English LanguageTeaching (ELT)Issues and Challanges in Nepal

English has grown as a global language.It has been used extensively and science ,technology,commerce,and international relation.
In Nepal, ELT, to glance to it's history,started when then Rana prime-sinter established durbar high school at Dakhchowk,Thapathali .At that time, he had invited two English teachers to handle the school and the curriculum design.Since then,though there were no strong government policy documents regarding teaching of English.The school level curriculum includes English as a subject.It has been taught as a compulsory subject in the schools starting from grad one.The scenario seems to be different in private schools and public schools.In private school, which constitute a huge part of school level education,teach through English.i.e  English is used as a medium of instruction.
Similarly,English language teaching has grown as a big industry and a profession.It has been an academic discipline as it has become a vocation for some people.The English Language institutes are mush rooming every next moment.There is no exact data to exhibit concretely the condition of English Teaching Nepal though  a survey carried out in 1984A.D by Allen Davis and other provides  a brief glimpse of that time.As the profession is expending,new challenges  are emerging in Nepal,it is taught as a foreign language.For several reasons EFL instruction often does not accomplish its objectives and leaves students without an adquate level of proficiency in English.The major share of English language teaching in the world each in the hands of non-native speaker teaches and Nepal is also not an exception.Of  course,the major issue is the EFL environment it self because there is an overall lack of English speakers for students to interact with.The major challenges of ELT  in Nepal can be point out these points.One of them is large classes,mixed-ability classes,low payment for teachers \,untrained English teacher,Insufficient time for instruction,lack of researches and materials,cultural diversity,linguistic diversity,Globalization in Nepal.The classroom from the the school level to the university level are extremely crowed in such a way that some students even do not get the seats.If there is no good sound management provisions and the teacher has to take every responsibility to manage the classroom.His-her voice is hardly heard at the back.It is very difficult for the teacher to handle the classroom activities.In almost every classes,The number of students is at least more than 50.The students in the class are the different achievement and proficiency levels.Some can speak English and some can not.At the same time language teaching is more challenging.It is not the content,the methodology is more important.The teachers get high stress but are paid low salaries.There are no any further incentives for language teacher.English language teacher teaching at both private and public school are not provided which the tanning according to the changes  in the methodologies.In the private school, a few teacher are trained.The teacher who are trained through NCED tanning pro-grammes are not encouraged to fallow the methodology and if they wish to use so,they don't have sufficient researches and materials.Language teaching required an extensive amount of time,but the time provided for instruction not sufficient.The classroom are under the equipped.Most of the school do not even have listening materials like cassettes,CD player etc. Even they have , the teacher do not have opiated knowledge to use the technology.The cultural and linguistic diversity  of Nepal is another great challenge for English language teaching.The roles and status  of the teacher and  students are perceived differently in different culture in Nepalese culture there is define distance between teachers and students which may function as a barrier for teachers  to be very frank and friendly in the classroom.Students do not easily want to participate in the interaction.Similarly Nepal is country of linguistic diversity.Some language conservationists are still advocating against expansion of English since.They think that English has created linguistic imperialism and is keeling other indigenous languages.For them, the extinction the other vernacular languages due to the inclination of people towards English,The lingustic identities have been lost due to English.Therefore,maintaining a balance between English and other Languages is one of the big challenges of the English language Teaching.A co-existence is necessary to provide Justice all the Language groups in Nepal.The globalization has  brought English to all the corners of the world and there are other languages entering in to the world economy and trade mechanisms which may be the threats for English.For example,there is expansion of chines , Hindi,and so on around the world market for global economy and knowledge economy.Whatever the reason is,the condition or status of English language teaching in Nepal is still growing.No sphere of social and academic life in Nepal is untouched by English but the great challenge is to maintain this condition for the future.

The elements of language(English)

 Language(English) is a system of communication in speech and writing which is used by people of a particular place or country. It is a means of communications through which we can communicate our ideas feelings,emotions,desire,through and so on.Human beings have a unique place in the universe due to the possession of language.Linguists have define the term language differently but the ideas to be understood are the same.we can say that language is a system of system.The combination of different units makes a language meaningful.Putting is another way,different elements are combined together to make a language meaningful.Language elements,hear,refer to pronunciation and spelling,vocabulary,grammar,communicative function. These language elements are shortly described below.
A) pronunciation and spelling:Pronunciation and spelling are very important elements of English(language).Pronunciation refers to the spoken  shape  0f language and spelling refers to the written shape of language.Simply speaking,pronunciation refers to the pronunciation of words and spelling also refers to the spelling of words.But pronunciation includes the pronunciation of segmental sounds and the pronunciation of supra  segmental  / features like stress,intonation,pitch and length.The two sub branches of linguistic- phonetics and phonology -deal with pronunciation.Phonetics deals with physical properties ofall the human sounds and phonology deals with sounds system of particular language.Phonetics and phonology provide information about supra.Segmental features which are significant to bring change in meaning.For example,stress,intonation,length,pitch etc. are very important in English,which can change the meaning of utterance.Similarly,spelling also plays very important role to teach English language.Without spelling the existence of correct language is almost impossible.English has special spelling system.There is not one to one correspondence between the letters and sounds.A sound may in English spelling be represented by different letters in different words.Two sounds may in different words be represented by the same letter.A single sounds may be represented by a sequence  of two letters or two sounds may be represented by a single letter.
b)Vocabulary: Vocabulary is one of the building blocks of language(English).We can also say that vocabularies are vital organs and the flesh to manipulate the structure and convey the message.If we analyze the meaning of different words ,we can find different casess: Different words have different meanings(books,cat,dog etc),two different words may have same meanings(Father,daddy)and the same words may have different meanings(the leaf is green.he is green today.).It is ,therefore,very difficult to find out the meanings of words.He should have knowledge and information to play with words.There ma also be twisting and  stretching of words.For example - i have a chair.to chair a meeting 

