The Grapes of Wrath by John Steinbeck - 1549 Words

Not only did the 1930s see the Great Depression, where America faced severe economic downturn, but it also brought the Dust Bowl. Due to overzealous agriculture practices, the soil of the Great Plains turned to dust and blew away, sending many people away with it. With all of the turmoil, many Americans fell back on religion. The novel The Grapes of Wrath by John Steinbeck chronicles the fictional Joad family, giving a harsh, yet realistic depiction of the Great Depression, the Dust Bowl, and the journey from Oklahoma to California. On their travels, the Joads bring along the former preacher, Jim Casy, who often serves as a voice for Steinbeck’s attitudes towards religion. Throughout the novel, Steinbeck critiques characters who display blind devotion toward religion, enjoying its ease and simplicity, and favors those who are able to think for themselves and benefit in meaningful ways from their religion. Steinbecks pitfalls of blind devotion, especially its tendencies towards isolation and lack of human connection, are exposed through his depiction of the character Mrs. Sandry. While the Joad family stays in a government camp in California called Weedpatch, the oldest daughter, Rose of Sharon, who is now pregnant, encounters Mrs. Sandry. Mrs. Sandry is a deeply religious, but somewhat odd and misfit woman who lives at the camp. She takes the time to warn Rose of Sharon about sin taking place around them. At the end of their conversation, she leaves Rose of SharonShow MoreRelatedThe Grapes Of Wrath By John Steinbeck Essay1622 Words   |  7 Pages The Grapes of Wrath John Steinbeck, widely viewed as one of the most finest and powerful American writer, born to a middle-class family in 1902 in the Salinas Valley of California. Steinbeck is a writer who often spoke for the people. The Grapes of Wrath is a great movie, published in 1939, filled with many universal truths and views on human nature and society, especially where class is concerned. In the article, John Steinbeck The Grapes a wrath: A Call to Action says, â€Å"Steinbeck’s novel showcasedRead MoreThe Grapes Of Wrath By John Steinbeck1075 Words   |  5 PagesKirsten Lloyd Mr. Eldridge AP Junior English 21 August 2014 Grapes of Wrath â€Å"Sometimes even to live is an act of courage.† (Seneca), In the 1939 novel, The Grapes of Wrath by John Steinbeck, the reader accompanies the Joad family as they struggle to escape the crippling Dust Bowl of the mid- 1930’s. In hopes of establishing a new life for themselves after being forced off their land the family embark on a journey from Oklahoma to California in search of fruitful crops and steady work alongRead MoreThe Grapes Of Wrath By John Steinbeck1563 Words   |  7 Pages John Steinbeck’s novel, The Grapes of Wrath, depicts a migrant farming family in the 1930s. During this time, life revolved around the Great Depression and the Dust Bowl, making circumstances difficult for almost everyone involved, especially those who had little. This time of drought and despair caused people to lose hope in everything they’ve ever known, even themselves, but those who did not, put their hope in the â€Å"promised land† of California. Here, the grass was thought to be truly greenerRead MoreThe Grapes Of Wrath By John Steinbeck1189 Words   |  5 Pagesâ€Å"The Grapes of Wrath† Shortly after being released John Steinbeck’s book â€Å"The Grapes of Wrath† was banned because many critics viewed the novel as promoting communist propaganda, or socialist ideas. The ideas that many of these critics point to is Steinbeck’s depiction of the Big Banks/ Businesses as monsters, the comparison of Government camps to a utopia in contrast of the makeshift â€Å"Hoovervilles,† and the theme of the community before the individual, In his novel â€Å"The Grapes of Wrath† John SteinbeckRead MoreThe Grapes Of Wrath By John Steinbeck1093 Words   |  5 Pages In John Steinbeck s The Grapes of Wrath, Tom Joad and his family are forced from their home during the 1930’s Oklahoma Dust Bowl and set out for California along with thousands of others in search of jobs, land, and hope for a brighter future. The Grapes of Wrath is Steinbeck’s way to expound about the injustice and hardship of real migrants during the Depression-era. H e utilizes accurate factual information, somber imagery, and creates pathos, allowing readers connections to the Joad’s plightRead MoreThe Grapes Of Wrath By John Steinbeck1190 Words   |  5 PagesThe Grapes of Wrath April 14th, 1939, John Steinbeck published the novel, The Grapes of Wrath. The novel became an immediate best seller, with selling over 428,900 copies. Steinbeck, who lived through both the Great Depression and the Dust Bowl, sought to bring attention to how families of Oklahoma outdid these disasters. Steinbeck focuses on families of Oklahoma, including the Joads family, who reside on a farm. The Joad family is tested with hardship when life for them on their farm takesRead MoreThe Grapes of Wrath by John Steinbeck702 Words   |  3 PagesJohn Steinbeck’s use of the intercalary chapters in The Grapes of Wrath helps weave the reader’s sympathy of the Joad family into a more broad sympathy for the migrant farmers as a whole, in the hopes that the readers would then be compelled to act upon what they have read. During the Great Depression, people had