COOPERATIVE LEARNING PPT

INNOVATIVE LESSION PLAN

RESEARCH IN ENGLISH LANGUAGE TEACHING

ASSIGNMENT

KARMELA RANI TRAINING COLLEGE KOLAM

EDU 09.2 - Theoretical Base of English Education- II

UNIT VI

RESEARCH IN ENGLISH LANGUAGE TEACHING

Submitted By

Jeesmol George

ACTION RESEARCH IN ENGLISH

Introduction

                                       Action research generally involves inquiring into one's own practice through a process of self monitoring that generally includes entering a cycle of planning, acting, observing and reflecting on an issue or problem in order to improve practice. Wallace (1991: 56-7) maintains that action research can have 'specific and immediate outcome which can be directly related to practice in the teacher's own context' and is 'an extension of the normal reflective practice of many teachers, but it is slightly more rigorous and might conceivably lead to more effective outcomes'. systematic reflection means that language teachers· collect data about their teaching so that they can make more informed decisions about their teaching; however, whereas reflective teaching can result in non-observable behavioral changes in the classroom such as increased levels of awareness of a teacher's assumptions, beliefs and practices, conducting an action research project usually results in some kind of transformation of the research into actual and observable actions.

Action Research in English Language Teaching

Within English language education, action research has usually been associated with the study of classroom actions rather than addressing social problems associated with language teaching. Action research for language teachers is 'an approach to collection and interpreting data which involves a clear, repeated cycle of procedures'. Action research is conducted by practicing language teachers because they themselves are valuable sources of knowledge regarding their own classroom situations and as a result change can be implemented more credibly because practicing teachers will find the results more credible and valid for their needs. However, action research is different from usual research conducted by academics, and while academic research is valuable in its own terms, it often has little practical application for practicing teachers. 'The topics, problems, or issues pursued [in academic research] are significant, but not necessarily helpful to teachers on the front line'. Examples of actual action research abound in the English language teaching literature in recent times and teachers who have carried out action research often report significant changes to their understanding of teaching.

The positive results from partaking in action research included increased teacher awareness of classroom dynamics, and expectations of their learners. In addition, the teachers learned 'a great deal about themselves, their students and their teaching and learning environments through action research'. Action research for language teachers is not only a way to solve problems 'but it is found in the very act of entering into the cycle of investigation'. Action research 'forces teachers to think about what they are doing in the classroom in a systematic way through a lens focused on one particular area of their practice'.

The action research for language teachers suggests the following:

·        It involves collecting information about classroom events (in the classroom), through observation or through collecting information in other ways, such as through interviews, questionnaires or recordings of lessons. 

·        It involves careful and systematic collecting of that information.

·        The research involves some kind of follow-up action.

·        This action involves some change in practice, and monitoring the effects of such change.

·        The results are owned by teachers, rather than the research community.

·        The results of the research can be reported at a staff meeting or through a written report.

·        It seeks to build up a knowledge base about teaching based on practitioner's knowledge, rather than expand the knowledge base developed by academics and theoreticians outside of the school context.

·        To develop research skills useful for classroom inquiry.

·        To bring about changes in classroom teaching and learning.

·        To develop a deeper understanding of teaching and learning processes.

·        To empower teachers by giving them the tools which they can use to further impact changes within the profession in which they work.

From research to practice when teachers want to conduct an action research project they enter into a cycle of investigation that includes the following steps:

1. Identify an issue

2. Review literature on issue and ask questions to narrow focus of issue

3. Choose method of data collection

4. Collect, analyse and interpret information 5. Develop and implement and monitor action plan

Identify an issue

1. Purpose: Why are you engaging in this action research?

2. Topic: What area are you going to investigate?

3. Focus: What is the precise question you are going to ask yourself within that area?

4. Product What is the likely outcome of the research, as you intend it?

5. Mode: How are you going to conduct the research?

6. Timing. How long have you got to do the research? Is there a deadline for its completion?

7. Resources: What are the resources, both human and material, that you can call upon to help you complete the research?

A large number of interesting general issues are available for language teachers wishing to reflect on their practice through action research including (but not limited to) the following: 

·        Teaching the four skills (issues relating to changes in the way aspects of reading, writing, listening or speaking are taught in your class). 

·        Classroom dynamics (issues related to the kinds of interaction which occur in the language classroom). 

