THE GRAMMAR-TRANSLATION
METHOD
GOALS OF TEACHERS
Be able to read literture writen
in the traget language, provides
students with good mental
exercise, developing their mind
STUDENT AND TEACHER ROLE
*Authority in the classroom .
Students do as she syas so they
can learn what she knows
TEACHING LEARNING PROCESS
Study grammar deductively, they are given
the grammar rules and examples,memorize
them then asked to apply the rules in other
examples. They memorize native language
equivalents for target language vocabulary
words
NATURE STUDENT-TEACHER
INTERACTION STUDENT-STUDENT
Most interaction is from the
teacher to the students.there is a
Little student iniciation nad Little
interaction student student
FEELING OF THE
ESTUDENTS
There are no principles
LANGUAGE AND CULTURE VIEWED
Literary language is considered
superior to spoken language. Culture
is viewed as consisting of literature
and the fine art
AREAS OF LANGUAGE AND
LANGUAGE SKILLS ARE EMPHIZED
Vocabulary and gramar
Reading and witing ,less atention
*
given to speaking and listening
ROLE OF THE STUDENS’ NATIVE
LANGUAGE
the meaning of the target language is
made clear by translating it into the
student's native language .the language
that is used in class is mostly the
student's native language
EVALUATION ACCOMPLISHED
Written test , traslate from their
native language into the target
language or viceversa
RESPOND TO STUDENT
ERRORS
Teacher supplies with the
corret answe r
TECHNIQUES
TRANSLATION OF A LITERARY PASSAGE READING AND COMPREHENSION
Traslate a Reading passage from the target QUESTIONS
language into native language ,particular *question within the reading passage
gramar rules and vocabulary, written or spoken *infernces based on the
traslate undesrtanding
*relate the passage to their own
experiences
ANTONYMS /SYNOMYS
COGNATES
*set of Word asked to find synonyms and
*Spelling and sound patterns that
antonomys based on thir understanding
correspond between
languages,mrmorize word
DEDUCTIVE APPLICATION RULES
Grammar rules are presernted with
FILL IN THE BLANKS EXERCISE
examples
*Series of sentences with Word
missing fill them with new vocabulary
items
MEMORIZATION
*Lists of target language vocabulary words
and their language equivalents are asked to
memorize them
COMPOSITION
The teacher gives students a topic to
USE WORDS IN SENTENCES
write about in the target language
*in order to show that students
undersandthe meaning and use of the new
vocabulary

GOALS OF TEACHERS
*Teachers intend that students
learn how to communicate in
the target language
STUDENT AND TEACHER ROLE
*Are more like parteners in the
teaching learning process.
TEACHING LEARNING PROCESS
*Theacher demostrates MEANINGS THROUGH
THE USE OF REALIA,PICTURES OR PANTOMIME ,
words nerver are translate , student speak in the
target language *Grammar is taught inductively
*An explicit grammar rule may never be
given,new words in complete sentences
NATURE STUDENT-TEACHER
INTERACTION STUDENT-STUDENT
*The intercation is active between
borth , students converse with one
another as well.
FEELING OF THE
ESTUDENTS
There are no principles
THE DIRECT METHOD
LANGUAGE AND CULTURE VIEWED
*Language is spoken , not written
*Culture consisting of the history of the
people who speak the target language
AREAS OF LANGUAGE AND
LANGUAGE SKILLS ARE EMPHIZED
*Vocabulary is emphasized over
gramar
*It Works on all four skills, speaking is
seen as basic,pronunciation revices
attention
ROLE OF THE STUDENS’ NATIVE
LANGUAGE
*Native language should not be used in
the classroom
EVALUATION ACCOMPLISHED
*could be an informal
evaluation,students are asked to use the
language, oral interviews or writing
paragraphs
RESPOND TO STUDENT
ERRORS
*teacher tries to srtudents to
self-correctt whenwver
possible
TECHNIQUES
READING ALOUD GETTING STIDENTS TO SELF
*Reading sections of a passage,play or CORRECT
dialogue out loud by turns, Teacher uses *Asking them to make a choice
between what they said and an
uses ,pictures ,realia or other means to make
alternative answer.
the meaning of the section
*Teacher to repeat what the student
said,stopping just before the error
QUESTIONS AND ANASWER EXERCICE
*Only in the target language ,asked
FILL IN THE BLANKS EXERCISE
questions and answer in full sentences so
*All ítems are in the target
that they practice new woerd and gramatical
language , no explicit gramar rule
structures
would be applied,thry would have
inducedd th gramar rule they need to
CONVERSATION PRACTICE
fill in the blancks
*A number of questions in the target
language which contained a particular
MAP DRAWING
gramar structure
*Each student could have a turn
giving the teacher instrcutions for
DICTATION finding and labeling one geographical
*Teacher reads the passage 3 times and feature.
students write
PARAGRAPH WITING
*Teachers asked the students to write a paragraph in
their own words ,they could have th Reading passage
in the lesson as a model