a big disconnect about what was happening in various parts of the country. People often struggle to find sympathy for events when they can’t even visualize a person who is suffering throughRead MoreThe Grapes Of Wrath By John Steinbeck2144 Words   |  9 PagesThe Grapes of Wrath is a well-known beloved novel of American Literature, written by John Steinbeck and published in 1939. Whoever said a road is just a road has not read The Grapes of Wrath. From the time we read when Tom Joad, novel’s protagonist, returns home after four years in prison; the meaning of roads changed. Route 66, also known as the mother road the road of flight, was a lifeline road, which allowed thousands of families to pursue their hopes and dreams. This road is also the road thatRead MoreThe Grapes of Wrath by John Steinbeck1014 Words   |  5 PagesJohn Steinbeck’s novel, The Grapes of Wrath, was first written and later published in the 1939. Fr om the time of its publication to date, the exemplary yet a simple book has seen Steinbeck win a number of highly coveted awards including Pulitzer Prize in 1940 and later on Nobel Prize for Literature in 1962. Set at the time of the Great Depression, the book most remarkably gives a descriptive account of the Oklahoma based sharecropper Joad’ poor family in the light of economic hardship, homelessnessRead MoreThe Grapes Of Wrath By John Steinbeck1064 Words   |  5 PagesThe Grapes of Wrath, originated from a John Steinbeck’s book, a legendary film that focus on a major point of American history. The story follows the Joad family on their journey to California trying to survive the hardships. This film, focus on the social problems of America like the Dust bowl, The Great Depression, and industrialism. The Grapes of Wrath was filmed in a journalistic-documentary style, which displayed the realism of the epidemic in the thirties. The thirties the period The Grapes

Freuds and Rogers Theories of Personality Psychotherapy

Freuds and Rogers Theories Personality Psychotherapy A comparison of Freud and Rogers theories of personality and psychotherapy Personality is the description of an individual through how the individual demonstrates his or her emotions and building relationship and their behavioral patterns. Two neurologists developed two theories to explain the formation of personalities. They were neurologist Sigmund Freud and psychologist Carl Rogers. Rogers and Freud worked in the field of psychotherapy dealing with positive mental well-being. Rogers gained popularity on the way he approached therapy: the client had a more direct function in the therapy while the therapist played a minor role. On the other hand, Freud is popular for his performance of the unconscious mind (Ryckman, 2008). Carl Rogers, Sigmund Freud and Albert Ellis are very common names for committing a huge impact in the field of psychotherapy in the twentieth century. Currently, many articles are debating on the striking variations in the therapeutic system. Therapies centered on individual, psychoanalysis, and Rational Emotive Behavior Therapy (REBT) are deeply linked in critical theoretical differences regarding the significant nature of the personality of the client. The stand of Ellis, Rogers, and Freud on three fundamental issues in the theory of personality, certainly relevant for psychotherapy practice is evaluated and completely analyzed. The fundamental issues are the potential of critical personalityShow MoreRelatedHistory and Theory Essay973 Words   |  4 PagesHistory and Theory The viewpoints if Sigmund Freud and Carl Rogers have similarities and differences. Both have made significant contribution to the psychology field. The theories from Freud and Rogers are still used in modern psychology. Freud is best known for creating psychoanalysis and Rogers is renowned for developing the person-centered therapy. The subject of this paper pertains to Freud’s and Rogers’ views of their respective theories, how different their theories would be ifRead MoreA Summary of the Psychodynamic Theory and Sigmund Freuds Ideas1826 Words   |  7 PagesIt is difficult to summarize psychodynamic theory without a brief discussion of Freud. Sigmund Freud is the father of psychoanalysis, the father of psychodynamic theory, and in effect the father of modern psychotherapy. Freuds notions retain quite a bit of popularity, especially his ideas that things are not what they seem on the surface. Because of his understanding of the mind and behavior, Freud considere d that overt behaviors were not always self-explanatory (or perhaps not often explanatoryRead MoreDescribe How Current Counselling and Psychotherapy Practices Emerged from Psychiatry and Psychology.1226 Words   |  5 Pagesand psychotherapy practice emerged from psychiatry and psychology. Use critical evaluation of theoretical evidence to support discussion points. 