·        Learner language (issues relating to the kind of language that is generated by specific activities your students use when completing classroom discussions and the amount of language they produce during pair or group work).

·        Grouping arrangements (issues relating to how different grouping. arrangements such as pair, group or whole class, promote learner motivation, language use and cooperation). 

·        Use of materials (issues relating to different ways in which materials are used and  how these affect the outcomes of lessons). 

·        Grammar and vocabulary (issues relating to the teaching of grammar and vocabulary and the effect of using different teaching and learning strategies) .

·        Assessment policies and techniques (issues relating to the forms of assessment you currently use in your classes and their outcomes.

Review literature and ask questions

1. Should learner errors be corrected?

2. If so, when should learner errors be corrected?

3. Which learner errors should be corrected?

4. How should learner errors be corrected?

5. Who should correct learner errors?

Approaches to collecting classroom data

1.     Journals/diaries: regular dated accounts of teaching/learning plans, activities and classroom occurrences, including personal philosophies, feelings, reactions, reflections, explanations.

2.     Teaching logs: more objective notes on teaching events, their objectives, participants, resources used, procedures, processes, outcomes (anticipated and unanticipated). 

3.     Document collection: sets of documents relevant to the research context, e.g., course overviews, lesson plans, students' writings, classroom materials/texts, assessment tasks/texts, student profiles, student records.

4.     Observation: closely watching and noting classroom events, happenings or  interactions, either as a participant in the classroom (participant observer) or as an observer of another teacher's classroom (non-participant observation). Observation can be combined with field notes, recordings and logs or journals.

5.      Field notes: descriptions and accounts of observed events, including non-verbal information, physical settings, group structures, interactions between participants. Notes can be time-based (e.g., every 5 minutes) or unstructured according to the researchers purpose.

6.     Recording: audio or video recordings, providing objective records of what occurred, which can be re-examined. Photographs or slides can be included.

7.     Transcription: written representations of verbal recordings, using conventions for identifying speakers and indicating pauses, hesitation, overlaps and any necessary non-verbal information.

Collect, analyze and interpret information

1.     To identify patterns in the data.

2.     To compare findings from different sources of data.

3.     To build an interpretation from the information collected.

Develop, implement and monitor action plan

         1. Is the focus on your teaching action?

2. Are you in a position to be able to change your future actions (teaching and otherwise) based on the results of your action research project?

3. Is improvement possible?

Reflection

1.     What is your understanding of action research and have you ever conducted ano action research project? Explain. 

2.     Why do you think academic research generally has little impact on practicing teachers?

3.     Do you think there is a gap between academic research findings and practice in the classroom?

4.     Why or why not?  In what ways can conducting action research empower a second language teacher?

5.     In what ways can conducting action research develop a collaborative relationshipo with other teachers? 

6.     Do you think the results of the action research project should be reported, e.g. at ao staff meeting or through a written report to a journal? Explain.

7.     Wallace (1998) discusses how an interest in a topic such as group work, must beo thought through to find a more specific focus for classroom investigation. Can you add any more to the list developed by Wallace?

1.     how to set up groups?

2.     how to form groups? 

3.     how to resolve personality clashes within groups? 

4.     how to deal with the use of the mother tongue during group work? 

5.     how to select materials for group work?

6.     how to assess the effectiveness of group work?

Conclusion

Action research serves the needs of the reflective professional well because it combines the mastery of the professional knowledge a teacher has built up over the years with the wisdom of everyday practice. Although there is no one universally accepted set of processes that constitute conducting action research, it is generally agreed that it focuses on researching an issue of interest to the teacher and usually takes place inside the classroom to determine what is currently occurring. Action research involves the teacher systematically collecting information about this issue and then acting on the information to make improvements to the issue. In order to help teachers collect information related to their action research project, they can use such reflective tools such as teaching journals, classroom observations, narrative analysis and group discussions among other methods that are all covered in this book. Through a process, then, that includes planning, observing, analyzing, acting and reviewing, language teachers can learn a great deal about the nature of classroom teaching and learning as well as acquire useful classroom investigation skills.

