSES
Teachers who use the Direct Method believe students need to associate
meaning with the target language directly. In order to do this, when the
teacher introduces a new target language word or phrase, he demonstrates
its meaning through the use of realia, pictures, or pantomime; he never
translates it into the students nativelanguage. Students speak in the target
language a great deal and communicate as if they were in real situations.
In fact, the syllabus used in the Direct Method is based upon situations
(for example, one unit would consist of language that people would use at
a bank, another of the language that they use when going shopping) or
topics (such as geography, money, or the weather). Grammar is taught
inductively; that is, the students are presented with examples and they
figure out the rule or generalization from the examples. An explicit
grammar rule may never be given. Students practice vocabulary by using
new words in complete sentences.
The initiation of the interaction goes both ways, from teacher to students
and from students to teacher, although the latter is often teacher-directed.
Students converse with one another as well.
6 How is language viewed? How is culture viewed?
Language is primarily spoken, not written. Therefore, students study
common, everyday speech in the target language. They also study culture
consisting of the history of the people who speak the target language, the
geography of the country or countries where the language is spoken, and
information about the daily lives of the speakers of the language.
3RD YEARS CLASSES
emphasized?
Vocabulary is emphasized over grammar. Although work on all four
skills (reading, writing, speaking, and listening) occurs from the start, oral
communication is seen as basic. Thus the reading and writing exercises
are based upon what the students practice orally first. Pronunciation also
receives attention right from the beginning of a course.
8 What is the role of the students native language?
The students native language should not be used in the classroom.
We did not actually see any formal evaluation in the class we observed;
however, in the Direct Method, students are asked to use the language,
not to demonstrate their knowledge about the language. They are asked to
do so, using both oral and written skills. For example, the students might
be interviewed orally by the teacher or might be asked to write a
paragraph about something they have studied.
The teacher, employing various techniques, tries to get students to self-
correct whenever possible.

Are there answers to the 10 questions with which you agreed? Then the
following techniques may also be useful. Of course, even if you did not
agree with all the answers, there may be some techniques of the Direct
Method you can adapt to your own approach to teaching. The following
expanded review of techniques provides you with some details, which
will help you do this.
Reading Aloud
3RD YEARS CLASSES
Students take turns reading sections of a passage, play, or dialogue out
loud. At the end of each student s turn, the teacher uses gestures, pictures,
realia, examples, or other means to make the meaning of the section clear.
Question and Answer E ercise
This exercise is conducted only in the target language. Students are asked
questions and answer in full sentences so that they practice new words
and grammatical structures. They have the opportunity to ask questions as
well as answer them.
Getting Students to Self-correct
The teacher of this class has the students self-correct by asking them to
make a choice between what they said and an alternative answer he
supplied. There are, however, other ways of getting students to self-
correct. For example, a teacher might simply repeat what a student has
just said, using a questioning voice to signal to the student that something
was wrong with it. Another possibility is for the teacher to repeat what
the student said, stopping just before the error. The student then knows
that the next word was wrong.
Conversation Practice
The teacher asks students a number of questions in the target language,
which they have to understand to be able to answer correctly. In the class
we observed, the teacher asked individual students questions about
themselves. The questions contained a particular grammar structure.
Later, the students were able to ask each other their own questions using
the same grammatical structure.
This technique has already been discussed in the Grammar-Translation
Method, but differs in its application in the Direct Method. All the items
are in the target language; furthermore, no explicit grammar rule would
3RD YEARS CLASSES
be applied. The studentswould have induced the grammar rule they need
to fill in the blanks from examples
and practice with earlier parts of the lesson.
Dictation
The teacher reads the passage three times. The first time the teacher reads
it at a normal speed, while the students just listen. The second time he
reads the passage phrase by phrase, pausing long enough to allow
students to write down what they have heard. The last time the teacher
again reads at a normal speed, and students check their work.
Map Drawing
The class included one example of a technique used to give students
listening comprehension practice. The students were given a map with the
geographical features unnamed. Then the teacher gave the students
directions such as the following, Find the mountain range in the West.
Write the words “Rocky Mountains across the mountain range. He gave
instructions for all the geographical features of the United States so that
students would have a completely labeled map if they followed his
instructions correctly. The students then instructed the teacher to do the
same thing with a map he had drawn on the board. Each student could
have a turn giving the teacher instructions for finding and labeling one
geographical feature.
Paragraph Writing
The teacher in this class asked the students to write a paragraph in their
own words on the major geographical features of the United States. They
could have done this from memory, or they could have used the reading
passage in the lesson as a model.
3RD YEARS CLASSES
3RD YEARS CLASSES