2, Analyse the similarities and differences between psychotherapy and counselling practices using evidence, aims and objectives relevant to practice and therapeutic need. Counselling and psychotherapy are very different areas of speciality than psychiatry or psychology. Yet it is from these two health practices that counselling and psychotherapy practiceRead MoreComparing Psychodynamic Psychotherapy and Person-Centered Psychology1735 Words   |  7 PagesPsychodynamic Psychotherapy and Person-Centered Psychology The counseling profession has a broad spectrum of possibilities when it comes to choosing which psychological approach to take. The field of counseling takes many forms and offers many career options, from school counseling to marriage and family therapy. As there are numerous styles in existence, it is important to be aware of the many approaches available to take. For my research two psychological approaches, Psychodynamic Psychotherapy and Person-CenteredRead MoreThe Father Of Person Centered Therapy And Humanistic Psychology1420 Words   |  6 PagesCarl Rogers is widely known as the father of person-centered therapy and humanistic psychology. He quietly revolutionized counseling theory and practice with his basic assumptions that â€Å"people are essentially trustworthy, that they have a vast potential for understanding themselves and resolving their own problems without direct intervention on the therapist’s part, and that they are capable of self-directed growth if t hey are involved in a specific kind of therapeutic relationship†. Rogers wasRead MorePsychodynamic Psychotherapy And Person Centered Psychology Essay1527 Words   |  7 Pagespsychological approaches, Psychodynamic Psychotherapy and Person-Centered Psychology, will be critically analyzed and discussed in depth in order to compare the techniques as well as effectiveness of each. Foundation of Psychodynamic Psychotherapy Psychoanalytic Psychotherapy was developed by Sigmund Freud during the Victorian Era in Vienna, Austria. Sigmund Freud’s psychological works set the base for the profession of psychology as well as the practice of modern psychotherapy. Freud believed human behaviorRead MoreThe Theory Of Personality Psychology1292 Words   |  6 Pages Personality psychology is a branch of psychology that focuses on the differences between people’s behaviors in terms of patterns, cognitions, and emotion. Personality psychology has been around for centuries, since Hippocrates’ Four Humors. Personality psychology has taken on many forms and has continued to develop throughout the centuries. Personality psychology is also developed with and from other fields of psychology like child development, behavioral, cognitive, and few others. PersonalityRead MorePersonality Is A Of A Coherent Picture Of An Individual948 Words   |  4 Pagesâ€Æ' Personality is a branch of psychology that focuses on the construction of a coherent picture of an individual and his or her major psychological processes and the individual differences that make up a personality. Personality is defined as the set of emotional qualities, ways of behaving, and thinking patterns, that makes a person different from other people (Miriam-Webster 2014). Sigmund Freud was among the first to delve deeper into the human minds. By observing patients with nervous disordersRead MoreHumanistic Psychology Essay1631 Words   |  7 PagesThe focus of this paper is the person-centered approach, which is the understanding of personality and human relationships in psychotherapy and counseling in the areas of client-centered therapy, education of student-centered learning, organizations, and other group settings. Even though psychoanalysis and behaviorism have made major contributions to psychology, it has influenced the understanding and practices of the humanistic m ovement, specifically with the therapies for the different mental disordersRead MoreComparing and Contrasting Psychoanalytic and Existential/Humanistic Perspectives4364 Words   |  18 PagesThis essay is about comparing and contrasting two out of the eight personality theories commonly used to decipher one’s personality. Those two are the psychoanalytic perspective and the existential/humanistic perspective. Both perspectives are equally important as they play a major role in understanding personality in different ways and explaining them as well. Freud’s psychoanalysis helps us to understand the individual’s personality from its early years right up to adulthood while existential and

Pycho by alfred hitcock Essay Example For Students

Pycho by alfred hitcock Essay PSYCHOA running theme that is presented to the audience in Psycho is the opposition that exists between good and evil. This is shown throughout the movie among the different characters. Examples can also be taken from conflicts within the characters. Certain conflicts and how the characters deal with them and each other are what shape the structure of the movie. The perception that the audience receives of the characters change throughout the movie by the different conflicts that arise. These conflicts show the audience many sides of good and evil portrayed by the different characters. One of the first impressions of evil in this movie is the character Tom Cassidy. His character is an affluent middle aged gentleman.He portrays society’s perception of America’s upper class, snobbishly rich. Cassidy flaunts his money in Marion’s face. He talks of his eighteen-year-old daughter who is getting married the next day. As her wedding gift he is buying her a house with forty thousand dollars cash. He claims that she has never had an unhappy day in her life. Though this is unrealistic, he proudly boasts about how his money is to thank for this. Another thought from Mr. Cassidy is that money does not buy happiness, but it buys off unhappiness. His