ELT Methodology

Self assessment
( Chapter no. 1 )
____ Approach , Method & Techniques in language teaching _____

Q.1 Define and elaborate the terms: approach, method and technique. Provide
examples also in your answer .
Answer
In the context of language teaching, it is important to understand the definitions of approach,
method, and technique, as they are fundamental concepts that guide instructional practices. Let’s
discuss each.

1. Approach:
An approach is a way of thinking or a set of ideas about how to teach something. In language
teaching, it refers to the overall plan or philosophy that guides the teaching and learning process.
It provides a general framework for teaching.
For example, the Communicative Approach is an approach that focuses on real-life
communication. It believes that language should be used for meaningful purposes, such as having
conversations or solving problems. Instead of just memorizing grammar rules, the approach
encourages students to practice using language in realistic situations.
There are two types of approaches usually considered by the teachers .they are behaviorist
approach and Mentalist approach here we can discuss these shortly .
1. Behaviorist approach: According to Behaviorist approach the learner can learn through
stimulus, response and reinforcement process. It helps you to form habits .
2. Mentalist approach :Happens when a learner is in a language-rich environment and has a
natural ability in their brain for language (LAD). They use this ability to come up with their
own ideas about language and keep improving over time.

2. Method:
A method is a specific way of teaching that is based on an approach. It is a more detailed plan that
teachers follow to teach a particular subject or skill. A method provides practical steps and
strategies for teaching.
For instance, the Total Physical Response (TPR) method is based on the idea that learners can
understand language by physically responding to commands. In this method, the teacher gives
instructions, and students respond by doing actions. For example, the teacher might say, “Stand
up,” and the students stand up. This method helps students develop listening and comprehension
skills.

1
 3. Technique:
A technique is a specific activity or method that teachers use to help students learn. It is a
practical tool that supports the overall method and approach. Techniques are the specific
strategies or exercises that teachers use in the classroom.
For example, a technique called “pair work” is commonly used in language classrooms. In pair
work, students work together in pairs to practice speaking and listening skills. They might have
conversations, ask each other questions, or do role-plays. Pair work encourages students to
communicate with each other and practice using the language in a more interactive way.

To summarize, an approach is the big picture plan or philosophy, a method is a specific way of
teaching based on that approach, and a technique is a practical activity or exercise used within the
method. Teachers choose an approach, select a compatible method, and use appropriate
techniques to help students learn effectively.

Q. 2 What are the main approaches and methods based on them in English
language teaching? Discuss in detail.
( Answer )

There are different ways teachers teach English to learners. These ways are called approaches
and methods. Let’s talk about some of them in easy English:

1. Communicative Approach:
Teachers focus on helping students communicate in real-life situations. Students do activities like
role-plays and discussions to improve their language skills.
2. Grammar-Translation Method:
This traditional method teaches grammar rules and translation between the student’s native
language and English. It focuses on reading and writing, not so much on speaking.
3. Direct Method:
Only the target language (English) is used in class. Students learn vocabulary and grammar
through examples and practice speaking.
4. Audio-Lingual Method:
This method uses a lot of listening and speaking practice. Students listen to and repeat model
sentences to improve their pronunciation and speaking skills.
5. Task-Based Language Teaching:
Students work on real-world tasks that require using English. It helps them practice speaking and
problem-solving skills.

2
 6. Content-Based Instruction:
English is taught while learning other subjects like science or history. It helps students learn
English and gain knowledge in other areas.
7. Total Physical Response (TPR):
Students learn by following instructions and doing physical actions. It focuses on listening and
vocabulary, especially for young learners and beginners.
8. The Lexical Approach:
Vocabulary is important in this approach. Students learn words and phrases together to improve
fluency and natural language use.
Teachers often use a mix of approaches and methods that work best for their students. The choice
depends on the students’ needs, goals, and the resources available.

Q.3 Are our language teachers aware of the concepts of approach, method
and technique; if so or not what is the impact on their teaching language in
Pakistan. give illustrative arguments to prove your point of view.
( Answer )

In Pakistan, many language teachers are aware of the concepts of approach, method, and
technique, but there is also a significant number of teachers who may not have a strong
understanding of these terms or their implications for teaching language. This lack of awareness
can have both positive and negative impacts on language teaching in Pakistan.

Positive Impact :
1. Flexibility:
Teachers who are not bound by specific approaches or methods may have the freedom to adapt
their teaching to cater to the diverse needs and abilities of their students. This flexibility allows for
a more personalized and student-centered approach.
2. Creativity:
Without strict adherence to prescribed methods, teachers may be more open to experimenting
with different techniques and activities. This can lead to innovative and engaging language lessons
that capture students’ interest and enhance their learning experience.

Negative Impact:
1. Lack of Consistency :
In the absence of a clear understanding of approaches and methods, there may be a lack of
consistency in teaching practices. This can result in a fragmented learning experience for
students, as they may encounter different teaching styles and approaches across different
classrooms.

3
2. Limited Focus on Language Skills:
Teachers who are not familiar with effective language teaching approaches may focus solely on
grammar instruction, neglecting other important language skills such as speaking and listening.
This can hinder students’ overall language development and their ability to communicate
effectively.
3. Inefficient Use of Resources:
Without a solid understanding of approaches and methods, teachers may not effectively utilize
available resources, such as textbooks, technology, or authentic materials. This can limit students’
exposure to real-world language use and hinder their language acquisition.
To address these issues, it is important to provide professional development opportunities and
training for language teachers in Pakistan. By equipping them with knowledge and understanding
of different approaches, methods, and techniques, teachers can make informed decisions about
their teaching practices and create more effective language learning environments for their
students.

( Chapter no. 2 )
_______ Role of a teacher ________

Q.1 What do you think about the demands from the teachers in currently
changing classroom environments; illustrate your answer with any current
Pakistani example.

( Answer )
Teachers are facing a lot of challenges in today’s changing classrooms. The demands on them
are significant due to advancements in technology, changes in educational practices, and events
like the COVID-19 pandemic. Here are some of the main demands:

1. Technology Skills:
Teachers need to be good with technology and know how to use online platforms, digital tools,
and resources to teach effectively. For example, during the pandemic, teachers in Pakistan had to
quickly learn how to use online teaching platforms to continue educating their students remotely.
2. Flexible Teaching:
Teachers must be adaptable and able to adjust their teaching methods to meet the needs of
different students. They need to use different strategies and approaches to help students with
varying learning styles, abilities, and backgrounds. This ensures that all students have a fair
chance at learning. In Pakistan, teachers may need to change their teaching methods to
accommodate different students.

