ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

(Department of English Language and Applied Linguistics)

Course: ELT Methodologies (9060)

Semester: Autumn, 2023

Level: BS English (2.5 years program)

Student: Hina Mughal

Tutor: Hafiz Aslam Hussain

ASSIGNMENT No. 2

Question No.1:

With reference to unit number five, what are the key features and principles of the
Communicative Approach? Design a lesson plan based on communicative approach to be
used at elementary level.
Answer:
Key Features and Principles of the Communicative Approach:
The Communicative Approach is an approach to teaching languages that places a strong emphasis
on the value of interaction and communication in the language learning process. The following are
some of the Communicative Approach's main attributes and tenets:

 Learning a language should primarily focus on improving a learner's ability to

communicate successfully in everyday contexts.
 Real-world language use is reflected in the authentic resources and scenarios that learners
are exposed to, including role-plays, conversations, and authentic texts.
 Meaning-focused learning: Rather than merely memorization of vocabulary and grammar
rules, emphasis is placed on comprehending and communicating meaning.
 Contextualized learning helps students grasp how language works in many circumstances
by placing language instruction and learning in relevant contexts.
  Learner-centered approach: Activities are made to be interesting and relevant for the
learners, taking into account their requirements, interests, and motivations.
 Interactive learning: Students participate in communicative exercises that necessitate group
and duo work, debates, discussions, and role-playing.
 Task-based learning: Activities for language learners are created to mimic tasks they could
come into outside of the classroom, motivating them to use language to achieve particular
objectives.
 Emphasis on fluency: Learners are encouraged to talk freely without being unduly anxious
about making mistakes when fluency is valued over precision.
 Error correction: Corrective feedback is given in a constructive and encouraging way to
assist learners develop their language skills. Errors are accepted as a normal part of the
language learning process.
 Integration of language skills: Communicative exercises incorporate language skills
(speaking, listening, reading, and writing) to reflect the interconnectedness of language use
in everyday situations.

In general, the Communicative Approach aims to provide learners with relevant and captivating
language learning experiences that enable them to speak the target language fluently and
confidently.

Devising a Lesson Plan:

Lesson Plan: Overview of Everyday Activities
Level: Primary (A1)
Goal: By the end of the session, students will be able to use the present simple tense to describe
their daily routines and participate in communicative activities where they can provide details
about what they do.
Resources: Markers and a whiteboard images or flashcards that show daily tasks,
handouts with phrases from everyday life (such "I wake up at 7:00 AM.")
Time: 60 minutes
Method:
Step 1: Anticipation (5 minutes):

 As you greet the pupils, inquire about their feelings for the day.
 Examine vocabulary associated with everyday activities by displaying flashcards or photos
to the class and asking them to respond.
 Start a brief discussion with the children about their own daily schedules by posing queries
such as "What time do you wake up?" "What do you do in the morning?" etc.
Step 2: Lecture (15 minutes):

 Describe the usage of the present simple tense in describing routine actions.
 Put sample sentences describing everyday routines in the present simple tense on the board,
such as "I wake up at 7:00 AM." “I give my teeth a brush.” “I consume breakfast.”
 Describe the subject-verb structure of the present simple tense and emphasize the usage of
the third-person singular pronouns (he, she, and it).
Step 3: Independent Practice (20 minutes):

 Students should be divided into pairs or small groups.

