Design of a New Generator

1. INTRODUCTION : Gas Turbine-Generator system has proximity to zero level due to absence of condenser. Therefore, Generator should have Terminal Bushings at the top of the Stator Frame. This avoids digging of tunnel / trench for routing Bus Duct and also avoids accumulation of gases from safety point of view. It was decided to develop a module THRI 108/44 for application with Gas Turbine. 2. DESIGN CHALLENGES : Since, bar type design of THRI 108/44 module for GTG application is not available. Hence the same had to be designed afresh taking the following major design challenges into consideration: . 1. Shifting Terminal bushings for tapping power from bottom to top. 2. 2. Location, number and size of coolers and cooler ducts in stator Frame to accommodate connections between Bus Bar and Terminal Bushings. 2. 3. Proven ventilation scheme inside stator frame for cooling of stator core, windings and its overhangs. 2. 4. Provision of static excitation system by providing slip ring shaft. 2. 5. Position of Barring Gear on Exciter End (non drive end) requiring Slip Ring shaft rotor having a matching coupling with generator rotor on one side and barring gear on other side. 2. 6. Provision of routing of piping emanating from bottom of stator and end shield in the foundation. 2. 7. Routing of connections between bus bar and terminal bushings maintaining required electrical connections 2. 8. Use of existing components as far as possible for inventory and variety reduction. 2. 9. Mechanical and Electrical calculations for soundness of design. 3. ACTION PLAN : 3. 1. Identification of assemblies for fresh designing – 34 numbers design groups out of 125 groups were identified to be designed afresh. (Annexure-1) 3. 2. Carrying out Exhaustive Electromagnetic, Mechanical, Ventilation & Heat Transfer calculations. . 3. Development of detailed design documents, scrutiny by technology, incorporating the changes suggested and release of documents (drawings and CBOM). 3. 4. Verification of design by Internal design groups – Internal design groups of experts were formed and Changes suggested by different groups were incorporated in the documents. 3. 5. Strengt h of stator frame under various load conditions, its natural frequency and rotor dynamics to be carried out by Corporate R & D to validate the design. 4. INNOVATIVE SOLUTIONS AND ITS DETAILS : 4. 1. Electromagnetic calculations were carried out and design data sheet issued for preparation of design documents. 4. 2. Since the Terminal Bushings are to be mounted at the top, there was no space available to accommodate 4 Nos. Hydrogen cooler ducts (400 x 570 mm), as provided in conventional THRI design (ref. Fig. 1). Therefore, it was decided to use two nos Twin-coolers (ref Fig. 2&3). This concept has 2 nos. twin coolers placed in two separate cooler ducts. Operating conditions of one cooler out of operation apply here also as in case of conventional 4 Nos. separate coolers. 4. 3. Changes in size of cooler and cooler ducts (550 x 650 mm) and duct location resulted in increase of width of stator body to 4200 mm from 4000 mm and height 4550 mm. Accordingly, stator body was redesigned completely maintaining routings of ribs, plates etc to follow the ventilation scheme of existing machine. Full length Foundation Support has been provided on stator in line with conventional GTGs. 4. 4. Due to the above mentioned increased dimensions of stator body, the generator is not suitable for rail transport (limit up to 4040 mm). Thus the generator stator shall have to be transported by road only. A dragging fixture has been designed and shall be welded to the bottom of stator frame to place it directly on the road trailer without requiring any additional fixture. It will also help placing the stator at any location without any support or can be dragged at power station for erection, if required. 4. 5. It was proposed to use common Core Assembly for GTG as well as STG for standardization and variety reduction. STG design required a power output of 261 MW. To enhance the MCR rating it was decided to optimize the ventilation flow paths in the stator core. Number of ventilation ducts has been increased from 85 to 98 without any increase in the total core length. Width of the ventilation ducts was earlier a combination of 5 mm & 10 mm, which has now been changed to 5 mm, 8 mm & 10 mm (refer Fig. 4). In order to optimize electromagnetic performance of the machine, net iron length of core is maintained same. Modified ventilation circuit vis-a-vis existing one is depicted in Figs. 5 & 6. 4. 6. Thickness of core ETS segments (Electro Technical Steel segments) has been increased from 0. 5 mm to 0. 65 mm without any loss in quality. This will enhance the rigidity of core end zone packets. It will also increase the productivity and reduce core assembly time in shop by about 30%. 4. 3. Shifting of Terminal Bushings to the top of Stator Frame, required redesign of Connecting Bus-bars and Arrangement of Terminal Bushing Connection Assemblies maintaining the air gap clearances(Fig-7). 4. 4. End Ring is introduced in this design for providing better rigidity in stator winding overhang. 4. 5. To make the generator suitable for static excitation system, new Slip Ring Shaft has been designed. Couplings of Slip Ring Shaft have been redesigned to suit TG rotor (EE) at one end and Barring gear at the other end. 4. 6. In view of relocation of terminal bushings, drawings related to temperature and pressure monitoring circuits were prepared afresh. 4. 7. There is no availability of overhead cranes in Gas Turbine hall over Turbogenerator due to low ceiling of the building. This poses a major challenge for insertion of rotor into stator. Rotor weighs around 42 tons. So, a new Trailer with Prime-Mover has been designed for Rotor Insertion in to Generator for GTG application. 4. 8. Design Documents (drawings and CBOMs) were sent to Corporate R & D for to carry out following calculations :- (1)Static Analysis – (a) Lifting of stator with 4 lugs b) Short Circuit Torque (c) Hydraulic test at 10 bar (2) Dynamic and Harmonic Analysis of Stator Frame with Core, Windings and rotor (3) Rotor Dynamics 4. 9. Generator Outline diagram for GTG is enclosed as Fig. 8. 5. RESULTS OF MECHANICAL CALCULATIONS : 5. 1. Static Analysis – Load ConditionsMaximum Stresses(N/mm? )Reference Lifting of Stator with 4 lugs110 Fig-9 Short Circuit Torque with 3. 5 bar internal pressure of Hydrogen238 Fig-10 Deformations of side wall due to Hydraulic Pressure of 10 bar (fig-11) Locations on side wallDeformations (mm) TEEE 1700 mm above centerline1. 040. 46 1700 mm below centerline0. 460. 40 5. 2. Dynamic and Harmonic Analysis of stator with core & windings DirectionFrequency PeakReference Axial32. 3 HzFig-12,13 Vertical82 HzFig-14 Horizontal136 HzFig-15 6. TECHNOLOGICAL GAINS : 8. 1. THRI bar type Turbogenerator has been developed for the first time for application with Gas Turbine. 8. 2. New design Stator can be placed directly on the trailer during transportation by road. It can be dragged at site during erection, if required. 8. 3. The new design of core is suitable for THRI STG design also due to improved ventilation. This will result in lower temperature rise leading to more reliable operation and enhanced life of the machine. . 4. Rationalisation and standardization of components has been taken into consideration to develop this design. Assemblies like Rotor, End Shield, Winding bars, Terminal Bushings, Shaft Seals, Oil Catchers etc will be used from that of existing design variant. 8. 5. Existing major tooling like those for fabrication & machining of Stator Frame, ass embly of core, Hydraulic and Pneumatic testing of Stator Frame will be used. 7. CONCLUSION : THRI bar type Turbogenerator has been developed in-house for the application with Gas Turbine. With the concerted efforts of the team the design work was completed by 31st August, 2005. This new design has been approved by an external review team comprising of experts from IIT- Roorkee, Corp. R&D and RC Puram besides Haridwar experts from Technology, Quality & Engineering. Discussions were also held at PEM Delhi along with R. C. Puram for erection and maintenance of various Generator components like coolers, End Shields, Insert Covers, Rotor, Slip Ring Shaft Assembly and Bearings etc. New design features were explained and these were taken in to account for development of Power Plant layout.