interaction with Marion was brief but very vital to the next turn of events. Mr. Cassidy asked Marion point blank if she was unhappy. Her reply â€Å"not inordinately† shows that she is not completely happy with her life(Hitchcock). The major source of her unhappiness is the fact that she can not marry he r beloved Sam until he gets his feet on the ground financially. She then takes Mr. Cassidy’s advice on using money to buy off her unhappiness by stealing his money. Marion never makes a clear-cut decision. Packing her suitcase suggests that she has decided to go through with taking the money.People are able to commit acts they know are immoral only if they inhibit their conscious processes (Rothman, 262). Leaving the money on the bed while she packs suggests that she is unsure of her decision. Forcing herself to just â€Å"do it† she packs her car and leaves, heading for Sam’s hometown. While stopped at a stoplight she sees her boss and Mr. Cassidy crossing the street. This is the first sign to Marion that her attempt to steal the money is futile. Her thoughts are becoming less and less rational and more and more desperate. When she is awakened by the police officer she is once again reminded of the futility of her situation. At this point the audience is drawn towards Marion’s flight. They want her to succeed. Her goals have become the viewers’ goals. With Marion, the audience loses all power of rational control, and discovers how easily a â€Å"normal† person can lapse into a condition usually associated with neurosis. After her encounter with the cop, Marion quickly loses her ability to think rationally.She starts to imagine conversations, and kno ws that Sam will never accept the money. This fact itself shows that her sense of logic is gone. A rationally thinking person would have realized that she would never get away with the crime.As Marion drives on into darkness rain begins to fall heavily. The viewers’ begin to feel as Marion does, hopeless and weary. Her endless journey takes a turn due to an illumination on the side of the road. Marion exits her car at the Bates motel and finds a deserted office. She then turns to discover a large Transylvanian type house on the hill above the motel. A shadow is seen walking past an upstairs window, then a young man is then seen running down the stairs to greet her. He introduces himself as the proprietor of the motel, Norman Bates. As he is checking her in the two begin to converse. Norman finds out that Marion is very hungry. He offers to fix her dinner in the kitchen of the house on the hill. He shows her to her room and tells her to make herself comfortable. He said he would return once dinner was done. As Marion is left alone to unpack she hears a quarrel between Norman and his mother. The impression left by this first appearance of Norman’s mother is that of an overprotective old-fashioned woman. Arts Impact on Society EssayRecognizing the woman’s handwriting, he again questions Norman who then begins to back away from the answers he had given previously. Getting some of the answers that he desired he leaves the motel and calls Lila and Sam from a pay phone. He proceeds to explain that Marion had been at the motel earlier in the week, but had only spent one night and had left early the next morning. Deciding that he needed some more questions answered, he told Lila that he was going to return to the motel but that he would meet them within the hour. Returning to the motel, he encounters no one. Seeing a shadow in the upstairs window, he begins the ascent to the house on the hill. Finding the front door unlocked, he enters. Once inside the house, Aborgast sees a staircase leading to the upstairs bedroom. As he reaches the top of the staircase, Mrs. Bates emerges from the room yielding a knife. After being stabbed, he falls down the stairs where Mrs. Bates proceeds to stab him to death. After more than an hour had passed Lila finally convinced Sam that Arbogast would not just go on without letting them know. She is convinced that something happened and that they need to go check out the Bates motel themselves. When they check into the motel they pretend to be married. They devise a plan to corner Mrs. Bates. Sam detains Norman in the office while Lila searches the house. Once inside the Bates’ home Lila sneaks around carefully. She finds Mrs. Bates bedroom where everything is in perfect order, as if its been a long time sin ce its been used. The audience can almost smell the stale air that envelops the room. Lila then finds her way up to Norman’s room. You get the impression from his room that something is not right. The room looks like it belongs to a young boy and not to a grown man. After a careful search of the upstairs Lila still has not located Mrs. Bates. So she heads downstairs to look for her. As she does this she sees Norman running frantically for the house. She steps into the fruit cellar for a place to hide. Instead of finding a sanctuary she is terrified by the skeletal remains of an old woman. With this finding Lila cannot control herself and she screams aloud. With this a woman with long white hair runs down the cellar steps towards Lila with a huge knife. Sam screams right before the woman has a chance to harm Lila. A battle of strength between Sam and the woman then takes place. During the struggle a wig is knocked off of the woman’s head revealing Norman. The audience i s in disbelief at this point. The next scene takes place at the police station. Where a psychiatrist is busy talking to Norman. When he is done examining Norman he goes into the room where Lila and Sam are anxiously waiting. He then describes in detail what is going on in Norman’s mind. After his explanation the movie goes into the room where Norman/Mother is sitting alone. There is a fly in the room with her and she knows that people are watching her. Her last thought that the audience hears is her saying â€Å"Why she wouldn’t even harm a fly† (Hitchcock).