4
 3. Blended Learning and Remote Teaching:
With blended learning and remote teaching becoming more common, teachers need to find ways
to engage students both in-person and online. They have to design lessons that work well in
different learning environments. For example, teachers in Pakistan have had to combine in-person
teaching with online activities and assessments.
4. Support for Students’ Well-being:
Teachers have a role in supporting students’ social and emotional well-being. They need to create
a safe and inclusive environment where students feel supported and valued. This includes
addressing students’ mental health, promoting positive relationships, and helping students through
difficult times. In Pakistan, teachers may need to pay special attention to students who have faced
conflicts or natural disasters.
5. Continuous Learning:
Teachers need to keep learning and improving their skills. They should stay updated with the latest
research, teaching methods, and technology. By participating in professional development
programs and training, teachers can enhance their knowledge and better support their students’
learning.
Example
An example In Pakistan is how teachers had to quickly adapt to online teaching during the COVID-
19 pandemic. They had to learn how to use video conferencing platforms, create online materials,
and teach students remotely. This required them to develop their technology skills, be flexible in
their teaching methods, and provide support to students who were learning from home.

To summarize, teachers in changing classrooms face significant demands. They need to be good
with technology, adaptable in their teaching, support students’ well-being, and continuously learn
and improve. Adapting to these demands is important for teachers to navigate the changing
educational landscape and provide quality education to students in Pakistan and beyond.

Q. 2 Elaborate various roles of a teacher with reference to the Pakistani

classrooms; explain further how a teacher can have transition from one role to
the other according to the objectives of the learning activities.
( Answer )

In Pakistani classrooms, teachers have different jobs to make sure students learn well. These jobs
are very important for making a good learning environment. Here are some important jobs of a
teacher in Pakistani classrooms:

1. Instructor:
The main job of a teacher is to teach students. They explain lessons and give information to help
students understand. Teachers use different ways of teaching, like talking, showing examples, and
using videos or pictures.

5
 2. Facilitator :
Teachers also help students with their learning. They make a good environment for learning,
encourage students to take part, and help them think and solve problems. Teachers make groups
and activities to make learning more interesting and fun.
3. Mentor :
Teachers guide and support students as they learn. They give advice, support, and
encouragement. Teachers act as good examples, inspiring students and helping them develop
their skills and abilities.
4. Assessor :
Teachers check how well students are learning. They give tests, quizzes, and assignments to see
if students understand. Teachers give feedback and grades to help students improve and reach
their learning goals.
5. Organizer :
Teachers plan and manage classroom activities. They make schedules, plan lessons, and arrange
things to make learning better. Teachers also make sure the classroom is organized and everyone
behaves well.
6. Collaborator :
Teachers work together with other teachers, parents, and the community to make learning better.
They share ideas with other teachers, involve parents in their child’s education, and connect with
community groups to give students real-life learning chances.
7. Counselor :
Teachers also help students with their personal problems. They give advice and support students
in their academic and personal lives. Teachers make a safe and friendly place where students can
talk and get help.
8. Innovator:
Teachers try new and creative ways to make learning more interesting. They use new teaching
methods, technology, and ideas to make learning fun and useful. Teachers always look for new
ways to improve their teaching.

Transition from one role to another

How teachers act and help in different activities depends on what the students need to learn. For
example, during a class discussion, the teacher can start by encouraging students to participate
and guiding the conversation. As the discussion goes on, the teacher can switch to being a
teacher by giving more information or clearing up any confusion. Towards the end, the teacher can
become an evaluator by summarizing the main points and checking if students understand
through more questions or activities.
By changing roles like this, teachers can meet the different needs and goals of different activities.
This flexibility helps create an interesting and active learning environment that helps students grow
and succeed in Pakistani classrooms.

6
Q.3 Describe your own teaching role, which usually you take up in your
classes. Also mention, which role you want to adopt in future after reading
this unit. Please do not forget to state the level and activities for your class.

( Answer )
Note: You have to write this answer in your own wording related to your experience in teaching .

( Chapter no. 3 )
_______ ELT Method for Pakistan _______

Q.1 English opens up window towards the world .discuss the significance of
English language in today’s Pakistan.
( Answer )
English is extremely significant in today’s Pakistan as it serves as a gateway to the world. It plays
a crucial role in connecting Pakistanis with people from different countries, cultures, and
backgrounds. Here, we will discuss in detail the significance of the English language in Pakistan.

Firstly, English is a universal language that helps people communicate with individuals around the
globe. It allows Pakistanis to interact with people from different countries, enabling cultural
exchange and fostering understanding. Whether it is for travel, business, or personal connections,
English breaks down language barriers and facilitates effective communication.

Secondly, English is important in education. Many universities and educational institutions in

Pakistan use English as the medium of instruction. Proficiency in English is essential for students
to access a wide range of educational resources, research materials, and academic opportunities.
It also enhances their chances of studying abroad and pursuing higher education in renowned
international institutions.

Moreover, English proficiency is highly valued in the job market. Many multinational companies
and organizations operating in Pakistan require employees to have a good command of English.
Being fluent in English opens up more job opportunities, both locally and globally. It also increases
the chances of career growth and advancement.

Furthermore, English is the language of the internet and digital communication. It allows
Pakistanis to access a vast amount of information, participate in online discussions, and stay
updated with global news and trends. English fluency enables individuals to engage in online
platforms, connect with people worldwide, and broaden their horizons.

7
Conclusion:
In conclusion, the significance of the English language in today’s Pakistan cannot be overstated. It
serves as a window that connects Pakistanis with the rest of the world. English is crucial for
effective communication, educational advancement, employment opportunities, and staying
connected in the digital age. It is important for individuals to develop their English language skills
to fully participate in the globalized world and benefit from the diverse opportunities it offers.

Q.2 The faulty teaching of English language has many reasons; what do you
consider its major cause? Explain it and suggest some practical remedial
measurements for it.
(Answer )
One major reason for the faulty teaching of English in Pakistan is the use of outdated methods and
a lack of qualified teachers. Traditional teaching methods focus on memorization and grammar
rules, which neglect practical communication skills like speaking and listening. This leads to a
theoretical understanding of grammar but difficulty in real-life communication.
Another reason is the shortage of qualified English language teachers. Many schools lack
teachers who have strong English language skills. This lack of proficiency and teaching expertise
hampers effective language instruction and limits students’ learning potential.

