First of all I think grammar should not be taught explicitly in the classroom, so some

amount of explicit teaching was necessary to correct, explain and raise awareness
about grammar usage. Students may talk and listen but unless explicitly taught
grammar, they may not speak correctly. The solution to reaching a balance between
communicative grammar and theoretical grammar was to set exercises that got
students to concentrate on meaning as well as form. Instead of fill-in-the-blank type
exercises, students needed creative exercises to encourage original thinking. Fluency
and accuracy are two factors which determine the success of the students in the future.

Students should not be asked to learn lists of words. This is an over generalization of
the communicative approach. Learners can not be expected to pick up vocabulary
merely from reading and understanding words in context. Successful learners of
language use deliberate methods such as word lists or flash cards and do not rely
entirely on extensive reading. Word lists and dictionary reference help learners to
understand a word's various meanings. To get students to retain words, you need to do
some conscious vocabulary building combined with extensive reading. She told the
audiences in Chennai, London, Delhi and Israel.
Memorizing chunks of language such as How do you do? and its proper response,
idioms, phrases, proverbs and the rest, equips students with a readymade vocabulary
of grammatical combinations that could be adapted to suit different situations. While
clichs are terrible for writers, they're a good thing for teachers. They help learners to
speak naturally and learn proper usage, learning rhymes, jingles, songs and poems
helped build vocabulary. By repeating rhymes or songs, children get a chance to be
creative, play around with language and learn to enjoy it. I suppose I am very traditional
in my approach to teaching, but the old methods are not all bad, especially when it
comes to teaching English. Fluency and accuracy, this step addresses the factor of
fluency.
we are guilty of all sorts of hang-ups about classroom behavior, But we should not feel
guilty about talking too much in class. Grammar is an arbitrary system, so the more we
talk the better it is because that's the only way non-native speakers can pick up
language and grammar. Explain that eliciting responses worked perfectly for subjects
such as history and mathematics, but could be frustrating for students in an English
class. If they don't know the meaning of a word or phrase, trying to elicit an answer
makes them feel foolish. If they have no idea what the word dog is, what is the point of
trying to get them to give you the meaning? Tell them what the word means and then
make them use and discuss the word. Judging by the looks of intense concentration
and periodical nods and murmurs of approval, most of the audience seemed to be in
favor of her methods. Of fluency and accuracy, this step addresses both.
However, most teachers seemed to disagree with her view that translation could be
used in the classroom to get a meaning of an English word or phrase across better.
Translation could be used to give meanings while maintaining English as the basic
means of classroom communication. Fluency and accuracy are two factors which
determine the success of the students in the future.

Communicating meaning
The teacher can communicate meaning of new words and expressions through the use
of visual cues (pictures, gestures, body movement), contexts (examples, stories), and
explanations (definitions, descriptions).
Providing comprehensible input
Teacher talk in English serves to give students lots of practice in hearing and
understanding English. Teacher talk provides comprehensible input that is, language at
a level that students can understand. This builds confidence. And it gives them lots of
opportunities to respond to English meaningfully.
Making English the class language
And finally, teacher talk in English shows students that the teacher expects that English
will be used during class. The more students become accustomed to hearing and
responding to English, the more they will try using it themselves.
Both native speaker and non-native speaker teachers can successfully use teacher talk to
model, communicate meaning, and provide comprehensible input. In the communicative
classroom, a key role for teacher talk is to encourage class interaction in English.

Generating ideas for speaking

Teacher/class interaction helps students generate ideas for speaking. This encourages
them to say more than they would have otherwise.
Ensuring participation
To ensure that all students are participating, we can vary the focus from the whole group
to individual students. This way we can give attention to students who are shy as well as
those who are more confident.

There are a number of benefits to teacher/class interaction. For one thing, it can prepare
students for the conversation or discussion topic.
Providing a language focus
By modeling target language in context, we focus students on the language they are
going to use in the lesson. In the video excerpt, the teacher focused students on the
clothing vocabulary as well as on expressions like "It's too small."
Assessing what students already know
Interacting with the class also helps us to assess students' needs. In this way, we can
quickly find out how much students already know, and what they still need to learn or
practice

uilding confidence
Teacher/class interaction helps students build confidence by giving them the
opportunity to speak in a controlled, safe environment. They answer
questions and complete statements.
Initiating discussion
Interaction also serves to initiate class discussion, which students may be
too shy to do on their own. By asking questions, or by sharing real
information, we model how discussion might begin.

generating ideas for speaking

Teacher/class interaction helps students generate ideas for speaking. This
encourages them to say more than they would have otherwise.
Ensuring participation
To ensure that all students are participating, we can vary the focus from the
whole group to individual students. This way we can give attention to
students who are shy as well as those who are more confident
_______________________________________
questions
One effective way to keep a teacher-centered activity interactive is for the
teacher to frequently elicit responses through focused questions to the
whole class, groups, or individuals. With lower level students, it is best to
ask easier questions at first. This helps students become accustomed to

responding in English. Choose question types carefully some question

types are easier for students to respond to and others are more difficult.