Method Description Example

GRAMMAR TRANSLATION - Focused on teaching -Asking students to translate

METHOD language culture a full or certain words from a
through literature song, a paragraph or specific
and fine arts. vocabulary from a text.
- Exercise mental
muscle.
- Teaching was done
by having students
translating from the
target language to
the native language
(most of the times)
but you could also
do it vice versa.

DIRECT METHOD - It used everyday The teacher presents the

spoken language topic in full English, uses a
together with lot of images and realia for
history, geography the students to associate
and phrases from meaning, one example is if
everyday life of you were teaching animals,
native speakers. you would bring in pictures
- Students were and toys to the class instead
expected to of translating each animal.
associate meaning Then, the teacher starts
with the TL directly. presenting grammar but
- Teaching should using language chunks and
happen using spoken repetition instead of an
language in explicit explanation of
situations with no structure.
native-language
translation.
AUDIOLINGUAL METHOD - Used sentence and -Have students repeating the
sound patterns. phrase “HELLO, MY NAME IS:
- Helps students to _________”, one by one, if
learn to quit on someone makes a mistake,
native language go back to the first student
learning habits and so the student can listen to
adopt a new form of the correct pronunciation.
target language
habits to lose fear of
speaking.
- Teaching was
conducted orally or
with aural drills and
pattern practice.
COMPETENCY BASED - In this method, The teacher starts talking
LANGUAGE TEACHING students’ language about movies and plays a
needs had to be video of someone going to
determined before the cinema, students try to
 the course started, get phrases they hear so
students play an they can use in a real
active role in the situation. When the
class. recording is over, they start
- Language teaching discussing the phrases
providing students they’ve heard, and the
different social teacher asks them to do a
contexts and means role-play in the cinema using
of interaction and the phrases previously
communication for discussed.
students to use
English.
TASK BASED APPROACH - Used tasks as the In this type of tasks you
core unit of planning could use simple activities
and instruction in that could end up integrating
language teaching. a complete task, for example
- Used activities that you could give your students
involve real a find someone who so they
communication, can practice speaking and
meaningful tasks to then turn the same activity
promote learning, into a report so they can
language or practice writing.
vocabulary that is
meaningful to the
student.
PRESENTATION, PRACTICE - Language is taught In the class, if you were to
AND PRODUCTION through stages. talk about routines, you
- Provides an anxiety would first set the context,
and stress-free talk about your own
environment and routines, write some
encourages sentences (presentation
inductive learning. stage), then asks the
- Activities are students to repeat the drill
monitored by always controlling and
teacher. monitoring what they are
saying (practice stage) once
they feel comfortable
enough, get them to practice
alone but always monitor for
possible mistakes
(production stage).
COOPERATIVE LEARNING - Learning happens -Ask your students to work
collaboratively, it on a project in which
helps to make everyone has to bring
everyone in the something to the task. You
classroom feel could also create a main task
important. and give to the groups
- Teamwork is always specific tasks to work on so
required and the main project can be
encouraged. completed with everyone’s
help.
 - Use of scaffolded
lessons.
LEARNING STRATEGY - Learning different - Teach your students
TRAINING academic skills. reading techniques.
- Learners play an - Teach them how to
active role. write a good essay.
- Teacher must - Help them to give a
provide different good presentation
academic skills about certain topics.
techniques not only - Different study
for English class but techniques for
for other courses. exams.
MULTIPLE INTELLIGENCE - Follows the thought In a listening class, you will
THEORY that each student is have students discussing the
different and takes topic (interpersonal), then
that individuality they’ll have to look for
into the classroom. specific information
- It is possible to (verbal/linguistic) and finally
include different they have to pay
intelligences into attention/repeat a recording
one single lesson. (musical/rhythmic).