Development of syllabuses in schools Essay

How did the changing role of women and our view of children affect the development of syllabuses in schools? As history progressed peoples attitude towards women and children changed for the better. As a result of the two world wars, women and children were able to prove their importance, enabling them to increase their value within the community. As these changes in our perception of women and children occurred, syllabuses in schools were altered. The 1902 model course was developed, as people believed that it was up to children to do physical training at school to prepare them for war. Although it was grown men that had previously been defeated in the Boer war, the loss was blamed on the lack of physical training provided in schools. This is an example of children being considered important for the future of Britain. The model course, however, soon came under attack as it had children doing exercises designed for adults. As a result of this a new syllabus was introduced in 1904 and was more child-friendly. The 1909 syllabus was developed as more concern was being taken over the welfare of children of working-class families and this syllabus ensured a slightly more therapeutic angle. Organised games were introduced in this syllabus; this shows the first tentative move away from military-style Physical Training teaching. The years 1914-1918 saw the tragedy of the First World War. A generation of young men was almost totally wiped out. Consequently this had an effect on the education system, as it was recognised that a more child centred approach was needed. The First World War also improved the social status of women. This was because they had worked in munitions factories and on the land whilst the men were busy fighting. Women proved that they could cope with demanding physical work and this afforded them more equality. Despite this development in the way in which they were viewed, women generally continued to have only limited access to sport. In 1919, after the war a new syllabus was introduced. This syllabus was more child orientated than the previous ones It allowed more freedom and individual interpretation. For the older pupils therapeutic exercises were still the main emphasis. The 1933 syllabus is perhaps one of the most significant syllabuses developed as a result of the way in which children were viewed. It was developed after the economic depression, which started in the late 1920s. During this time there were very poor living conditions for the less well off as they suffered even more than they had done previously. In this syllabus we see a move from a teacher-centred approach to one where more choice is available and decisions can be made by pupils. This is signif8icant as it shows that adults were beginning to view children as being independent and therefore able to make there own decisions. Everyone was touched by the Second World War. Due to the development of aircraft bombers and long-range missiles, the lives of everyone in Britain, including children were affected. People now looked to their children for hope and we now see a further step towards child-centred learning. The training that had been used to create ‘thinking’ soldiers during the war was now adapted to suit schools. Assault course type equipment was put up in schools. Pupils were required to use their initiative and take responsibility for each other.

Global Business Cultural Analysis Research Paper

Global Business Cultural Analysis - Research Paper Example The history of Singapore is very remarkable, the nation gained independence on 9th August 1965, following its succession from Malaysia. Soon after withdrawing from Malaysia, the fledging nation of Singapore had to face tremendous economic problems. The Buddhist country fought years in order to eliminate mass employment and to achieve economic stability. To make matters worse, the newly independent country had to face ingrained problems such as scarcity of houses, land and natural resources such as petroleum. The establishment of World Trade Organization has ensured economic globalization. To cope and stay abreast in this era of globalization, Singapore has drawn up an extensive legal framework for its economic policies. September 11th events changed the world and since then Singapore has face terrorists threats posed by the Southeast Asian militant Islamic organization known as Jemaah Islamiyah, mostly abbreviated as JI. Singapore is a Southeast Asian island country, consisting of 63 islands accounting for a total land area of 712.4 sq.km. On the north of Singapore is the Straits of Johor which separates it from Malaysia and the island country is separated on the southern side from Indonesia by the Singapore Strait. Singapore is a highly urbanized country, which faces serious problems posed by land scarcity. According to June 2010 census, Singapore has an approximate population of over 5.077 million, including both permanent residents and foreign workers residing in the country. Singapore has an annual population growth rate of 1.8% accounting for both permanent residents and foreign workers. While the annual population growth rate of only permanent Singaporean residents and citizens is 1%. The inc rease in population is the major reason for posing problems such as unemployment and land scarcity to house more people. The country has a lowland terrain and has a tropical climate. Singapore

Christian METAPHYSICS Essay Example | Topics and Well Written Essays - 500 words

Christian METAPHYSICS - Essay Example But that which is called secondary and extrinsic is any effect whether positive or negative, which so results, from the union of form with its subject that it may be adequately distinguished from or remain extrinsic to the form, e.g. the driving out of cold from the water (Runes). God is the highest, ultimate being, assumed by theology on the basis of authority, revelation, or the evidence of faith as absolutely necessary, but demonstrated as such by a number of philosophical systems, notably idealistic, monistic and dualistic ones (Runes), and interpreted by those who do not support theological assumptions to be an intellectually useless assumption, which some find emotionally satisfying (Maartensz). Supersensible refers to realms which are beyond the range of what is perceptible by the five senses; not belonging to the experienceable physical world. Heaven is a supersensible realm (definition-of.net). Rudolf Steiner claimed two portals to supersensible experience and knowledge: nature and mysticism (Steiner). Based on the assumptions that reality is socially constructed, the primacy of subject matter, the emic point of view, and the understanding that variables are complex, interwoven, and difficult to measure, it is an inductive process whereby the personally involved, partial and empathic researcher serves as the primary research instrument, ends with hypotheses and grounded theory, seeks pluralism and complexity in naturalistic observation and participation, searches for patterns in experience, paying attention to emergence and portrayal, makes minor use of numerical indices, and does descriptive write-up. The purpose is contextualization, interpretation, and understanding actors’ perspectives (Del Siegle). Based on the assumptions that facts have an objective reality, the reliability of an etic point of view, the primacy of method, and the identification and measurability of