Now let us consider the principles of the Direct Method as they are
arranged in answer to the 10 questions posed earlier:
1 What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to
communicate in the target language. In order to do this successfully,
students should learn to think in the target language.
Although the teacher directs the class activities, the student role is less
passive than in the Grammar-Translation Method. The teacher and the
students are more like partners in the teaching–learning process.
3RD YEARS CLASSES
Teachers who use the Direct Method believe students need to associate
meaning with the target language directly. In order to do this, when the
teacher introduces a new target language word or phrase, he demonstrates
its meaning through the use of realia, pictures, or pantomime; he never
translates it into the students nativelanguage. Students speak in the target
language a great deal and communicate as if they were in real situations.
In fact, the syllabus used in the Direct Method is based upon situations
(for example, one unit would consist of language that people would use at
a bank, another of the language that they use when going shopping) or
topics (such as geography, money, or the weather). Grammar is taught
inductively; that is, the students are presented with examples and they
figure out the rule or generalization from the examples. An explicit
grammar rule may never be given. Students practice vocabulary by using
new words in complete sentences.
The initiation of the interaction goes both ways, from teacher to students
and from students to teacher, although the latter is often teacher-directed.
Students converse with one another as well.
6 How is language viewed? How is culture viewed?
Language is primarily spoken, not written. Therefore, students study
common, everyday speech in the target language. They also study culture
consisting of the history of the people who speak the target language, the
geography of the country or countries where the language is spoken, and
information about the daily lives of the speakers of the language.
3RD YEARS CLASSES
emphasized?
Vocabulary is emphasized over grammar. Although work on all four
skills (reading, writing, speaking, and listening) occurs from the start, oral
communication is seen as basic. Thus the reading and writing exercises
are based upon what the students practice orally first. Pronunciation also
receives attention right from the beginning of a course.
8 What is the role of the students native language?
The students native language should not be used in the classroom.
We did not actually see any formal evaluation in the class we observed;
however, in the Direct Method, students are asked to use the language,
not to demonstrate their knowledge about the language. They are asked to
do so, using both oral and written skills. For example, the students might
be interviewed orally by the teacher or might be asked to write a
paragraph about something they have studied.
The teacher, employing various techniques, tries to get students to self-
correct whenever possible.

Are there answers to the 10 questions with which you agreed? Then the
following techniques may also be useful. Of course, even if you did not
agree with all the answers, there may be some techniques of the Direct
Method you can adapt to your own approach to teaching. The following
expanded review of techniques provides you with some details, which
will help you do this.
Reading Aloud
3RD YEARS CLASSES
Students take turns reading sections of a passage, play, or dialogue out
loud. At the end of each student s turn, the teacher uses gestures, pictures,
realia, examples, or other means to make the meaning of the section clear.
Question and Answer E ercise
This exercise is conducted only in the target language. Students are asked
questions and answer in full sentences so that they practice new words
and grammatical structures. They have the opportunity to ask questions as
well as answer them.
Getting Students to Self-correct
The teacher of this class has the students self-correct by asking them to
make a choice between what they said and an alternative answer he
supplied. There are, however, other ways of getting students to self-
correct. For example, a teacher might simply repeat what a student has
just said, using a questioning voice to signal to the student that something
was wrong with it. Another possibility is for the teacher to repeat what
the student said, stopping just before the error. The student then knows
that the next word was wrong.
Conversation Practice
The teacher asks students a number of questions in the target language,
which they have to understand to be able to answer correctly. In the class
we observed, the teacher asked individual students questions about
themselves. The questions contained a particular grammar structure.
Later, the students were able to ask each other their own questions using
the same grammatical structure.
This technique has already been discussed in the Grammar-Translation
Method, but differs in its application in the Direct Method. All the items
are in the target language; furthermore, no explicit grammar rule would
3RD YEARS CLASSES
be applied. The studentswould have induced the grammar rule they need
to fill in the blanks from examples
and practice with earlier parts of the lesson.
Dictation
The teacher reads the passage three times. The first time the teacher reads
it at a normal speed, while the students just listen. The second time he
reads the passage phrase by phrase, pausing long enough to allow
students to write down what they have heard. The last time the teacher
again reads at a normal speed, and students check their work.
Map Drawing
The class included one example of a technique used to give students
listening comprehension practice. The students were given a map with the
geographical features unnamed. Then the teacher gave the students
directions such as the following, Find the mountain range in the West.
Write the words “Rocky Mountains across the mountain range. He gave
instructions for all the geographical features of the United States so that
students would have a completely labeled map if they followed his
instructions correctly. The students then instructed the teacher to do the
same thing with a map he had drawn on the board. Each student could
have a turn giving the teacher instructions for finding and labeling one
geographical feature.
Paragraph Writing
The teacher in this class asked the students to write a paragraph in their
own words on the major geographical features of the United States. They
could have done this from memory, or they could have used the reading
passage in the lesson as a model.
The Direct Method
The direct method was the product