To improve English language teaching, practical measures can be taken:

1. Teacher Training:
Provide comprehensive training programs for English language teachers to enhance their
language skills and teaching methods. This can include workshops, seminars, and professional
development courses.
2. Updated Curriculum :
Revise the English language curriculum to include interactive and communicative teaching
approaches. Emphasize practical skills like speaking, listening, and conversation practice.
3. Use of Technology :
Integrate technology and multimedia resources into English language instruction. This can include
interactive language learning software, online platforms, and audiovisual materials to make
learning more engaging.
4. Language Immersion Programs :
Encourage students to participate in language immersion programs where they can practice
English in real-life situations. This can include language camps, exchange programs, and cultural
exchanges.
5. Continuous Assessment:
Implement regular assessments and feedback to monitor students’ progress and provide support.
This helps identify areas for improvement and adapt teaching strategies accordingly.

8
 6. Encourage English Language Clubs :
Establish English language clubs or societies to create opportunities for students to practice
English in a supportive and interactive environment.
7. Collaborations and Partnerships:
Foster collaborations between educational institutions, government bodies, and language teaching
organizations to promote best practices in English language teaching and learning.

By implementing these measures, the teaching of English in Pakistan can be improved. Students
will develop effective communication skills in English, enabling them to navigate the globalized
world more confidently.

Q.3 English should be taught as a language and not as a subject; elaborate it

with practical examples from your own teaching and / learning experiences.

( Answer )
English should indeed be taught as a language rather than just as a subject. When English is
taught as a language, the focus is on developing practical communication skills and enabling
learners to use English effectively in real-life situations. Here are some practical examples to
illustrate why teaching English as a language is beneficial:

1. Role-plays and Conversations:

Engaging students in role-plays and conversations helps them practice using English in realistic
scenarios. For example, students can simulate job interviews, customer service interactions, or
casual conversations with friends. This allows them to apply their language skills and learn how to
communicate effectively in different contexts.
2. Listening and Speaking Exercises :
Incorporating listening and speaking exercises into lessons encourages students to actively
engage with the language. For instance, students can listen to authentic audio clips or watch
videos and then participate in discussions or debates based on what they have heard. This helps
improve their listening comprehension and speaking fluency.
3. Authentic Materials:
Using authentic materials, such as newspaper articles, blogs, or podcasts, exposes students to
real-life language usage. For example, students can read news articles and discuss current events
or analyze opinion pieces. This not only enhances their reading comprehension but also exposes
them to different writing styles and vocabulary.
4. Language Immersion Programs :
Immersion programs provide students with opportunities to immerse themselves in an English-
speaking environment. For example, students can participate in language camps or exchange

9
programs where they interact with native English speakers and practice using English in real-life
situations. This helps build their confidence and fluency in the language.

5. Project-Based Learning:
Assigning projects that require students to research, collaborate, and present their findings in
English helps develop their language skills in a meaningful way. For instance, students can work
on a group project where they create a presentation or a video on a specific topic. This allows
them to apply their language skills and develop their critical thinking and creativity.

6. Language Practice through Technology:

Integrating technology into language learning can provide interactive opportunities for students to
practice English. For example, students can use language learning apps or online platforms that
offer interactive exercises, language games, and virtual language exchanges. This allows them to
practice their language skills in an engaging and self-paced manner.
Conclusion :
By teaching English as a language, students are actively engaged in using English for
communication purposes. They develop not only their language skills but also their critical
thinking, problem-solving, and cultural awareness. This approach prepares them to effectively use
English in various personal, academic, and professional contexts, rather than just focusing on
grammar rules and theoretical knowledge.

( Chapter no. 4 )
________ The Grammar Translation Method ________

Q.1 Grammar Translation Method is a prevalent method of teaching and

learning English language in Pakistan; discuss with examples.

( Answer )

The Grammar Translation Method is a common way of teaching and learning English in Pakistan.
In this method, the focus is primarily on understanding and translating written texts rather than
speaking or communication skills. Here are some key points and examples to explain this
approach:

1. Emphasis on Grammar :
In this method, grammar rules take precedence. Students learn grammar rules, tenses, and
sentence structure in detail. For example, students might spend a lot of time memorizing verb
conjugations like “I am, you are, he/she/it is.”
10
 2. Translation Exercises :
Translation exercises are a major component. Students translate sentences or passages from
English to their native language and vice versa. For instance, they might translate an English
sentence like “The cat is on the table” into their native language.
3. Vocabulary Expansion:
Vocabulary is built through memorization. Students learn lists of words and their translations. For
example, they might memorize English words and their corresponding words in their native
language.

4. Limited Speaking Practice:

Speaking practice is minimal in this method. Students may not have many opportunities to engage
in real conversations in English. They may struggle with pronunciation and fluency.
5. Example Sentence :
In the Grammar Translation Method, a teacher might provide a sentence like “She will have
finished her homework by now.” Students would then break down the sentence, focusing on the
verb tense, word order, and translation into their native language.
6. Reading Comprehension :
Reading comprehension is a key skill. Students read English texts and are asked to translate them
accurately. For instance, they might read an English paragraph and then provide a translated
version in their native language.

While the Grammar Translation Method can help students understand the structure of the
language and build a strong vocabulary, it often falls short in developing practical communication
skills. Modern language teaching methods emphasize more interactive and communicative
approaches to learning English, which are better suited for real-life situations and fluency.

Conclusion:
In conclusion, the Grammar Translation Method, commonly used in Pakistan for teaching English,
focuses heavily on grammar, translation, and vocabulary. While it helps students understand the
language’s structure and expand their vocabulary, it has limitations when it comes to developing
practical speaking and communication skills in real-life situations. Modern teaching methods
prioritize interactive and communicative approaches, which are more effective for achieving
fluency and confident English communication. Therefore, while the Grammar Translation Method
has its merits, it may not be the best choice for those aiming to become fluent English speakers in
everyday life.

Q.2 Do you think main characteristics of GTM make it still a valuable method
in current requirements of English language teaching and learning in
Pakistan?

