1- The goals of the Grammar Translation Method (GTM) are:

To enable the students to: firstly, read literature in a target language, and secondly,
memorize grammar rules and vocabulary of the target language.
The target language is a foreign language which a person intends to learn.
The primary focus of GTM is on reading and writing with little or no systematic attention to
listening and speaking.
Vocabulary words are chosen from the reading text used. Teachers teach vocabulary words
through memorization, bilingual word list, and dictionary.
The basic unit of teaching and language practice is the sentence. Most of the lesson is in
sentence translation from and into the target language.
Deductive method is used in grammar. Rules are presented and studied. Then, students will
practice through translation exercises.
New grammatical or vocabulary items in the target language are explained in students’
native language to compare the target language and the students’ native language.
Students are expected to attain high standards in translation. They must be accurate in
translating the sentences into their target language and vice-versa.

2- Present Practice Produce (PPP):

A PPP lesson would proceed in the following manner.
First, the teacher presents an item of language in a clear context to get across its meaning.
This could be done in a variety of ways: through a text, a situation builds, a dialogue etc.
Students are then asked to complete a controlled practice stage, where they may have to
repeat target items through choral and individual drilling, fill gaps or match halves of
sentences. All of this practice demands that the student uses the language correctly and
helps them to become more comfortable with it.
Finally, they move on to the production stage, sometimes called the 'free practice' stage.
Students are given a communication task such as a role play and are expected
to produce the target language and use any other language that has already been learnt
and is suitable for completing it.
It all sounds quite logical but teachers who use this method will soon identify problems with
it: Students can give the impression that they are comfortable with the new language as
they are producing it accurately in the class. Often though a few lessons later, students will
either not be able to produce the language correctly or even won't produce it at all.
Students will often produce the language but overuse the target structure so that it sounds
completely unnatural.
Students may not produce the target language during the free practice stage because they
find they are able to use existing language resources to complete the task.
Conclusion: PPP offers a very simplified approach to language learning. It is based upon the
idea that you can present language in neat little blocks, adding from one lesson to the next.
However, research shows us that we cannot predict or guarantee what the students will
learn and that ultimately a wide exposure to language is the best way of ensuring that
students will acquire it effectively. Restricting their experience to single pieces of target
language is unnatural.
3- A Task-based approach

Task -based learning offers an alternative for language teachers. In a task-based lesson the
teacher doesn't pre-determine what language will be studied, the lesson is based around
the completion of a central task and the language studied is determined by what happens
as the students complete it. The lesson follows certain stages.

Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will
have to do at the task stage and might help the students to recall some language that may
be useful for the task. The pre-task stage can also often include playing a recording of
people doing the task. This gives the students a clear model of what will be expected of
them. The students can take notes and spend time preparing for the task.

Task
The students complete a task in pairs or groups using the language resources that they
have as the teacher monitors and offers encouragement.

Planning
Students prepare a short oral or written report to tell the class what happened during their
task. They then practice what they are going to say in their groups. Meanwhile the teacher is
available for the students to ask for advice to clear up any language questions they may
have.

Report
Students then report back to the class orally or read the written report. The teacher chooses
the order of when students will present their reports and may give the students some quick
feedback on the content. At this stage the teacher may also play a recording of others doing
the same task for the students to compare.

Analysis
The teacher then highlights relevant parts from the text of the recording for the students to
analyses. They may ask students to notice interesting features within this text. The teacher
can also highlight the language that the students used during the report phase for analysis.

Practice
Finally, the teacher selects language areas to practice based upon the needs of the
students and what emerged from the task and report phases. The students then do practice
activities to increase their confidence and make a note of useful language.

The advantages of TBL:

Task-based learning has some clear advantages: Unlike a PPP approach, the students are
free of language control. In all three stages they must use all their language resources
rather than just practicing one pre-selected item.
A natural context is developed from the students' experiences with the language that is
personalized and relevant to them. With PPP it is necessary to create contexts in which to
present the language and sometimes they can be very unnatural.

The students will have a much more varied exposure to language with TBL. They will be
exposed to a whole range of lexical phrases, collocations and patterns as well as language
forms.

The language explored arises from the students' needs. This need dictates what will be
covered in the lesson rather than a decision made by the teacher or the coursebook.

It is a strong communicative approach where students spend a lot of time communicating.

PPP lessons seem very teacher-centered by comparison. Just watch how much time the
students spend communicating during a task-based lesson.

It is enjoyable and motivating.

4- The Audio-lingual Method:

It is a method of foreign language teaching which emphasizes the teaching of listening and
speaking before reading and writing. It uses dialogues as the main form of language
presentation and drills as the main training techniques. Mother tongue is discouraged in the
classroom.