GOALS OF TEACHERS
*Students able to use the target
language communicatively
forming new habits in the taget
laguage and overcoming the old
habits of their native language
STUDENT AND TEACHER ROLE
*Teacher is like an orchestra leader , diricting
and controling providing a good model of
imitation.
*Students are imitatotors follw and respond
as accurately and as rapidlyas possible
TEACHING LEARNING PROCESS
*New patterns are presented trough
dialogues this are learned through imitation
and repetition(drills)
*explicit grammar rules are not provided,
cultural info is contextualized in dialogues
*Reading and written work is based upon the
oral work that they did earlier
NATURE STUDENT-TEACHER INTERACTION
STUDENT-STUDENT
*Most interacction between teacher and
students, there is student student interaction
in differents roles in dialogues
FEELING OF THE
ESTUDENTS
There are no principles
THE AUDIO LINGUAL METHOD
LANGUAGE AND CULTURE VIEWED
*Language comprises several
levels:phonological morpological and
syntactic
*Cukture cosist of the eceryday
behavior and lifestyle of the target
language speakers
AREAS OF LANGUAGE AND
LANGUAGE SKILLS ARE EMPHIZED
*Sound system and gramatical
pattern
*Order of skills presentation :
listenin , speaking(most) Reading and
writting
ROLE OF THE STUDENS’ NATIVE
LANGUAGE
*A contrastive analysis between the
students native language and target
language will reveal where a teacher
should expect the most
interference(target lang is used)
EVALUATION ACCOMPLISHED
*To supply an appropriate verb in a
sentence, focus only one point in the
language at a time
RESPOND TO STUDENT ERRORS
* through the teachers awareness of
where the students will have difficulty,
TECHNIQUES
DIALOGUE MEMORIZATION
*Through mimicry take roles memorize
and switch, after taht students might
perform the dialogue
BACKWARD BUILD UP (EXPANSION) DRILL
*Expand what they are repeating part by
part until they are able to repeat entire line.
REPETITION DRILL
* Rpeat the teachers model as accuaretely
and as quickly as possible
CHAIN DRILL
*Chain of conversation taht forms around
the room as students,one by one, it allows
some controlled communication. To check
each students speech
SINGLE SLOT SUBTITUTION DRILL
*Tecaher says a Word or phrase, students
repeat the line the teacher has given them,
substituting the cue into the line in its
proper place. Is to give the students practice
in finding and filling in the slots of a
sentence
COMPLETE DIALOGUE
*Words are ereased from a dialogue,filling
blanks
MULTIPLE SLOT SUBTITUTION DRILL
*The teacher gives cue phrases, one
at time, that fit into different slots in
the dialogue line.
TRANSFORMATION DRILL
*Kind of sentence pattern taht will be
transform, or changing statement
inrto a question
QUESTION AND ANSWER DRILL
*Students should answer the
teachers questions very quickly .This
gives students practice with the
questions pattern
USE OF MINIMAL PAIRS
*Pirs of words which differ in only
one sound:ship-sheep, perceive the
difference and latewr to be able to
say both, contrastive analysis
GRAMMAR GAME
*Games are designed to get students
to practice a gramar point within a
context(supermarket)

GOALS OF TEACHERS
Be able to read literture writen
in the traget language, provides
students with good mental
exercise, developing their mind
STUDENT AND TEACHER ROLE
*Authority in the classroom .
Students do as she syas so they
can learn what she knows
•*
TEACHING LEARNING PROCESS
Study grammar deductively, they are given
the grammar rules and examples,memorize
them then asked to apply the rules in other
examples. They memorize native language
equivalents for target language vocabulary
words
NATURE STUDENT-TEACHER
INTERACTION STUDENT-STUDENT
Most interaction is from the
teacher to the students.there is a
Little student iniciation nad Little
interaction student student
FEELING OF THE
ESTUDENTS
There are no principles
THE SILENT WAY
LANGUAGE AND CULTURE VIEWED
Literary language is considered
superior to spoken language. Culture
is viewed as consisting of literature
and the fine art
AREAS OF LANGUAGE AND
LANGUAGE SKILLS ARE EMPHIZED
Vocabulary and gramar
Reading and witing ,less atention
given to speaking and listening
ROLE OF THE STUDENS’ NATIVE
LANGUAGE
the meaning of the target language is
made clear by translating it into the
student's native language .the language
that is used in class is mostly the
student's native language
EVALUATION ACCOMPLISHED
Written test , traslate from their
native language into the target
language or viceversa
RESPOND TO STUDENT
ERRORS
Teacher supplies with the
corret answe r
TECHNIQUES
TRANSLATION OF A LITERARY PASSAGE READING AND COMPREHENSION
Traslate a Reading passage from the target QUESTIONS
language into native language ,particular *question within the reading passage
gramar rules and vocabulary, written or spoken *infernces based on the
traslate undesrtanding
*relate the passage to their own
experiences
ANTONYMS /SYNOMYS
COGNATES
*set of Word asked to find synonyms and
*Spelling and sound patterns that
antonomys based on thir understanding
correspond between
languages,mrmorize word
DEDUCTIVE APPLICATION RULES
Grammar rules are presernted with
FILL IN THE BLANKS EXERCISE
examples
*Series of sentences with Word
missing fill them with new vocabulary
items
MEMORIZATION
*Lists of target language vocabulary words
and their language equivalents are asked to
memorize them
COMPOSITION
The teacher gives students a topic to
USE WORDS IN SENTENCES
write about in the target language
*in order to show that students
undersandthe meaning and use of the new
vocabulary