BG Group Plc Analysis Coursework Example | Topics and Well Written Essays - 1500 words

BG Group Plc Analysis - Coursework Example BG Group is one of the listed companies in the London stock Exchange (LSE). The British Gas plc divested Centrica and the company was created. BG Group marks its presents in 5 continents. Demand and Supply Factors First consider the demand side factors which include weather, demographics, economic growth, consumption of fuel, storage of the products and exports. The cyclical pattern seems to be the demand pattern for natural gas. The demand follows the step path in the coldest months while the opposite is the nature of demand in the hotter months (EIA, 2008). The demand tends to rise slightly in summer to meet the demand of natural gas for electric generators. Demand also increases when there is growth in the economy. Cyclical pattern is the nature of the demand curve. Storage of the produced is difficult for the companies in this sector and so excess supply cause a fall in the price level. The supply side factors are the capacity of the pipeline through which the transportation of n atural gas takes place, drilling of the gas and technological advancement. The price of electricity also has a major role to play in the demand and supply frameworks of natural gas. As several competitors compete in the market, the price is set at the equilibrium level. Recently there has been technological advancement in the demand for natural gas. The rising electricity prices are the main reason for this situation. The appliances operated through natural gas can now compete closely with the electrical appliances causing demand to shoot up. The short term barriers affecting the supply of natural gas are availability of skilled workers and equipment, permitting and well development, delivery disruptions. The barriers that affect in increasing the supply of natural gas are onshore and offshore access, the financial environment (Natural Gas, n.d.). Market Structure The consumers of natural gas are now exposed to choice and competition. The government does not regulate the price mecha nism. The price is set by the demand and supply conditions. Generally the price is set at the level where demand equals supply. (Soligo and Jaffe, p.2). The figure above shows the demand for gas over the past 30 years. The nature of international gas market is experiencing change. Bilateral contracts between the buyers and sellers are the characteristic of markets outside the U.S. The increased liquidity in the market has called for the emergence of non-contract LNG market. The producer owns the gas at wellhead and sells to the marketers, less developed countries and sometimes to the end users. The market for natural gas faces a significant setback. The market for other commodities can immediately react to the change in demand and supply conditions but this type of market takes time to react to such situations mainly because to increase the supply of natural gas it is required to lease land and acquire the permission of the government. Seismic work and drilling the path towards the pipeline needs a lot of time. The lifetime of the existing wells will come to an end at some point and the amount of production they are capable to produce involves uncertainty. Necessities to compete in the market The company should have access to non-competitive facilities at non-discriminatory terms and

Plastic Innovations Case Material Essay Example | Topics and Well Written Essays - 1000 words - 1

Plastic Innovations Case Material - Essay Example A stable attention to a new strategy and a very professional innovative staff allow strategy to reach a great qualitative point and to obtain great paybacks in the sector. The operations have supported the innovation strategy enormously by inventions of new technologies and machines. The strategy has changed from production of consumer durable items, toys and component of automotive used in industries to spatulas, pasta strainers, hand whisks and others. This has been enhanced due to change in machines from small plastic moulding machines to 24 large injection-moulding machines. Early 1980s small moulding machines were used for toys and automotive components. This later expanded to enhance production of household items. The market change in 2002 from industrial commodities to household; facilitated strategy enhancement to a greater height. This later facilitated change in expertize as seen in 2006 when a new marketing manager was hired. The Focus and Concept brands were initiated due to the change in management of marketing director. It also changed the market targets and enhanced profit margin. The market is competitive and thus requires new innovations and ideas to keep up with stiff competition. Similarly, operation to keep up with demands and quality must keep on changing its requirements. Markets do change as consumers frequently change their aspects of the environment. Likewise, operational requirements must change to meet or challenge environment change. As markets demands get sophisticated, so do operational requirements do. Markets and operations requirements differ in the sense that larger markets mean more and more profit but, operational costs go higher as markets expanded. Operation requires experts to implement the desired result or objections of company. Similarly, markets require qualified team to achieve desired results. The demand for an idea or concept choice is less predictable that leads to unpredictable changes in

Factors Involved in Fraud Cases with External Auditors Essay

Factors Involved in Fraud Cases with External Auditors - Essay Example As financial statements represent the functioning of the management, it is essential to maintain authenticity and reliability for avoiding fraudulent actions, while preparing such reports. The auditors express their views associated with the maintenance of authenticity and transparency by the management. They have been given the authority to assess these financial statements of organizations in order to judge the transparency of such information. They gather evidences in order to assure that the figures appearing in financial statements do not include material misstatement. The credibility of such reports is incremented by means of the audit process carried out by the auditors. These reports audited by auditors have huge impact on the decisions of investors, bankers, creditors and other stakeholders. The economy is struggling hard for recovering from a tumultuous situation which is infested with severe corporate scandals associated with misconduct of the auditors which have resulted in losing investor’s confidence. Presently, greater emphasis is given on improving the credibility, accountability, transparency and trust associated with the information provided in financial statements (Romero, 2010). The present structure involved in the audit process seems to be very problematic. Most of the big organizations generally pay their auditors by means of a third party known as the ‘audit system’. There are cases where clients make these payments directly to the auditors. In such cases, there is an added incentive paid by the clients to the auditors for delivering favourable news. Now the question which arises is whether such actions affect the real performance of auditors or influence them to lose their independence (Cooper & Neu, 2006). Actually, it does affect the real performance of auditors, thereby reducing the transparency and authenticity of the information in their audit reports. The auditors manipulate the figures in these financial state ments in order to earn high incentives. This has become one of the most remarkable issues requiring urgent attention in the present scenario. The thesis would be conducted on the topic, ‘Factors involved in fraud cases with external Auditors’. It would be done by dividing the entire analysis into three segments. The study would highlight that the auditors are influenced in three different ways: conflict in interest, double positioning threat and finally, the familiarity threat. Analysis Conflict in Interest The auditor’s independence is the major area of concern in this study. It is known that the managers have an interest in misrepresenting, exaggerating or manipulating the information provided in the financial statements of organizations. It is expected that an independent audit report must provide unbiased and credible appraisal related to the financial status of an organization. The significance of the auditor’s independence has been shown in American Institute of Certified Public Accountants’ (AICPA’s) Code of Professional Ethics. It has been made mandatory by various legal decisions, which are provided by the Supreme Court of United States, in their opening quote. Recently, there was a series of events which has raised questions regarding the independence involved in the present practices related to accounting.  

