Theme: language teaching methods contemporary and classical approaches

THEME: LANGUAGE TEACHING METHODS CONTEMPORARY AND CLASSICAL APPROACHES
Plan:

Introduction
MAIN PART
Chapter 1. What are the approaches of teaching English
1.1 What are the new methods of teaching English
Chapter 2. What are the new methods in language teaching
2.1 Which method is best for teaching English
Conclusion
List of used literature

Introduction
Teaching is a complex and multifaceted task. A list of methods or techniques for teaching would include many ideas and examples, and a full discussion of them would fill volumes. It is possible, however, to cluster them into some general areas of teaching methods, skills, or approaches that are essential to effective teaching. This section will address some of these important areas.
When deciding which methods to use in teaching, it is important to remember that methods and skills are only means to an end, not an end in and of themselves. Teachers should select methods that will best help students understand the content, doctrines, and principles of a particular scripture block and that will facilitate edification and application. Keeping in mind the purpose for using a specific skill or technique will help teachers implement it in a more meaningful way. It is also important to remember that without the Spirit, even the most effective teaching methods and approaches will not succeed.
Asking effective questions is one of the most important skills a teacher can develop. Questions can engage students in the process of understanding the scriptures and help them identify and understand important gospel truths. Questions also help students reflect upon how the gospel has influenced their lives and to consider how they may apply gospel principles now and in the future. Asking effective questions can encourage students to invite the Holy Ghost into their learning experience through exercising their agency and fulfilling their role in the learning process. It is worth great effort to carefully craft questions during lesson preparation that will lead to understanding and engage the minds and hearts of the students as they learn. When planning questions, a teacher should first determine the purpose for which they are asking a particular question (for example, a teacher may desire to have students discover information within a scriptural passage, to think about the meaning of a passage, or to share testimony of the truthfulness of a principle). The teacher should then thoughtfully design the question with that purpose in mind. A few carefully chosen words can make a great difference in whether or not a question results in the desired outcome¹.