of a reform movement which was
reacting to the restrictions of
GTM, it was considered vitally
important that only the target
language should be used in the
classroom.
The Reformers believed That
• 1-Spoken language is primary.
• 2-Learners should hear the language first,
before seeing it in written form.
• 3-Words should be presented in sentences, and
sentences should be practiced in meaningful
contexts and not be taught as isolated
elements.
• 4-The rules of grammar should be taught only
after the students have practiced the grammar
points in context-that is ,grammar should be
taught inductively.
• 5-Translation should be avoided.

The principles of the Direct
Method(DM):
• 1-Classroom instruction was conducted
exclusively in the target language.
• 2-Only every day vocabulary and sentences
were taught.
• 3-Grammar was taught inductively.
• 4-New teaching points were introduced orally.
• 5-Both speech and listening comprehension
were taught.
• 6-Correct pronunciation and grammar were
emphasized.
• 7-Concrete vocabulary was taught through
demonstration, objects, and pictures; abstract
vocabulary was taught by association of ideas.
ALM)) The Audio-
lingual Method It
emphasizes oral skills.
Audio (for the auditory skills of listening).
( lingual for the lingual skill of speaking).
Introduction
• ALM was widely used in the United States and other
countries in 1950s and 1960s.
• After the development of linguistics as an independent
science.
Approach of the audio-
lingual Method
Theory of language: Structural linguistics.

Theory of learning : Behaviorism.
The principles of structural
linguistics
• 1-Language is fundamentally oral
• 2-Laguage is like pyramid, because the small pieces
combine to make larger units.
• Phonemes are put together to make morphemes
.Morphemes make words. Words combine to make
phrases .Phrases are put together to make clauses and
sentences.
THE PRINCIPLES OF
BEHAVIORISIM
• The audio-lingual method of language teaching is based on
behaviorism. It is based on actually observed behavior. In
a behaviorist view ,learning of different activities is based
on:
• Stimulus--Response -- Reinforcement.
• Stimulus is that which can elicit, stimulate or trigger some
kind of behavior from an organism.
• Response is the immediate reaction of the organism to
stimulus.
• Stimulus------ Response link is repeated frequently------
habit.
• Reinforcement serves to make the response as being
appropriate or inappropriate and encourages the repetition
or suppression of the response.
There are two possible
conditions:
• If the learner's response is appropriate It will be
positively reinforced, it will be learned.
• If the learner's response is inappropriate it will be

negatively reinforced, it will be suppressed and therefore
no learned.
Foreign language learning is a
process of habit formation
University of Al-Qadisiyah/ College of Education/
Department of English
Asst. Lect. Haneen Raisan

Asst. Lect. Haneen Raisan Neamah
Wuthering Heights
(Chapter 3)
University of Al-Qadisiyah/ College of Education/ Department of English
Wuthering Heights Chapter 3
The ledge, where ‘An awful Sunday’. . . .‘I wish my father were back again.
Hindley is a detestable substitute—his conduct to
Heathcliff is atrocious—H. and I are going to rebel—we
I placed my
took our initiatory step this evening.’ (Page: 24)
Lockwood reads an entry that describes a day
candle, had a at Wuthering Heights shortly after her father died,
Asst. Lect. Haneen Raisan during which her cruel older brother Hindley forces
few mildewed
her and Heathcliff to endure Joseph’s three-hour
sermon. Catherine and Heathcliff seem to have
been very close, and Hindley seems to have hated
books piled up in Heathcliff. The diary even describes Hindley telling