Second language acquisition

Introduction

                     Second language acquisition is now an established discipline, represented in both graduate programmers bearing its name and in programmers in Applied Linguistics, TESOL and foreign language education graduate programs. It boasts journals and conferences specifically devoted to it and it figures conspicuously in conferences such as this one. While controversy exists regarding its exact boundaries, with some researchers arguing that it constitutes a branch of cognitive psychology and others that it is primarily a social phenomenon, there is broad agreement about what the main areas of the discipline are (i.e. those associated with the description of second language learner language, whether narrowly of broadly defined, and the explanation of how it is acquired).

                               SLA originated in the felt need of a number of teachers-cum-researchers to understand how learners learn a second language (L2) in both untutored and tutored settings so as to better incorporate those experiences that were found facilitative of learning into the actual practice of language teaching. Thus, the close connection between theory and research in SLA and language pedagogy was established from the start. Over years this nexus eroded as SLA increasingly sought to establish itself as an academic discipline in its own right but the connection is still there, as evident in, for example, the continuing interest in form-focused instruction, in the role that theory and research in SLA play in the advocacy of language teaching approaches such as total physical response and task-based teaching and in the identification of general principles that can inform specific methodological practices such as corrective feedback. Arguably, SLA is still at heart an applied rather than a pure discipline.

Ten principles for instructed second-language acquisition

Rod Ellis’s ten principles provide a strong research base for the planning and delivery of effective language teaching and learning programmes.

The ten principles

1.     Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.

2.     Instruction needs to ensure that learners focus predominantly on meaning.

3.     Instruction needs to ensure that learners also focus on form.

4.     Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge.

5.     Instruction needs to take into account the learner’s ‘built-in syllabus’.

6.     Successful instructed language learning requires extensive L2 input.

7.     Successful instructed language learning also requires opportunities for output.

8.     The opportunity to interact in the L2 is central to developing L2 proficiency.

9.     Instruction needs to take account of individual differences in learners.

10.              In assessing learners’ L2 proficiency, it is important to examine free as well as controlled production.

These principles are explained and exemplified in Ellis's Instructed Second Language Acquisition: A Literature Review (Ministry of Education, 2005).

Language learning tasks

Ellis’s concept of a language learning task is relevant to all teachers of languages. In his discussion of principle 2, Ellis describes classroom ‘tasks’ as language learning activities that:

·         require the student to focus on meaning

·         include a ‘gap’ that students can close by communicating

·         require students to produce their own language structures

·         have a clear outcome.

Such tasks can be cross-curricular in nature and can provide students with rich opportunities to develop thinking and problem-solving skills as they engage in genuine social interactions.

·         Learn more about genuine social interactions

Second Language Pedagogy

Webster’s New Universal Unabridged Dictionary defines pedagogy as “the function or work of a teacher, the art or science of teaching, and instructional method.” (Barnes and Noble, 1996) This popular source weighs its definition of pedagogy toward the more mechanical aspects of teaching. The field of second language education views pedagogy in similar ways. In their Teacher’s Handbook, Judith Shrun and Eileen Gilson refer to pedagogy as “teaching methods” or “classroom activities” (Heinle, 2009), and Helena Curtain and Carol Ann Dahlberg call it “classroom applications” (Languages and Children, Pearson, 2010). Others, such as Timothy Regan and Terry Osborn, label a teacher’s actions within the classroom “classroom strategies” (The Foreign Language Educator in Society, LEA, 2002). Common to the above definitions are references to the mechanical aspects of the profession, about which teachers tend to be principally concerned. Language teachers are apt to view their lessons through the lens of their classroom activities, becoming anxious and insecure when their list of activities is insufficiently rich. In my experience as a teacher trainer, I have witnessed time and again how teachers become impatient in professional development sessions when they are not presented with enough ideas for activities that they can immediately apply in upcoming lessons. This concern has translated itself into an enormous market for educational companies that sell readymade materials for classroom activities, in addition to the myriad of books and websites serving a similar function. The field is literally flooded with resources available to all language teachers in every area, including second-language acquisition. Resources for second-language pedagogy include two types of teaching activities. The first emerged as a result of research derived from disciplines such as psychology, linguistics, education and neurology. The famous Audio Lingual Method (ALM), for example, is based on research into the behaviorist model that explains learning as the relationship between stimuli and response; the Grammar Translation method relies on Noam Chomsky’s theory of Universal Grammar; James J. Asher’s Total Physical Response method (TPR) uses studies about the brain; and the Krashen Monitor Theory has inspired practitioners to find ways of creating an anxiety-free learning environment which provides comprehensible input to its learners, teaches the language in a specific order and encourages students to monitor their language development. The second type of resources are those created by experienced, successful practitioners, using their intuition and creativity.