Creating specialized pediatric radiographic team Dissertation

Creating specialized pediatric radiographic team - Dissertation Example Without evaluation, it is almost impossible to note any changes that have taken place in the organization. The stakeholders rely on evaluation to ensure the project reaches its stated objectives and at the right time. Evaluation helps stakeholders and concerned parties to focus on any factor that has affected the project and to what limits. Some factors are seen to affect a project to greater levels, ensuring the project does not achieve its objectives. Some of these factors can be controlled while others are uncontrollable. Therefore, focusing on these factors prepares the management to ensure the project is designed to achieve its objectives (Rigby, 2003: 15). For instance, when the management knows that a factor is likely to affect a project, they indulge in control measures that will reduce the atrocities of the factor. Prevention will prepare the project to deal with these factors (Walshe and Smith, 2011: 11). As such, the project is likely to record a positive accrual. This wil l also benefit the managers as they will have a positive record during their tenure. However, some of these factors are uncontrollable. For instance, the external factors are not controllable by the project’s management. Therefore, there is a need to have a closer focus on these factors and enhance preparedness. This will assist in ensuring the factors do not affect the project adversely. Evaluation is a process that allows improvement and correction in some activities that were not well conducted. When evaluating a project, the management considers all the attributes in the project and their optimality. For instance, evaluating the machinery that is used in radiography is a process that will show its aptness in offering services. If the machine is working properly, then it will serve a large number of people (Ahmed, 2012: 12). However, when the machine is not working to its optimum levels, it is not likely to record an improvement. Therefore, banking on the optimality of mac hinery is likely to improve the services that are offered in a project. Many people that deal with projects savor the issue of evaluation as it has numerous positive attributes. First, the evaluation gives room for improvement in the project. Secondly, evaluation assists in making the possible changes. Lastly, evaluation assists in preparing a budget that would improve the overall performance of the project if it is restarted. There are three types of evaluation that are mostly engaged in projects. The first type of evaluation is the process evaluation. This type of evaluation banks on evaluating the policies that are instilled in the project. Policies are the directives and regulatory accounts that are used in running the project. This is mostly done by the management which is in control of the project. The policies have a direct impact on the performance of the project as they are the vital controls of the project. Therefore, there is a need to come up with a management that knows how to conduct policies and ensure all the directives are followed. During evaluation, there is focus on the directives and policies and how they have been implemented in the project (Gordon, Buchanan and Bretherton, 2008: 13). Secondly, there is the evaluation of materials that are used in the project. Materials are important in that they are the basic needs of any project. Before starting any project, the management has to ensure it has ample materials. Ample materials will ensure the project is

Irony in the cask of amontillado Essay Example | Topics and Well Written Essays - 500 words

Irony in the cask of amontillado - Essay Example Fortunato was dressed in clothing like a jester, in fact, he even had a hat with bells on it. Montresor was dressed in black with a mask of equal color. This symbolizes Montresor as evil and Fortunato as the fool. Montresor comments Fortunato on looking â€Å"remarkably well† and asks the drunken man to check his new case of Amontillado for genuity. Fortunato, stricken by his pride upon hearing the name of a rival wine connoisseur, Luchresi accepted the offer. Fortunato happily followed Montresor to his doom. Montresor led Fortunato to the Montresor to a dark tomb where the bones of Montresor’s ancestors lay untouched. In the musty tomb, Fortunato’s illness becomes worse and he begins to cough uncontrollably. Montresor feigns concern and warns Fortunato about going deeper into the tomb saying that he could die from the nitre. Due to pride, Fortunato refused Montresor’s invitation to leave the cellars saying â€Å"I shall not die of a cough.† Montresor took out a wine bottle from a nearby rack and offers Fortunato to drink. Fortunato took the wine and drank to the dead Montresor ancestors around him. Montresor drank to Fortunato, wishing him a long life. Montresor brought another bottle of wine, flaà §on of De Grà ¢ve, handing it to Fortunato who quickly drank the wine to his utter enjoyment. He did a hand sign that was exclusively for the Masons, a secretive group of people said to have political power. As a joke, Montresor said that he too was a mason and he took out a trowel from within his coat. Fortunato was thrown back a few steps out of shock when he realized Montresor was not a Freemason but a stonemason, a builder. Montresor began to seal Fortunato within the damp cellar. Fortunato was starting to recover from his drunkenness and began screaming. To taunt Fortunato, Montresor begins aiding his screams. When Fortunato screams â€Å"For the love of God,†

