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previous ones. New patterns of language should be introduced and practiced with vocabulary that students already know.7. Selection and Gradation: Selection of the language material to be taught is the first requisite of good teaching. Selection should be done in respect of grammatical items and vocabulary and structures.8. The Oral Way. Experts believe that the oral way is the surest way to language learning. Prof. Kittson rightly observes, “Learning to speak a language is always the shortest road to learning to read and write it.” Prof Palmer also writes, “We should refrain from reading and writing any given material until we have learnt to use its spoken form.”9. Priorities of Language Skills: Listening (with understanding), speaking, reading and writing are the four fundamental skills. Listening and speaking are primary skills, while reading and writing are secondary skills. Reading and writing are reinforcement skills. They reinforce what has been learnt through understanding and speaking. In fact, understanding and speaking speed up the reading process. Writing should be introduced after reading.10. Multiple Line of Approach: In teaching a language, it implies attacking the problem from all fronts. The teacher can have a number of language activities connected with the topic such as oral drill, reading, sentence writing, composition, grammar, translation, language exercises etc.11. Language Habit through Language Using: A language is best learnt through use in different contexts and situations. Prof. Eugene A. Nida rightly noticed, “Language learning means plunging headlong into a series of completely different experiences. It means exposing oneself to situations where the use of language is required.” 12 Spiral Approach. The “spiral” approach to language learning should be followed. Previously taught vocabulary and structures should be reintroduced in subsequent units whenever logical or possible. This is ‘spiral approach’.13. Use Mother-tongue Sparingly. The mother-tongue should be sparingly and judiciously used during teaching English. Of course, at the early stage, some explanations will have to be given in pupil’s mother tongue. It is important that students do not use their mother-tongue in the classroom. [5]

.3 Modern and traditional approaches to lesson modelling

In class modeling in foreign language, teaching one of the main question is what is the best teaching method for learning? According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. In addition, it is not always possible or appropriate to apply the same methodology to all learners, who have different objectives, environments and learning needs. [6]of teaching English have developed rapidly, especially in the previous 40 years. It is important that language learners and training managers, as well as teachers, understand the various methods and techniques so learner is able to navigate the market, make educated choices, and boost his enjoyment of learning a language. [7]the general area of ‘methodology’ we can talk about approaches, methods, techniques, procedures and models, all of which go into the practice of English teaching. These terms, though somewhat vague, are definable:: this refers to theories about the nature of language learning that serve as the source of practices and principles in language teaching’. An approach describes how language is used and how its constituent parts interlock- in other words it offers a model of language competence. An approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning. [8]:a method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful, and some model of syllabus organization. Methods include various procedures and techniques as part of their standard fare. [9]: a procedure is an ordered sequence of techniques. For example, a popular dictation procedure starts when students are put in small groups. Each group then sends one representative to the front of the class to reed (and remember) the first line of a poem which has been placed on a desk there. Each student then goes back to their respective group and dictates that line. Each group then sends a second student up to read the second line. The procedure continues until one group has written the whole poem. [10]: a common technique when using video material is called ‘silent viewing’. This is where the teacher plays the video with no sound. Silent viewing is a single activity rather than a sequence, and as such is a technique rather than a whole procedure. Likewise the ‘finger technique’ is used by some teachers who hold up their hands and give each of their five fingers a word, e.g. he is not playing tennis, and then by bringing the is and the not finger together, show how the verb is contracted into isn’t. [11]teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence. The main methodologies are listed below in thechronological order of their development:

· Grammar Translation - the classical method

· Direct Method - discovering the importance of speaking

· Audio-lingualism - the first modern methodology

· Humanistic Teaching Approaches - a range of new holistic methods applied to language learning

· Communicative Language Teaching - the modern standard method

· Principled eclecticism - fitting the method to the learner, not the learner to the method

Each of the methods above is summarized individually on a separate



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