Tesol Methodology free essay sample

In this essay I am going to give some explanations taken from different books about what a method in second language teaching is. After that I am going to explain in a brief way, what in my opinion a method is. Furthermore, I am going to set my theory in a very specific context; culture, country, education, system, characteristics of the learners†¦ Moreover, I am going to define two different methods: The grammar-translation method and the direct method. And I am going to provide my personal opinion about those methods. Also I am going to explain why I have chosen them according to my own experience as learner. Besides, I am going to take some features from the two methods explained before and I am going to combine them to create what I consider a more useful method. And to conclude, I am going to give a summary of the paper, and of the conclusions I have reached at the end of it. The concept of method in language teaching is the idea that there is a collection of teaching practices based in a determined theory of language and of language learning. According to Richards and Rodgers’ (2001: 20) definition: ‘A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure’. Personally, I think that a method in language teaching is a program that all teachers should follow to teach a language. Each program is based on the different sections of language teaching such as reading, writing, listening and grammar. Some methods that nowadays are being applied are: the Grammar Translation Method, the Direct Method, the Audiolingual Method, Community Language Teaching, the Silent Way, Suggestopedia, Total Physical Response, and the Natural Approach. Each of those methods is applied in a different context. Depending on the necessities of the students, the teacher could apply one or other method. If the student wants to improve grammar, the teacher may use the grammar translation method. If the student wants to improve communication, the teacher may use the direct, the audiolingual method, the suggestopedia method or the natural approach. Along the history of language teaching there has been a great debate about the differences between method and approach, some teachers believe that there is no difference between method and approach and that both merge in just one category; method. According to Richard and Rodgers (2001: 20): â€Å"Approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. † On the other hand: â€Å"Design (Method) is the level of method analysis in which we consider (a) what the objectives of a method are; (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the roles of learners; (e) the role of teachers; and (f) the role of instruction materials. In my opinion an approach is a set of theories and principles about the nature of language, and a method (design) is the way you apply these theories and principles. This method is thought to be applied in secondary schools. The level of the students towards this method is going to be applied is intermediate level. The country in which this method is thought to be applied is Spain. The learners are going to have English as L2. The teachers are going to teach all the theory in English, but in some occasions they will use the mother tongue of the students. Because, although they understand the basic concepts in English, they do not have enough level to understand the whole lesson. The teacher will have to prepare in a great way his classes because he has to enjoy the student, to maintain their attention. In order to obtain their concentration, the teacher will use videos, internet†¦ GRAMMAR-TRANSLATION METHOD The grammar-translation method of foreign language teaching is one of the most traditional methods (late nineteenth and early twentieth centuries). It was originally used to teach dead languages (and literatures) such as Latin and Greek, and this has to do with its main aim to-wards written work to the virtual exclusion of oral production. This method was used for the purpose of helping students read and appreciate foreign language literature. Characteristics: 1. The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. 2. Classes are taught in the students mother tongue. It is used to explain new items and to enable comparisons to be made between the foreign language and the students native language. 3. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening. 4. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts. 5. Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization. 6. Vocabulary is taught in the form of isolated word lists. 7. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method. 8. Accuracy is emphasized. 