While the challenge of finding sources for activities is now easily met, it remains for us to empower our teachers with the expertise to identify the best and most suitable activities and to use them wisely in their classrooms. Wellchosen and aptly executed classroom activities will maximize the learner’s efforts to achieve language goals faster and better. If we further enhance our teachers’ abilities, coaching them to develop their own tools and pedagogy, they will succeed in catering their activities specifically to their learners’ needs.

                                 

                  The first and most commonly adopted model in Jewish education today is called “teaching as doing.” This approach reflects the behavioral view, which requires teachers to master a prescribed set of behaviors along with a set of actions. In this context, the underlying assumption is that a teacher’s learned behavior can lead to the desired student outcome. This behavioral approach fits when teachers are viewed as the operators who implement a readymade curriculum in which the materials and classroom activities have been dictated by the creators of the curriculum. This is the approach preferred by teachers and institutions that do not want to undertake the responsibility of investing in designing a curriculum or teaching a pedagogy of their own. Adopting this stance, however, will not lead to results in which language learning is maximized. Language acquisition is a dynamic process influenced by the many variables of learners and learning contexts that result in learners progressing in the language at different rates. Teachers need to constantly modify learning materials and classroom actions in order to meet the different needs of their learners. In the behavioral view of the profession, allowance is not made for such accommodation.

In order to make use of the right pedagogies, the field needs to embrace the other two ideal framework models defined by Freeman for fostering the growth of second-language educators. The second model outlined by Freeman perceives language teaching as a “cognition.” This approach requires teachers not only to become experts in the available canon of teaching activities but also to be knowledgeable about the research that supports them. This research relates to both second language development and to learner variables, such as learner’s age, motivation, learning style, strategy, other language learning experiences and so on. Such knowledge can help teachers select the most appropriate classroom activities for their learners and also transform the teachers so that they consider themselves able to access infinite resources to create their own classroom activities. When a teacher understands these theories, he/she can also understand the rationales behind methodologies and thus make educated decisions about which methodology to use and when, all the while accommodating learners with the process that will be most effective in helping them to make progress and to retain the target language. Such a teacher would use this understanding of the research to create original activities that reflect language-acquisition processes. Freeman’s third model, which should also be adopted by the profession, views teaching as “interpretive.” This model recognizes the fact that not all learning environments are similar. Because each educational setting has its own characteristics and demands, teachers need to rely not only on their knowledge about the needs of their learners, but also on how the particular conditions of the learning environment can impact learning. These conditions may include the school’s mission, the number of contact hours, the number of students in the classroom and many other aspects of a given environment, which must be interpreted in order to make expert adjustments to the language curriculum and to the classroom activities.

The best classroom activity:

1. is language level appropriate

2. is age appropriate

3. is research based

4. is relatively easy to implement

 5. has a measurable outcome

6. fits the appropriate part of the lesson

7. fits the language skill that it aims to reinforce

8. can serve students with diverse learning styles.

                                        

                                        As we contemplate the best ways to teach Hebrew in our schools, we should note that the best learning pedagogy can emerge only when the language educator is adequately equipped. When teachers are knowledgeable about the theories of second-language acquisition, aware of learner variables and responsive to learning conditions and environments, they will be able to reflect on their practices and modify their activities, either during or after the lesson, in order to make the right decisions as they choose or create the most effective pedagogies in support of the language acquisition process.

INNOVATIVE PRACTICES IN TEACHING ENGLISH

Introduction

                                   English, the official language of the entire world is a very tricky language to teach. In fact every language varies to teach. English is a very old language and has undergone many forms changes from Proto English derived from the Latin and the German culture to the Modern English which was established after in the post Renaissance period. Each version was simpler than it‟s previous. Present day English is the simplest adaptation of a very old Language and yet it is still difficult to teach this language effectively especially to those who speak English as a second language.

