methodology...The gramar- translations method.

Techniques and Principles”

                                         In Language Teaching

The gramar- translations method.

1 It has been said that the Grammar-Translation Method teaches students

about the target language, but not how to use it. Explain the difference

in your own words: It was previously believed that when reading the literature of a foreign language students would improve their mother tongue speech and would feel more familiar with the grammar of their own language but it was recognized that students would probably never use the target language, since the study of learning would help the vocabulary of their own language and it is not like that.

2 What are the clues that this method had its origin in the teaching of the

classical languages, Latin and Greek? Its origin (Chastain 1988) this method was used for the purpose of helping students to read and appreciate the literature of the foreign language, but the mental exercise of learning it would be beneficial anyway.

B Apply what you have understood about the Grammar-Translation

Method: Give text, book magazine that has an enriching content where well-known words and words to know according to the study level of the students appear, then they are asked to read a first paragraph identifying the words they do not know and in turn giving meaning to the text read, understanding the given content, then they are asked to translate them and formulate short sentences with them (such as: fabulous, extinct, deformed etc.)

They are also asked to construct new words imagined by them and to formalize short sentences using connectors.

1 Think of a particular group of students you have recently taught or are

currently teaching. Choose a reading passage from a literary work or a

textbook or write one yourself. Make sure it is at a level your students

can understand, yet not at a level that would be too simple for them.

Try translating it yourself as a test of its difficulty. Identify the vocabulary

you would choose to work on. Plan vocabulary exercises you

would use to help your students associate the new words with their

native language equivalents:

Reading: in the 1960s, Martin Luther King Junior said; "If a man is called to be a Street Sweeper, I should sweep streets even as a Michelangelo painted, or Beethoven composed music or Shakespeare wrote poetry. He should sweep streets so that all the hosts of heaven and earth will pause to say, here lived a great street sweeper who did his job well. "

Vocabulary: sweep, heaven, mankind, spoil, gamble, thick, dinner party.

2 Pick a grammatical point or two contained in the same passage.

Provide the explicit grammar rule that relates to each one and give:

Contenido:  Greetings and introductions:

How Nancy? How are you?

She is my friend Mary.  Nice to meet you Mary.

Vocabulario: Formal: hello? Good morning nice to meet you.

Informal: hi! Bye, glad, good bye.