Criticism: Audio-linguicism is based on behaviorism, a theory that sees learners as passive

receivers of information whose behavior is shaped through positive or negative
reinforcement. A critic made to behaviorism came on the part of linguist Chomsky (1957),
who claimed “How can children make mistakes if they simply repeat what they hear?” In
Chomsky’s view learners are credited with using their cognitive abilities in a creative way to
work out hypothesis about the structure of the L2. His theory gave rise to cognitivism.

For behaviorists, learners were passive receivers of information whereas for cognitivists
they are active processors. While the aim of behaviorism was to repeat until the habits were
formed, cognitivists believed in problem-solving activities or tasks, which gave rise to
communicative methods. Under a communicative approach learners need activities for
meaningful learning so that they can use their innate and creative abilities to learn the rules
of the language.

5- Communitive Language Teaching method:

Communicative language teaching prioritizes developing students' communication and

interaction skills. This ensures that students can communicate effectively and confidently in
real-life situations through student-to-student interaction and student-to-teacher
interaction. CLT essentially aims to have students learn a new language by actually using
the language to communicate with those around them.
There are various features to the communicative language teaching approach, including the
integration of reading, writing, and speaking. For example, a teacher may ask students to
watch a video and then write a one to two sentence opinion about the video on the board.
Students will then read each other's opinions and discuss how they felt about what they
watched. This allows for multiple skills to be practiced at once, which is beneficial to a
student's ability to communicate effectively with others.

CLT also uses groups or pairs for activities, which allows for collaboration to be instilled in
the language-learning classroom. Group work or work in pairs allows for students to
discuss, practice, and master material without feeling isolated in the process of learning a
new language. Often times, students who work together will feel more comfortable
practicing fluency over the mistakes they make in their grammar. This ensures that students
are on the road to becoming fluent in the new language through collaboration, where
students may learn from one another and work together.

The communicative approach uses tools, and technology for a personalized learning
approach as well. Each student learns differently and has different interests, so through
CLT, teachers can make learning more individualized to best meet the needs of their
students. For example, students may enjoy talking about sports or popular culture, so the
teacher may ask students to discuss those areas with one another through multiple
activities, such as role-playing real-life scenarios, group discussion or pair discussion,
among other various activities that encourage collaboration.

6- Total Physical Response method (TPR):

The TPR technique is a method used to teach English that uses gestures, movements, and
sounds to create meaning whenever possible. This technique is based on the idea that
humans learn best through physical activity and interaction. It can be used with students of
all ages and is especially effective with beginners. TPR is a very versatile method and can
be adapted to fit any classroom situation. It is also a great way to get students engaged and
excited about learning English.

Benefits of using the TPR technique in teaching:

The TPR technique is very beneficial for students because it allows them to learn English
through physical activity. This technique also helps students learn the meaning of new
words and phrases by associating them with gestures and movements. It is a very enjoyable
method to use, and students tend to learn quickly with little or no stress.

How to implement the TPR technique in your classroom:

If you want to start using the TPR technique in your classroom, there are a few things you
need to keep in mind. First, make sure you are familiar with the gestures and movements
that are used in the technique. Next, try to come up with creative ways to use these
gestures and movements to create meaning. Finally, be patient and give your students time
to catch on to the new technique. Remember, it may take a little while for them to get used
to using their bodies to communicate in English. But with a little practice, they will be
speaking like natives in no time!

Conclusion: The TPR technique is a great way to help students learn English. The Total
Physical Response approach helps make learning more fun and engaging, and it also helps
students learn pronunciation and vocabulary. The future of the TPR technique looks bright,
as there are potential applications for other areas of education. Just imagine using TPR
techniques in a math or science class!

7- Engagement Study Method (ESA) method:

ESA is a common methodology that teachers use when teaching students another
language. By using the layout of the ESA method to plan your lessons, they will be more
structured, organized and effective.

Benefits of Using the ESA Method:

In conclusion, it is of utmost importance that teachers learn the ESA method of teaching. By
learning this method, it will help teachers to stay on top of things in an organized manner. It
will also help students to learn in a fun and productive way. The engage phase keeps
students interested, the study phase helps students to learn, and the activate phase helps
put into practice what they have learned. ESA can be structured in any way that is best for
the teacher and topic she or he is teaching. The most common structure of ESA is the
straight arrow method which starts with an engage stage, then a study stage, and then
concludes by activating the students. Teachers can also use a boomerang structure or
patchwork structure. All that matters is that the teacher starts off by engaging the students
and ends with activating the students.

When teachers learn about the ESA method of teaching, it will equip them to be more
effective teachers. In turn, making effective students.