The approaches to teaching language well have undergone major changes and heated debates in the field of second language acquisitions

Audio-Visual Aids within Modern Classroom Auditory learners
Auditory learners are the people who concentrate more on the spoken word, instead of the written word. For these students, teachers can make use of taped recordings of lectures. Instead of reading from a textbook, auditory learners can benefit greatly if they are provided with computers having speech-recognition devices. Teachers can use microphones while giving lectures for the students who have hearing disabilities.
Visual learners
In the past, teachers would use slide projectors in classrooms. They have now been replaced by PowerPoint presentations. But the purpose of both is the same. Students who are visual learners will gain a better understanding of various concepts when they are explained through the use of graphic portrayals like charts, diagrams, and illustrations. Such students learning outcomes can be greatly augmented if teachers find visual supplements to be used during the lectures.
Incorporating movie clips
If the teachers choose to incorporate instructional videos in their lectures, it would not only facilitate the learning process but would also make it fun. Teachers can download video clips from the web and embed them in a PowerPoint presentation if the Internet facility is not available in the classroom. Before watching the video, teachers should explain what the students should be looking for in the video. After watching it, teachers should discuss the video with the students in order to make sure that the students understood the purpose of the video.
1.3. Implementation of authentic materials
The important thing to start with is to narrow down the meaning of 'authentic materials'. Yes, it is obviously a worthwhile thing for the students to have meaningful experiences in the classroom, to make language learning an educational process of self development and discovery as well as the learning of a language tool. But this has little or nothing to do with authentic materials. For using authentic materials simply means using examples of language produced by native speakers for some real purpose of their own rather than using language produced and designed solely for the classroom. Anybody who takes into the classroom a newspaper article, an advertise­ment, a pop song, a strip cartoon, or even a bus ticket, is using authentic materials. Teachers have always introduced such realia into their classrooms, and always will. The question really is whether it is helpful to their students.
To illustrate what authentic materials for teaching English might look like, let's look at some samples. The fair way of doing it, I thought, was to jot down all the pieces of English that happened to catch my eye during one particular day, October 8th, when I was travelling to a meeting in Oxford. First of all, over breakfast, I had time to look at nothing more than the headlines in the daily as shown, one note at a time
None of these extracts are faked, all of them are quite genuine as far as the limitations of my memory and notebook go. Yet I think they must strike a non-native speaker or a student with horror. None of them remotely resembles the English found in the classroom; even when the English itself is comprehensible, it is quite unclear what the message is actually about. Why is this?
One reason is the density of cultural and situational references. Take the notice in the taxi-cab (no. 7). In fact, I had to ask the driver what it meant, and received the answer that Cornmarket Street is essentially a pedestrian street, and taxis and buses are only allowed along it provided they go slowly; only local knowledge of Oxford makes it meaningful. Or take the notice on the petrol pump (no. 8). If you have the information that it is on an automatic pump, and that an English pound note has the Queen's head on it in a certain position, then you can see what it means. Without this information, the instructions are meaningless. Or no. 1, the headline '£200,000 Yankee not so dandy for Tote'. If you know the song 'Yankee Doodle Dandy', if you know that the Tote is the government sponsored betting scheme, and if you know that a yankee is a certain kind of accumulator bet, then you can begin to see what the headline is about. All of these demand very precise information about certain aspects of English life.
What is more, they reflect life very much on October 8th 1980. A few days earlier, or a few days later, they would have been meaningless. For instance, the advertisement 'The world champion suit' which had been altered by a graffiti writer to 'The ex-world champion suit' was on a poster which showed an English world champion boxer wearing a suit; the 'ex' had been added because a few days before he had gone down to an ignominious defeat. No. 1, the newspaper headline 'High Court Move on Rampton Brutality', referred to an investigation into the troubles at a mental hospital called Rampton; this investigation is at a totally different stage at the moment of writing and will probably be quite forgotten by the time you read this. The point, then, is that much authentic writing is essentially ephemeral; it is highly relevant to the moment when it is written, but perishes a moment after. Nothing is so stale as yesterday's news.