1. PROBLEMS OF METHODS OF TEACHING FOREIGN LANGUAGES
The purposes of my study are:
to answer the question weather the skills taught in school or university correspond with the real needs of students or not;
to find out how English is taught, what strategies and methods used to be in educational programmes and what new and innovative ones there are;
to suggest 3 suitable plans for classroom learning

2. Why is there the need for changes in teaching styles?
Global education (opportunities to study abroad)
Offers to work and get much more experience overseas (promotion, transfer etc.)
Travelling
WWW
Importance of English in everyday life

3. “The history of education must have a great future
“The history of education must have a great future. If we ignore the past, we will not understand the present or will make the same mistakes”
What to teach? That means the amount of knowledge and skills that students have to obtain within the process of learning the language.
What are the aims of teaching? When a teacher is sure of the aim of teaching, he/she will have the easiness of reaching the stated goal.
How to teach? The principles upon which teaching of English is based, the means, methods, styles and tactics used in teaching in order to achieve the required objectives.

4. Communicative Language Teaching
5 teaching models which have had a strong influence on classroom practice and which trainers and teachers still refer to
Grammar-translation
Audio-lingualism
Task-based Learning
Communicative Language Teaching
PPP (Presentation, Practice, Production)

5. 1. GRAMMAR-TRANSLATION ADVANTAGES
An effective way to remember grammar and sentence structures
Comparing parts of a foreign language with parts of our own translation
No difficulties to understand new grammar rules as lessons are carried out in the native tongue
DISADVANTAGES
Concentration on grammar-translation stops students from understanding and accepting natural language
No opportunities to activate students’ language knowledge
Teaching about the language, not the language itself

6. 2. Audio-lingualism
The method is based on habit formation through conditioning. As a result of this, audio-lingual classes concentrate on long repetition-drill stages, in which the teacher hopes that the students will acquire good language habits. However, it is interesting to note that drilling is still popular during the “study” phase, especially for low-level students.

7. 3. Task-based Learning
Structure: when students have completed the task, teachers can then, if necessary - and only if necessary - give them a bit of language study to clear up some of the problems they encountered while completing the task. Aim: the task-based learning sequences fit into the lesson description, where language activation is the first goal and study comes later if and when appropriate.

8. 4. Communicative Language Teaching
Language is composed not only of grammar , it also involves language functions (inviting, agreeing, disagreeing, suggesting etc.)
Process “DO more than LEARN”

9. 5. PPP (Presentation, Practice and Production)
Teacher presents the meaning and form of the new language
Students practice making sentences, dialogues etc.
Students talk more freely about themselves or other people in the real world

10. E S A Engage Study Activate
arouse the students’ interest involving their emotions
Study
stage at which the construction of language is the main focus
Activate
get students using language as freely as they can

11. Elementary-Level Students
Engage
Activate
Study 1 2

12. Intermediate-Level Students
Engage
Activate
Study 1 2 3

13. Advanced-Level Students1 6 4
Engage
Activate
Study 3 2 5 7

14. Jack C. Richardson Theodore S. Rodgers
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never speak with single words: use sentences
Never speak too much: make students speak much
Never jump around: follow your plan
Never go too fast: keep the pace of the student
Never be impatient: take it easy
Jack C. Richardson Theodore S. Rodgers