 Handouts containing jumbled phrases outlining everyday activities should be distributed.
 Students should be told to collaborate in order to accurately reassemble the phrases and
write them on their papers.
 Observe and offer support when required.
Step 4: Checking (Ten-minute):

 Ask each couple or group to share a sentence that they have unscrambled.
 Ask each group or couple to present one of their sentences that they have unscrambled to
the class.
 Students should be encouraged to utilize proper language and whole sentences.
 Give them criticism and acknowledge their efforts.
Step 5: Assignment (5 minutes):

 Assign homework that requires pupils to use the present simple tense to compose a brief
paragraph outlining their own daily habits.
 Remind them to fill each paragraph with a minimum of three distinct actions.
Step 6: Consolidation (5 minutes):

 Review the lesson's main ideas, which include sentence construction, everyday vocabulary,
and the present simple tense.
 Inquire if the kids have any queries or if there is anything they would like to go over again.
Note:
Remind students to speak to one other as much as they can in English during the lesson,
emphasizing fluency above correctness. When required, give corrective feedback, but put the
creation of a welcoming and stimulating learning environment first.
Question No.2:

Please refer to unit 6 what are the chief characteristics of using Direct Method in English
language class? How can it be beneficial for the students in your particular context?
Answer:
The Direct Method:
The Direct Method is an approach to teaching languages that places a strong emphasis on teaching
students the language directly through conversation and immersion without the need for translation
or the students' native tongue.

Characteristics of Direct Method:

The following are some of the Direct Method's main features:

 Use of the target language:

The Direct Method promotes speaking just in the target language—in this example,
English—during instruction and classroom communication.
 Oral communication:
Students practice language in context through role-plays, dialogues, and conversations that
emphasize speaking and listening abilities from the outset.
 Contextualized vocabulary instruction:
Instead of using translation, visual aids, realia, and demonstrations are used to introduce
and teach vocabulary.
 Implicit grammar instruction:
Just as children pick up their native tongue, grammar rules are learned by exposure to the
language in relevant settings rather than through explicit instruction.
 Use of Visual Aids:
Visual aids, include pictures, objects, and gestures that help explain meaning and enhance
comprehension.
 Interactive and communicative activities:
To improve language proficiency and foster communication, students participate in a range
of interactive activities such role-plays, games, and conversations.
 Emphasis on pronunciation and intonation:
To assist students in developing clear and natural speech, proper pronunciation and
intonation are stressed from the start.
 Genuine resources:
Students are exposed to real-world language use and cultural situations through the use of
genuine materials including newspapers, magazines, and recordings.

Benefits of Direct Method for Pakistani Students:

English language learners in Pakistan can benefit from the Direct Method in a number of ways:

 Stress on spoken English:

English is frequently taught as a second or foreign language in Pakistan, a country with a
diverse linguistic population. The Direct Method's emphasis on oral communication can assist
students in gaining competence and self-assurance in spoken English, which is beneficial for
communication in a variety of settings, including business, international relations, and
education.

 Cultural immersion:
By exposing Pakistani students to a variety of cultural contexts in which English is used as a
primary or secondary language, authentic materials and a focus on communication skills can
help them better understand and manage intercultural environments.

 Decreased dependence on translation:

Students are encouraged to think and speak in English directly by using the Direct Method,
which discourages the use of translation. This method, as opposed to depending solely on
translation as a crutch, can assist students in becoming fluent and independent users of English.

 Interactive and captivating lessons:

Through communicative exercises and real-world assignments, the Direct Method encourages
students to actively participate in class and engage with one another. For Pakistani students,
this can make studying the English language more interesting and pleasurable, which can
improve motivation and academic results.
All things considered, the Direct Method provides a communicative and immersive method to
teaching English that can aid Pakistani students in gaining proficiency in the language as well as
confidence in their ability to communicate in English in a variety of settings.

Question No.3:

With reference to unit number seven, what are the fundamental characteristics and
assumptions of the Audio-lingual Method (ALM) that distinguish it from other language
teaching approaches?
Answer:
Audio-lingual Method:
The Audio-lingual Method (ALM) is a method of teaching languages that became well-liked in
the middle of the 20th century, especially in the US.
Fundamental Characteristics:
It is distinguished from other language education methods by a number of core features and
presumptions, including:

 Emphasis on oral skills:

ALM places a strong emphasis on the development of oral abilities, especially speaking and
listening, via prolonged repetition and practice. The process of forming habits is the main way
that language learning is understood, with students learning through drilling and imitation.