Directing Hamlet Essay Example for Free

Directing Hamlet Essay If I were to have the pleasure of directing Hamlet I would first think about how and where the scene would be set. I would have the scene set in the suburbs of Italy where the gangsters are, because the portrayal of gangster Italy, on television (which the audience may be familiar with) is like the situation in Hamlet. Where revenge must be taken by the son, also upholding the family honour and such family situations. Also the portrayal of Italians is that they are very religious and that they tend to be Catholics, so the religious aspect of this scene (trying to pray and having the need to be forgiven by god) would fit in with my version and Shakespeares. I would have this scene set in a Roman Catholic Church to support the fact that Claudius wishes to pray here and that he is Catholic. I would like the church to echo the voices to show that Claudius heart must be empty for him to have committed this evil crime, so all he hears is the voices of his head, telling him what he thinks is the right thing to do, for example to pray for forgiveness. However his heart would be telling him to give up the things that he killed for, which Claudius himself mentions, since I am still possessd of those effects for which I did the murder. I would like the lighting to be an orangey afternoon colour, like when the sun sets. I imagine churches to be empty around early sunset time and if Claudius really felt guilty he would not want people o see that he is unable to pray I would not have any sound effects as the church would echo and I would like the audience to focus on what the actors were saying. Also silence between lines tends to create a sense of atmosphere. It would make the audience feel tense as though something was about to happen. I would like Claudius to look into the mirror when he is talking to himself throughout most of the scene. Except when it is inappropriate, for instance when he goes to pray. I would like the audience to feel more relaxed by this, as Claudius does not seem to be very emotionally at thins. I would like the audience to feel quite angry with Claudius. I would like them to feel this as they can see that he is not mentally disturbed by the goings on. However when Hamlet goes to talk to himself I would like to have him talking to the audience to show that although Hamlet said in an earlier scene that he would pretend to go mad, How strange or odd someer I bear myself-As perchance hereafter shall think meet to put an antic disposition on all the frustration about getting revenge and his fathers murder may have actually driven him mad. I feel that having Hamlet talk to the audience shows this, as the other members of the play do not seem to be able to see the audience (King Claudius talking to himself in the mirror). I would like the audience to be shocked, by this and feel on edge as this scene is all about whether Hamlet will kill the king or not which is very tense. Since Claudius is a King in Shakespeares Hamlet I would like him to play someone of high importance, so I would have him being played as a gangster leader. The outfit I would like him to wear would be a grey Armani suit, a waistcoat, blue collared shirt, and patent leather shoes. I would like him to have square framed glasses and for him to wear lots of gold jewellery, but especially a gold signant ring to symbolise that he is the leader of a gang, which has resemblance to the fact that he is a king (monarchs wear a ring to show that they are married to their country). I would like Hamlet to be wearing rather informal clothes to show that he may have gone slightly mad. I would have him wearing a plain black shirt, which would be reasonably tight. I would then have him wearing a black Hawaiian shirt with a thatched pattern on it. I would also like him to be wearing dark blue jeans. The dark clothes would be symbolising that Hamlet is still in mourning for his fathers death. I would like Hamlet to be wearing a silver Saint Christopher around his neck, to show that Hamlet may need guidance for the revenge of his fathers death. I would like to keep the language the same as I feel that if the text were to be converted into modern language the impact of the rhythm and words would be lost. Such as when Claudius says, It hath the primal eldest curse upont, means Its like when the first murder happened in the bible. These words do not have nearly as much effect as the original line. The original line provides some atmosphere. The word curse suggests evil, as witches were thought in Shakespeares time to send curses. Also as people were more religious in Shakespeares time the fact that Claudius has committed the worst sin n the bible they may have been horrified by Claudius crime. This wouldnt have as much effect on a modern day audience however I feel that the words too tend to portray that Claudius shows disgust towards himself. Some of the words in this scene are quite difficult to interpret so I would have to make some sort of gesture in order to make it more obvious what the two actors mean. I think that obvious hand or body gestures would make it more obvious. For example when Hamlet says, Up, sword, and know thou a more horrid hent I think that Hamlet should, lift his sword and then approach Claudius. This would make the true meaning of the sentence clearer. A few lines in this scene make it so enjoyable to watch, but it all depends on the actors interpretation and delivery of the line. When Claudius says, O, my offence is rank This line needs to be emphasised as it shows that Claudius may be feeling regret for what he did. So he could show this by shouting the line, which displays the anger that he may be feeling with himself. Also a brothers murder must be emphasised as this is the reason to Claudius guilt, and why he is so angry with himself. He could portray this to the audience by saying it slowly, and going into an audible whisper as if someone may hear. Claudius should also emphasise when he says, Forgive me my foul murder! as this shows that maybe he does truly repent and feel guilt. He could shout this line to the ceiling as if he were talking to god. When Claudius talks of the things he does not wish to give up, My crown, mine own ambition, and my queen. The should be said in a low husky tone, to show that Claudius although in this scene he may seem to be wanting forgiveness, he does not truly want it as he would give up these items that he killed his brother for. When Claudius is describing how in the criminal world he can buy himself out of trouble, In the corrupted currents of this world. This line and the following three lines should also be delivered in the same low husky tone to show that Claudius is still evil as to mix himself with criminals, who were also known as sinners in Shakespeares time. Also when Claudius talks to his knees, telling them to, Bow stubborn knees he should speak softly as though here were speaking to a child. This would emphasise the line and show that Claudius is encouraging himself to pray; just a children are encouraged when spoken to in a soft voice. The line he says, All may be well should also be softly as he trying to convince himself that everything will be all right. It is the final two lines that should be emphasised the most as this show the true irony of the whole scene. Hamlet decides not to kill Claudius, as he believes that Claudius is praying and would go straight to heaven. Here when Claudius says, My words fly up, my thoughts remain below. Words without thought never to heaven go. We learn that he was unable to pray anyway so Hamlet could have killed Claudius, only Hamlet did not know this. His line could be emphasised with pauses in between up and my, and in-between thought and never. When Hamlet says And now Ill do it. I think here the actor should raise his sword above his head and increase the volume of his voice to a shout. Hamlet should then approach Claudius and let out a war like cry to emphasise this line. This I feel is effective as it emphasises this line and the silence that would follow would also emphasise the next line, and so a goes to heaven. I think that those two lines are very important as they show that Hamlet is about to kill Claudius until he decides that hell wait. I also think that when Hamlet is talking about the death of his father, A took my father grossly, he should speak through his teeth, in a low tone. I feel that Hamlet would be feeling very angry, as he cannot yet revenge his fathers death. So I feel that that talking through his teeth would portray that anger to the audience. This also emphasises the line as the audience would listen to what he was saying as him talking through his teeth would be obvious to them. Hamlet, however should speak with joy when he talks about what kind if thing Claudius will be doing when Hamlet could kill him, When he is drunk asleep, or in rage; Or in th incestuous pleasure of his bed; At game, a-swearing, or about some act. I feel that Hamlet would be imagining Claudius being killed and going straight to hell, which would make him very happy. I then think that when Hamlet delivers this last line, this physic but prolongs thy sickly days. It must be emphasised as Hamlet would be feeling quite sad and angry that he has Claudius in very vulnerable position yet he feels that he cannot kill him, as that would not give him true revenge. I feel that sadness and anger can be portrayed by Hamlet having a pause between physic and but. Also the actor should speak in a low tone to get the audience attention as this line displays the irony as Claudius is unable to pray. This scene is only effective because the audience knows what happened in the previous scene. They know that Claudius has portrayed his true guilt to Hamlet, confirming Hamlets beliefs that Claudius killed his father. The way in which he did show his guilt, (When the players put on a play with a murder committed the same way that he killed his brother) would be more effective in Shakespeares time as then all people who committed murder were believed to go mad, and be affected by the site of their crime. When Claudius views his crime he horrified by himself and feels the need to be forgiven which explains his sudden desperate need to pray. I feel that this scene gives Hamlet its edge of tenseness. The rest of the play is an unwinding tale leaving the audience wondering right until the last scene, will Hamlet kill Claudius?