Different times different methods

Many TEL experts have contributed a lot and introduced different methods of teaching one after another.There has been continual debate about how to describe teaching learning process and which one is the best one.The history of debate is as long as the history of language teaching. Much current practice is the direct result of such constructive argument.It is very clear that different methods have been introduced and used in different times.
  The GT (Grammar translation )method is the oldest method emerged during the classical period to teach the classical languages such as Latin,Greek and Sanskrit.This was probably the most commonly used way of learning English and other also for hundreds of year.Practitioners thought that by analyzing the Grammar and by finding equivalents between the students 'language and language to be studied,the students will learn how the foreign language(English) is constructed. learning language was viewed as memorizing the rules and facts in order to understand and manipulate morphology and syntax of the foreign language learning a second language was to learn to its Grammar to attain the value of the literacy texts.
 But after a long time some otherTEL experts criticized this method .They argued that the GT method stops the students from getting the kind of natural language input that will help them acquire language and students do not get opportunity to use the language in real context and danger with GT method is that it teaches people  about the language and does not really help them to learn the language itself.Then they introduced the direct method.
The direct method emerged  as the reaction against the GT method in the late 19th century.They believed that a language could be taught by using it actively  in the classroom.Direct and spontaneous use of language in the classroom is better than the traditional method of Grammar teaching.Learners would be able to induce Grammar on the basis of language use spontaneously.But this method also had it's own pros and cons.Therefore this method was also criticized and other new method named audio-lingual method was introduced.This was the name given to a language teaching methodology based heavily on  behaviorist  theories of learning.These theories suggested that much language(English) is the result of habit formation thorough conditioning.As a result of this,audio-lingual class concentrated on long drill repetition stages in which the teacher hope that the students would acquire good language habits.
Audio-lingual ism went out of fashion because commentators from all sides argued that language learning was far more subtle than just the formation of habits.After this also LET experts introduced different new methods.They introduced tasked based learning method where the emphasis is on the tasks rather than the language*ENGLISH  ] this was based on the principle of learning by doing.Similarly they  introduced communicative language teaching method which focused on language use ,the communicative aspects of the language.It was thought that if the students get enough and opportunities for language use and if they are motivated -then language learning will take care of itself.It reminded teachers that people learn language not so that they know them but so that can communicate.Similarly, some  other LET experts have also introduced different methods like community,language learning total physical response.  Desuggestopedia etc.
 Above arguments and examples prof that LET experts have been decorously contributing to introduced a new and effective teaching method. It seems as if they are going through a cut throat competition.As a result, various kind of new methods of teaching are introduced .There has been much progress in the field of language teaching .(English).

Audio-lingual method

This method was developed  in the united states during world war Ii.At that time there was a need  for people to learn foreign languages rapidly for military purposes.During the second world,American government  needed the personnel who were fluent in foreign languages such as German,French,Italian,Chinese  and others then in 1942, the Army specialized training program was established . Fifty five American university were involved in the program.The objective of the program was for students to attain conversational proficiency in a variety of foreign language.For this,they need new approaches of language teaching linguists such as Leonard broom field had already developed  a training program as part of their linguistic research that were designed to give linguists and anthropologists mastery of American Indian language and other languages they were studying.During  this period ,many linguists were teaching English as a foreign language.Many students also entered America for their higher studies.For this, they had to be trained in English . These factors resulted the emergence of the American  approach  to ESL (English as second language) which was known as Audio-lingual ism in the mid fifties.In 1939 the university of Michigan  had developed the first English language institute in foreign language and in teaching English as a second  or foreign language.Charles fries,director of the institute applied the principles of structural.

Uses of board

 Blackboard or white board is a most important teaching materials in field of the teaching.The teacher can draw some pictures immediately on the blackboard or white board.Pictures are very important aids to give concept.Sometimes bad drawing is better than no drawing. Blackboard drawing has more advantages then out side drawing and ready made picture as well. To make the drawing purposeful it should be very simple ,quick and need a little practice.
It is used for teaching structure ;different vocabulary and structure can be presented on the blackboard and the teacher can conduct pair work and group work activities for practice.It is used for practicing grammar,The teacher ma provide grammar structure and context then ask the students to do some of grammatical activities or exercise.Picture can also be drawn to each some portions  of grammar such as article,prepositions,comparative, and superlative degree of adjective and adverbs etc.It can be used for teaching language skill and playing games;blackboard can also be used to teach language skills and play language games.The teachers can write some instructions  of the language game on the blackboard and conduct the game.Students can also use it. to write something if necessary. Through the game they will practice listening ,speaking, reading, and writing  skills etc.

English in classroom

The reason for using English in the class are for communication in En English  in a  beginners class,gesture and tone of  voice are at first more important than the actual words or phrase used to hearing nothing but English spoken during their English lessons.They will very soon understand and later learn to say words.When students are learning the specific language items being taught in the lesson. Students will also be practicing unconsciously a number of language skills-learning how to listen,picking out key words and beginning to think in English for themselves. While doing so,they can reduce the amount of interference from their mother tongue (L=a,b) A class  taught English mainly in English.,will have learn t how  to listen to the flow of English  to infer points from in notation and stress .They will be familiar with using the language for two way communication- asking as well as answering questions also they will have extra practice in the structures they have been taught language.Language is much better learn t through real use than through pattern, drills and exercise to 'sum up' using English in an English class can broadly be categorized in two purpose.One of them is to conduct overall activities in English for English class and to avoid the use of local language by providing greater exposure to English.Generally Speaking. classroom English is the variety of English that teachers has to do a range of functions and organize activities, for the purpose, the teacher needs appropriate language in accordance with the classroom compositions, aims of the lesson,relevant materials functions of language,nature of tasks and organizations of the activities desirable to creating and English atmosphere.These will obviously come in a lesson .In order to manage all these segments of the lesson a teacher would use /her/ his English language as a medium of expressions. The same medium  of English phrase and expressions used in the class. by the teacher is teaches in the classroom. 
 It can be used in teaching the lesson the lesson itself.Introducing a lesson,giving examples,or text, asking questions giving explanations ,arguing, commenting , etc.It can also be used  for activities which 'surround' the lesson: checking the attendance , telling students where to sit,controlling the class, chatting to students, giving instructions etc.Therefore we can prof that English is in classroom and others places.

