Innovative Language Teaching Methods


Germany France natural approach about exposure and practice not regular studying more participative


To teach any foreign language through conversation, discuss and reading in the target language by associating the experience and expression without using the students’ mother tongue


Steer the class activitiesActive learner
Encourage SS. Ask questions. Correct mistakes right a. Provide infoObserver and proactitioner


  • Introduction/ review
  • Present the new materials
  • Guided practice
  • Feedback and correctives
  • Independent practice
  • Evaluation they always talk in the target language
Promotes comm in the target langFrustrating
ActiveHard to adapt to large classes
Prom fast memoriz and better pronRequires + preparing

Grammar T

History: most used teaching method used since Greek Latin


Enable SS to read and translate literature written in the source lang

To further SS general intellectual development

To be able to translate from one language to another

Helpful 4 mental exerc

SS can become + familiar w the gram and speaking


Authority in the classPassive receivers
Source of knowledgeMemorize. Interact w the teac


Teacher gives a list of vocabulary

T exemplifies structures

SS translate examples

SS translate longer texts

Memorize lots of vocabNot all the words mean the =
Easier to undersLearn to translate

Audiolingual Method

It aims to improve students’ speaking achievement. Language items are presented to students in spoken form without reference to the mother tongue so that they can learn language skills effectively. The goal of the AudioLingual method is, via teaching vocabulary and grammatical patterns through dialogues, to enable students to respond quickly and accurately in spoken language. The dialogues are learnt through repetition and such drills as repetition, backward build-up, chain, substitution, transformation, and question-and-answer are conducted based upon the patterns in the dialogue


  • Automatic learning without stopping.
  • It is emphasized in sentence production.


  • Too much repetition
  • Errors were not necessarily to be avoided at all costs.
  • No meaningful learning

SS role

The SS play a passive role, they are more imitators of the teacher’s model. Their sole objective is to follow the teacher’s direction and respond as precisely as possible

Teach role

He has an active role, the sole authority to control and direct the whole learning program. Monitors and corrects SS performance

Total Physical Response

The general objectives of are to teach oral proficiency at a beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker.

Learner roles

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. Learners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative-based format for lessons. Learners are also expected to recognize and respond to novel combinations of previously taught items

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.

Advantages: It is fun and easy, It does not require a great deal of preparation on the part of the teacher. It is a good tool for learning vocabulary. Class size does not need to be a problem.

Disadvantages: It is not a very creative method. It is easy to overuse TPR. It is limited, since everything cannot be explained with this method. It must be combined with other approaches.


It’s a method in which students learn school contents in English. CLIL does not focus on teaching grammar, it focuses on the content of the subject you are teaching, for which you will introduce the necessary vocabulary and phrases to understand it. With CLIL, ‘students use language to learn rather than learning a language.

Successful CLIL sessionsSocial interaction between teacher-student and student-student Collaboration, working in pairs or groups to complete tasks Scaffolding: help students understand contents in stages Metacognitive skills: students think of how they learn –Creativity from students Content-compatible language: Every day English that helps us communicate in different situations

Content-obligatory language: Vocabulary, structures and functions that are necessary to understand the topic

Grammar: Students need to be able to understand and use the necessary grammar structures for the subject taught. It is also essential for the students ‘to be able to use various language functions, punctuation,

Characteristics of materials: will be organized by subject covering very specific topics and more complicated ideas. CLIL needs a wide range of resources: realia, books, audio, video, visual organizers, software, electronic devices, among many others.

Teaching CLIL

Teacher’s responsibilities: Promote cooperation, encourage collaboration, scaffold learning, provide feedback, use prior knowledge to engage, summarize learning in plenary, use L1 when necessary, give thinking time.

Help SS w lang: Highlight and model subject-specific vocabulary and sentences.

W cognitive skills: need to learn how to use their thinking skills, develop concrete and abstract thinking skills by organizing information, answering and asking questions, analyzing genres.

Encourage good learning: Get students to think how to learn to promote more effective learning.

Outcomes: It’s important to always consider what the students will know or will be able to do at the end of the lesson.

Unplanned things: Even with the best lesson plans, things might turn out differently at the moment of teaching. CLIL requires teachers who are able to adapt to unforeseen problems or magic moments.

The 4C’s: It’s essential to balance Content, Communication, Cognition and Culture.

Lesson plan: ●Consider the cognitive skills that students are expected to display ●Decide the cultural elements that will be part of the lesson ●Specify and consider classroom resources ●Determine TIMING AND ORDER OF THE ACTIVITIES ●State class organization ●Consider learning styles

Assessing CLIL: Different support strategies can be used to get the most out of formative assessment: simplify instructions, give examples, add visual support, promote open-book exams, allow teamwork, help review and edit SS’ work.