Situational language teaching is an approach where students acquire a language by learning how to behave in different situations, rather than by learning grammatical rules. It focuses on presenting vocabulary and grammar structures in meaningful, context-based activities. The teacher acts as a model by setting up situations, and students must be active participants by listening, repeating, responding to questions and commands. Lessons follow a progression from introduction to production, with an emphasis on accurate pronunciation and automatic use of basic structures through oral practice and drilling. The goal is for students to quickly and accurately respond in speech situations.

2.  According to M.A.K halliday said that Situational
Language Teaching is when we acquire and primary
language,we do say by learning how to behave in
situations,not by learning rules about what to say.
 the oral approach or situational language teaching is
based on a structural view of language. speech,
structure and a focus on a set of basic vocabulary are
seen as the basis of language teaching. this was a
view similar to american structuralists, such as
fries. however, what distinguishes the situational
language teaching approach is its emphasis on the
presentation of structures in situations.

3.  The situational language teachhing focus on
the need to practice language in meaninful
based activities
 The roles of teacher: the teacher become like
skillfull conductor,in the presentation stage
teachers serve a model(setting up situation)
 Te roles learner: learner must be active not
pssive,listen and repeat what teachers
says,respond the questions and commands.
 The material: must be follow trending topic or
always new depend the trending topics.

4.  the objectives of situational language
teaching involve accurate use of vocabulary
items and grammar rules in order to achieve
a practical mastery of the four basic skills.
learners must be able to produce
accurate pronunciation and use of grammar.
the ultimate aim is to be able to respond
quickly and accurately in speech situations
with an automatic control of basic structures
and sentence patterns.

5.  focus on vocabulary and reading is one of the
most salient traits of slt. in fact, mastery of a
set of high frequency vocabulary items is
believed to lead to good reading skills.
 an analysis of english and a classification of
its prominent grammatical structures into
sentence patterns, also called situational
tables, is believed to help learners internalize
grammatical rules.

6. situational language teaching syllabus is
concrete object,pictures, and realia.
grammar teaching involves situational
presentation of new sentence patterns and
drills to practice the patterns. the teacher
moves from controlled to free practice of
structures and from oral use of sentence
patterns to their automatic use in speech,
reading and writing. students not passive
but active too.

7. according to situational language teaching,
a lesson starts with introduction untill
production . the teacher then proceeds to
oral practice and drilling of the elements
presented. the teacher give example
depent the situation in the class. The
teacher like a center control in the class.
The teacher more speaking and more
vocabulary .finally, the lesson ends with
reading activity or written exercises.

8. Teacher become very effective,interesting
and alive of a burden some process. Clean
and easier to undersand,which facilitates
the students in learning the language
knowledge by heart.