Introduction сhapter I advantages and disadvantages of grammar-translation method

1.2 Communicative competence: grammar for communication's sake.
Two short narratives about recent experiences or events were distributed to each one to half of the class
The instructor taught the regular -ed form, using verbs that occur in the texts as examples. And taught the pronunciation and doubling rules of those forms occurring in the texts.
The irregular verbs that occur in the texts were also taught.
Students read the narratives, ask questions about points they don't understand.
Students worked in pairs in which one member has read Story A and the other Story B. Students were interviewed one after another; using the information from the interview, they then wrote up and orally repeated the story they have read.

At all proficiency levels, learners produced language that was not exactly the language used by native speakers. Some of the differences (45.83%) were grammatical, while others involved vocabulary selection and mistakes in the selection of language appropriate for different contexts.

For implementation of the program like effective English teaching skill in grammar translation method, the participation of the people of the locality is essential. All the agencies conducting program insisted on the constitution of local committees. It was observed that local committees are functioning in 35.42 % a case which is not adequate. These committees provide necessary help to the program centers for its implementation. Study of the working of the local committees show that their influence is mainly in three ways-mobilizing the public support, encouraging the learners and acting as mediator in cases of disputes.
Another factor examined in the study is the visit of the district level instructors to different blocks of the districts. Actually the block level officials have to monitor the program. In addition to the block level instructors, one district level resource person for every 10 program centre was engaged.66.94%of the block level officials opined that the district level officials are regular in their visit to inquire about the problems in teaching and learning effective English teaching skill.
The objective of the program is to achieve functional skills of English language communication to create awareness among the students about the essential requirement of English language communication in the modern world. One aspect studied was the attitude the communication in English language in everyday life and after the completion of the program90.46% instructors observed specific changes in the attitude of the learners towards English language communication skills. After the completion of the program, majority of the learners were aware of the various development schemes implemented by the government .80.35%of the learners were aware of it .Only 19.65% of the learners were unaware of it which was studied by taking their perception relating to the language, their minimum qualification, their social and cultural background, education of their parents and the family they belong to. It has been revealed that 73.28% of the learners were aware of essentiality of the communication in English language, 86.45% were with minimum qualification knowing the minimums of the language, 64.29% were of a sound social and cultural background, 69.82% learners belonged to educated families.