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To create situations of interest in a digital or physical way:

Dialogues

Role plays

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To provide a visual support in class and active participation:

Simon says

Charades

Miming

Dancing

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To enhance students Volunteer participation:

Descriptions

Self experiences

Listening to music

Story creation

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To help students to gain fluency in the target language:

Cuisenaire rods

Charts

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To produce their own material students have to work on them:

Role plays

Conversations

Recordings

Interviews

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To practice listening in order to produce/enhance speaking:

Dialogues

Substitution Drills

Transformation drills

Chain drills

Repetition drills

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In order to encourage students participation:

Questions and answers exercises

Dictation

Reading aloud

Self-correction

Conversation practice

Fill-in the blanks Map drawing

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To codify the books' grammar of the target language:

Use of the mother tongue

Memorization of grammar rules

Focused on reading and writing activities

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Teacher role: is a model, guide, and promoter, but he is not the only protagonist of the class.

Learner role: the students must become active, it is up to him to interact.

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Teacher role: the teacher is the director  of the students' behaviour.

Learner role: the students are active imitators.

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Teacher role: the teacher is a guide and creator of the right atmosphere for students to learn –one that suggest students learning.

Learner role: learners volunteer to take the course.

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Teacher role: the teacher monitors the students' efforts while being most of the time in silence.

Learner role: the role is  active.  The learner needs to discover or create.

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Teacher role: the teacher is a guide  who corrects and creates a good working environment.

Learner role: the role is  active.  The learner is dependent and sooner independent.

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Teacher role: the teacher is the model of imitation.

Learner role: They are imitators.

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The teacher and learner are partners.

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Main trends in language teaching in the 20th century

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Teacher role: the teacher acts like the authority in the classroom.

Learner role: it is passive. They are supposed to memorize rules and vocabulary.

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Here the language content is arranged according to the meanings that a learner needs to express through language and the functions the learner will use the target language for.

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TPR - The Natural Approach - Dr. James J. Asher (1977)

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TPR - The Natural Approach - Dr. James J. Asher (1977)

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It uses physical activity to teach a language. Facial expressions and body movement are used to reduce anxiety in students who learn by listening and observing.

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TPR is a method developed by Dr. James J. Asher (1977), a professor of psychology at San Jose State University of California. Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical response from the child. Asher made three hypotheses based on his observations: first, that language is learned primarily by listening; second, that language learning must engage the right hemisphere of the brain; and third, that learning language should not involve any stress.

Learner roles

Learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are required to respond both individually and collectively.

Teacher roles

The teacher plays an active and direct role in Total Physical Response. "The instructor is the director of a stage play in which the students are the actors". It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably.

DISADVANTAGES

It is only really suitable for beginner levels. Whilst it is clear that it is far more useful at lower levels because the target language lends itself to such activities.

You can't teach everything with it and if used a lot it would become repetitive.

ADVANTAGES

1) It imitates the way a baby learns its first language. (Hours of listening, decoding through body movements, delayed speech, no formal grammar)

2)      The language enters the brain through the right hemisphere where understanding of language is stored. (Speaking is stored in the left hemisphere)

3)      It lowers stress

THE CHARACTERISTICS OF TPR

The coordination of speech and action

Learners’ roles of listener and performer

Learners monitor and evaluate their own progress.

Reading and writing is taught after grammar and vocabulary.

Grammar is taught inductively.

Grammar and vocabulary selected according to the situation.

Learning language by gesture (body movements)

The teacher and the students are the actors.

Students should be more active and talkative.

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6. Total Physical Response (TPR) - Future Lives in Our Hands

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In this method, students learn better by being relaxed, interested and positive. Avoiding the psychological barriers they face while learning anew language.

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Suggestopedia is an approach developed by Georgi Lazanov in the 1970s. He said that students have natural barriers when it comes to learning because they fear not performing appropriately.

Suggestopedia is based on the idea that students learn more when they are exposed to positive suggestion. This suggestions is music, which means that music plays a central role in suggestopedia. It serves as an instrument to create the right atmosphere for students to relax and focus on the task.

In suggestopedia, there is no theory of language. Instead, suggestopedia focuses on communication through large dialogues (the material), sometimes various pages long, and on memorizing vocabulary -though memorization is not the main goal. Students are given the material. They read it while the teacher plays a piece of music. Students are supposed to read according to the rhythm of the music.
The role of the teacher:
The teacher has to create the right atmosphere for students to learn -one that suggest students learning. After this, students are presented material that will help students retain more information.

Teachers have to encourage students to speak. If in any given moment students make a mistake, teachers can stop students' speech.

Teachers are supposed to be able to perform well at singing and acting.
The role of the teacher:
Students have to volunteer to take the course.

Students have to read according to the piece of music that is being played.
Advantages
Suggestopedia requires the use of music to relax students during class.

Also, suggestopedia requires the use of different class setting that also enable students to relax in class.

As the classroom is filled with posters, students are able to learn in every moment.
Disadvantages
Students may find it uncomfortable to read changing the rhythm of the reading according to the piece of music.

There is no theory of language.

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7. Suggestopedia - Future Lives in Our Hands

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Suggestopedia is an approach developed by Georgi Lazanov in the 1970s. He said that students have natural barriers when it comes to learning because they fear not performing appropriately. Suggestopedia is based on the idea that students learn more when they are exposed to positive suggestion.

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The teacher has to be silent as much as possible while the students work independently to use the language for expressing themselves.

