Teaching English as a foreign language methods and approaches

2. Presenter: Mohamed Ahmed Al-Azouny
Supervisor: Dr. Salah Badr

9. If a child ready to learn then he
can be taught

10. To enable the students to:
• Understand the
spoken language
• Speak English correctl
• Write the
language properly
• Read the
language with ease

12. ammar Translation Method
Direct
e Situation Method
Total Physical Resp
udio-lingualism
The Communicative Approac
The Silent Way
Task Based Learning
Presentation,
Practice, Production
Community language learning

13. •It is one of the most traditional methods that was
originally used to teach “dead” languages such as
Latin and Greek.
•By analyzing the grammar and finding equivalents
between the students’ language and the language to
be studied, students will learn how the foreign
language is constructed

18. The Reform
Method
The Natural
Method
The AntiGrammatical
Method
The Berlitz
Method

27. Audio-lingual methodology owed its
existence to the Behaviorist models of
learning. It is based on Structural Linguistics
and Behavioral psychology
Using the Stimulus – Response
Reinforcement model, it attempt,
through a continuous process to
engender good habits in language
learners.

28. Language is a system of
structural related elements,
like phonological units,
grammatical units, and
lexical items, for the
transmission of meaning.
So to learn the target
language is to mater the
elements of the target
language system.

29. •Use drills to teach the lines of dialogues.
•Repeat the language mode as accurately
and quickly as possible.

33. it is a kind of foreign language teaching, which is based on the
communication using the target language.

36. It focuses on the use of authentic language and on asking
students to do meaningful tasks using the target language.
In TBL, Activities or tasks require the students to use the
language in real life situations and to be focused on meaning.
A Task is an activity where the target language is used by
the learner for a communicative purpose (goal) in order to
achieve an outcome”

38. Pre-task
Introduction to topic and task: Teacher explores the topic with the
class, highlights useful words and phrases, helps students
understand task instructions and prepare.
Task: Students do the task, in pairs or small groups. Teacher
monitors from a distance.
Planning: Students prepare to report to the whole class( orally or
Task Cycle in writing) how they did the task, what they decided or discovered.
Report: Some groups present their reports to the class, or
exchange written reports and compare results.
Language
Focus
Analysis: Students examine and discuss specific features of the
text or transcript of the recording.
Practice: Teacher conducts practice or new words, phrases and
patterns occurring in the data, either during or after the analysis
(Willis 1996: 38).

39. LISTING:
Processes: Brainstorming, fact-finding.
ORDERING AND
SORTING:
Processes: Sequencing, ranking, categorizing,
classifying.
COMPARING:
Processes: Matching, finding similarities,
finding differences.
PROBLEM SOLVING:
Processes: Analysing real or hypothetical
situations, reasoning, and decision making.
SHARING PERSONAL
EXPERIENCES:
Processes: Narrating, describing, exploring and
explaining attitudes, opinions, reactions.
CREATIVE TASKS:
Processes: Brainstorming, fact-finding,
ordering and sorting, comparing, problem
solving and many others.

40. Community language learning (CLL) is an
approach in which students work together to
develop what aspects of a language they
would like to learn.