11
 ( Answer )
In the context of English language teaching and learning in Pakistan, let’s explore whether the
main characteristics of the Grammar Translation Method (GTM) still make it a valuable method,
considering its pros and cons:

Advantages of GTM in Pakistan:

1. Emphasizes on Grammar:
GTM is good at teaching grammar rules. In Pakistan, where English grammar can be tricky, this is
helpful for understanding how sentences work.
2. Vocabulary Growth:
Through translation, you learn a lot of new words and phrases. This expands your vocabulary,
making you better at reading and understanding English.
3. Cultural Insights :
GTM often uses English literature, giving you a peek into the culture and history of English-
speaking countries.
4. Teacher-centered :
if your teacher knows English well and prefers traditional teaching, GTM can be a comfortable
choice.

Disadvantages of GTM in Pakistan:

1. Conversation skills:
GTM doesn’t pay enough attention to speaking and listening skills, which are vital for real-life
conversations. This can hold you back in practical situations.
2. Limited Fluency:
You might become skilled at translating texts but not feel confident speaking English naturally.
3. Potential Boredom:
Some find GTM dull and repetitive, which can make learning less enjoyable and motivation drop.
4. Unrealistic Goals:
What you learn in GTM might not match how people truly speak in everyday life, so it might not
prepare you well for real-world language use.
5. Limited Realism:
GTM often relies on artificial texts, which might not reflect real conversational English.
6. Cultural Disconnect : The literature used in GTM might not resonate with your own
experiences and culture.

12
Conclusion
In conclusion, while the Grammar Translation Method has strengths in teaching grammar and
vocabulary, it falls short in developing practical speaking and listening skills. In today’s world,
where communication is key, a more balanced approach that includes real-life scenarios,
speaking, and listening exercises may be more valuable for English language teaching and
learning in Pakistan.

Q .3 Give a detailed explanation of GTM as a simple combination of the

activities of grammar and translation. Support your answer with practical
examples of it.

( Answer )
Certainly, let me explain the Grammar Translation Method (GTM) as a combination of grammar
and translation activities with practical examples in easy English:

Grammar Activities:
In GTM, the focus is on learning grammar rules. Here are some practical examples:
1. Verb Tenses:
Students learn different verb tenses. For instance, they understand that “I play” is present tense,
while “I played” is past tense.
2. Word Order:
They study how to arrange words in a sentence correctly. For example, “Subject + Verb + Object”
like “She eats apples.”
3. Sentence Structure:
Learning how to make questions, negatives, and affirmatives. For instance, turning “You like ice
cream” into a question: “Do you like ice cream?”

Translation Activities:
Translation plays a big role in GTM. Here are examples:

1. English to Native Language:

Students translate English sentences into their native language. For example, translating “The sun
is shining” into their language.
2. Native Language to English:
They also translate sentences from their native language to English. For instance, translating “‫میں‬
‫ ”کتاب پڑھتا ہوں‬to “I read a book.”

13
Combining Grammar and Translation:
Now, let’s combine these activities:
1. Grammar Rule + Translation:
When learning a new grammar rule, like the past continuous tense, students might practice by
translating sentences like “He was studying” into their native language.

2. Vocabulary + Translation:
Students build vocabulary while translating words from English to their native language. For
example, learning “dog” means “‫ ”کتا‬in Urdu.
3. Complex Sentences + Translation:
When studying complex sentences, like conditional sentences, students translate sentences like
“If it rains, we will stay home” into their native language.

So, in GTM, grammar and translation activities are closely connected. Students learn grammar
rules and expand their vocabulary by translating sentences back and forth between English and
their native language. This method helps them understand the language’s structure but may not
focus on practical communication skills.
Conclusion
GTM is good for learning how language works and growing your vocabulary. But it doesn’t focus
much on speaking and listening, which are vital for real-life communication. So, while GTM has its
strengths, it might not fully get you ready for everyday conversations in English or any other
language.

( Chapter no. 5 )
_______ The Communication approach ________

Q.1 Elaborate what you have understood the Communicative Approach and its
characteristics.
( Answer )
The Communicative Approach is a language teaching methodology that focuses on developing
students’ ability to communicate effectively in real-life situations. Here are its key characteristics:
1. Communication as the goal:
the main goal of the Communicative Approach is to help people use a language to talk and
understand each other in a meaningful way. It’s not just about learning grammar and words by
themselves.

14
 2. Real-Life Context :
In the Communicative Approach, lessons are based on everyday situations you might face. This
makes it easier to learn because you can use what you learn in your daily life right away.
3. Interaction:
In the Communicative Approach, you do things together like talking in groups, pretending to be
someone else, or working with a partner. This helps you practice talking and solving problems
while having fun.
4. Fluency over accuracy :
While accuracy is important, the focus is on developing fluency first. In the Communicative
Approach, it’s okay to make small mistakes as long as people understand what you’re saying. It’s
more important to talk easily and without fear.
5. Tasks based learning:
Lessons are like fun projects where you use the language to do things, like planning a trip or
solving a problem. This way, you learn while having fun and being practical.
6. Meaningful Context:
In the Communicative Approach, words and grammar are taught while you’re doing a real task,
like talking about a trip. This helps you remember and makes learning more interesting.
7. Learner centered :
Teachers help you learn, but you also get to decide and be a part of your learning. It’s like you’re
driving your own learning journey.
8. Errors correction:
In the Communicate Approach, when you make mistakes, it’s like a normal part of learning.
Teachers help you fix them without making you feel bad, so you keep trying to talk.
9. Authentic material:
We use real things like newspapers, videos, and everyday writings to show you how people truly
speak the language.
10.Culture Matters:
You also learn about how people from that culture use the language. It helps you understand their
way of talking better.
In summary, the Communicative Approach shifts the focus from rote memorization of language
rules to the development of practical communication skills, emphasizing real-life situations,
interaction, and fluency. It encourages active participation and fosters a more student-centered
learning environment.

Q.2 Discuss whether Communicative Approach of teaching English language

is used in its real sense in Pakistan?

15
 ( Answer)

In Pakistan, the use of the Communicative Approach for teaching English is not consistently
applied in its true form. Here’s a more detailed explanation:

Challenges to the Communicative Approach in Pakistan:

1. Traditional Teaching Methods:
Many educational institutions in Pakistan still rely on traditional teaching methods, emphasizing
grammar rules and vocabulary memorization. This approach often neglects practical
communication skills.
2. Examination-Centric System:
The education system in Pakistan tends to focus heavily on examinations, which can lead to a
greater emphasis on rote learning and less attention to real-life language use.
3. Teacher Training:
Teachers in Pakistan may not always receive adequate training in implementing the
Communicative Approach. This can hinder their ability to effectively teach English using this
method.
4. Resource Limitations:
Lack of resources, such as authentic materials and technology, can pose challenges to fully
implementing the Communicative Approach.
5. Language Diversity:
Pakistan is a linguistically diverse country with many regional languages. This diversity can
sometimes lead to a focus on English as an academic subject rather than a practical
communication tool.

