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Methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible.

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- The learner needs to discover or create
- Learning is made easier by the use of physical objects such as Cuisenaire rods
- Learning is made easier by problem-solving using the target language

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The teacher shows the learners a small red Cuisenaire rod and a bigger blue one and says The blue one is bigger than the red one.
The learners repeat this.
The teacher then substitutes the rods to produce other models, and finally encourages the learners to produce their own comparisons.

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Areas of target language where Cuisenaire rods can be useful include word boundaries, contracted forms, prepositions, word order and word stress.
Learners can use the rods to first represent and then to manipulate language.

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TPR, was created by American psychologist Dr. James Asher and is based on the experience of how humans learn their first language.

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It is a lot of fun, students enjoy it. It lifts the pace and the mood.

It is very memorable. It really helps students to remember phrases or words.

It is good for kinaesthetic learners who need to be active in the class.

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The child is taking in all of the language; the sounds and the patterns.
Eventually when it has decoded enough, the child reproduces the language quite spontaneously.
TPR attempts to mirror this effect in the language classroom.

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Vocabulary connected with actions (smile, chop, headache, wriggle)

Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)

Classroom language
(Open your books)

Imperatives/Instructions (Stand up, close your eyes)

Storytelling

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(CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1.

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I start with students sitting in a circle around a tape recorder to create a community atmosphere.

The students think in silence about what they'd like to talk about, while I remain outside the circle.

To avoid a lack of ideas students can brainstorm their ideas on the board before recording.

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Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.

With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence.

It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down.

Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.

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Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.

This part is not recorded.

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Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.

The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.

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I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.

In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse.

With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.

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Methodology for second language learning which focuses on communicative skills, both oral and written.
It is based on linguist Stephen Krashen's theory of language acquisition, which assumes that speech emerges in four stages.
This approach was developed by Krashen and teacher Tracy Terrell (1983) (Lessow-Hurley, 1991).

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The reproduction stage is the development of listening comprehension skills.

The early production stage is usually marked with errors as the student struggles with the language. The teacher focuses on meaning.

The last stage is one of extending production into longer stretches of discourse involving more complex games, role plays, open-ended dialogues, etc.

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Strenghts:

Speech production comes slowly and is never forced.

Students feel comfortable

Weaknesses:

It doesn´t develop the 4 skills.

Too much easy for teachers

Opportunities:

Teachers must correct students´ mistakes

Threats:

Teachers must be centered in all 4 skills.

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First, he says that the method was simple to understand, despite the complex nature of the research involved.

Second, it was also compatible with the knowledge about second-language acquisition at the time.

Third, Krashen stressed that teachers should be free to try the method, and that it could go alongside their existing classroom practices.

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Suggestopedia is an innovative method that promises great effective language learning results. Lozanov claimed that by using this method one can teach languages approximately three to five times as quickly as conventional methods.

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The use of music to relax learners.

The furniture, decoration, and the arrangement of the classroom.

Teacher’s authority. The teacher plays a central role and he/she is the source of all information.

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The use of various techniques including art and music are used by trained teachers. In the beginning, the lesson based on Suggestopedia used to consist of three phases: deciphering, concert session (memorization séance), and elaboration.  Later, it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production.

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1. Introduction: The teacher teaches the material in “a playful manner” instead of analyzing the lexis and grammar of the text in a directive manner.

2. Concert session (active and passive): in the active session, the teacher reads with special  intonation as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly.

3. Elaboration: The students sing classical songs and play games while the teacher acts more like a consultant.

4. Production: The students spontaneously speak and interact in the target language without interruption or correction.