Multiple intelligence

The multiple theory of multiple intelligence may have a number of implementation in then field of language teaching, general teaching,training,presentation, and workshop etc. Some implication are we can describe.It provide knowledge to the teacher to pay equal attention on individuals show gifts in another intelligence rather than only on highly articulate or logical mathematical intelligence.It provides much reinforcements for the learner having other intelligence in school, for those who have these gifts but deprive of much reinforcement to enhance their intelligence.
It helps to solve the problem of many of those kids,end up being labeled ' learning Disabled ADD' ( Attention Deficit Disorder) or simply underachievers, when their unique ways  of thinking and learning aren't addressed by a heavily linguistic or logical- mathematical classroom.It suggest that teachers  should be trained to present their lessons in a wide variety of ways using music,co-operative learning,art activities,role,multimedia,field trips,inner
reflection and much more.
 it helps increase the opportunity to learn in harmonious ways with their unique minds.It has strong implication for adult learning and development as many adults find themselves in job that do not make optimal use of their most highly development intelligence(For examples, the highly bodily kinaesthetic individual who is stuck in a job where they could move around,such as recreational leader, a forest ranger, or physical therapist).It gives adults a whole new way to look at their lives;for examining potentialities that they left behind  in their child hood such as(love for art or drama) but now have the opportunity to develop through courses, hobbies,or other programmes of  self development.According to the Garnder'' multiple intelligence proposes a major transformation in the way our schools are run.It suggest that teachers be trained to present their lesson in a wide variety of ways using music cooperative learning,art activities, role play,multimedia,field trips,inner inflection and much more.The good news in that the theory of multiple intelligence has grabbed the attention of many educators around.The country and hundreds of schools are currently using it's philosophy to redesign the way it educates children.The bad news is that there thousands of schools still out there that teach in the same
old dull way through dry lectures, and boring worksheets and textbooks.The challenge is to get this information out to many more teachers,school administers and others who work with children,so that each has the opportunity to learn in harmonious ways with their unique minds''.

Instructional materials

PICTURES: pictures are other visual aids . They are mainly two types one is teachers made and ready made . Those prepared  by the teacher him/ herself  is teacher made and those which are already made and those which are already made by other are  ready made. Normally, matchstick  figures, drawings, pictures, flash cards are teachers made and  wall papers , posters ,photographs, magazine ,pictures can be used for varieties of purpose such as to teach language skills , language aspects,grammar and so on.
          They help  to create a good learning environment. The class will be lively and enjoyable by the help of pictures. Students will be motivated in the classroom activities and language skills will be developed by the help of them . Use of mother tongue may be reduce by the help of pictures poor hearing students can also get benefit them.
 Wall charts and posters
Wall charts and wall poster are street maps of a city showing roads,schools,colleges, hospitals,parks,lawn,public place, turning and so on . They are large diagrams display cards
. They are composite pictures and are very helpful to teach grammar, language skills- speaking, writing etc.

Realia:Realia is one of the most important visual aids. It refers to those real objectives which can be brought in to the class and used as visual aids for teaching learning purpose. the things like pen, exercise book, students book and others materials  found or brought in the classroom for teaching can be used as realia. it is the easiest kind of visual aids, as it doesn't need any kindsof presentation. But it possesses a power of providing clear concept.it gives concepts by the help of it's taste, size,colour,smell,weight,or other qualities.
flash cards?-A flash card is a piece of  card board or thick paper about 8O 6 inches(20*15  centimeters) on which a word , a phrase or a sentences is written in big letters'' . The alphabets , words, phrases , sentences and pictures on the flash cards should be visible from the back of the classroom.you should make your writing and pictures attractive as well. You can make your flash cards with the help of your students or colleagues in your class or outside the class before the lesson begins.
     Flash cards are helpful to teach vocabulary, reading comprehension , language skills , and  structures and to stimulate choral reading effectively .They are use to help students read whole words,phrases or sentences without analyzing them in to syllables or letters. They are very useful materials as they can be hold up and flashed rapidly and also very easy to be prepare and stored.the size of them can be increased to make word letters,words phrases,sentences or pictures visible from the back of large class.simple drawing,colourful writing on flash-cardsclarifies the meanings and attract the attention of the students.

language game

 Generally speaking ,' language game ' consists of words : language and   games . Here , language is a means of communication and game refers to systematic play.Therefore language game refers to play with language . Language games are organized activities which have the following characteristics :
1) They have a particular tasks or objectives.
2) They have a set of rules.
3) They create the felling of competitions among players.
4) They provide reinforcement to the learners for learning.

Having these characteristics ,language games are very useful to teach different aspects of language.students can learn more and better if they are involved in the activities.language game can range from simple word games to difficult cross words puzzles.They are equally important for lower to advance level students.Language games contain particular tasks and objectives.Teachers provide the students some important instruction about the rules and the tasks they are supposed to do.He/She will encourage them to take part actively in the classroom.
           Language games can help the students develop a habit of faster learning. They can help develop reading , writing ,spelling,and vocabulary power of the learners.To enhance these skills there are pronunciation games ,oral games,reading and writing games, spelling games etc.language games are useful to :
     
  bring varieties and interest in lesson.
increase the students understanding of language.
help the students to produce the new language.
remove boredom and  monotony.
make students free from the fixed text.
increase the students analytical and imaginative capacity.
develop co-operative and competitive feeling among learners.
encourage active  participation of the students .
improve listening and speaking skills.
Example : SPIDER AND FLY
     Very young  children find this game amusing.the teacher pretends to be a spider,curves her finger like tentacles,and puts on any angry expression.The children are flies , who may be eaten up if they do not answer correctly. Any simple question-answer patterns the children  know  can be practiced thus. For instance:' what is your name?' says Mr. spider. If the child answers correctly,Mr. spider pretends to be angry at having no breakfast.If there is no answer or an incorrect one , Mr. spider  pretends he has eaten up, rubs his mouth with his handkerchief and looks pleased and similarly with other questions.
          if possible,give the general idea of this before hand in mother tongue.