9. Grammar is taught deductively- that is, by presentation and study of grammar rules, which are then practiced through translation exercises. Elaborate explanations of grammar are always provided. 10. The student’s native language is the medium of instruction. 11. Little or no attention is given to pronunciation. In my opinion the Grammar-translation method is a great one because the teacher uses the mother tongue of the students to teach the lesson. Personally I think that this is so important because when a teacher is introducing a foreign language to the students, they may feel uncomfortable and may not be receptive, whether if you teach the lesson in their mother tongue they can compare the words between the two languages and it is easier for them. Furthermore, it is essential for me the importance that this method gives to reading and writing. Because I think that the main issues that a student should study to know a language are reading and writing, and after that, he/she will understand everything of this language. DIRECT METHOD Towards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern foreign language teaching. Sauveur and other believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action. According to Franke, a language could best be taught by using it actively in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teacher must encourage direct and spontaneous use of foreign language in the classroom. Teachers began attempting to teach foreign languages in a way that was more similar to first language acquisition. It incorporated techniques designed to address all the areas that the Grammar Translation did not namely oral communication, more spontaneous use of the language, and developing the ability to think in the target language. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. 4. The learner should be actively involved in using the language in realistic everyday situations. 5. Students are encouraged to think in the target language. Vocabulary is acquired more naturally if students use it in full sentences rather than memorizing word lists. Grammar was taught inductively. 7. New teaching points were introduced orally. 8. Concrete vocabulary was taught by association of ideas. 9. Both speech and listening comprehension were taught. 10. Correct pronunciation and grammar were emphasized. 11. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. 12. Lessons should contain some conversational activity—some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible. In my opinion this method has some interesting ideas. I think that this method is addressed to a more concrete group of students with some specific necessities. For example for a group of students that want to improve their communication in the foreign language. Moreover I find this method so important because the lessons are explained in the target language, and the teacher uses images or objects to explain the words that the students do not understand. Personally I had an experience with this method, when I studied German for the first time. The teacher entered the lesson talking in German and no one understood anything and also we learned grammar inductively. Depending on the type of student and the necessities that they have I would take more features from one method than from the other. But for example, for students that know nothing from the foreign language I would take more features from the Grammar-Translation method. I would teach the lesson combining the mother tongue and the target language. Moreover, I would base the lessons on reading and grammar. Also I would choose texts that enjoy the students. Furthermore, I would make some exercises of speaking. Besides, I would teach vocabulary with images and objects, to make the lesson more interesting for the students and also I will introduce some videos or internet, to make the lesson fluent. But I will base my lessons in writing and reading. I would make exercises such as: -Dictation: The teacher chooses a grade appropriate passage and reads the text aloud. -Reading Aloud: Students take turn reading sections of a passage, play or dialog out loud. In this essay I have tried to explain what a method in second language teaching is. Besides, I have settled my own method in a specific context: country, students. And after that I have explained two methods that were interesting for me, giving my opinion and my experience about them. Furthermore I have compared both of them and also I have combined the best features of them into one method. In my opinion a method in language teaching is completely necessary, because a teacher can not use the same method with all the students. Depending on the age of the students and on their necessities the teacher should choose one or other, or even combine different ones. A teacher needs a method because he/she has to have a fixed lesson, he/she must to know what he/she wants to teach, and in what sections of language he/ she is going to focus on. There has been a lot of controversy along the history about the concept of method in language teaching; about the differences or similarities between the concept of method and approach. But in my opinion I think that there is a clear difference between them; an approach is a set of theories and principles about the nature of language, and a method (design) is the way you apply these theories and principles.