his wife, Frances, to pull Heathcliff’s hair.
one corner; and Catherine calls Hindley “the tyrant.”
it was covered
with writing
Third Year Morning & Evening Studies 2019-2020
Just before falling asleep, Lockwood sees a book
‘How little did I dream that Hindley would ever make me entitled, Seventy Times Seven, and the First of the
cry so!' she wrote. 'My head aches, till I cannot keep it on
Seventy-First. A Pious Discourse delivered by the
the pillow; and still I can't give over. Poor Heathcliff!
Reverend Jabes Branderham, in the Chapel of
Hindley calls him a vagabond, and won't let him sit with
Gimmerdon Sough. Catherine does not prefer such type
us, nor eat with us any more; and, he says, he and I must
of books. In spite of this, in her childhood, she was
not play together, and threatens to turn him out of the
house if we break his orders. He has been blaming our
forced to read such books by Joseph, the pious servant,
father (how dared he?) for treating H. too liberally; and as a form of punishment.

swears he will reduce him to his right place—’(Page:26) Then, Lockwood falls asleep and has two
nightmares. His nightmares parallel the struggles faced
In this entry, Catherine describes about how sad by other characters throughout the novel. Generally,
she is that Hindley is so cruel toward Heathcliff, dreams are the fragmented stories created by man’s
calling him “a vagabond”. In her writing, subconscious during sleep. Dreams are mentioned
throughout the novel, but the dreams that are obvious the
Catherine exclaims, ''How little did I dream that
most are Lockwood’s nightmares. Bronte uses
Hindley would ever make me cry so!'' Hindley
Lockwood’s dreams to parallel Catherine and
has forbidden Catherine and Heathcliff to play
Heathcliff’s traumatic story of unforgiveness and pain.
together, and says he will kick Heathcliff out if
he catches them together.

Lockwood's First Dream
Lockwood dreams that Joseph is guiding him home, reproaching
Lockwood for not bringing his pilgrim’s staff because he cannot get into
the house without one. The pilgrim’s staff is an allusion, or historical
reference, to a religious symbol carried by Christians in the Middle Ages
making a journey for the purpose of receiving penance for their sins.
After that, Lockwood realizes he is not going home, but to church

to hear the author of the book, Reverend Jabes Branderham, preach. He

knows that either Joseph, Jabes, or himself has committed the ‘first of
the seventy-first’ sin.
The ‘first of the seventy-first’ is a biblical allusion from the New

Testament, in which Jesus tells Peter that he should forgive his brother or
sister’s sins against him seventy times seven. The suggestion is that one
of these three men has committed an unforgivable sin and should be
publicly excommunicated.
At this point, the dream features are created by Lockwood’s

subconscious with a mixture of allusions to religious teachings and
recent experiences. Within the dream, Lockwood meditates the concept
of forgiveness, which is parallel to the story of Catherine and Heathcliff.
Heathcliff never forgave Catherine for marrying Edgar.

There is a full house as Jabes preaches inspiring words, breaking down his sermon into 490 identified sins.
Lockwood remembers thinking some of them strange as he never previously considered them sins. He struggles to
stay awake. When Jabes reaches the ‘first of the seventy-first’, Lockwood jumps out of his chair and accuses Jabes
as being the sinner, asking the audience to attack him, naming ‘preaching too much’ as his sin.
Jabes retaliates crying, “Thou art the man!” naming the ultimate sin as thinking that anything is unforgivable.
To absolve Lockwood of his sin, the audience attacks him with their pilgrim’s staves. Lockwood does not have a
weapon, but he starts wrestling with Joseph. Most of the blows do not land on Lockwood, but on other members of

the audience, causing the entire group to begin attacking one another. Jabes begins to rap his staff on the pulpit,
which wakes Lockwood as he realizes that a tree branch is rapping against the window.
This part of the dream symbolizes how laying blame on others hurts everyone around, just as it has hurt the
residents of both Wuthering Heights and Thrushcross Grange for generations.