**Progress and Adoption**:

1. Awareness:
There is a growing awareness in Pakistan about the importance of practical communication
skills in English. Some educational institutions are making efforts to adopt the Communicative
Approach.
2. Private Language Institutes:
Private language institutes in urban areas of Pakistan often incorporate the Communicative
Approach more effectively, as they have more flexibility in their teaching methods.
3. Language Policy Changes:
Changes in language policies at the government level are promoting the use of English as a
means of communication, which may encourage the adoption of the Communicative Approach.

16
In summary, while the Communicative Approach is gaining recognition in Pakistan, its
implementation varies across different educational settings. Challenges such as traditional
teaching methods, examination-centric systems, and teacher training need to be addressed to fully
realize the benefits of this approach in English language teaching in Pakistan.

Q.3 Illustrate the doctrines on which the Communicative Approach is based

and developed.

(Answer)
The Communicative Approach is based on several key doctrines or principles that shape its
development and implementation. Here are the doctrines that underpin this approach:
1. Communication is the goal:
The biggest idea of the Communicative Approach is that talking and understanding are the most
important things when learning a language. It’s not just about grammar and rules.
2. Language is a Tool:
This approach sees language as a tool, like a hammer for a carpenter. It’s something you use to
talk, share ideas, and communicate.
3. Context is Key:
Different situations need different types of language. Like, you talk differently in a classroom than
with friends. The approach teaches you how to adjust your language for different places and times.
4. Understanding Trumps Rules:
It’s more important to understand what you’re saying and hearing than to follow grammar rules
exactly. Making small mistakes is okay if you get your message across.
5. Authentic material:
Instead of made-up lessons, the Communicative Approach likes using real things like real
conversations, newspapers, and videos. This way, you learn how people truly speak and write.
6. Interaction and collaboration:
Learning happens best when you talk, listen, and do activities with others. It’s like learning soccer
by playing with a team.
7. Errors as learning opportunity:
Everyone makes mistakes, even when learning a language. The approach says it’s okay to make
mistakes because that’s how you get better.
8. Tasks based learning:
Learning through tasks and activities is a core doctrine. Learners engage in tasks that require the
use of the language in practical, real-world scenarios. These tasks could involve problem-solving,
role-play, or group projects.

17
 9. fluency and confidence:
While it’s good to be correct, it’s also important to feel confident when using the language. The
approach encourages you to speak smoothly and comfortably.
10.Learner centered:
The Communicative Approach is all about you. It thinks about what you like and need, and it helps
you learn in a way that makes sense for you.

So, the Communicative Approach is about talking, understanding, and using the language in real
life. It’s like learning to swim by jumping into the pool instead of just reading about swimming!

( Chapter no .6 )
______ The direct Method _____

Q. 1 Compare and contrast the merits and demerits of GTM and DM.
( Answer )

Certainly! Let’s delve into the merits (advantages) and demerits (disadvantages) of the Grammar
Translation Method (GTM) and the Direct Method (DM) in language teaching, explaining each
point in detail.

Grammar Translation Method (GTM):

Merits (Advantages):
1. Emphasis on Written Skills:
In GTM, students spend a lot of time reading and writing in the target language. This can be
helpful for understanding the language’s structure and improving your ability to read and write in
that language. It’s like building a strong foundation for language skills.
2. Cultural Understanding:
GTM often includes learning about the culture and literature of the language you’re studying. This
can make your language learning experience richer because you understand how the language is
connected to its culture. It’s like learning not just the words but also the stories behind them.
3. Structured Learning:
GTM gives you clear rules and structures to follow when learning grammar and vocabulary. It’s
like having a roadmap that guides you through the language. This can make it easier for some
people to learn because they like having a clear plan.

18
Demerits (Disadvantages):
1. Limited Speaking Practice:
One downside of GTM is that it doesn’t focus much on speaking and having real conversations.
So, while you might be good at reading and writing, you might struggle to actually talk to people in
the language.
2. Less Engaging:
Some students might find GTM a bit boring because it can be like studying a lot of rules and
translations. This lack of excitement can make it harder to stay motivated to learn.
3. Translation Dependency:
GTM often relies on translating words or sentences between your native language and the target
language. This can become a crutch, and you might find it challenging to understand or express
things without relying on translations.
4. Not Effective for Fluency:
GTM doesn’t prioritize speaking fluently. So, even though you might know a lot of grammar and
vocabulary, you might still struggle to have smooth, everyday conversations.

**Direct Method (DM):**

Merits (Advantages):
1. Oral Communication:
DM is all about speaking and listening. You learn to use the language in real conversations, which
can help you communicate with people effectively.
2. Real-Life Context:
In DM, you practice the language in real-life situations. It’s like learning to swim by jumping into
the pool rather than just reading about swimming. This makes your language skills more practical.

3. Immersive Learning:
DM creates an immersive experience, similar to how you learned your first language as a child.
You learn by doing, which can be very effective for language acquisition.
4. Vocabulary Acquisition:
In DM, you learn vocabulary in context. Instead of memorizing lists of words, you discover words
while using the language, making it easier to remember them.
Demerits (Disadvantages):
1. Challenging for Complex Grammar:
DM might struggle to teach complex grammar rules because it doesn’t rely on explicit
explanations. So, if a language has very intricate grammar, it could be challenging to grasp
through DM alone.

19
 2. Lack of Explicit Grammar:
Some people might find it difficult to understand grammar concepts without someone explaining
them explicitly. DM often focuses on using the language without spending much time on grammar
rules.
3. Not Ideal for Literary Texts:
If you’re interested in studying advanced literature or very specialized texts in the language, DM
might not be the best approach because it doesn’t put a lot of emphasis on analyzing written texts.
4. Teacher Skill Dependent:
To effectively use DM, you need skilled teachers who are proficient in the target language. If your
teacher isn’t experienced, it can affect your learning experience.

Conclusion:
In conclusion, GTM is like building a strong foundation in reading and writing but might lack in
speaking and real-life communication. DM prioritizes speaking and immersion but may struggle
with complex grammar and requires skilled instructors. Your choice between these methods
should depend on your specific goals and preferences for language learning.