Problems with current methodologies:

                        In todays world English is taught in a very orthodox manner. The basic teaching is needed. Teaching the alphabets and the formation of the words is essential and a must. But there is something that is even more important. The children must be able to speak the words and understand their meaning before writing them down. The foundation to teach English can only be taught using the orthodox methods of teaching the alphabets and the words and the rules. But then teaching only the rules is found to be boring by most students and it is because of this that they lose interest in learning the language. Although there is no way other than the traditional one to teach the basics of the language these methods must be tweaked a bit so as to appeal to the students. When it comes to teaching English to students of higher classes who already know the basics the traditional methods generally tend to yield poorer results that innovative methods. This has already been proven by methods implemented like use of stories, poems, movies, books and newspapers etc. These methods help the students learn the language better without them actually realizing and also it keeps their interest. This paper will provide a few of such methods to teach English Language.

Enacting the stories.

Stories form a very integral part of teaching a language. These stories help teach the students about the formation of sentences and how to express their thoughts and a lot of other things and plus they help in keeping the students interest alive as the story‟s end is something that every student wants to know. It appeals to the inquisitive nature of the students. Any unfinished story always keeps the mind of the reader agitated.

Although this method of using stories has been implemented the procedure of teaching the language through it is generally not right. The evaluation procedure of testing the students in their proficiency over the language is through questions based on the story. This is generally not that effective. Due to this the students generally tend to take up the stories as a chapter rather than looking at it as an interesting read. A story is supposed to appeal to the creative part of the brain. It helps us be more imaginative, by trying to visualize the things that are happening inside the story. It should not only teach them the language but it should also help them in extracting a lesson from the story. Keeping questions for evaluation kills the entire idea of imagination for the students look at the story as something that they need to learn for answers.

There is a better way of using the stories to English using stories. The students can enact the stories or the plays. In this way the students are personally engaged with the stories. They can bring their own interpretation of the character to life. It is interesting for the students to understand the characters and put themselves in their positions. It engages their creativity by allowing them to create the entire set, assign the characters and play it out according to what they had imagined. It also helps them understand other peoples interpretation of the story and helps them have a healthy conversation about it which again helps them in learning the language. It removes the dull aspects and makes the learning more colourful without jeopardizing the learning of the language. It may not be perfect but it will leave a deep impression on their mind. The story will help them learn the language as they will be enacting it by dialoge which they will themselves extract from the stories and also modifications can be made to the plays to help the students be more interactive and creative. They can add more lines, characters, change the ending, bring in an interesting twist etc. The more creative the modification, more are the points awarded to the team. This also leads to personality development and helps them work as a team player and all the way the student was learning the language. For example if Julius Caesar was taught using the traditional methods of questions and answers the student would never understand the deep emotions of Brutus, the cunningness of Cassius, the loyalty of Antony, the tragedy of war, the brilliance in Antonys speech and many other such aspects of the story for which the story of Julius Caesar was written by Shakespeare. Similar is the case with all great stories such as Christmas Carol, Harry Potter, and all the epic stories. Emotions help define the story and they form a very important aspect of the language and ones personality. If these emotions are left out then it would be very difficult to express ourselves. On the other hand if such stories are enacted then every intention of the story becomes clear. The students have to immerse themselves into the atmosphere of the story and they have to put them in their positions. This entire process has many benefits besides being a very effective method of teaching the language; it helps preserve the literature, which is nothing but our culture. This method brings about the total learning experience that was meant to be provided by the story and in the end the student will definitely be able to answer questions without even preparing for it as an exam, besides the entire process is fun and not at all boring. Hence it ensures the learning process is complete.

Teaching through conversations

Conversations are by far the most useful ways of teaching the language. When a child learns his or her mother tongue it is by the conversations that takes place between them and others or by listening to the conversations made by the others. The child is never taught the language but is still able to percept the meaning and learns it automatically to use it in day to day life. No one ever teaches the kid the characters of the language or how to make sentences or the grammar of that language. The conversations alone teach the children.

Hence conversations form a very important part of the teaching process. The sentence construction and the grammar is not something that can be entirely taught by rules. They have to be taught intuitively. That can only happen through a lot of reading and a lot of listening. This can be taken care of easily as every conversation needs a topic. The topic can be given to the students in form of written documents which they have to first read then form an opinion and then have a conversation about it or it can be spoken out and then they can listen, understand and also take part in the conversation.

The participation and other aspects of the conversation can always be evaluated through points which will also push the students to take part in the conversation. These conversations have to be general. They have to happen as if friends are talking to each other. This way the students are comfortable in expressing themselves in the best possible way. This process may take some time but in the end it would be the most efficient one in teaching the language.