Lockwood's Second Dream
At this point, Lockwood is half-asleep, so it is unclear whether the next part is reality or a dream.
When Lockwood is unable to open the window to stop the rapping sound, he sticks his hands through the
glass. When he reaches for the branch, his hands instead wrap around icy, cold fingers. He asks, “Who are
you?” and the answer is “Catherine Linton”. A ghostly child claiming to “have been a waif for twenty years”
and requesting in a melancholy voice, “Let me in—let me in!” Unable to pull his hands away, Lockwood
begins rubbing Catherine’s wrist against the broken glass until it bleeds. He justifies what he has done by

saying, “terror made me cruel.”
Once he is released, Lockwood piles books against the hole. When they begin to fall, he screams. His
crying out draws Heathcliff into the room. Heathcliff curses Lockwood for being in the room and threatens
Zillah for taking Lockwood there. Lockwood declares that the room is haunted by Catherine’s ghost. As he
leaves the room, he notices that Heathcliff is distraught by the mention of the name “Catherine” and is
imploring the spirit to return because he has had no supernatural signs of her in a long time, and he now
believes she is in his home. He bursts into an uncontrollable passion of tears, sobbing “Come in! Come in! . .
. Cathy do come. . . . Oh! My heart’s darling; hear me this time . . .”
Lockwood spends the rest of the night in the back-kitchen. In the morning, Heathcliff treats his
daughter-in-law cruelly. Lockwood returns to Thrushcross Grange. Heathcliff shows him the way home, and
IMPORTANT FACTS ABOUT THIS CHAPTER
In this chapter, readers gain the first bit of insight A crucial question determines the source of
into the enigmatic main character, Heathcliff, Heathcliff ’s passion—is it Catherine or the act of
depending on Catherine’s diary which gives a revenge? Bronte presents the supernatural in this
description of Hindley’s treatment of Heathcliff. chapter, and readers need to determine if Catherine’s
Perhaps Heathcliff is the product of his environment, ghost has truly been a wandering waif for 20 years,
revolting against his tormentors. From Catherine’s waiting for Heathcliff, or if she is a vivid product of
viewpoint, Hindley is far worse a person than Lockwood’s imagination.

Heathcliff could ever be.
Throughout the novel, the main characters,

also
Lockwood’s interaction with the ghost or dream is
important. Although many characters are
especially Heathcliff and Catherine, tend to prove two
sides, and these revelations make it very difficult for supposed to be cruel to one another throughout the
readers to maintain a constant vision of them. For novel, what he does, rubbing Catherine’s wrist against
example, in the first two chapters, Heathcliff seems to the broken glass until it bleeds is as cruel an action to
care about no one, but at the end of chapter 3, he is another as any other character in the text. Lockwood’s
obviously tormented about the loss of Catherine. interaction with Catherine’s ghost turns him from
Obviously, the man who is initially presented as cold being an outside observer into an active participant in
and heartless is also able to be quite passionate. the plot.

After READING this chapter carefully, try
to TEST yourself with the following
questions:
1. What does Catherine describe in her

diary?

2. How does Heathcliff react to Lockwood’s
second dream?
3. Comment on Lockwood’s dreams,

showing their importance to the novel.
4. What is the significance of Chapter 3?

