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mp; Demonstration, and Performance Feedback, Opportunities to Drill & Practice to Strengthen Fragile Skills, Student 'Talk-Through' Activities, Periodic Review, and Progress Monitoring. Here instructional match is used to verify whether teachers are working at their best level and provide students more confidence and provide them success. Scaffolding is necessary for students to help in learning new things and become more advanced in that particular area. One can use many things to achieve it like giving fewer tasks to students. So that they can concentrate on that particular task / those particular tasks and masters in that task / s. One can divide students in groups so that they can share their knowledge and complete assignments. Step by step strategy: One can use / make strategies step by step for complex task so that task can be done simply and easily.

Modeling: Demonstrations and models can help students to learn things easily. It helps students to understand and implement content easily and correctly.

Performance review: Performance review is necessary after above tasks as performance review is only measurable thing where one can know who progressed how much?

After getting new skills and after sharpening that skills student can work independently and try new things. He / She can try these new skills and can strengthen them via applying it and by practicing those new skills. He / She (student) can practice hard on those things where he / she is interested and become expert of that and meanwhile enjoys that too.

Talk Through activities: After successfully completing learning task and sharpen those things by practicing teacher supposed to set up activities for students. Where teacher can ask students to do various talk through activities.

Periodic review: After students excelled in particular things, particular skill teacher is supposed to put learning process on next level, where he / she (student) can masters it. Meanwhile teacher is supposed to review his / her progress. So that teacher can know that whether he / she is going in right direction or not?

For teaching new language one can also use direct responsive intervention method. In this intervention method teacher is supposed to communicate / talk with students in new language only which they are supposed to learn. Via communicating formal things one can teach basic sentence to students in beginning. Like students were not aware of Italian Language. Students knows the name of the teacher. So, teacher can ask questions like my name is this, (Anon., n.d.)What is yours? “Il mio nome è This. Che cosa è il vostro? (Anon., n.d.) “. Here students cannot understand all these sentence but knows This is teacher’s name. So they assume that he / she was trying to tell his / her name. In addition to this students can also understand that the tone of last sentence was like of question. So they guess that teacher were trying to ask his / her name. So they (students) can answer like My name is Ray (Il mio nome è Ray). One can also tell that Good morning in very beginning of class like “buongiorno” . Here students don’t know the meaning of it but can surely assume that he / she gave morning wish or good wish. And can respond via imitating it. One can ask students “How are you? Via telling them “come stai?”. Here students won’t understand what teacher is trying to ask but then teacher can answer himself /