1.-) PPP APPROACH

"PPP" (or the "3Ps") stands for Presentation, Practice and Production - a common approach to communicative language teaching that works through the progression of three sequential stages.

Presentation The teacher checks to see that the students understand the nature of the situation, and then builds the "concept" underlying the language to be learned using small chunks of language that the students already know. Having understood the concept, students are then given the language "model" and engage in choral drills to learn statement, answer and question forms for the target language. This is a very teacher-orientated stage where error correction is important.

Practice usually begins with what is termed "mechanical practice" - open and closed pairwork. Students gradually move into more "communicative practice" involving procedures like information gap activities, dialog creation and controlled roleplays.

Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language. The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing. The teacher does not correct or become involved unless students directly appeal to him/her to do so.

Here, you have 15 reasons not to use this method! INTERESTING!

 http://edition.tefl.net/articles/teacher-technique/why-ppp-is-unfashionable/

2.-) ASCENDANT UP METHOD

In this method, learning is got through videos; but teachers can use songs too. So, the four skills are used constantly. For example, when the activity is applied, the teacher asks to the students writing their reactions first. After that, they can share their ideas to whole the class. Besides, the ascendant up method should be applied in a classroom with students who have intermediate or advanced language skills, because videos, songs and techniques applied have a high-level difficulty.

FOR MORE INFORMATION CLICK BELOW
http://nostide.blogspot.com/2010/07/ascendent-up-method.html

3.-) CONTENT BASED-TASK BASED AND PARTICIPATORY APPROACHES

CBA: It integrates the learning of language with the learning of some other content, often academic subject matter – academic subjects provide natural content for language instruction. On the other hand, it offers the significant advantage that second language students do not have to postpone their academic study until their language reaches a high level.

TBA: Teacher provides learners with a natural context for language use.

- Activity has purpose and needs outcome.

- Teacher goes through a pre-task with students before they work individually.

- Teacher goes through the task step-by-step.

- Teacher-student negotiation; ask for feedback.

- Teacher uses language naturally without simplifying.

- Teacher repeats the correct form to reinforce.

- Students then complete a task in groups; practice authentic listening and speaking.

- Students receive feedback based on the content – completed task or not.

- Students have input to the design and way of completing the task.

PA: Its goal is to help students to understand the social, historical, or cultural forces that affects their lives, and then to help empower students to take action and make decisions in order to gain control over their lives.

Main Features:

- Students use their knowledge to act in the society

- Language skills are taught to prompt action for change

- Students create their own materials as text for others

- Students get to evaluate themselves

 THERE ARE SOME OF THE INFORMATION OF THE PRESENTATION 

 A VIDEO USED IN ORDER TO SUPPORT THE CONTENT-BASED

http://www.youtube.com/watch?v=TjVEvvGxRT4

AND SOME MATERIALS OF THE TASK-BASED
http://www.megaupload.com/?d=QQ98FFGM

4.-) TOTAL PHYSICAL RESPONSE

In this method, memory is stimulated and increased when it is closely associated with motor activity. The method owes a lot to some basic principles of language acquisition in young learners, most notably that the process involves a substantial amount of listening and comprehension in combination with various physical responses (smiling, reaching, grabbing, looking, etc) - well before learners begin to use the language orally. It also focused on the ideas that learning should be as fun and stress-free as possible, and that it should be dynamic through the use of accompanying physical activity.

 FOR MORE INFORMATION CLICK BELOW

http://www.englishraven.com/method_TPR.html

5.-) COMMUNICATIVE LANGUAGE TEACHING

The Communicative approach does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective. Teaching students how to use the language is considered to be at least as important as learning the language itself. David Nunan (1991:279) lists five basic characteristics of Communicative Language Teaching:

a) An emphasis on learning to communicate through interaction in the target language.

b) The introduction of authentic texts into the learning situation.

c) The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.

d) An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.

e) An attempt to link classroom language learning with language activation outside the classroom

 FOR MORE INFORMATION CLICK BELOW

http://www.englishraven.com/method_communicative.html#anchor_3067

6.-) THE SUGGESTUPEDIA METHOD

One of the most unique characteristics of the method was the use of soft Baroque music during the learning process. Baroque music has a specific rhythm and a pattern of 60 beats per minute, and Lozanov believed it created a level of relaxed concentration that facilitated the intake and retention of huge quantities of material. This increase in learning potential was put down to the increase in alpha brain waves and decrease in blood pressure and heart rate that resulted from listening to Baroque music. Another aspect that differed from other methods to date was the use of soft comfortable chairs and dim lighting in the classroom (other factors believed to create a more relaxed state of mind).

Other characteristics of this method is the giving over of complete control and authority to the teacher (who at times can appear to be some kind of instructional hypnotist using this method!) and the encouragement of learners to act as "childishly" as possible, often even assuming names and characters in the target language. All of these principles in combination were seen to make the students "suggestible" (or their fears of language learning "suggestible"), and therefore able to utilize their maximum mental potential to take in and retain new material.

FOR MORE INFORMATION CLICK BELOW
http://www.englishraven.com/method_suggest.html

7.-) THE SILENT WAY

Caleb Gattegno founded The Silent Way as a method for language learning in the early 70s, sharing many of the same essential principles as the cognitive code and making good use of the theories underlying discovery learning.

Some of Cattegno's basic theories were that "teaching should be subordinated to learning" and "the teacher works with the student; the student works on the language". The most prominent characteristic of the method was that the teacher typically stayed "silent" most of the time, as part of his/her role as facilitator and stimulator, and thus the method's popular name. Language learning is usually seen as a problem solving activity to be engaged in by the students both independently and as a group, and the teacher needs to stay out of the way in the process as much as possible.

The Silent Way is also well-known for its common use of small colored rods of varying length (cuisinere rods) and color-coded word charts depicting pronunciation values, vocabulary and grammatical paradigms. It is a unique method and the first of its kind to really concentrate on cognitive principles in language learning

FOR MORE INFORMATION CLICK BELOW
 http://www.englishraven.com/method_silent.html