Language A System Of Communication English Language Essay

Language A System Of Communication English Language Essay A language is a system of communication by using sounds or conventional symbols. It is through language that we are able to express ourselves and communicate to others. Everyone knows the importance of English Language in todays world as it is an international language. At present time as the world has turned into a global village, so we cannot deny the importance of English Language. As English is a global language, it enables us to communicate with people belonging to different cultures. Most of the researches in different fields of life e.g. medicine, education, economy, e-commerce and aviation etc are done in English Language. It is also the language used in tourism. These reasons become a source of motivation for people to learn this language. The knowledge of English Language is vital if a person wants to access electronic information available on the internet. In addition, English is also a requirement in most government and private jobs. The use of English Language provides many prospects in the social and financial world. Greddol (1997) specifies the uses of English Language in different fields of life: English is the working language of international organizations and conferences. English is used in the fields of science and technology. It is used in international banking, economic affairs and commerce. Advertising for global brands is done in English. English is the language of audio visual and cultural products. It is the language of international tourism. It is the language of higher education. English is the language of international law. It is a relay language in interpretation and translation. It is the language of technology transfer. It is the language of internet communication. Importance of English Language in Pakistan English Language has a lot of importance in Pakistan. It is our official language. It is used in civil administration. It is the language of the constitution and of the legal system. It is also used in media. English is also used in international trade and commerce in Pakistan. It is used in the stock exchange as well. All the information available on the internet is in English. All the modern scientific researches and books available on them are in English. English is taught as a compulsory subject from nursery and Kindergarten levels. English is the medium of instruction in the English medium schools of the country. It is also the main cause of failure of students because it is not our first language but it is taught as a compulsory subject. This shows the role and importance of English in Pakistan. It has become important for every student to learn English as its importance is growing day by day. We cannot survive in the economic world without the tool of English language. Aims of Learning a Language Coleman (1996) stated most popular reasons for learning modern languages among the students as for future career, because I like the language, to travel in different countries, to have a better understanding of way of the life in a country or countries where it is spoken, because I would like to live in a country where it is spoken etc. Cook (2002) made a list of the aims for which a second language is learnt: Self-development A method of training new cognitive process A way-in to mother tongue An entrà ©e to another culture A means of communication Self -development Some people learn the second language for their self-development. They think that they will do their self-development by learning a second language and will become a better person. A method of training new cognitive process When people learn new language, they learn about themselves and their societies from new perspectives. A way-in to the mother tongue If people learn a second language, in fact, they make clear the concept of their first language. We can say that they learn their first language with the help of second language. An entrà ©e to another culture People also learn another language because they also want to know about the country where it is spoken. They want to have the knowledge of art, literature, music and culture of that country. A means of communication Some people learn another language in order to be able to communicate with the people who speak that language. The above mentioned goals of learning a second language can be classified into two main groups i.e. internal and external goals (Cook, 1938). External goals. External goals relate to the learning of language for the use of language outside the classroom. For example, for traveling a country, reading literature, communicating native speakers, to gain education from foreign country, traveling shops, markets etc. Internal goals. Internal goals refer to the students mental and self-development as individuals. They may think from different perspective about themselves and their societies. Through the last century, external goals have been dominating the internal goals. English Language Teaching (ELT) in Pakistan English plays a very important role in Pakistan as lingua franca. English is taught in a very strange manner in the country. Students belonging to rural backgrounds and even other students are taught English in schools and colleges but they are still not able to communicate in English comfortably and confidently. One of the reasons behind this is that our educational system is not aware that they should focus on all the four skills of the language. Only the skills of reading and writing are focused, while the skills of listening and speaking are neglected. The students do not get the required input. The students can never speak the language because they do not listen to it. Our teachers teach English language through translation. They translate everything in Urdu. In this way the students are not motivated to learn it. The teachers speak Urdu in English classes. If the students find anything difficult to understand, the teacher will instantly translate it in Urdu instead of explaining it in English. This is the situation in government sector schools. The condition is different in private schools. This wide gap between government and private schools is not healthy for a developing nation. Private schools are also giving importance to the two neglected skills of listening and speaking. Creativity is promoted and students are motivated to speak in English even outside their classes. It is very important for a teacher to know the process of language learning. It is the duty of the teacher to bring different activities in the class to develop a healthy environment in the class which promotes language learning. Our teachers of the government sector focus on accuracy and the students are supposed to memorize the language. In this way, the students do not feel comfortable to communicate in English. Siddiqui (2002) stated that the significant position of English in subcontinent it due to its colonial past. During that period, this language promoted due to its privileged status and it was the official language. Learning English language was a key to get a job and enjoy the privileges from the government. But some fundamentalists Muslims refused to acquire this language because they wanted to hold strongly their own language i.e. Urdu. They believed that acquiring English language will be the sign of their salvation. Sir Syed Ahmad Khan took initiative considering the importance of learning English language. He started some educational movements throughout the subcontinent which brought a revolution in the economic status of Muslims. After the independence of Pakistan, Urdu was declared as the national language of Pakistan. Urdu language was able to be treated as lingua-franca- a language of communication. Urdu was such language that could be spoken by the people of different provinces in Pakistan. With the passage of time, regional languages went on losing their importance and Urdu language overcame them but English remained the official language of Pakistan even then. Many policies were offered at government level to replace Urdu with English as official language but it retained its position. In mainstream schools, English language was to be taught from class five but now it is taught as compulsory subject from class one. The demand of English is very high in Pakistan. People like to send their children in English medium schools. The number of students in English medium schools is very large. The government had offered a policy of teaching English to everyone but this policy is not giving us a desired outcomes. We do not have qualified teachers to do the job properly. There are many factors which can show the state of English language teaching in Pakistan. These include, Students Teachers Textbooks Methodology Evaluation Supervisory staff Economic problems Over crowded classes Students Everyone up to the Bachelor level has to study English as a compulsory subject. Many students do not like this compulsion because the students who come from the rural back ground are not motivated towards learning English. Their parents cannot help them because they are mostly uneducated. They are not clear in learning the purpose of learning English language. They think that only good student scan learn English language. Some people have realized the basic purpose of learning English language in modern age. They have realized that the English is the key to any success and to get a good job. Teachers In majority of our schools, English is taught with a well known and classic method i.e. Grammar Translation Method (GTM). Teachers who teach English are not well trained. In government sector schools, English is taught by B.Ed degree hold teachers who have studied English at B.Ed level as optional subject. They teach English to their students as they have been taught by their own teachers. At college level, English language is taught by the teachers who have done Masters in English literature. In Pakistan, teaching English language is considered as teaching literature. These teachers become failure when the matter of written and oral discourse comes. Text books The syllabus is emphasized on just two skills i.e. reading and writing skills while very little importance is given to the listening