Foreign language learning is a
process of habit formation
Language Habits
•First language habits(FLH)
• Target language habits(TLH)
• The Audio-Lingual Method, like the
Direct Method we have just examined, is
also an oral-based approach. However, it
is very different, in that rather than
emphasizing vocabulary acquisition
through exposure to its use in situations,
the Audio-Lingual Method drills
students in the use of grammatical
sentence patterns. Also, unlike the Direct
Method, it has a strong theoretical base
in linguistics and psychology.
ALM))Experience
As we enter the classroom, the first thing we
notice is that the students are attentively
listening as the teacher is presenting a new
dialogue, a conversation between two people.
The students know they will be expected
eventually to memorize the dialogue the teacher
is introducing. All of the teacher’s instructions
are in English. Sometimes she uses actions to
convey meaning, but not one word of the
students’ native language is uttered. After she
acts out the dialogue, she says: ‘All right, class. I
am going to repeat the dialogue now. Listen
carefully, but no talking please. Two people are
• Listen one more time. This time try to
understand all that I am saying. ’Now she has
the whole class repeat each of the lines of the
dialogue after her model. They repeat each line
several times before moving on to the next
line.
• When the class comes to the line, ‘I’m going
to the post office,’ they stumble a bit in their
repetition. The teacher, at this point, stops the
repetition and uses a backward build-up
drill (expansion drill). The purpose of this
drill is to break down the troublesome
sentence into smaller parts. The teacher starts
with the end of the sentence and has the class
repeat just
• TEACHER: Repeat after me: post office.
• CLASS: Post office.
• TEACHER: To the post office.
• CLASS: To the post office.
• TEACHER: Going to the post office.
• CLASS: Going to the post office.
• TEACHER: I’m going to the post office.
• CLASS: I’m going to the post office.
• Through this step-by-step procedure, the
teacher is able to give the students help in
• She then initiates a chain drill with four of the
lines from the dialogue. A chain drill gives
students an opportunity to say the lines
individually. teacher listens and can tell which
students are struggling and will need more
practice. A chain drill also lets students use the
expressions in communication with someone
else, even though the communication is very
limited. The teacher addresses the student
nearest her with, ‘Good morning, Adama.’ He,
in turn, responds, ‘Good morning, teacher.’ She
says, ‘How are you?’ Adama answers, ‘Fine,
thanks. And you?’ The teacher replies, ‘Fine.’
• He understands through the teacher’s
gestures that he is to turn to the student
sitting beside him and greet her. That
student, in turn, says her lines in reply to
him. When she has finished, she greets the
student on the other side of her. This chain
continues until all of the students have a
chance to ask and answer the questions.
The last student directs the greeting to the
teacher.
• She continues to drill the students with
language from the dialogue, but these
drills require more than simple repetition.
The first drill the teacher leads is a single-
slot substitution drill in which the students
will repeat a sentence from the dialogue
and replace a word or phrase in the
sentence with the word or phrase the
teacher gives them. This word or phrase is
called the cue. The teacher begins by
reciting a line from the dialogue, ‘I am
Experience(ALM)2
Finally, the teacher increases the complexity
of the task by leading the students in a
multiple-slot substitution drill. This is
essentially the same type of drill as the single
slot the teacher has just used. However with
this drill, students must recognize what part of
speech the cue word is and where it fits into
the sentence. The students still listen to only
one cue from the teacher. Then they must
make a decision concerning where the cue
word or phrase belongs in a sentence also
• The substitution drills are followed by a
transformation drill. This type of drill asks
students to change one type of sentence into
another—an affirmative sentence into a
negative or an active sentence into a passive,
for example. In this class, the teacher uses a
substitution drill that requires the students to
change a statement into a yes/no question. The
teacher offers an example, ‘I say, “She is
going to the post office.” You make a question
by saying, “Is she going to the post office?”
‘The teacher models two more examples of
this transformation, then asks, ‘Does everyone
• decides they are ready to move on to a
question and- answer drill. The teacher
holds up one of the pictures she used
earlier, the picture of a football field, and
asks the class, ‘Are you going to the
football field?’ She answers her own
question, ‘Yes, I’m going to the football
field.’ She poses the next question while
holding up a picture of a park, ‘Are you
going to the park?’ And again answers
herself, ‘Yes, I’m going to the park.’ She
• For the final few minutes of the class, the
teacher returns to the dialogue with which
she began the lesson. She repeats it once,
then has the half of the class to her left do
Bill’s lines and the half of the class to her
right do Sally’s. This time there is no
hesitation at all. The students move
through the dialogue briskly. They trade
roles and do the same. The teacher smiles,
‘Very good.
• A contrastive analysis (the comparison of
two languages, in this case, the students
’native language and the target language,
English) has led the teacher to expect that
the students will have special trouble with
the pronunciation of words such as ‘little,’
which contain /i/. The students do indeed
say the word as if it contained /i:./.As a
result, the teacher works on the contrast
between /i/ and /i:/ several times during
the week. She uses minimal pair words,
• On Friday the teacher leads the class in the
‘supermarket alphabet game.’ The game
starts with a student who needs a food
item beginning with the letter ‘A.’ The
student says, ‘I am going to the
supermarket. I need a few apples.’ The
next student says, ‘I am going to the
supermarket. He needs a few apples. I
need a little bread’(or ‘a few bananas,’ or
any other food item you could find in the
supermarket beginning with the letter
• the teacher leads the class in the
‘supermarket alphabet game.’ The game
starts with a student who needs a food
item beginning with the letter ‘A.’ The
student says, ‘I am going to the
supermarket. I need a few apples.’ The
next student says, ‘I am going to the
supermarket. He needs a few apples. I
need a little bread’(or ‘a few bananas,’ or
any other food item you could find in the
supermarket beginning with the letter
Thinking about the
experience(ALM)
Thinking about the experience(7_17)
Reviewing the techniques
• Practice activities should involve meaningful
learning and language use. Learners should be
encouraged to use their innate and creative
abilities to make explicit the underlying
grammatical rules of the language.
Communicative Language
Teaching(CLT)
Communicative language teaching began in