components of lesson plan

A lesson plan consists of different components. They are can be described in terms of introductory and body parts.            
1)SPECIFIC OBJECTIVES.        
      Those objectives are the learning outcomes for the lesson that answer the questions. i.e what is the expectation of teaching the lesson plan? What behavior change you are expecting?What skill you want to develop? The out come should be specified and enlisted very clearly.All the objectives should change the behavior.It should be SMART which means- specific, measurable, attainable,Reliable, and                   time Bounded. Observable and measurable verbs such as:to pronounce , to reply,to explain, to write,etc.should be mentioned in specific objectives.  
2) INSTRUCTIONAL  MATERIALS
      To meet the objectives of lesson, what materials you are using,enlist all of them as tool or source of teaching e.g any of the daily used materials( that include chalk, blackboard, cleaner, pictures,maps,display device (like flannel board,pocket chart, magnet,board etc., regalia ,cut-outs charts,posters, flash cards ,computers, internet, digital camera ,scanner film strips etc are used as technological sources of teaching. 
3)Activities
    It is the main part of lesson plan to fulfill the objectives of the lesson. it is procedural section ,it includes all the procedures you follow to motive and elicit them, to facilitate learning or monitor the learning process.It includes all the activities according of the lesson . It can be sub-divided in to different steps. 
4)Evaluation
 After teaching a lesson , a teacher needs to evaluate how much successful her lesson is . To find out the fulfillment  of the objectives 

How to teach or learn anything in 8 different ways:

  One of the most remarkable features of the theory of multiple intelligence is  how it  provides eight different potential pathways to earning. If a teacher is having difficulty reaching a students in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which  the  material might be presented to facilitate effective learning. Whatever you are a kindergarten teacher, a graduate school instructor or an adult learner seeking better ways of pursing self- study on any subject of  interest, the same
basic guidelines apply. Whatever you are teaching or learning, see how you might connect with_                                    


*) Words
*) Numbers or logic
*) Pictures
*) music
*) Self- reflection
*)    Physical experiences
*) Social experiences
*) Experience in the natural world
             For example  , if you are teaching or learning about the LAW OF SUPPLY and demand in economics, you might read about it., study mathematical  formulas - that  express  it, examine a graphic chart  that illustrates the principle ( SPATIAL) , observe the law in the natural worandld. in the human world of commerce ; examine the law in terms of your own body. { e.g_ when you supply your body with lots of food, the hunger demand goes down: when there is very little supply, your stomach's demand for food way up and you get hungry: and / or write a song that demonstrates the law.
   You don't have to teach or learn something in all eight ways , just- see what the possibilities and then decide which particular pathway interest you the most or seem to be the most effective teaching or learning tools. The theory of multiple intelligences  is so intriguing because it expands our horizon of available teaching and learning tools beyond the conventional linguistic and logical methods used in most schools( lecture,textbook, writing assignments,  formulas etc.To get started, put the topic of whatever you'r interested in teaching about in the centre of  a blank sheet of papre and draw eight straight lines or ' spokes' rediating out from this topic.  Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each 
intelligence( this is spatial- inguistic approve of branstorming.

Language Learning and Teaching

   The  term of ' language' refers to gaining   knowledge or skills; experiences being taught. It means to become aware of something through information or observation or it is a process of realization, whereas, teaching is the way of giving instructions to someone or cause someone to know or be able to do something.
      Some  scholars have defined learning and teaching from past to present. Therefore , it's better to study those traditional definitions of learning as the starting point of the subject matter. A  search in contemporary dictionaries revels that language learning is , '' acquiring or getting knowledge of a subject of or a skill by study , experiences or institution   . Oxford advanced  learner's dictionary states  learning as ''knowledge   obtained by study.''  A more specialized definition by  Kimble
  and  Garment is learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice''.
     Similarly ,teaching is defined by search in contemporary dictionaries as ,'' showing  or   helping someone to   learn how to do something   giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.'' Teaching is  to cause to be able to do something.
    To put in short , learning is acquring is knowledge , retention of information or skills , and  a habit     information, wherease, language  learning   is acquring knowledge of language and information of language habit.  On the other learn, setting the conditions for learning language. The teacher should understand the learning nature of the learners while teaching. The philosophy of education, teaching, teaching style, approach, method and technique will determined the understanding of how the learner learns.
      We have discussed a little about learning and teaching in general. But here, our main concern is language learning and teaching. When we talk about language learning and teaching  we may raise some questions like- Are language learning and teaching  similar to other types of  learning and teaching? Can any one say how a learner learns language? these are genuine questions.  There are manly two different schools of tought to satisfy the answer of the questions in the field of language learning; Behaviourism and cognitivism. Still, it is very complex to define language learning. Behaviourism   and   collectivism. Still, it is very complex  to define language  learning. Behaviorists believe that language is  a form of behavior in much the same way other types of learning take place. Language learning means formations of the habits.   The model of  stimulus - response- reinforcement  account for  how a human baby learns a language. It believes that child's mind is ' tabula rasa' a blank sheet of paper . It means what someone wants to learn that is traced on it. It needs rigorous practice. On the other hand, positivism opposed  the behaviorists ' view in language learning on  the basic of  other model of language learning. It argues that language is not a form of behavior, on the contrary, it is an intricate rule- based system. Child's mind is not like a blank sheet of paper. It has one advance mechanism that is called language Acquisition Device. It is already there within the child. Therefore, language learning can be said as a peculiar phenomenon and almost unsolved mystery.

