Different ideas taken from other slides and the book called Make it happen from Interactive to Participatory Language Teaching.

1. Cecilia Maller A.
Teaching English for Secondary
Education

2.  The grammar- translation method of
foreign language teaching is one of the
most traditional methods.
 Also known as the “Prussian Method”,
widely used in Europe and America
(19th to mid 20th c)
 It was originally used to teach ‘dead’
languages (and literatures) such as Latin
and Greek, involving little or no spoken
communication or listening
comprehension.

3. To read and translate literary
masterpieces and classics.
By teaching rules and applications

4.  Lessons start with a reading , then the grammar
ruled is illustrated. Directions and explanations
given in L1.
 Often several examples of unrelated sentences
demonstrated how the rule worked.
 New words presented + the meaning or definition
in L1.

5.  These words were included in the reading.
syntactically and semantically above learner´s
level of proficiency.
 Readings are translated directly into L1 and then
discussed in the native language too.
 Lessons grammatically sequenced, Ss expected to
produce errorless translations from the beginning

6. Grammar only later applied in the
production of sentences through
translation from one language to the
other. e.g:
Do you have a big house? =
………………………….
I don’t know where England is. =
………………….

7.  Students will be able to read literature written in
the target language
 Students will be able to translate from one
language to another.
 To help students to develop reading and writing
skills.

8.  To help students read and appreciate foreign
language literature.
 Students can become more familiar with the
grammar of their native language.
 Helpful for mental exercise.

9. PRINCIP
LES

10.  Literary language is superior to spoken
language. Literature and fine arts are very
important.
 Translating L1-L2 and L2- L1 is an important
goal for learners.
 Teacher- centered classes.
 The ability to communicate with L2 is not among
the goals of instruction.

11.  The primary skills to be improved are
reading and writing.
 Focus on accuracy (grammatical correctness) and
not fluency.
 Ss should be conscious of the
grammatical rules of L2=target Lg.
PRINCIPLES

12. 1. Translation of a literary passage
› Students asked to :
read a literary passage translate L2 to L1.
Translation written or spoken.
It was supposed they understood their
meaning

13.  Reading comprehension questions
› Students answer these questions in L2
› Answers to the questions may be:
 Antonyms / synonyms
› Students are asked to:
-find antonyms in the reading passage or,
-to define a set of words based on their
understanding.
inferred
Related to
experience
Contained in the
text

14.  Deductive application of rule.
› It is important for students to learn about the
forms(grammar rules) of the target language.
› Grammar rules are presented with examples.
› Students are asked to apply the rules on
examples they are given.

15.  Fill in the blanks
› T give students sentences with word missing.
› Students should fill in the blanks with the new
vocabulary or with a particular grammar
type.
 Memorization
› Students are asked to memorize new words,
grammatical rules, and verb conjugation.

16.  Use the words in sentences
› Students are asked to make up sentences
with the new words they learnt in the text
› This technique can show whether students
really understand the new words or not.
 Composition
› Students are asked to write a composition in
L2.
› The topic is based on some aspect of the
reading passage.

18.  An effective way for application of
grammar and sentence structure.
 Least stressful for students as they use L1.

19.  Wrong idea of what language is.
 Unnatural method. It starts with the teaching of reading not
listening.
 Speech is neglected as it lays emphasis on reading and writing.
 It does not give pattern practice.
 Less learners’ motivation
 Create frustration on learners