and speaking skill. Our text books are full of stories, poems, plays, essays etc. because the curriculum designers have mostly the literature based background. So their preference is also literature based. The content of our books is also very large. The teachers are always at pressure by the principles and the parents of the students. So the preference of the teachers is the completion of the course by some easy way without giving emphasize on concept making. Teachers are not guided well that how to teach a text book. Evaluation The assessment system of English language in Pakistan is very weak. The exams are mostly rote-memorization based. In exams, same questions are repeated again and again. The guide books are available in market to give the students the summaries and answers of the questions. Supervisory staff The supervisory staff is unaware of the latest methods of teaching English language. They aim just to get high marks to their students for the popularity of their school and college. Economic problems Economic problems and lack of facilities is also a major problem in the process of teaching and learning of English language in Pakistan. Due to the lack of funds, there are not audio visual aids, language laboratories etc in Pakistan. Teachers are also not trained for using them. Over crowded classes In the government sector schools, Classes are overcrowded. The environment in the class is not learners friendly. Methods of English Language Teaching According to Asher and James (1982), Methods are the combination of techniques that are used and plasticized by the teachers in the classrooms in order to teach their students and approaches are the philosophies of teachers about language teaching that can be applied in the classrooms by using different techniques of language teaching. For example, if a teacher has an approach that language is the communication and learning a language is in fact learning the meanings, functions and uses of language. So the techniques will be based on the communicative language teaching and task based methods. According to Freeman (2000), Methods which are taught to the teachers make a base and give them thinking about the applicable techniques and principles according to the situation where they stand. They are clear about their attraction towards certain methods and also think that why have they repelled certain method. The knowledge of method is very necessary because their knowledge is base of teaching. History of Language Teaching Today, English is the worlds most widely studied foreign language. Five hundred years ago, Latin was the most dominant language to be studied because it was the language of business, commerce and education in the western world. In the sixteenth century, however, French, Italian and English gain in importance as a result of political change in Europe and Latin gradually became displaced as a language of spoken and written communication. Latin became a dead language. It was being started to read in the books as classic language. Children started to enter in the grammar school in sixteenth and eighteenth centuries to learn grammar rules of Latin. To learn Latin language became a mental gymnastic. In the eighteenth century, when modern languages began to enter in the curriculum of the European countries, these languages were taught by the same methods as Latin language was taught. Grammatical rules were memorized. Written practices were done. The passages were translated from the second language to the first language and vice versa. By the nineteenth century, this method was considered as a standard method of teaching language. The textbooks were divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with a lot of written exercises (Richards, and Rodgers, 1986). Grammar Translation Method Grammar translation method was first known in the United States as Prussian Method. Grammar translation method dominated European and foreign language teaching from 1840 to 1940. Characteristics of grammar translation method According to the Richards and Rodgers (1986), the principle characteristics of Grammar Translation Method are: In Grammar Translation Method, the goal of learning a second or foreign language is mainly to be enabling to read the literature of that language and is to get benefit from intellectual development that results from foreign and second language study. Grammar Translation Method enables to learn detailed grammatical rules of target language and enables to translate into and out of the target language. In Grammar Translation Method, reading and writing skills are focused while listening and speaking skills are totally ignored. In Grammar Translation Method, the memorization of grammatical rules of foreign language and of the vocabulary items is focused. Vocabulary items are limited to the text that they are taught. Vocabulary items are memorized with the help of their meanings in the native language. In Grammar Translation Method, sentenced is the basic unit of teaching and language practice. The learners are enabled to do detailed analysis of a sentence through this method. The learners are enabled to translate a sentence into and out of the target language. In Grammar Translation Method, accuracy is emphasized rather than fluency. The basic purpose of this method used to be able to pass the written examinations. In Grammar Translation Method, grammar is taught deductively i.e. by presenting and practicing the detailed grammatical rules of target language. A syllabus of grammatical rules if followed in which rules are systematically put in to a sequence starting from the simple rules to the complex rules. In Grammar Translation Method, students are directed and instructions are given in the students native language so that they may easily understand the instructions. The students native language is used to explain new items and to enable them to compare two languages i.e. native language of the learners and foreign language. Main techniques associated with grammar translation method There are some major techniques that are adopted in the teaching of second or foreign language through Grammar Translation Method. Translation of a literary passage. Students translate a reading passage into and out of the target language. In checking of the translation, the focus of the teacher is on vocabulary and grammatical structures. The translation may be written or spoken or both. Students should not translate idioms but must understand their meanings. Reading Comprehension Questions. A passage for reading and understanding is given to the students and they have to answer the questions given at the end of the passage in the target language. The questions are put into a sequence. The first group of questions is related with the information drawn from the passage, second group of questions require students to make inferences based on their understanding of the passage. The third group of questions requires students to relate the passage with their own experiences. Antonym and synonyms. Students are given a list of words and a passage. The students have to find out the antonyms of those words in the passage. Similarly, the students can also be given a list of words and can be asked to find out the synonyms of the given words from the passage. Deductive application of rules. Grammar rules are presented before the students with the all possible information that can be given to the students relating to the grammatical rules. The rules are also explained with examples. Once students understand a rule, they are asked to apply it for some different examples. Fill in the blanks. The students are given a series of sentences with some missing words. The students have to fill in the blanks with some suitable grammar items such a preposition and verbs with different tenses. Memorization. The students are given a list of vocabulary to memorize them with their meaning in the native language. Students are also required to memorize the grammatical rules. Use words in sentences. In order to check the understanding of the meaning and sue of vocabulary, the students are asked to use the list of typical words in their own sentences. Composition. The teacher gives a topic to the students to write about that topic in the target language. The topic is based on some aspect of the reading passage of the lesson. Advantages of grammar translation method Nazir (2002) narrated as The structure of a foreign language is best learnt when compare and contrasted with that of the mother tongue. According to Ishtiaq (2005), the Grammar Translation Method is based on a system and is in a sequence because in this method all the grammatical rules are arranged into a sequence for the convenience of the students. This sequence starts from the simple rules and eventually leads to the complex rules. When a book is written by an author on grammatical rules keeping in view the sequence, he writes one lesson that is completely based on one rule of grammar. Each lesson is divided into certain rules and these rules dominate the lesson. Larson (1986) narrated importance of Grammar Translation Method as in Grammar Translation Method, students are made to learn new words. Therefore, this method helps in improving vocabulary. Reading and writing are the two primary skills that are developed most so as to enable the students to read the literature in target language. Grammar is taught deductively and it makes use of students mother language. Disadvantages of grammar translation method Neilson (2003) stated that in Grammar Translation Method, oral skills i.e. speaking and listening skills are totally neglected while the whole attention is given to just reading and writing skills. Through this method, the students become able to read the literature of the target language by translating it into their native language but cannot communicate into the target language and even cannot understand the target language spoken by any native speaker. In Grammar Translation Method, the authority of the classroom is totally in the hands of the teacher and teacher is at the centre of the classroom. The communication is just from teachers to students not from student to teacher and not even from students to students. The students are considered empty minded which