HOW TO TEACH AND LEARN ENGLISH PROJECT

Language education may take place as a general school subject or in a specialize

language school. There are many methods of teaching languages. Some have
fallen into relative obscurity and others are widely used; still others have a small
following, but offer useful insights. While sometimes confused, the terms
"approach", "method" and "technique" are hierarchical concepts.
An approach is a set of correlative assumptions about the nature of language and
language learning, but does not involve procedure or provide any details about
how such assumptions should translate into the classroom setting. Such can be
related to second language acquisition theory.
Examples of structural methods are grammar translation and the audio lingual
method. Examples of functional methods include the oral approach / situational
language teaching. Examples of interactive methods include the direct method,
the series method, communicative language teaching, language immersion, the
proprioceptive language learning method, the Silent Way,
Suggesttopedia, the Natural Approach, Total Physical Response, Teaching
Proficiency through Reading and Storytelling and Dogme language teaching.
Language immersion is a method of teaching a second language (also called L2,
or the target language) in which the target language is used for instruction.
Unlike a more traditional language course, where the target language is simply
the subject material, language immersion uses the target language as a teaching
tool, surrounding or "immersing" students in the second language. In-class
activities, such as math, science, social studies, and history, and those outside of
the class, such as meals or everyday tasks,
are conducted in the target language. Today's immersion programs are based on
those founded in the 1960s in Canada when middle-income English-speaking
parents convinced educators to establish an experimental French immersion
program enabling their children 'to appreciate the traditions and culture of
French-speaking Canadians as well as English-speaking Canadians'.

the ssue of n 50 years n my country we cant teach and learn englsh is a

contreversial global problem. grammer , grammer, grammer enough !!!! we dont
like grammer, we want to speak with our students.
I believe that wth my projectuntl graduating high school every students will
have learnt english like who are studying and speaking in Europe school students.
in addition state school teachers are going to have CELTA and DELTA diplomas so
they are going to teach better than now.

foreign languages in the public school system, especially in the teaching and
learning of English of course speaking and to review an opportunity to reorganize
and Turkish English education in public schools, including a detailed separately
and by conducting a comprehensive needs analysis of the English language
teaching / learning practices on the classroom and learning for a reorientation of
the contents of a number of concrete recommendations to offer.
Many countries that can not build its own infrastructure important to build
regional integration, physical resources and the proximity and availability of
human resources, interdependence and solidarity, regional trade blocks and
more importantly, an increased number of factors such as a common language is
encouraged by.
Regional integration of leading connectivity tools information and
communication technology industry is one of the main
language is English.
English is the basic language used in international communication As for the
tourism sector is an important skill

finally, in my school At the end of the second year %80 percent students can
speak fluently.
after that in my city and in my country

no longer we want to speak english !!!!!

with my project and partners I will do it !!!!!