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The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. The Silent Way represents Gattegno's venture into the field of foreign language teaching. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible. Elements of the Silent Way, particularly the use of color charts and the colored cuisenaire rods, grew out of Gattegno's previous experience as an educational designer of reading and mathernatics programs. The Silent Way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno's work could be stated as follows:

1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.

2. Learning is facilitated by accompanying (mediating) physical objects.

3. Learning is facilitated by problem solving involving the material to be learned.

Gattegno sees language learning as a process of personal growth resulting from growing student awareness and self-challenge. The learner first experiences a "random or almost random feeling of the area of activity in question until one finds one or more cornerstones to build on. Then starts a systematic analysis, first by trial and error, later by directed experiment with practice of the acquired subareas until mastery follows". Learners are expected to develop independence, autonomy, and responsibility. lndependent learners are those who are aware that they must depend on their own resource\ and realize that they can use "the knowledge of their own language to open up some things in a new language" or that they can "take their knowledge of the first few words in the new language and figure out additional words by using that knowledge"
Teacher roles
Teacher silence is, perhaps, the unique and, for many traditionally trained language teachers, the demanding aspect of the Silent Way. Teachers are exhorted to relict their long standing commitment to model, remodel, assist, and direct desired student responses, and Silent Way teachers have remarked upon the arduousness of self-restraint to which early experience of the Silent Way has subjected them. The teacher uses gestures, charts, and manipulative in order to elicit and shape student responses and so must be both facile and creative as a pantomime and puppeteer.

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8. The Silent Way - Future Lives in Our Hands

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The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. The Silent Way represents Gattegno's venture into the field of foreign language teaching. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible.

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Community Language Learning - Charles Arthur Curran (1970)

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Community Language Learning - Charles Arthur Curran (1970)

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It aims to develop both the language skills and the emotional and social skills of learners.

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The CLL approach was developed by Charles Arthur Curran, a Jesuit priest, professor of psychology at Loyola University Chicago, and counseling specialist. This method refers to two roles: that of the knower (teacher) and student (learner). Also the method draws on the counseling metaphor and refers to these respective roles as a counselor and a client.

According to Curran, a counselor helps a client understand his or her own problems better by 'capturing the essence of the clients concern ...[and] relating the client's affect to cognition...;' in effect, understanding the client and responding in a detached yet considerate manner.

To restate, the counselor blends what the client feels and what he is learning in order to make the experience a meaningful one. Often, this supportive role requires greater energy expenditure than an 'average' teacher.

Teacher's role:

knower

Adviser and counselor

Guide

Corrects and creates a good working environment

Student's role:

Learner

First dependent and sooner independent

Characteristics:

1. Based on students

2. Encourages cooperation

3. Individual, dynamic and creative learning

4. Comprehension and speaking

Advantages:

Creates more interest in the course

Active participation

Development of independent knowledge

Disadvantages

Sometimes people are not eager to participate

Sometimes it is not understandable

Techniques

Reflective listening

The students relax and listen to their own voices speaking the target language on the tape. Another possible technique is for the teacher to read the transcript while the students simply listen, with their eyes open or shut. A third possibility is for the students to mouth the wors as the teacher reads the transcript.

Small group tasks

Students are asked to make new sentences with the words on the transcript. Students share the sentences they make with the rest of the class. Students can learn from each other and can practice with the target language by working in small groups.

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5. Community Language Learning (CLL) - Future Lives in Our Hands

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The CLL approach was developed by Charles Arthur Curran, a Jesuit priest, professor of psychology at Loyola University Chicago, and counseling specialist. This method refers to two roles: that of the knower (teacher) and student (learner). Also the method draws on the counseling metaphor and refers to these respective roles as a counselor and a client.

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Its emphasis is on learning grammatical and phonological structures based on listening and speaking, where students acquire pronunciation and grammar by using quick and accurate speech situations.

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3. The Audio-Lingual Method - Future Lives in Our Hands

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It is based on the direct involvement of the student when speaking, and listening to, the foreign language in common everyday situations.

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2. The Direct Method - Future Lives in Our Hands

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Grammar Translation Method (16th Century)

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Grammar Translation Method (16th Century)

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The oldest and most classical method where students were enable to translate literature written in the target language.

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Background

Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly in vogue during the 16th Century.

This method is not new; it was used earlier in this century for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better.

The teacher is the authority in the classroom.

The students do what the teacher says so they can learn what he or she knows.

An effective way for application of grammar and sentence structure

Least stressful for students as they use their native language

Wrong idea of what language is.

Unnatural method

It starts with the teaching of reading not listening.

Speech is neglected as it lays emphasis on reading and writing.

It does not give pattern practice.

Less learners' motivation

Create frustration for learners

Translation of a literary passage
Students will be asked to read a literary passage and then translate the target language into their native language. Translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
Reading comprehension questions
Students answer questions in the target language based on their understanding of the reading passage.

Answers to the questions may be:

1. Contained in the text

2. Inferred

3. Related to experience

Fill-in-the-blanks
Teacher gives students a series of sentences with words missing. They fill in the blanks with the new vocabulary items or with a particular grammar type, such as a preposition or verbs with different tenses.

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1. The Grammar-Translation Method - Future Lives in Our Hands

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Background Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly in vogue during the 16th Century. This method is not new; it was used earlier in this century for the purpose of helping students read and appreciate foreign language literature.