 Behaviorist tenets:
B.F. Skinner's behaviorist theories of learning, in particular, serve as the foundation for ALM.
It is assumed that the greatest ways to acquire language are through conditioning,
reinforcement, and habit building, just like with other abilities. Errors are instantly corrected,
but correct responses are reinforced.

ALM usually employs a structural syllabus, which teaches language in a methodical and
logical fashion, beginning with simpler structures and working up to more intricate ones.
Language objects are introduced and rehearsed separately before being incorporated into
communicative activities. Grammar rules are taught deductively.

 Use of audio-visual materials:

The Audio-lingual Method, as its name implies, lays a heavy focus on the use of audio-visual
resources, including tapes, recordings, and visual aids. These resources are utilized to give
linguistic models, offer imitation stimulus, and make drills and repetition easier.

 Pattern practice:
ALM makes extensive use of pattern practice, in which students engage in controlled drills
where they repeat and modify linguistic patterns. Through repetition, these activities aim to
help students memorize language patterns and enforce proper usage.

 Error avoidance:
By offering opportunities for controlled practice and prompt correction, ALM seeks to reduce
errors. Pupils are required to use language correctly right away, and mistakes are quickly fixed
to stop negative habits from developing.

 Restricted use of the native tongue:

The ALM reduces the amount of time students spend using their native tongue in class,
adhering to behaviorist principles. Rather, in order to foster an immersive learning
environment, teachers and students communicate and educate predominantly in the target
language.
  Teacher-centered approach:
ALM is frequently linked to a teacher-centered approach, in which the instructor sets the tone
and substance of the session and acts as the main source of information. During practice
exercises, teachers give students precise directions, present example language forms, and keep
a careful eye on their progress.

Conclusion:

The teacher-centered approach, limited use of the native language, behaviorist principles,
structured syllabus, and practice of patterns, error avoidance, and emphasis on oral abilities are the
main characteristics of the Audio-lingual Method. Although it was well-received at the time, it has
since come under fire for rigidly mechanically teaching languages and placing little emphasis on
meaning-focused communication.

Question No.4:

With respect to unit number eight, how does Suggestopedia utilize the power of suggestion to
create a relaxed and conducive learning environment?
Answer:
Introduction:
Georgi Lozanov, a psychologist from Bulgaria, created the teaching methodology known as
Suggestopedia in the 1970s. It is predicated on the idea that learning occurs most efficiently when
an individual is at ease and open to receiving information. Suggestopedia uses a variety of
strategies to harness the power of suggestion to create just that kind of environment.
Power of Suggestion:
Here's how suggestopedia uses suggestion to establish a laid-back and comfortable learning
atmosphere:
 Positive suggestion:
To foster a nurturing and upbeat environment in the classroom, Suggestopedia uses positive
suggestion. Instructors can instill optimism and belief in students' ability to learn by using
positive language, body language, and gestures that demonstrate confidence in their talents.
 Relaxation methods:
To assist students in unwinding both physically and psychologically, Suggestopedia includes
relaxation methods like progressive muscle relaxation, guided imagery, and deep breathing
exercises. By lowering tension and anxiety, these methods foster a relaxed and open condition
that is ideal for learning.
  Music:
Suggestopedia uses music as an effective way to promote learning and relaxation. During
classes, calming background music with a slow tempo is played to foster a comfortable and
peaceful learning atmosphere. Music has a calming effect, improves focus, and helps with
memory retention.

The significance of establishing an aesthetically beautiful atmosphere that is beneficial to

learning is emphasized by Suggestopedia. Comfortable furniture, gentle lighting, and vibrant
images are used in classroom décor to create a warm and visually interesting environment. An
enjoyable learning experience and relaxation are greatly enhanced by the physical
surroundings.

