A

way of teaching in which students study grammar and translate words into their

own language. They do not practise communication and there is little focus on

speaking. A teacher presents a grammar rule and vocabulary lists and then

students translate a written text from their own language into the second

language.

A

way of teaching in which the teacher gives students meaningful tasks to do.

After this the teacher may ask students to think about the language they have

used when doing the tasks, but the main focus for students is on the task

itself.

A

way of teaching language that focuses on lexical items or chunks such as words,

multiword units, collocations and fixed expressions rather than grammatical

structures.

A

way of teaching in which the teacher asks students to do a task to see how well

they know a certain piece of language. The teacher then presents the new

language to the students, then in the final stage asks the students to do

another task using the new language correctly. This way of approaching teaching

target language can be helpful if the teacher thinks the students may already

know some of the target language.

A

way of teaching new language in which the teacher presents the language, gets

students to practise it in exercises or other controlled practice activities and

then asks students to use or produce the same language in a communicative and

less controlled way.

A

way of teaching in which a teacher provides examples of the target language and

then guides the students to work out the language rules for themselves.

A

way of teaching in which the teacher presents language items as instructions

and the students have to do exactly what the teacher tells them, e.g. Open the

window! Stand up! This method is good for beginners when they start to learn a

new language, as they have a silent period and can make fast progress.