BLOCK 11. Types of language teaching approaches -Communicative approach: In CA is very important the social nature of English and interaction. The activities that are used are: problem solving activities (matching, sequencing, identifying…), creative activities (masks, birthday cards…) or interactive activities (interviews, surveys…).-TPR: Total physical response develops listening skills. It involving activity and movement and students can also take up leading roles in activities.-Task based learning: Students using the language for purpose and that language is placed in context. New language and new vocabulary is introduced in order to help students carry out tasks. It is good to do activities like recording or writing a story, making a model, board games or activities which may involve acting out. -Story based methodology: It is based in storytelling. Storytelling is the art of telling a story. The creation and use of a magical atmosphere though the story. That not only help in stimulating children’s imagination and understanding of the world, but also in developing children’s language ability and appreciating literature.-CLIL: It refers to teaching subjects such as science, story and geography to students through a foreign language. This can be by the English teacher using cross-curricular content or the subject teacher using English as the language of instruction.-Audio-lingual: It refers at use of repetition. This type of language teaching is based in memorization and repetition. Not enough emphasis based on meaning.2. Classroom behavior It is important classroom management for the teacher. We have to follow different tips to be successful, for example: have consistency in our reactions, have clear expectations, create a warm and friendly learning environment (for example, teacher use fun expressions for directions and students sit nicely and quietly, they do what we are told, they listen to his teacher and his friends carefully, they use kind words or they say thank you), teacher get the attention of the students (for example, the teacher says: “we listen with big elephant ears and watch with big owl eyes!”), use stickers and help students sense of self-esteem/In relation to the tips, teacher consider different ways for different age groups (the classroom parameters are different). We must not forget that acommunicative classroom can do this by giving the children language of theses parameters and rules in English. Use everything as an opportunity for English: good days, bad days, routines, responsibilities, rules, etc., and, finally, teacher should reinforcing successful behavior with list of the students can recognize and reward. 4. Teaching English dynamic, fun and effective way To teach English dynamic, fun and effective way we must follow some tips: 1- Teachers should not take noise as negative. Although it can take a bit of getting used to at first, noise in the classroom is tolerable if it is recognized as the natural expression of children’s excitement and enthusiasm for an activity or task in hand. If the noise is disruptive, or has nothing to do with the lesson then it should be controlled. Ask pupils to sit down quietly to a reading, writing or coloring-in activity. 2- Encourage shyer pupils. Plenty of praise and encouragement should always be given to more reserved pupils. Wherever possible place them with confident and outgoing partners or group members who will co-operate sympathetically with them. 3- Motivation. Identify what your pupils like doing (coloring-in, playing games, singing, tongue twisters…) and try to incorporate these elements into the lesson and use them as teaching tools. Do different activities in short ‘bursts’ of ten to fifteen minutes while keeping the same teaching objective. 4- Competition. An element of competition can make many children try harder but it may be useful to explain to children that this is only a means of learning. 5- Correction. The learning process should be as unconscious as possible. If correction intrudes too much on this, it can interrupt children’s spontaneity and natural enthusiasm for a task and become de-motivating. On the other hand, it is necessary to correct, otherwise pupils will produce inaccurate work and it will be much harder to eradicate ingrained mistakes in the long term. Wherever possible, repeat a game or task so that they can do it more proficiently the second time around. A second chance to better their performance gives pupils the opportunity to see their own progress and measure how much they have learnt.