Q.2 Explain the use of Direct Method in Pakistani situation of teaching and
learning English language. Give practical examples to support your answer.
( Answer )
The use of the Direct Method (DM) in the Pakistani context of teaching and learning the English
language can be challenging but also beneficial. Let’s explore this with practical examples in easy
English:

Challenges in Using DM in Pakistan:

1. Limited Teacher Proficiency:
In many Pakistani schools, teachers may not have a strong command of English themselves. This
can make it difficult for them to use DM effectively, as it requires teachers to speak in English
almost exclusively.
Example: Imagine a teacher in a rural Pakistani school who primarily speaks the local language,
trying to teach English using DM. Students may struggle to understand the teacher’s instructions.

2. Resource Constraints:
Many schools in Pakistan lack resources such as audiovisual aids or textbooks that DM often
relies on. Without these materials, implementing DM can be challenging.
Example: In a poorly funded school in Pakistan, the teacher wants to use DM but doesn’t have
access to audio recordings or multimedia materials for language lessons.
20
 3. Examination-Centric System:
Pakistan’s education system heavily emphasizes written exams, which may not align well with the
oral focus of DM. Teachers and students may feel pressured to focus on written English rather
than spoken language skills.
Example: Students are more concerned about passing a written English exam than practicing
spoken English conversations.

**Benefits of Using DM in Pakistan**:

1. Real-Life Communication:
Despite the challenges, DM encourages learners to speak and listen to English from the start.
This is crucial for practical communication skills.
Example: In urban Pakistani schools, where English is spoken more frequently, DM can help
students improve their spoken English for everyday conversations.

2. Authentic Language Use:

DM promotes the use of authentic language, which can prepare learners for real-world situations.

Example: A Pakistani student who learns English through DM may feel more confident ordering
food in English when visiting a restaurant.

3. Interactive Learning:
DM involves interactive activities, such as role-playing and conversations. These can make
English lessons engaging and enjoyable.
Example: Students participate in group activities where they act out scenarios like buying
groceries, which helps them apply English in practical situations.

4. Pronunciation Improvement:
DM helps learners develop good pronunciation because they hear and practice correct speech
patterns.
Example: Students in Pakistan who use DM can improve their pronunciation by listening to their
teacher speak English clearly.

Conclusion:
In conclusion, while using the Direct Method in Pakistan has its challenges, it can also be
beneficial, especially in urban areas with greater exposure to English. To make DM more effective,
21
addressing teacher proficiency, providing necessary resources, and considering a balanced
approach that incorporates both spoken and written English skills can be helpful.

Q.3 The Direct Method can be used in conjunction with other methods
because it is not probably a ‘method’ at all. It is a principle, and it is one of the
main principles of psychology of language that can be directly translated into
classroom procedure. It can, and should be applied to almost all the teaching
of the foreign language: in teaching of grammar, new words, new
constructions, and new patterns” (Gurrey 1970, 26); discuss it with
illustrations.

( Answer )
Certainly, let’s explore the Direct Method as a principle and how it can be integrated with other
teaching methods with some simple illustrations:

**Understanding the Direct Method as a Principle:**

The Direct Method isn’t exactly a strict teaching method with specific steps. It’s more like a guiding
principle based on how our minds naturally learn languages. Imagine it as a compass pointing us
in the right direction for effective language learning.

**Using the Direct Method with Other Methods:**

This principle can be combined with other teaching methods to create a well-rounded language
learning experience. Let’s look at how it can be applied to different aspects of teaching:

1. Teaching Grammar (Rules about Words):

Instead of memorizing grammar rules from a book, students can learn by using the language in
real situations. For example, they can have conversations where they naturally learn how to form
past tense sentences, like “I played soccer.”
2. Teaching New Words (Vocabulary):
When introducing new words, teachers can use visuals or real objects. For instance, when
teaching the word “cat,” they might show a picture of a cat and say the word in the foreign
language.
3. Teaching New Ways to Talk (Constructions):
New sentence structures and ways of talking can be introduced in meaningful contexts. For
example, students might learn how to make comparisons by discussing things like “This car is
faster than that car” during a class about cars.
22
 4. Teaching New Patterns (How Things Fit Together):
Language patterns can be learned through practice and interaction. In a lesson on giving
directions, students might engage in role-play, using phrases like “Go straight” and “Turn left.”
5. Connecting to Culture:
Learning isn’t just about words; it’s also about understanding the culture. When teaching a word
like “sushi” in Japanese, teachers can discuss how it’s made and its cultural significance.
6. Classroom Procedure:
In the classroom, the Direct Method encourages active participation. Instead of just listening,
students talk to each other in the foreign language, making learning more engaging.

7. Listening and Speaking (Listening and Talking Skills):

Effective communication is a key focus. Teachers might play audio recordings of native speakers
or engage students in conversations to improve their listening and speaking abilities.

**In a Nutshell:**
The Direct Method, as a guiding principle, promotes immersive and interactive language learning.
It can be seamlessly blended with other teaching methods to create a dynamic and effective
foreign language learning experience. It’s like having a helpful friend guiding you on your language
learning journey.

Chapter no.7
_______ The Audio lingual Method ________

Q.1 The real goal of instruction was an ability to talk the language and not to
talk about it”. (In Mohrnann, 1961, 88). Give your arguments in favor or against
the Statement.

23
 ( Answer )
In Favor of the Statement:
1. Effective Communication:
Learning a language is mainly about talking and understanding it well so you can talk to people
and get your ideas across.
2. Functional Fluency:
Focusing on speaking helps you become really good at using the language in everyday situations
like talking with friends, working, or traveling.
3. Cultural Integration:
When you learn to speak the language, you also get to experience the culture and traditions of the
people who speak it. It’s more fun and immersive than just talking about the language.
4. Motivation and Engagement:
People feel more excited to learn when they can see they’re getting better at talking in the
language. It makes them feel like they’re achieving something.

Against the Statement:

1. Theoretical Understanding:
While speaking is important, you also need to know some rules and how the language works.
Otherwise, you might make mistakes and not use it well.
2. Diverse Learning Goals:
Different people learn languages for different reasons. Some just want to chat, but others need it
for school or work, where you might need to talk about the language too.
3. Cultural and Linguistic Awareness:
Learning about the language’s history, how it evolved, and the different ways people speak it can
help you understand it better and appreciate it more.
4. Language Preservation:
Sometimes, keeping a dying language alive involves not only speaking it but also studying it and
talking about it. Linguists and language lovers help with this.