 Use of suggestion in lesson delivery:

To improve learning results, Suggestopedia uses suggestion in lesson delivery. Teachers
convey information in a casual and interesting way by using provocative language, intonation,
and rhythm. To further support learning and foster a feeling of comfort and familiarity with
the subject matter, repetition, variation, and exaggeration are also employed.

 Function of the authority figure:

According to suggestopedia, the instructor is a figure of authority who gives pupils confidence
and trust. Teachers foster a friendly and supportive learning atmosphere by exuding warmth,
enthusiasm, and knowledge. To promote a sense of security and cooperation, teachers urge
their students to obey instructions without question and to have faith in their direction.

Conclusion:
Overall, by combining positive suggestion, relaxation techniques, music, an attractive setting,
suggestive lesson delivery, and the authority figure's function, suggestopedia harnesses the power
of suggestion to create a calm and conducive learning atmosphere. Suggestopedia seeks to
maximize learning results and advance holistic development by fostering a climate of comfort,
trust, and openness.

Question No. 5:
With reference to unit number nine, what are the key characteristics of the Silent Way
method, and how do they support learner autonomy and problem-solving?
Answer:
Introduction:
Caleb Gattegno created The Silent Way, a technique for teaching languages, in the 1960s. By
empowering students to actively participate in their own learning, it places an emphasis on
problem-solving and learner autonomy.

Key Characteristics of the Silent Way Method

The main features of the Silent Way approach are as follows, along with how they encourage
student autonomy and problem-solving:

 Teacher silence:

Under the Silent Way, teachers take on a mainly passive position that lets students take the
lead in their education. The teacher uses silence to enable students to interact with the language
and come up with their own answers to language challenges rather than speaking infrequently
and selectively.

 Use of colored rods:

The Silent Way use Cuisenaire rods, which are colored wooden rods, as teaching tools to
symbolize grammatical structures, sounds, and vocabulary in language. By manipulating the
rods, students can make structures and patterns that promote experiential learning through
hands-on learning.
The Silent Way encourages inductive learning, in which pupils learn language norms and
patterns by experimentation and investigation rather than by direct instruction from the teacher.
It is urged of students to examine linguistic patterns, draw conclusions, and develop theories
in light of their findings.
 Emphasis on pronunciation:
The Silent Way places a strong emphasis on pronunciation, and pupils are urged to learn correct
pronunciation right away. With the use of few spoken signals, the teacher helps pupils produce
sounds correctly by modeling proper pronunciation.
With the help of the rods' visual clues and sparing verbal cues, the teacher helps pupils produce
sounds appropriately by modeling perfect pronunciation.
 Activities for addressing problems:
The Silent Way includes tasks for solving problems that push students to use their language
skills in relevant situations. Students develop their critical thinking and creative abilities by
working together to solve language riddles, build sentences, and convey ideas.
 Self-correction:
The Silent Way promotes students' ability to assess their own learning and make necessary
corrections. Students are empowered to take charge of their learning and acquire self-
regulation abilities when they are given the chance to autonomously reflect on their language
production, detect errors, and make improvements.
 Tolerance for errors:
The Silent Way takes a forgiving stance toward mistakes, seeing them as normal and necessary
components of the learning process. Errors are viewed as important teaching moments that
help students improve their language proficiency and gain a deeper comprehension of
linguistic patterns and principles.
 Learner-centered approach:
The Silent Way prioritizes student autonomy, agency, and empowerment by putting the learner
at the center of the educational process. Pupils are urged to establish goals, take ownership of
their education, and actively interact with the language in a significant and genuine way.

Conclusion:
All things considered, the main features of the Silent Way approach—teacher quiet, the use of
colored rods, inductive learning, pronunciation emphasis, problem-solving exercises, self-
correction, error tolerance, and a learner-centered approach—combine to support learner
autonomy and cultivate critical thinking, creativity, and problem-solving abilities. The Silent
Way encourages more effective language acquisition, deeper engagement, and increased
motivation by giving students the tools they need to actively participate in their own education.