Britain in 1960s.This was partly in response to
Chomsky's criticism of structural theories of
language.
• CLT is not a single method it is an approach supported by
many different theoretical principles. In this approach,
students are given tasks to accomplish using language ,
instead of studying the language or learning about the
language. It is an innovative approach that seeks to
overcome the limitation of the ALM.
• . The focus on meaningful communication not on
structural points. The actual language use is
emphasized over the grammatically correct language
usage.
• Classes are more student-centered, for students

accomplish their task in cooperation and interaction
with other students while the teacher plays the role of
an observer and advisor.
Of (CLT) The Theoretical Background
• The major linguistic theories supporting the communicative
approach include the following:
• 1-Halliday's Functional account of language: the macro-

functions and micro-functions performed through language.
Halliday believes that language is a tool that we use to perform
a set of functions .we perform different functions through our
use of language-macro-functions and micro-functions.
2-Wilkin's functional notional view of language: linguistic
notions are used to perform functions such as inviting,
complaining, requesting and so on.
3-Henry Widdowson's view on language for

communication: We can learn language through using it.
Students learn when they apply their knowledge of
language for communication.
• 4-Dell Hymens' theory of communicative competence:

what the speaker needs to know in Chomsky's ' view of
language is very limited because it doesn't account for the
social nature of language. It is far from the realities of
• Learners must know whether and to what extent their
utterances are ,formally possible(linguistically correct,
feasible(not stylistically awkward), appropriate (to
context) , and performed (in actually contexts).
• According to Dell Hymens language ability or

communicative competence is not only the knowledge of
what to say, but also the knowledge of how to say it , to
whom , why , ,when , and with what effects.
• 5-Canale's and Swain's four dimensions of communicative
competence:
• Grammatical competence, the knowledge of language

usage, the knowledge of vocabulary, grammar rules, and
meanings.
• Sociolinguistic competence, the knowledge of social

conventions. It is the knowledge of how people in
different societies communicate.
• Discourse competence, the knowledge of text and
context. It enables speakers to understand that words and
sentences can have different meanings in different
linguistic contexts
• Strategic competence, it enables the speakers of the

language to bridge the gap between what they want to say
and their linguistic repertoire of knowledge. It enables
speakers to initiate, to maintain, and to terminate
communicative interactions successfully.
Experience of CLT
Communicative Language
Teaching(CLT)
Communicative language teaching began in

Britain in 1960s.This was partly in response to
Chomsky's criticism of structural theories of
language.
• CLT is not a single method it is an approach supported by
many different theoretical principles. In this approach,
students are given tasks to accomplish using language ,
instead of studying the language or learning about the
language. It is an innovative approach that seeks to
overcome the limitation of the ALM.
• . The focus on meaningful communication not on
structural points. The actual language use is
emphasized over the grammatically correct language
usage.
• Classes are more student-centered, for students

accomplish their task in cooperation and interaction
with other students while the teacher plays the role of
an observer and advisor.
Of (CLT) The Theoretical Background
• The major linguistic theories supporting the communicative
approach include the following:
• 1-Halliday's Functional account of language: the macro-

functions and micro-functions performed through language.
Halliday believes that language is a tool that we use to perform
a set of functions .we perform different functions through our
use of language-macro-functions and micro-functions.
2-Wilkin's functional notional view of language: linguistic
notions are used to perform functions such as inviting,
complaining, requesting and so on.
3-Henry Widdowson's view on language for

communication: We can learn language through using it.
Students learn when they apply their knowledge of
language for communication.
• 4-Dell Hymens' theory of communicative competence:

what the speaker needs to know in Chomsky's ' view of
language is very limited because it doesn't account for the
social nature of language. It is far from the realities of
• Learners must know whether and to what extent their
utterances are ,formally possible(linguistically correct,
feasible(not stylistically awkward), appropriate (to
context) , and performed (in actually contexts).
• According to Dell Hymens language ability or

communicative competence is not only the knowledge of
what to say, but also the knowledge of how to say it , to
whom , why , ,when , and with what effects.
• 5-Canale's and Swain's four dimensions of communicative
competence:
• Grammatical competence, the knowledge of language

