Школа п. Долми Иринчинова Ц. Б

-grammar- translation (learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability);
-audio-lingual (the theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of every situations. New language is first heard and extensively drilled before being seen in its written form);
-the structural approach (this method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So for example the verb "to be" is introduced and practised before the present continuous tense which uses "to be" as an auxiliary);
-suggestopedia (the theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed);
-total physical response (TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural comprehension);
- communicative language teaching (The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location);
-the silent way (this is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue );
-immersion (this corresponds to a great extent to the situation we have at our school. Students are immersed in the English language for the whole of the school day and expected to learn Maths, Science, humanities etc. through the medium of the target language, English.);
-task-based language learning (the focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is little correction of errors);
-the natural approach (this approach, propounded by Professor S. Krashen, stresses the similarities between learning the first and second languages. There is no correction of mistakes. Learning takes place by the students being exposed to language that is comprehensible or made comprehensible to them);
-the lexical syllabus (this approach is based on a computer analysis of language which identifies the most common (and hence most useful) words in the language and their various uses. The syllabus teaches these words in broadly the order of their frequency, and great emphasis is placed on the use of authentic materials).
As English teachers, we’re always on the lookout for new and interesting ways to stimulate our language learners. I mean ways of teaching because “ways” is much wider than “methods” I think. Do you agree with me?
Each teacher tries to find interesting and useful ways of teaching, of course. As you know, richness of vocabulary is one of the main things.
Firstly, guessing the rebuses is an exciting exercise to enrich lexical items, you know. (slide with rebuses).
Secondly, exercises with crosswords is also beneficial to make wide vocabulary. Deciding the rebuses and crosswords, the learners usually help each other. We call it cooperation.
I should say, beyond all doubt, playing shows and plays is an integral part of the English teaching. In such kind of work, the kids learn by heart their lines, mind their grammar in a proper way. It sure is, they always help each other to learn, to play. In general, English theatre let link studying and educating in logical way. It is a very interesting moment when children make their lines themselves and play them.
In senior classes we try to translate poems from English into Russian or from Russian into English. It is considered that such work enables the learner to look for different variants of words in two languages. Certainly, in such a way, the pupils` vocabulary becomes richer and richer from time to time. .“Poetry evening” is held at our school. Boys and girls take an active part in this event, you know. It is a good exercise for developing memory, learning more about English poets, writers, enriching cultural awareness. (example of translating)
To sum it up, I should say that working with children is great. My best wishes.
Literature

An Online Methods Course for Foreign Language Teachers

1. 
   Passov E.I. Communicative method of teaching, 1
   
2. 
   Rogova G.V.01.08/2011
   
3. 
   Sokol Marina, Moscow, 2011
   
4. 
   Vilya 12.10.2012 Methodology of Teaching English