Conclusion
In conclusion, it’s important to talk in the language to communicate effectively, but also good to
understand some language rules. Different people learn languages for different reasons, so a mix
of both talking and discussing the language can be the best way to learn and enjoy it.

24
Q.2 Discuss with examples the fundamental principles of the Audio-lingual
Method.

( Answer)
The Audio-lingual Method is a language teaching approach that focuses on oral and aural skills
through repetitive practice and the use of audio materials. Here are its fundamental principles with
examples:

1. Oral-Based Instruction:
- Principle: The emphasis is on speaking and listening skills as the primary means of language
acquisition.
- Example: In class, students engage in oral drills where they repeat sentences or phrases after
the teacher. For instance, the teacher might say, “She is reading a book,” and the students repeat
the sentence.
2. Imitation and Repetition:
- Principle: Learners imitate model sentences and structures through repetition to internalize
language patterns.
- Example: Students practice saying sentences like, “I am eating breakfast,” repeatedly until
they can say them fluently and accurately.

3. Pattern Practice:
- Principle: Language is learned through pattern drills, where students manipulate sentence
structures.
- Example: Students might practice changing affirmative sentences to negative or interrogative
forms. For example, turning “He likes ice cream” into “Does he like ice cream?”

4. Structural Sequencing:
- Principle: Language is taught in a carefully sequenced manner, starting with basic structures
and progressing to more complex ones.
- Example: Beginners might first learn present simple tense (e.g., “I play tennis”) before moving
on to past simple (e.g., “I played tennis”) and so on.
5. Listening Comprehension:
- Principle: Developing listening skills is crucial, and students are exposed to authentic audio
materials.
- Example: Students listen to recorded dialogues or conversations and answer questions based
on what they hear. For instance, they might listen to a dialogue about ordering food in a restaurant
and answer questions about the order.

25
6. Error Correction:
- Principle: Errors are corrected immediately to reinforce accurate language use.
- Example: If a student says, “He am a teacher,” the teacher corrects the error by saying, “No,
he is a teacher. Remember to use ‘is’ for ‘he’.”

7. Limited Use of Vernacular:

- Principle: The use of the students’ native language (vernacular) is minimized to create an
immersive language environment.
- Example: In the classroom, the teacher and students primarily communicate in the target
language, even for giving instructions or explanations.

8. Mastery Learning:
- Principle: Students are expected to achieve mastery of each language item before
progressing to the next.
- Example: Students continue to practice a particular language structure, like the present
continuous tense, until they can use it accurately without hesitation.

These fundamental principles of the Audio-lingual Method aim to create an environment where
learners build strong oral and aural language skills through structured, repetitive practice and the
use of audio materials.

0.3 Give your point of view how the Audio-lingual Method can be transformed
into a better method according to the requirements of the Pakistani students.

( Answer)
Transforming the Audio-lingual Method to better suit Pakistani students’ needs would involve
several considerations:

1. Cultural Relevance:
Incorporate Pakistani cultural elements, stories, and contexts into the language learning materials.
This can make the content more relatable and engaging for students.
2. Local Languages:
Recognize the importance of regional languages in Pakistan. While English is essential,
integrating local languages, like Urdu, Punjabi, Sindhi, etc., can help students bridge the gap
between languages and improve their language proficiency.

26
 3. Practical Communication:
Emphasize practical communication skills that are relevant to everyday life in Pakistan, such as
greetings, shopping, and transportation. This approach can make language learning more useful
and appealing.
4. Technology Integration:
Utilize technology, such as interactive apps or online resources, to make learning more accessible
and engaging for tech-savvy Pakistani students. This can also facilitate self-paced learning.
5. Cultural Exchange:
Promote opportunities for students to interact with native speakers or participate in language
exchange programs, helping them develop authentic language skills and cultural awareness.
6. Real-life Scenarios:
Create scenarios or role-playing exercises based on real-life situations in Pakistan, like ordering
food at a local restaurant or negotiating prices at a bazaar. This practical application can enhance
language retention.
7. Assessment:
Implement a variety of assessment methods that go beyond rote memorization, focusing on
students’ ability to use the language in real situations.
8. Teacher Training:
Invest in training for language instructors to ensure they are equipped with the latest teaching
methods and can adapt to the evolving needs of Pakistani students.
9. Inclusive Approach:
Recognize the diverse educational backgrounds and learning styles of Pakistani students and
tailor the method to accommodate these differences.
10. Continuous Improvement:
Continuously gather feedback from students and teachers to refine the method over time,
ensuring it remains effective and relevant.

Adapting the Audio-lingual Method in these ways can help make language learning more
engaging, relevant, and effective for Pakistani students, ultimately improving their language
proficiency and communication skills.

27
 Chapter no. 8
_______ Suggestopidia _________

Q.1 What have you understood about the method of Suggestopedia; explain
its advantages and disadvantage with special reference to the Pakistani
English classes.

(Answer )
Suggestopedia is a teaching method that aims to create a relaxed and positive learning
environment to enhance language acquisition. It was developed by Bulgarian educator Georgi
Lozanov. Here’s what I’ve understood about Suggestopedia, along with its advantages and
disadvantages, with special reference to English classes in Pakistan:

**Suggestopedia Method**:
Principle: Suggestopedia is based on the idea that learners can tap into their hidden reserves of
cognitive and creative potential by removing barriers and anxiety associated with learning. It
employs techniques like music, art, and positive suggestion to create a comfortable and
harmonious atmosphere for learning.

Advantages of Suggestopedia in Pakistani English Classes:

1. Reduced Anxiety:
Pakistani students often face anxiety when learning English, as it’s often seen as challenging.
Suggestopedia relaxed environment can help reduce this anxiety, making learning more
enjoyable.
2. Enhanced Vocabulary:
The method uses music and creative activities to introduce and reinforce vocabulary, which can
be engaging for Pakistani students and aid in vocabulary retention.
3. Improved Pronunciation:
Suggestopedia incorporates music and rhythm to enhance pronunciation, which is often a
concern for English learners in Pakistan.
4. Cultural Sensitivity:
Lessons can be adapted to include elements of Pakistani culture, making the content more
relatable for students.
5. Encourages Creative Expression:
Suggestopedia encourages creative expression through art and music, allowing students to
express themselves in English in diverse ways.