Importants of method for teaching English

 Method  is the process of teaching. In quizzical   language people say's that'' Teaching is an art''. I'm surely agree with this statement. Teaching is not so easy job . ti is hard then other jobs. While the teacher is teaching  he must use five process. one of them is specific objective, Teaching materials, Teaching methods, Evaluation and homework are the  parts of teaching  or we can also say    parts of lesson plan. All of them method is most important for the teaching. When the students can't get good marks in the exam there's said to be that  that teacher not teaches well , or he is uncapable .  Thats the problem. Because of   he dont know the knowledge of teaching method. So we can say's that method is the most important of teaching English.Without teaching anybody can't teach effectively or well.And students can't   understand well. 
      In the world context English is most important or international language. Teaching and learning is specially used in school,college to improve knowledge and develop skills. It is or English is most   important parts of our life. English    is a light that drives   away  the ignorance from us. It broadens our mind . Now a days human and English are inseparable. Method is a wisdom by which we analyze how to can learn and can't learn. So , or as a result there is need method and specially, teaching English it's most important.

Lesson Planning

 A lesson plan is a framework for a lesson. If you think a  lesson is like a journey, then a lesson plan is a map. It shows where you start, where you  finish and which route you are taking to get there.
  Lesson plans are guides for teachers who are either new or experienced. They are the product of teacher's thoughts , ideas about their classes for the objectives she wants to meet after the lesson.
    The models or types of lesson plan are as many as the teacher. The trainee teachers mostly have to produce  a very detailed lesson plans, with descriptions not only of each activity but also listing questions and all the illustrations they are going to provide the class. The time,each activity consumes, should also be included. In a full- time teaching situation, however,it may not be practical, it is expected that the teacher should prepare a detailed lesson plan that they teach.
   For some teachers it may not be necessary to write a detailed lesson plan,less detailed lesson plan can be comprehensive for them Experienced teachers can plan the lesson very quickly, just jotting down all the important aspects of it.
   For successful teaching,lesson plan is an important factor to fulfil the objectives. To illustrate it let's imagine a journey but with no idea where you are going. You are the driver of bus full of passengers. You have to drive them for a particular periodf of time, with no idea  where you have to go and how to get there. It may be an interesting journey, full of fun, singing, dancing, joking, and interacting but it would get lost and all the passengers  would't be  happy at last. Similarly, if you imagine a lesson is like a journey, and then lesson plan is like a map. it identifies your objectives and helps to select the materials to meet the objectives. It encourages the teacher to engage the classroom and also focuses the subject matter. It gives chance to predict possible problems in the class and think about ways to deal with them by investigating related area.

Uses of Teaching aids

a) Blackboard/Chalkboard
    Blackboard is also called Chalkboard   . It is a symbol of the classroom.   as it is placed  in front of the class. Blackboard is   better to say Chalkboard since it is not only black. It is in different colour i.e black, white and green. It is in rectangular shape but it's size varies according to the size of classroom and level of the students . Blackboard is the most useful display device for teaching foreign language in developing countries like Nepal where other   teaching facelities are not easily   avaliable. It can be  divided in to three parts for the using purpose. They   are
     
Reference  area : in this area  , the  teacher writes a summary, notes, important points that need keeping long time during the whole   class

Working area:     in this area, the teacher  writes

Songs and rhymes

   Oxford Advance Learner Dictionary states that song is a poem set to music and intented to be sung. And sameness of sound between words or syllabebus is rhymes. Like other teaching aids, songs and rhymes are also principal supplementary aids. They provide us resources to teach and listen but they are not everything. They help to develop language proficiency as they motivate students in the classroom . They learn songs and rhyms by heart and apply them in real life situations. It is easy to understand  the  lesson because of gestures,mimes,postures and facial expresson while singing. Students can learn more with fun as they sing by thrir heart. They provide the chance of a pace learning in the class. They provide an excellent means for introducing,
revewing vocabulary and idioms. They are equally helpful to teach sound patterns and  strees. Different foreign cultures can also be learnt by the help of songs and rhymes. Some examples of them are fallows:

        1) The farmer's in his din
                 The farmer's in his din
                    E-l-E-L, The farmer's in his din.
                 The farmer wants a wife............
                      The wife wants a child........
                             The child wants a nurse....
                                  The nurse wants a dog.....

                                           We all pat the dog.

                2)The less he spoke
                    the more he heard;
                    The more he saw
                    The less he spoke.

         3)A wise old ow
            Lived in an oak;
        
                4)'' Pussy Cat, Pussy Cat.

                    Pussy Cat, Pussy Cat,
                   Where have you been?
                 '' I'have been to london
                  To look at the queen.''
                     ''What did you see there ?
                      '' I saw a little mouse
                   Under her chair.''

Teaching Reading

 Reading is the third and a receptive skill., it is a  skill of literacy as it is normally learnt after going school either formal or informal. But it is inseparable form other language skill. Simply, reading means recognition of  scripts and the verbalisation of letters. It is  not only comprehensiveness graphic symbols but also grasping knowledge, getting information and understanding of message- imparted by and sort of writing moreover, the highest achievement of a  good reader is marked by the attainment of reading for all purpose.
        A good reader doesn't  look every letters and words one by one. He/ She tries to take the meaning of a block of words at a time. He moves his eyes quickly making long jump and short pause. He has a long eye span. He doesn't move his lips and point letters with finger tip and tip of pen/ pencil while reading.  Going back and repeating words again and again reader moves his eyes slowly taking short jumps and making a long pause . He fails to understand easily, guessing meaning from the context can't be possible. Instead, he goes back and repats the same again and again, perhaps consulting dictionary for each and every new word.
    a) Why is reading ?
       There may be many reasons of  of doing reading . Some people read something to get detailed information of the texts. Others may read to enteration, to learn grammar, vocabulary and some read to get the gist of a text and locate important information from the long text as well. Chris sowton mentions the following points for the reason behind reading.

