METHOD

• Use of mother tongue.
• Vocabulary items are taught in the form of word lists.
• Elaborate explanations of grammar.
• Focus on the morphology and syntax.
• Reading of difficult texts early in the course.
• Practice focuses on exercises translating sentences or texts from mother tongue to the target language and vice versa.

It is surprising to see that the Grammar Translation Method was still in use in some classrooms during the late decades of the 20th century. May be, it’s  because it bears some advantages.

Advantages

• Translation is the easiest and shortest way of explaining meaning of words and phrases.
• Learners have no difficulties to understand the lesson as it is carried out in the mother tongue.
• It is a labor-saving method as the teacher carries out everything in the mother tongue.

http://www.myenglishpages.com/blog/grammar-translation-method/

WHAT IS GRAMMAR TRANSLATION METHOD?

ACTIVITY 

Translate the following literary passage in your native language:

I entered the room where the corpse lay, and was led up to the coffin. How can I describe my sensations on beholding it? I feel yet parched with horror, nor can I reflect on that terrible moment without shuddering and agony, that faintly reminds me of the anguish of the recognition. The trial, the presence of the magistrate and witnesses, passed like a dream from my memory, when I saw the lifeless form of Henry Clerval stretched before me. I gasped for breath; and, throwing myself on the body, I exclaimed, ‘Have my murderous machinations deprived you also, my dearest Henry of life? Two I have already destroyed; other victims await their destiny: but you, Clerval, my friend, my benefactor' –

The human frame could no longer support the agonizing suffering that I endured, and I was carried out of the room in strong convulsions.

Frankenstein, Volume 3, Chapter 4

 TASK BASED LANGUAGE TEACHING

Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call.  This method encourages meaningful communication and is student-centred.

Characteristics:

• Students are encouraged to use language creatively and spontaneously through tasks and problem solving
• Students focus on a relationship that is comparable to real world activities
• The conveyance of some sort of meaning is central to this method
• Assessment is primarily based on task outcome
• TBLT is student-centered

Task-Based Language Teaching (TBLT) is the latest trend in SLL approaches.  Although it has produced very positive results in certain contexts (eg small class sizes of immigrant children), like every method that has preceded it, TBLT is also revealing its weaknesses.  Broady (2006) notes that TBLT may not provide sufficient "Interaction Opportunities."  Bruton (2005) identifies other concerns:

• There is no acquisition of new grammar or vocabulary features
• Everything is left to the teacher
• Not all students are or will be motivated by TBLT
• Some students need more guidance and will not or cannot `notice´ language forms (grammar) or other elements of accuracy
• Students typically translate and use a lot of their L1 rather than the target language in completing the tasks.

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/taskbasedlanguageteaching.html

Activity

Topic: Fruits 

Pretask (Input): Teacher are going to show to the students different pictures with the vocabulary of fruits. Teacher has to write the question What is your favorite fruit? on the table and to explain at the students the meaning. 

Task: Students have to interview their partners and they have to ask What is your favorite fruit? They have to write the name of your partner and the fruit. For example: Luisa likes the apples, Santiago Likes the pears. 

Output: Students have to analize the information and they have to find what  fruit is the best for them.


Created by: Jasbleydi Rincón and Teacher

 DIRECT METHOD 

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

http://www.teachingenglish.org.uk/knowledge-database/direct-method

Activity Direct Method 

Teacher explains vocabulary fruit by fruit images for students to recognize and learn vocabulary. To explain the teacher can not use the L1, explains in English only.

Created by: Jasbleydi Rincón

TOTAL PHYSICAL RESPONSE 

TPR stands for Total Physical Response and was created by Dr. James J Asher. It is based upon the way that children learn their mother tongue. Parents have 'language-body conversations' with their children, the parent instructs and the child physically responds to this. The parent says, "Look at mummy" or "Give me the ball" and the child does so. These conversations continue for many months before the child actually starts to speak itself. Even though it can't speak during this time, the child is taking in all of the language; the sounds and the patterns. Eventually when it has decoded enough, the child reproduces the language quite spontaneously. TPR attempts to mirror this effect in the language classroom.

http://www.teachingenglish.org.uk/article/total-physical-response-tpr

ACTIVITY TPR

Topic: Fruits 

English Class July 14th-Liceo Los Fundadores Third Grade 

There are different fruits in the classroom  teacher order the students the commands: raise a hand the apples, raise a hand the bananas, raise a hand the pears, and the students have to raise a hand only the fruits that they listen. Also, teacher can teach the colors for example: raise a hand the fruits the red color, the yellow color, etc.

English Class July 14th-Liceo Los Fundadores Second Grade

Created by: Jasbleydi Rincón Álvarez 

AUDIOLINGUAL METHOD

Typically, the audio-lingual method includes drills and pattern repetition. There are four parts to this method:

Repetition – the students repeat what the teacher says. Example: Teacher – “I walk to school”. Students – “I walk to school”.

Inflection – the teacher says a word, the students say another form of one of the words back to the teacher. Example: Teacher – “I walk to school”. Students – “I walked to school”.

Replacement – the teacher says a sentence and the students replace on of the words for a different word. Example:Teacher – “I walk to school”. Students – “I run to school”.

Restatement -  the teacher says a sentence and the students rephrase the sentence. Example: Teacher – “Tell me to walk to school”. Students – “Walk to school”.

http://blog.about-esl.com/audio-lingual-method-teaching-english/

ACTIVITY

Listen the song, then put the Word in the space and repeat the song:

LETRA 'YOU`VE GOT A FRIEND IN ME'

You've got a ________in me You've got a friend in me When the road looks rough ahead And you're miles and miles from your nice warm bed You just remember what your old pal said Boy, you've got a friend in me Yeah, you've got a friend in me You've got a friend in me You've got a friend in me If you got ________ I got them too There isn't anything I wouldn't do for you We stick together, we can see it through Cause you've got a friend in me Yeah, you've got a friend in me Some other folks might be a little bit smarter than I am Bigger and stronger too Maybe But none of them Will ever love you The way I do It's me and you, boy And as the ________go by, Our friendship will never die You're gonna see it's our destiny You've got a friend in me You've got a friend in me Yea You've got a friend in me. Fuente: musica.com Created by: Jasbleydi Rincón Álvarez