THE TEACHER’S AIM

01 IN THE METHOD
 The teacher’s aim in the method

◊ Students are able to read literature written in the target language.

◊ Students need to learn grammatical rules and vocabularies.
◊ Language learning provides students with good mental exercises
 THE TEACHER’S ROLE
02 IN THE METHOD
 The teacher’s role in the method

◊ The teacher is the authority of the classroon.

◊ The students do what teacher says

Teacher : center
03 TEACHER AND STUDENT’S
INTERACTION
Teacher and student’s interaction

◊ teacher – st interaction: dominant

T------------- S
◊ little student-student interaction.
S<---------S
 ERRORS IN TEACHING
04 AND LEARNING PROCESS
 Errors in teaching and learning process

◊ In teching process: teacher’s error is unacceptable because

students learn what the teacher knows.

◊ In learning process: if students make errors or do not know

an answer, the teacher supplies them with the correct
answer.
 USES OF
05 MOTHER TONGUE
Use of mother tongue
In GTM students study the target language through
mother tongue
06 KINDS OF TASK
 Translation of a literary passage
 Students translate a reading passage from the target language into
their native language.
 Both of them
The translation may be written or spoken or both.
as cool as a cucumber
Very calm & composed and
untroubled by stress
Reading comprehension questions
Students answer questions in the target language based on
their understanding of the reading passage
Find antonyms or synonyms
Students are given one set of words and are asked to find
antonyms in the reading passage.
Cognates

Students are taught to recognize cognates by learning the

spelling or sound patterns that correspond between the
languages.
Ex: the English ending –ty often coressponds to the
Spanish endings –dad and -tad
 Cognates
Students are also asked to memorize words that look like
cognates but have meanings in the target language that
are different from those in the native language.

Ex: the word “main”

+ in english means primary
+ in french means hand
This technique would only be useful in languages that share
cognates.
 Deductive application of rule
Grammar rules are presented with examples. Once students understand a
rule, they are asked to apply it to some different examples
 Fill-in-the-blanks

Students are given a series of

sentences with words missing.

They fill in the blanks with new

vocabulary items or grammar items
such as prepositions or verb tenses.
 Memorization

Students are required to

memorize word list and
grammatical rules
Use words in sentences

In order to show that students understand the meaning

and use of a new vocabulary item, they
make up sentences in which they use the new words.
 Composition
The teacher gives the students a topic to write about in the
target language.
 STRENGTHS &
07 SHORTCOMINGS
 Strengths

 It helps teacher to clear the meaning of abstract words and

complicated sentences by translating them into the mother tongue.
 Systematic study of grammatical rules plays an important role in
fostering students’ ability of reading comprehension and producing
grammatically correct sentences.
 The focus on understanding literary texts provides the situation in
which reading and writing abilities are well trained.
 Strengths

 The Grammar-Translation makes few demands on teachers

 It is beneficial to use in the class where there are students of various

levels - very intelligent and not-so-very intelligent. Especially, this
Method is very useful for the average and below-average students
 Shortcomings
 Over-emphasis on translation can make the learners
dependent on the first language.

 The Grammar-Translation puts too much emphasis on reading

and writing but not listening and speaking.
Only teacher speaks  It doesn't help the students to learn correct
pronunciation of the target language.
 Shortcomings
 In the Grammar-Translation Method, the texts are mostly taken form
literary works. The language learned often doesn’t meet the
practical needs of the learners
 The students don't develop the power of thinking in the target
language. They become mentally lazy.
 Memorizing grammar rules and bilingual word lists does not
motivate students to actively communicate in the target language.
 THE TEACHER’S AIM
01 IN THE METHOD
The teacher’s aim in the method

◊ To teach learners to think in target language without

translating into L1
◊ Teaching learners to communicate in target language.
◊ To help students use English everyday situation
 THE TEACHER’S ROLE
02 IN THE METHOD
 The teacher’s role in the method

◊ Teacher – students partner in the teaching/learning

process
◊ The role of the teachers is very important, they ask to the
students constantly, encourage them to participate in class
and correct their mistakes immediately.
 CHARACTERISTICS OF
03 TEACHING/LEARNING
PROCESS
Characteristics of teaching/learning process:
 Direct associations between meaning and L2:
demonstration through realia, pictures, or
pantomime is used
 No translation
 Situational syllabus
 Inductive grammar teaching
 Practice of vocab by using new words in
complete sentences.
 Example: Teacher teaches new word “ red”

 Don’t say or write on the board “ red” = màu đỏ

 Bring several objects of the color—perhaps a
red book, a red apple and so on.
 Every time T points to the objects, says “ This is
red” or “ Red” (Ss repeat)
 To check for comprehension, point to an object
of different color, say a blue pen, and ask,
“Red?” The class should give a resounding ”No!”
Inductive grammar
teaching