1 Students read to improve their reading skills like faster reading, understanding text detail.
2) Reading can be an opportuanity for the learners to see exercises particularly grammar structurs in a meaningful context.
3) Knowing the texts will help students answer some questions in the exam.

Teaching writing

  Writing is the most difficult and complex skill of language. It is the most permanent record of  communication which can be transmitted from one generation to another generations. It is the process of converting   vocal sounds in to graphic symbols, that is to say. changing oral sounds in to visul records. It is the process of putting down the graphic symbols  that represents a language so that other can read those graphic symbols if they know symbols and language . It is not only representing sounds by graphic symbols but also the complex and sometimes difficult to teach as it requires many components like pronunciation, spelling. sequences. creativity. stylistic skill. judgement skill and so on, it is a powerful medium of expression, It preserves the treasure of culture  heritage through one generation to other generation.

What is Grammar?

  '' Grammar is set of rules that define how words are combined or changed to form acceptable units of meaning within a language''(penny)
   '' A grammar is a way that accounts for both the structure of the target language and ir;s communicative use''
         The above definition reveal that grammar is a system of language,It deals with the combination of linguistic items to express acceptable unites of meaning. It is not just combining or patterning of items but dealing with how a language pattern plays role in their communicative  functions.The definition of language is depends upon the n approach of language viewing. The grammer teaching method is is the product of their approach. Grammer is universal aspect but different languages have different grammer which make every language unique. Therefore, foreign language learners do not, normally, know grammatical  rules of target language and they feel difficult to learn it properly. They should be taught grammar for the use of correct and appropriate language in real life situation.
       Some people think that grammer is a dry. rude and boring subject to teach and learn with negative attitude towards it.   In the past,  the teacher used to enlist out just pattern of grammar on the whiteboard and supply the entencesaccording to the pattern . Later on another approach i.e. inductive   approach came as more impressive way of teaching grammar which deals with the teaching grammar from examples to rule. Students are taught grammar in context not in isolation. The inductive approach focuses on teaching grammar in communicative way.

What is instructional planning

   Teaching is very difficult and responsiable job that impresses the learners 's behaviour, future, attitude, his present and his entire course of life. Therefore,teacher himself/ herself should posses different positive qualities to impress the leartners.
      Just entaring in to the class, only giving lectures and  going out from the classroom is not duty of a good teacher. There are many factors responsible to be the best teacher. first of all, she should aleays commitments, devotion and dedication for teaching. She should always be fit , punctual, ready, responsible and well - prepared asx well. It is also the fact that,m best teacher may  be the worst if he loses his duties once. Thererfore, being the best teacher is not easy task; insted it is very complicated and never ending task.
   the prepared teacher needs to know clearly about the job she is going to do before starting the lesson. she should be clear about the language she is going to use. skills she3is focusing, learning aids available in the surroundings, techiniques in teaching, arrangement of activities and classroom management to fulfil the objectives of the lesson. Beside these, she should know the purpose, activities, materials and the way to evaluate to find out the learning .To define all the thing the teacher should plan before starting the lesson. This process of planning for teaching is called instructional planning.

Incl;usive Environment

  '' Inclusive refers to the opportunity for persons with a disability to participate fully in all of the educational, employment consumer, recreational, community and domestic activities that typify every day society.
     " Inclusive Education is a process of addressing and responding to the diversity of needs of all learners on the classroom, in the school and on the society and there by  reducing exclusion within and from education no matter what cases for exclusion could be.
      From the above mentioned definition it has been stated that there are diversity of needs of all learners in the classroom. A classroom is a miniature socirty in the sense that it is heterogeneous in some way. It is in terms of sex,different social background, there learning poteniality, physical disabilityies like poor- eyesight poor- hearing, handicapped and so on. Socially excluded; economically poor conflict victmized, HIV affected learners. They have varities of needs.  To cater all the needs there should be inclusive environment  in the class room without any types of bias and with equal value of all.

A well- balanced lesson

  A balanced lesson is another factor of successful teraching. it encourage social interaction, communication and language exposure. A well_balanced lesson consists of real social interaction and an opportunity to use language independely. The environment is created for real communication between learners. There should be plenty of exposure to natural spontaneous. The balanced in social interaction, communication and exposure is the feature of well balanced lesson.
  The language teacher should create the environment to encourage the learners to use target language,involve in real social interaction in target language with their friends. There should be balanced between presentation and practice in respect to the activities. The balanced should be in classroom management i.e, without separating  zones for girls and boys as well. Below, there is ' A Model for classroom interaction' taken from Byrne.

Effective Presentation

Successful teaching is also based on how the subject matter is presented.To learn something new, students need to be able to perceive and understand it.  One of the teacher's jobs is to mediate suchg new materials so that it will be accessible for inital learning. This kind of mediation is called presentation.''the term presentation is not for the limited and controlled modeling by the teaching while introducing new language item, but also the initial encounter with comprehensiable in put in the form of spoken or written texts as well as various kinds of exolanati0ons, instructions and  discussion of new language items or tasks. It is the way of introducing the subject matter in class generally done before the students engage in the work but sometimes there can be possibilities of presentation after the students have engaged. The ability to mediate new teaching item is one of the most important skills of teaching  skills of teaching which helps to learn to item and to built the step for further reading. Different factors are responsible to make the presentation effective: they are communication, eye - contact, interation , teacher's movement and so on.
     Communication  means ways of expressing ideas, opinions and emotions. it is a orocess of sharing ideas, elicting and exchanging the messages. Same piecs of message can be expressed differently by different or the same person in different situations. That is say, the way of communication vasries from person to person.