have needed to be filled with all the possible vocabulary and grammatical structures that can be filled in their minds. The main disadvantage of the Grammar Translation Method is that it is almost impossible to translate all the phrases and sentences into the target language because the main focus is the translation of this method so such students who have been taught through this method become fail to communicate well in the target language. In the Grammar Translation Method, accuracy is emphasized rather than fluency and students go on thinking to accurate the grammatical rules which actually hinder their fluency. In Grammar Translation Method, the teacher abruptly interferes and stops the students wherever they make the mistakes so they become conscious while speaking and communicating in the target language and become unable to be fluent. Criticism of the grammar translation method There have been various criticisms on the use of Grammar Translation Method for the teaching of modern language particularly English. There are some objections that have been put on the Grammar Translation Method. Grammar Translation Method emphasizes on the reading and writing skills on the expense of listening and speaking skills. But learning the listening and speaking skills of a language is more important than leaning reading and writing skills because it is a natural way of learning a language. In Grammar Translation Method, writing gives learners a reflective chance to look at their writing that whether they have written correct spellings, vocabulary and grammatical rules. The main aim and goal of most of the learners in learning modern languages is not just to develop reading and writing skills whereas they want to communicate well and understand the native speakers language. Grammar Translation Method demands the arrangement of the grammatical rules in a structure starting from the simple rules and leading to the complex rules. While most of the learners especially adult learners want to start using the language straight way because they have not got time to learn all the grammatical rules one by one and start using them after then. Grammar Translation Method emphasizes to make the students learn each rule and practice it one by one and after commanding a rule move to the next one. So there remains the need to revise all the rules again and again so that they may not get washed out of the learners mind. In Grammar Translation Method, sentence is the basic unit of the language. The learners are made able to memorize certain rules of grammar and certain vocabulary which they have to fit everywhere they find a chance to use them. But if learners find some unusual situation they become unable to fit their memorized rules to fit in that situation. In Grammar Translation Method, grammatical rules and vocabulary is memorized in modern ways of teaching a language memorization is not regarded while exposure of a language, experience and use of language is preferred and recommended. People have different learning styles. Some people like to learn vocabulary, grammar rules, phrase and sentences through memorization. But when they have to sue them, they must have time to stop and recall the memorized items. In Grammar Translation Method, the focus of the learners is the manipulation of the grammatical rules and words to write correct sentences with prescribed content. But in learning the modern languages, it is recommended that the major focus should be more and more on the oral practice and expression of the personal meanings. The expression of the personal meanings may spoil the structure of the grammar rules and sentences. In Grammar Translation Method, the teachers and the learners mostly speak in their first language or native language. While it is highly recommended that use of second and target language should be maximized in learning the language but here maximization does not mean teachers and learners should all the time speak in the target language. The speaking of the second language is also advantageous because in language classrooms we may also have multilingual learners that may belong to different languages so a single language i.e. second or target language will be convenient to use without pointing a single native language. In Grammar Translation Method, teacher should explain, describe the grammatical rules, tell the meanings of the words, translate the passages, conduct grammar practices, correct mistakes and teacher should authorized the classroom and learners. But now it is highly recommended that teachers role in the class should be as a guide and facilitator. Teachers role in the language classroom should be less. Teacher should act behind the scene. Teacher should give the problems to the learners to solve, interact among each other and generally it leads the learners to be independent learners. In Grammar Translation Method, translation is the basic technique. Translation is a way of understanding the meanings of the written and oral texts by converting the texts into the first or native language of the learners. Translation is a way of comparing and contrasting two languages i.e. first language and second language. But now it is highly recommended that translation should be avoided because it leads to such a mental process which hinders or stops learning. The learners should be encouraged to speak and even think in second language as much as possible. In Grammar Translation Method, accuracy is emphasized rather than fluency but it is now highly recommended that accuracy should come at the last and fluency should preferred first. If the learners are corrected on their mistakes from the very beginning, they will become hesitant to speak in the target language. When they will start to speak, their minds will abruptly become read to look upon the grammatical rules that they are using so I this way they will become unable to be fluent in language (Jonathan, 2012) Grammar translation method in Pakistan Faiq (2003) stated that in most of the Pakistani schools, Grammar Translation Method is used to teach English. In Pakistan, Grammar Translation Method is used to learn and memorize the grammatical rules in such a way that rules are deductively presented and practiced through the exercises of translation, fill in the blanks and by using such other techniques. Mostly students are taught certain letters, applications and stories like thirsty crow, greedy dog etc. In Pakistan, it is considered that learning a language means just to be able to read literature and write certain kinds of things without giving importance to the listening and speaking skills. Grammar is taught through deductive method i.e. rules are presented to the learners, deep analysis of the rules is done and rules are used for translating passages of English into Urdu ad of Urdu into English. It is a common practice in our public sector schools that a student reads aloud the lines of a paragraph and teacher translate it into Urdu word by word. Teachers write the meanings of the difficult words on the blackboard. Linguists say that a language can be better learnt without translation and meanings of the difficult words can be told through demonstrations and actions. Language can be better learnt and taught by using it actively in the classrooms. Grammar can better learnt through inductive or implicit method i.e. exposure of a rule is provided to the learners and learners grasp that rule unconsciously. The importance of listening and speaking skill cannot be denied in the public sector schools of Pakistan. Writing is also an important skill but just copying the material from the blackboard is not a good practice. It limits the thinking process of the learners. Learners should be given some topics to write on them in their own words. In our schools, teachers and textbooks take the central role in the classroom while the students sit passively depending on the teachers and textbooks. The learners purpose of sitting in the classroom is to take lectures from the teachers. The interaction from the students to teachers is not ever into the consideration of public sector schools. They just know how to feed the minds of the learners with information. Learners should be considered as living beings with their own minds, ideas and thinking. The learners have their background knowledge. The use of the leaners background knowledge can be helpful for the teachers to teach a language. Direct Method The direct method was the outcome of the reaction against the grammar translation method. It was developed on the supposition that the learners of foreign and second language should directly think in English. This method is against the translation of written and oral text and focuses on telling the meanings of the words through action, demonstration or real objects. This method focuses on directly thinking, doing discussion and conversation in second language. According to Palmer (1959), the direct method has the following characteristics: Translation is banished in the language classrooms including the use of mother tongue. When grammar is taught inductively that means exposure is given to the learners related to the grammar rule that is being taught. Through this method grammar rule is internalized to the learners. Oral training precedes any sort of reading and writing. The learners are given chances for oral communication first and then it leads to the reading and writing skills of the language. We can say that listening and speaking skills lead to the reading and writing skills. The use of detached sentences is shifted by the use of connected text. The pronunciation is taught systematically through the system of phonetics and phonology of the target language. It means that learners are motivated to speak in the accent of the second language. So the learners have to follow the phonetics and phonology system of the second language. The use of bilingual dictionary is banished totally in the language classrooms. The teachers dont tell the meanings of the word through the learners native or first language while the difficult words are described through action or through natural context. The vocabulary and structures of the language are inculcated to large extent by the teachers and answered by the students. Purwarno