28
Disadvantages of Suggestopedia in Pakistani English Classes:
1. Resource-Intensive:
Suggestopedia may require specialized resources, such as music and art materials, which might
not be readily available in all Pakistani classrooms.
2. Time-Consuming:
The method can be time-consuming, and not all Pakistani schools or teachers may have the
flexibility to dedicate extended periods to each lesson.
3. Limited Focus on Grammar:
Suggestopedia places less emphasis on explicit grammar instruction, which might be a
disadvantage in a Pakistani context where grammar proficiency is often prioritized.
4. Cultural Adaptation:
Adapting Suggestopedia materials to align with Pakistani culture and values can be challenging
and time-consuming for educators.
5. Teacher Training:
Effective implementation of Suggestopedia requires trained teachers who understand the method,
and providing this training can be a logistical challenge in Pakistan.

In summary, Suggestopedia offers advantages in reducing learner anxiety, enhancing vocabulary,

and improving pronunciation, but it may require substantial resources and teacher training.
Adapting it to the Pakistani context would involve addressing cultural relevance and the need for
grammar instruction, which is often a key requirement in English language education in Pakistan.

Q.2 W. J. Bancroft notes that the teaching material is “presented with varying
intonations and a coordination of sounds and printed word or illustrations”
(1972,17); discuss it in detail.
( Answer)
The statement by W. J. Bancroft highlights the use of varying intonations and the coordination of
sounds with printed words or illustrations in teaching material. Let’s discuss this concept in detail:

Varying Intonations:
1. Varying intonation refers to Changing voice sounds when you teach means altering the
way you go up and down in pitch and tone. In language learning, it’s important to copy how
the language sounds naturally, like its rhythm and musical qualities.
2. When teachers use different voice tones, they stress how important it is to say words
correctly and pay attention to the musical and rhythmic parts of speaking.
3. When you’re learning a language, changing your voice tone helps you understand the small
details in how people speak. This includes things like which words are emphasized, how
questions and statements sound different, and when voices go up and down.

29
Coordination of Sounds with Printed Words or Illustrations:
1. This part is about making sure that when someone talks, it matches with the words written
down or things like pictures.
2. Doing this helps learners put together what they hear with what they see. It’s really good for
helping them remember words and ideas.
3. For instance, when a teacher wants to teach the word “apple,” they can say the word while
showing a picture of an apple. This helps learners connect the spoken word with how it’s
written and what it looks like.
Advantages of Using Varying Intonations and Coordination:
- Enhanced Understanding: Varying intonations make spoken language more engaging and
comprehensible. Learners can grasp the emotional nuances and context of language.
- Improved Pronunciation: Hearing varying intonations helps learners practice correct
pronunciation and intonation patterns.
- Visual Reinforcement: Coordination with written words or illustrations reinforces vocabulary and
concept retention. It appeals to visual learners.

Challenges and Considerations:

- Accurate Pronunciation: Teachers must ensure that their intonations accurately reflect the
language being taught to avoid learners picking up incorrect speech patterns.
- Cultural Sensitivity: Instructors should be aware of cultural differences in intonation and ensure
that learners understand these variations.
- Age and Level: The effectiveness of this technique can vary depending on the age and
language proficiency level of the learners.

In summary, using varying intonations and coordinating sounds with printed words or illustrations
is a valuable technique in language teaching. It makes it easier to understand, say words correctly,
and remember them by connecting them with what you see. But, it’s important to do it carefully,
and think about how old the learners are and how well they know the language.

Q.3 Explain with illustrations the main doctrines of the method of

Suggestopedia.
( Answer)
Suggestopedia is a teaching method developed by Bulgarian psychologist Georgi Lozanov. It’s
designed to enhance the learning process through suggestion and a relaxed learning environment.
Here are the main doctrines of Suggestopedia, along with some illustrations:

1. Desuggestive Learning:
Suggestopedia aims to “desuggest” or eliminate barriers to learning, such as anxiety and
preconceived notions.

30
Illustration: Imagine a student shedding their anxieties like a heavy coat, allowing them to be
more receptive to learning.
2. Positive Suggestion:
The method uses positive suggestions to boost self-confidence and motivation.
Illustration: An instructor’s encouraging words and supportive gestures can create a positive
learning atmosphere.
3. Learner-Centered Approach:
Suggestopedia focuses on the individual learner, adapting teaching methods to their needs and
preferences.
Illustration: Customized materials and teaching techniques cater to each student’s unique
learning style.
4. Use of Baroque Music:
Background classical music is played during lessons to create a relaxing and enjoyable
atmosphere, reducing stress and enhancing learning.
Illstration: Students in a classroom surrounded by soothing classical music, creating a serene
ambiance for learning.
5. Rich Sensory Experience:
The method incorporates various sensory elements, such as visuals, music, and drama, to engage
multiple senses and deepen learning.
Illustration: Students participating in a dramatic role-play, with props and visuals, to immerse
themselves in the subject matter.
6. Role of the Teacher:
The teacher in Suggestopedia plays a supportive and nurturing role, fostering a positive and
stress-free learning environment.
Illustration: A teacher providing gentle guidance and encouragement to students, creating a
sense of trust and security.
7. Suggestive Context:
Lessons are conducted in a relaxed, non-threatening context, often resembling a comfortable
living room rather than a traditional classroom.
Illustration: A classroom designed to resemble a cozy living room, with comfortable seating and
soft lighting, to promote relaxation.
8. Positive Feedback:
Continuous positive feedback and reinforcement help build students’ self-esteem and confidence.
Illustration: An instructor praising a student’s progress and achievements, boosting their self-
esteem and motivation.
9. Use of Elaboration:
Complex and challenging material is presented in an elaborate and aesthetically pleasing way to
make it more memorable.
31
Illustration: Learning materials beautifully designed with vivid illustrations and creative visuals to
make learning engaging and memorable.
10. High Expectations:
Suggestopedia sets high expectations for students, believing that they are capable of rapid and
effective learning when taught in the right manner.
Illustration: A teacher challenging students to achieve their full potential and believing in their
abilities.

In summary, Suggestopedia employs a holistic approach to learning, incorporating positive

suggestions, sensory elements, and a supportive environment to facilitate effective and enjoyable
learning experiences. This method encourages students to shed mental barriers, embrace
confidence, and engage with learning in a relaxed and harmonious setting. Convert the lines into
easy English

The End

32