• Don’t show rule

• Exercises and questions

guide the learner to draw
out the grammar rule
Situational syllabus
The syllabus is based on situation or topic (as if
students were in real situation)
E.G :
Classroom interaction

 Teacher-student

 Student-student : teacher directed

-> Students less passive

Language focus

 Oral communication is primary

communication
 Emphasized Speaking and Listening skills
 Vocabulary is emphasized over grammar
 Pronunciation receives much attention
04 USES OF MOTHER TONGUE
 Use of mother tongue
• Avoidance of Mother tongue
E.g Sts ask the word “ apple”, teacher don’t say “ quả táo”, teacher
should draw on the board or show apple object.
05 ERROR CORRECTION
• Teacher ensures Self correction by students
• An opportunity to review and reconsider response
• Sense of liberation from teacher control
• Avoidance of negative feelings like embarrassment,
humiliation at being pointed, low self confidence, fear of
being singled out, fear of being laughed at.
• E.g : In classroom
T : What is this ? (show picture “ elephant”)
S: This is a elephant
T: This is a elephant or an elephant
S: This is an elephant (correct answer)
06 TECHNIQUES
 Reading aloud
 Question and answer (answers in full sentence)
 Getting Ss to self-correct (different ways of self correction)
 Conversation practice (asking and answering in L2)
 Fill-in-the-blank
 Dictation
 Map drawing
 Paragraph writing
 Reading aloud
Students take turns reading. At the end of each
student’s turn, the teacher uses gestures,
pictures, realia, examples, or other means to
make the meaning clear.

✘ E.g TA10 , unit 15 : Cities, Reading, page 157

The teacher asks students to read aloud a
passage about the New York city first and he
points to a part of the picture after each sentence
is read.
► Reading skill will be developed through the practice with speaking.
► Visual aid
 Question and answer exercise
• only in target language
• Students are asked questions and answer in full sentences
• E.g TA10 , unit 15 : Cities, Reading, task 3, page 158
The teacher asks questions about the pictures or passage in the
target language and the students are asked to reply in a full
sentence in the target language, too.

►Ask students to
think in the target
language as quickly
as possible
Getting students to self-correct

 by asking them to make a choice

 using a questioning voice
 stopping before the error
Getting students to self-correct
E.G Grammar
S: She have an apple
T: She have ( ↑ ) an apple
S : She has an apple (correct)
Pronunciation
S: I spend 2 hours /’haʊəz / studying for math subject
T : I spend 2 (stop) hours /’haʊəz / studying for math subject
S: I spend 2 hours /ˈaʊəz/ studying for math subject (correct)
►Self-correction
Conversation practice
 Teacher asks students some questions in the target language
 questions contained a particular grammar structure (T→S; S→S)

 E.g The teacher asks questions his students about New York city
and give 5 mins to students work in pairs or in groups. After that,
Sts answer the questions
►Communication
 Fill-in-the-blank exercise

 all the items are

in the target
language

 no explicit
grammar rules
would be applied
Dictation
 Teacher reads the passage 3 times
 normal speed
 phrase by phrase with pausing long
 normal speed again
E.g In order to develop students’ writing abilities, the teacher
dictates a paragraph about New York City.
►Writing is an important skill.
Map drawing

A map with unnamed geographical features. The

teacher gives directions and students label the
map. Then change the roles.
57
Paragraph writing
 to write a paragraph in their
own words by using the
teaching materials a model.

 E.g TA10 unit 15, writing ,

task 1 (sample) and task 2
(write)
 STRENGTHS &
04 SHORTCOMINGS
Strengths
 Learners have an active role.
 The learning is contextualized.
 It follows the natural order in which a child learns
 It puts a great emphasis on speaking, the most
important skill for many learners.
 It avoids the unnatural block of translation in the
communication process
 Useful if Ss need to use English in everyday life
Shortcomings
✘ It is an incomplete method: too much emphasis on
speaking. It neglects reading and writing.
✘ It requires efficient teachers: speak English through all
lesson
✘ Students may be afraid of asking question
✘ Material facilities aren’t available: requires the use of
audio-visual aids
✘ The classes are over-crowded: teacher don’t control class
✘ It is difficult for explanation: abstract words
 E.G . abstract words
 Racism : the belief that people's qualities are
influenced by their race and that the members of
other races are not as good as the members of
your own, or the resulting unfair treatment of
members of other races (hard to explain by
English) - chủ nghĩa phân biệt chủng tộc
62
 Grammar Translation Method
Focus on : Translation
Grammar is taught deductively
(teacher – instruction)
Skills : reading and writing
In terms of the language.
Grammatical is over emphasis
Pronunciation: little on attention At the beginning of the course
How teacher response:
Teacher correct sts error
63
Direct Method
No translation is allowed
Grammar is taught inductively
(context – figure out the rules)
Listening and speaking
(oral communication)
Vocabulary is overemphasis
grammatical structure
Student self-correct under the
teacher guided