usage, the knowledge of vocabulary, grammar rules, and
meanings.
• Sociolinguistic competence, the knowledge of social

conventions. It is the knowledge of how people in
different societies communicate.
• Discourse competence, the knowledge of text and
context. It enables speakers to understand that words and
sentences can have different meanings in different
linguistic contexts
• Strategic competence, it enables the speakers of the

language to bridge the gap between what they want to say
and their linguistic repertoire of knowledge. It enables
speakers to initiate, to maintain, and to terminate
communicative interactions successfully.
Experience of CLT
Halliday's Functional
account of language
the macro-functions and micro-functions performed through
language. Halliday believes that language is a tool that we use
to perform a set of functions .we perform different functions
through our use of language-macro-functions and micro-
functions.
Macro-functions
• Maco- functions of language are concerned with the
functioning of the language as whole. They include:
• 1- The Textual Function , we use this function of

language in order to organize our messages into texts.
• 2- The ideational Function :we use this function of language
in order to express what we know about the world around
us. We express our inner thoughts and ideas about the
world and about the people and things around us through
our use of language.
3- The Interpersonal Function: we use this function of

language in order to interact with our fellow members.
Micro-functions
• Micro-functions of language described by Halliday ,based
mainly on his observation of children's use of their mother
tongue.
• 1-The instrumental Function: the function we use in order to
fulfill our material needs.
• . 2-The regulatory Function: the function that we use to

control the behavior of other people.
• 3-The heuristic function: the function we use in order to
ask for more information on the world around us.
• 4- The informative Function: the function we use to
express something that we believe is new to the hearer.
• 5-The imaginative Function: the use of language in order
to express wishes and dreams.
• 6- The personal Function: the function that we use in
order to talk about ourselves
• 7-The interpersonal Function: the use of language to
socialize and make friends.
Reviewing the
Techniques(CLT)

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DEPARTEMENT OF ENGLISH

3RD YEARS CLASSES

The Grammar-Translation Method

Reviewing the Principles

Reviewing the Principles

Reviewing the Techniques

Reviewing the Principles

Reviewing the Techniques

The direct method was the product

• 5-Translation should be avoided.

Theory of language: Structural linguistics.

• If the learner's response is inappropriate it will be

Asst. Lect. Haneen Raisan

Lockwood reads an entry that describes a day

candle, had a at Wuthering Heights shortly after her father died,

books piled up in Heathcliff. The diary even describes Hindley telling

one corner; and Catherine calls Hindley “the tyrant.”

Asst. Lect. Haneen Raisan

Third Year Morning & Evening Studies 2019-2020

After that, Lockwood realizes he is not going home, but to church

Asst. Lect. Haneen Raisan

The ‘first of the seventy-first’ is a biblical allusion from the New

At this point, the dream features are created by Lockwood’s

Third Year Morning & Evening Studies 2019-2020

Asst. Lect. Haneen Raisan

Third Year Morning & Evening Studies 2019-2020

Asst. Lect. Haneen Raisan

Asst. Lect. Haneen Raisan

Throughout the novel, the main characters,

and heartless is also able to be quite passionate. the plot.

Third Year Morning & Evening Studies 2019-2020

1. What does Catherine describe in her

Asst. Lect. Haneen Raisan

3. Comment on Lockwood’s dreams,

4. What is the significance of Chapter 3?

Third Year Morning & Evening Studies 2019-2020

Communicative language teaching began in

• Classes are more student-centered, for students

• 1-Halliday's Functional account of language: the macro-

3-Henry Widdowson's view on language for

• 4-Dell Hymens' theory of communicative competence:

• According to Dell Hymens language ability or

• Grammatical competence, the knowledge of language

• Sociolinguistic competence, the knowledge of social

• Strategic competence, it enables the speakers of the

Communicative language teaching began in

• Classes are more student-centered, for students

• 1-Halliday's Functional account of language: the macro-

3-Henry Widdowson's view on language for

• 4-Dell Hymens' theory of communicative competence:

• According to Dell Hymens language ability or

• Grammatical competence, the knowledge of language

• Sociolinguistic competence, the knowledge of social

• Strategic competence, it enables the speakers of the

• 1- The Textual Function , we use this function of

3- The Interpersonal Function: we use this function of

• . 2-The regulatory Function: the function that we use to