Introduction: Recently, a great debate has arisen on the question of teaching methods and their usefulness for actual classroom practice. Some authors are beginning to assert that the methods are dead and are no longer taken into account in the teaching/learning process, such as Brown (2002). While others, such as Bell (2007), believe that method always plays an essential role in the educational learning process. This essay will examine these two views in relation to my own experience as a teacher and teacher trainer. I will first summarize the two points of view, then review the usefulness of the methods in relation to my profession and my context. Summary of the two points of view: Brown (2002) claims the death of methods signaling he post-method era where there is no place for formulas in second language teaching. Basing his literature on the findings of linguists about the failure of methods to solve learning/teaching problems. The main attack on the methods is: The methods are too prescriptive, they are "loaded with interesting knowledge" and it is not possible to empirically prove that they work in a real classroom. It turns to the principles approach to language teaching with its twelve principles and the three stages of the “elaborate process” of diagnosis, treatment and evaluation” to adapt to different contexts and situations. However, the fact of the uselessness of the methods seems to be correct in its theoretical phase, and as a debate between linguists according to Bell (2005). David Bells conducted a survey to measure the extent to which methods are/are not taken into account in practice in classrooms, with the aim of investigating Block's claim that "While the notion of method no longer plays a significant role in the reflection on the methods applied... ... in the middle of a sheet of paper... do not deviate from the books in which they were typed. How can I - as a teacher - develop certain "unknown" techniques based on unclear principles. Are the approaches always ambiguous, especially for the less trained? or experienced teachers Richards & Rodgers (2001). As teachers, we will always need prescribed methods, not to follow them rigidly, but to have more choice. “There never has been and probably never will be one method that fits all. " Nunan (1991: 228). And there are always "aspects of all methods which could be usefully incorporated into classroom practice" (Ibid: 248). Conclusion: To conclude, although the methods do not give a unique solution to teaching and learning problems, they still give us a rich source of solutions to adapt, modify and develop in our own contexts We may not be able to claim their death, either now or in the future. close..