Teaching through games

 This is a very interesting method of teaching. Students and children generally tend to like games and want to play them more and more. Traditional methods dictated for study and games to be separate but the fact remains that the students tend to be more interested in playing games rather than sitting down to study. Any logical reasoning would dictate us to combine the two aspects to solve the problem. The games part of learning would help the students keep their interest as the desire to win is very strong. It keeps us going and when included with different aspects of learning the learning process would continue almost throughout the day without the children getting tired or bored of studying.

Word games

The most important part of any language is the vocabulary. To understand the meaning of the words and to use them in day to day life is a very difficult task and games can help the students overcome this difficulty. Games like scrabble, housie etc. have been designed for this specific purpose. These games are just based on words and help the students develop their vocabulary. In addition to these very simple games can be played to help improve the word database of the students such as simple dictation competitions, synonym competitions, words puzzles, anagrams and hangman. All these games are very addictive and help a lot in improving our vocabulary as whenever the student hears a new word the first question that comes up is “what is its meaning?” and in this way the vocabulary improves and most of the times we don‟t even have to consult the dictionary.

Competitions

Most of the times competitions like debates and elocutions also help the help the students a lot in learning the language as the aspect of the competitions keep them at the best in conversations. It forces them to use the best possible construction of sentences to put forward their opinions and to use good vocabulary etc. This is a very important tool in helping them learn the language. Also these competitions help them address large crowds which is again is a very important part of personality development.

Creative assignments

Up till now most of the techniques that we discussed required a greater amount of effort on the student‟s part. This method requires effort on the teacher‟s part. Assignments help the students learn something on their own and most of the times they have to research on something then write something up on it. This method although effective is most of the times very tedious. This method of approach is very appropriate for sciences and engineering although when it comes to languages the students should be given assignments in which they have to modify something that already exists. If the students are just given assignments like „write a story or a poem or a report‟ then most of the students crack because not everyone can come up with a story or even if they come up with one they cannot write it down. In such case the students should be given the base knowledge and data and then ask them to modify the data for example the students can be given a base story and then ask them to modify a part of it. This engages their creativity and also helps them overcome their difficulty of writing. Above all it lifts the pressure of creating completely new. Invention is very difficult especially when we are being forced to do it. In this way the students are not forced to complete the assignment and then they can do it whole heartedly and hence complete the learning experience that can be gained from the assignment.

Help from the multimedia

 Multimedia sources like songs, movies, TV series, magazines, newspapers play a very vital role in improving our language. We don‟t even realize that they have helped us. We just wake up one fine day and realize that we are better than it than we were yesterday. Such sources can be used to help the students improve their language. But great precautions must be taken. This method should be used in the final stages of learning as that is the only place where there is no scope of damage as most of the movies and songs etc. use colloquial English most of the times which is grammatically wrong and it is very important that the students understand that fact so that they do not use that form of the language in their everyday usage. Apart from that this source is very helpful as it does not feel like education. This is something that the students will do in their spare time. The songs are the best way to communicate how to use a language to express our feelings. Movies are a very common past time but apart from that most of the times they are also very instructional and educational. Also this method appeals to the students as most of the times they are able to connect with the songs and the movies which help them understand the meaning of expressions, usage of tools of the language like comparisons, personifications etc. These sources help them understand why such tools are necessary and also help them understand their usage. Hence this method is again very effective in teaching the language. Traditional methods of reading newspapers and books, novels are also very good methods to teach the language. When the traditional methods are modified along with some innovative ideas the entire learning and the teaching process is enriched and guarantees a success in efficient learning. These are some of the innovative and creative ways of teaching the English Language.

Conclusion

The languages play a very important role in our lives. They help us express our emotions. They help us explain what we want. They help us to communicate and hence are the prime tools to express who we are. Thus the knowledge of a language and its proper utilization is very important as it defines us. If languages were not there to help us communicate there would be no difference in our communications and the way the animals communicate. Hence the ways the languages are taught play a very vital role in a person‟s life. Since English is the official language of this world it is of utmost importance that this language has to be taught in such a way that it will help us not just to speak and write and listen but to communicate. That is the purpose of the language and that is what it must be used for. Hence innovative methods help in bringing a change and most of the times for the better. It helps the students learn faster and in an efficient, interesting and an interactive manner and it is the teacher‟s responsibility to leave the traditional methods and make way for new and better methods for the students benefit.