Instructional Managment

  Instructional management is very important aspect of successful teaching and learning. It includes suitable classroom facilities such as furniture , teaching aids (i.e. blackboard, white board, graph board and so on.), (text books  supplementary  materials , classroom setting,teachers movement, and classroom interactions and so on.
    Beside these , instructional  management also deals with the procedure for grouping students for different types of activities.Preparation of lesson plan and their procedure , handling of equipments , creating conducive environment are also the important factors of instructional management. The major aspect of classroom management. may be the role of teachers is grouping students keeping in view the variables such as the inclusion of sex. Competence socio-cultural  background and so on. If the teachers have these knowledge skills of managing classrooms. They can learn many things from such classes .Even the must effective activities become worthless if they are not organized properly .
   Although there is the importance of classroom management for effective language teaching, from the study it has been found that ''the classroom setting of most of the government aided schools at primary  level of some remote parts of  many country is not suitable for beginners.The small crowded classroom with polished cemented chalk board attached on the front wall, each the principal teaching material.Teachers do not seem to be prepared for the lesson .There is a narrow space  left between blackboard and the first row benches which brings problem for the teachers movement.Similarly, space between two columns is found  very narrow as result, most of the teachers do not  try to conduct different activities to develop communicative compentence . Students have been found setting up separating the zones for boys and girls''.

How to make classroom Effective

  '' The great person doesn't do different thing, but does the thing differently.''
         It is true that, successful person doesn't do different thing but does same thing differently and artfully.Is it case in classroom teaching ? The answer is certenly ' yes'. only setting up objectives, preparing teaching aids, choosing methodology of teaching can not make our lesson successful. there are other very important aspects a teacher should manage for the successful teaching. Some important factors for successful teaching are the instructional management, effective presentation, communicative activities, and student - apprasial and so on .
             A well known slogan of  this Millennium is ''Educational for all'' has been passed in different international conventions in different time. 'Special Need Education'. 'Special Education' have been practised and still been practising to meat the goals. Now a days inclusive education has been highlighted globally. The lesson should be managed to address all types of learners  having cifferent problems/learning characteristics.
         There may be many learner having different problems of poor eye sight, poor hearing, handicapped,conflict vitmized, pregnant, HIV effected in the classroom. Besides,there are students eith individual difference. They have different learning potentialities. Some may be word smart, music-smart, people smart, nature smart ,picture smart, number smart and so on.Therefore, it is complicated task to teach catering multiple intelligences and handling overall range of diversity. There are some tips that help to make your lesson successful.

Different Method of Teaching

. a) Simple-response drill
 In this method students have to creat something.In this drill, the teacher provides a language pattern in the form of questions and students require giving a short response.The students have to understand the questions asked by the teacher and think of the appropriate answer immediately.It is a little more communicative drill in comparison to imiation drill because communicative meaning is taken account here.
 While cnducting this drill the teacher should ask very simple questions may be related to them,their family and classroom so that the students do not have to thinkm seriously about the subject matter because they are the most familiar matter for them.
For exmmple:
1)Teacher : what's your name?
   Students: my name is Tom.
    Teacher: where are you from?
    Students:I'm from new work city.
     (and so on)



2) Teacher : (holding a book  ) is it a book ?
   Student: Yes,it is.
   Teacher: (holding a pen) is it a pen?
   Students : Yes , it is.
   Teacher:(holding a bag)is it a bag?
    Students:Yes ,it is.
     {and so on}

   The teacher may  conduct this deill in way; in chrus, demi-chorus or individually according to needs.
b) Cue Drills    
             Drilling is one of the teacher-centered techniques based on the behaviourists' principle of language learning which wiews that language is a set of habits and language learning is habit formation. Habites are formed through continuous practice and repetition, there fore, only presentation of language is not sufficent for learning. It needs systematic practice of language pattern. This process of pattern practice is called drill.''Drills are supposed to train the learner to talk by helping him master the basic sttuctural patterns of language. Language habite is formed by the helping of drilling.The students some hints one by one to practice in the same form as that is iuntroduced. In this drill, certain word of the sentences is replaced by cue word or hint preserving the main structure. The main objective of it is to enable the students to handle the structure for several words.
d)pair Work
Pair works is a student- centred technique in which students can practise language together.They can study a text ,research language and take part in information gap activities in paurs. it is very use ful communicative actively as it dramatically the amount of speaking time, aiiows a students to work and interact independently with out hesitation.It helps to reduce Teacher  Talking Time(TTT) and to increase Students Talking Time (STT) during the lesson.
e) Group Work
   Like other teaching activities, group work is also a communicative actively likely to go well if it is carefully planned.every member involved in a group is intrested, active and thoughtful. it can help learning by providing an opportunity for learns to get exposure to language practice.It provides opportunity to learn language  items and language functions. it allows learner to develop fluency in new language, and also to learns the content .

Other Method of Teaching

a) Approach

    Approach refers to principles and assumptions of theory.  It is a set of correlative assumptions dealing with the nature of language,language teaching and learning. An approach is axiomatic (ie. state ofxz being accepted as true without further proof or argument) which describes the nature of the subject matter to be taught.It states broad philosophy and idifferent theories about - the nature of language and process of language learning. It is believed but not easly be tested.
   According to Anthony  '' approach is the level at which assumptions and belief about language and language learning are specified,It refers to theories about the nature of langu7age and language learning that serves as the nsource of practice and principles in l;anguage teaching.''

b)Method

    Anthony states,''a method is an overall plain for the orderly presentatioin of language material,no part of which contradicts, all of wehich is based upon, the selected approach,Within one4 approach, there can be many methods. Amethod is theoretically realized in procedure. So,it is procedural.it is the level at which theory is put in to practice and at which choices are made about the particular skills to be tasught , the conten t to be taught, and the order in which the content will be presented.
  A method is a way of teaching language, a set of activities or a collection of techiniques based on systmatic  principle and  an approach. ait is the backbone of language teaching that can be changed according n to the new experiences and researches.There are many method to be used is based on how2w language viewed.method should be used on the basic of age, cultural background  of students and objectives of the course.

c)   Techniques:

    '' A technique is implementaational-that actually takes place in the classroom. It is particular trick, stragem or contrivance used to accomplish an immediate objective. Techiniques must be consistent with a method and therefore in harmony, wit5h an approach as well.
  A technique is the le3vel at which classroom procedures nare4 described. It is an observational and measrable activity.it may be varied according to place,person,time,level and soi on.Different techniques can used to teach a particular item.To conclude that t6here have been rigorous attempt to introduce better ways of  teaching foreign language for centuries ,though,Grammar-Translation Method,Direct Method OSS Approach and communicative App[roach will be our focus.

Teaching Vocabulary

Vocabulary can be roughly defined as the word we teach in the foreign language.However,there are many new items of vocabulary which combine more than one words. phrasal verbs like- put on, looking forward to etc.and idioms like as a matter of fast, as the crow flies etc.Consist of more than one words but they are counted as single item science they convey single meaning. Therefore, the better way of conving these conditions is to say- a vocabulary is the item we teach in the foreign language.
While teaching vocabulary , the teacher should teach the pronunciation and spelling, different forms used in different contexts. Along with the base form , we might provide the ideas of past form to find out whether the verb is regular or irregular and we might note whether it is transitive or intransitive. We can also give an ideas for preposition it takes and provide the ideas of singular and plural forms. Beside these, the idea of word combination should also be taught to the students.
It may be worth teaching which words go together while teaching new items for e.g make or take decision or conclusion, throw a ball/toss a coin. Vocabulary should be taught from different angle. We should teach it's denotation(direct) meaning, connotation (indirect) meaning and it's appropriateness of using in the given context.
It is important to teach synonyms,antonyms,hyponyms(dog is the hyponyms of animal) and mother tongue equivalence.
It is also necessary to teach word formation of the items, common prefixes and sufrfixes which goes to the particular items.

Different Techniques for Language Teaching

a)Demonstration
The dictionary meaning of demonstration is the   process of showing something  by giving proof  or evidence .It is the instance of showing and explaining how something works.Technically, demonstration implies the presentation of a pre-arranged serious of events of equipments to a group of students for their observation,  it is the most frequently used technique in science, fine arts and other events.It can be used for giving information,knowledge and training. It is very useful for the students to learn by seeing and doing .                                   

b) Explanation

    Explanation is a process of making something plain or clear by giving the meaning of something .It  is a process of giving a reason or  accounting for something.
 The main objective of explanation is to enable students to take strong interest in to the lesson to understand the message conveyed by the  explainer or the narrator to develop insight and understanding of something how to do it . It implies making ideas, opinions, concepts, events and actions clear. It is a teacher  -centred technique in language teaching as it develops insight and understanding of subject matter  very clearly.

c)Drills
Drilling is one of the teacher-centered  techiniques based on the behaviourists'principle of language learning which views that language is a set of habites and language learning is a habit information. Habits are formed through continuous practice and reprtion, therefore, only presentation  of language is not sufficent for learning. It needs systmatic practice of language pattern. This process f pattern practice is called drill.'' Drill are supposed to train the learner to talk by helping him master the basic  structural patterns of the language,Language habit is formed by the help of drilling. It is one of the most important techniques mainly used in OSS approach.
 Many scholars have defined different types of drills; meaningless and meaningful; other mention that there are twevel types of pattern practice for the classrom and in laboratory: They are 
Repetition,Restatement,Expansion,Integration,Inflection,Completion,Contraction,Rejoinder,Replacement,Translation ,Transformation,Restoration.
Although there are different classifications  of drills by different scholars, our main concern is to  talk about mainly types of drills because our main focus is teaching language to the beginners. Therefore, the most practicable and simpler drills should be conducted at the beginning.They are -imitation drill,Simple- response drill,  Cue drill.

The Communicative Approach

 Communicative Approach belongs to  the changes and movements in the field of language teaching in British language teaching tradition dating  from the later 1960s. Until then, situational language Teaching represented the major Britis h approach in language teaching . In situational Language Teaching,  Language was taught    by practising  basic structures  in meaningfu situation -based activites.But just as the lingustic theory underlying Audio- linguist,Noam chomsky, demonstrated that the current standered of structural theories of language teaching were incapable of accounting the nature and fandamental characteristicts of language.British  Applied Linguist addressed another functiopnal and communicative potential of language.They saw the need of focus in language teaching on commmnicative proficiency  rather    than the mastery of structure.
   The main gole of communicative Approach is to communicate in target language . it states that Students need to know different  forms to perform a functional and a  single form for different functions. Moreo ver, they must be able to choose the appropriate form for particular function in a particular context.Therefore,communicative competence along with the  knowledge of linguistic competence is the key point of communicative Approach and the procedural design to meet the goal of communicative Approach is communicative method.

Grammer- Translation Method

Grammar -Translation method is an old method in the  field of language teaching. It was typically used  to teach latin and Greek and Latin Language.Later on, It was used to teach oither languages like sanskrit and English in all over the world . There was great infiuence of Grammar -Translation Method in ninteen century in the field of language teaching. many mcountries like nepal are still using this Method in some parts to teach english.

   Grammar-Translation method[in short G.T] , as it's name suggests, focuses on the two aspects: Grammar and Translation. Here , grammar is taught on the belief that language is a set of rules. it views language learning means learning the mrules. Rules are the  grammar of the language .Therefore, teaching lan guage means teaching grammar. It defines language as a means of culture transmission.Culture is transmitted through works of literature ,poem,histoiry and othert aesthetic value. Translation is the main  way of cultural translation.
   The main focus of Grammer - Translation Method is reading and writing.Reading is done by translating the target language in to mother tongue of the learner.Some words are selected randomly and taught in isolation bygiving mother tongue equivalent.Grammar was taught deductively[ie .rules are listed first  and sentences are provided later].