The differences of this method is that you can learn the grammatical rules and vocabulary translated by heart, instead of acquire it. For instance, when you are going to do an exercise of grammar or vocabulary you will do it directly because you study like that. So for that reason you don´t internalize it and you don´t know why you are using it. The best way to learn how to use it, is making errors. The important thing is to develop communicative competences. The grammar is useful to communicate.
2. In the Grammar-Translation Method, grammar is treated deductively; in the Direct Method, grammar is treated inductively. Can you explain the difference between deductive and inductive treatments of grammar?
The fist thing that teachers do is teach the rules of grammar and it is not the right way. If you give a situation to your pupils in which prepositions are used it´s better for them to understand it instead of give them rules and tables to study without explain it.
- Inductive = You give imputs (situations for the children).
- Deductive = You give the rules and that´s it.
3.Which of the following techniques follows from the principles of the Audio-Lingual Method, and which ones don´t? Explain the reasons for your answer.
a- It´s not connected with Audio Lingual Method however it´s connected with Grammar-Translation Method.
b- It´s not connected.
c- It´s not connected.
5. Asher believes that foreign language instruction can and should be modelled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?
The simple structures and commands. The most important thing of the TPR is the imitation and the orders because children learn like that, for instance: Open the window. It´s a way of getting inputs. And also it´s important to have an enviroment where children feel comfortable.
7. A lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.
Aim: Learning the present continuous tense.
Activity: “Simon says”. The teacher is going to give some instructions and students have to follow them. For instance: “Simon says jump in the air” and the students have to jump. When they are jumping, the teacher is going to say “We are jumping” and all of them have to repeat it. Then, we do the same with other verbs (read, drink, run, walk…), so the students can learn that the present continuous is used when you are doing something in this moment and they can learn the structure in a funny way.
Produced by: Cristina Beltrán Sabater, Eva Martín Vega, María Racionero García, Patricia Martín Cano and Lorena Seco Molinero.a- It´s not connected with Audio Lingual Method however it´s connected with Grammar-Translation Method.
b- It´s not connected.
c- It´s not connected.
5. Asher believes that foreign language instruction can and should be modelled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?
The simple structures and commands. The most important thing of the TPR is the imitation and the orders because children learn like that, for instance: Open the window. It´s a way of getting inputs. And also it´s important to have an enviroment where children feel comfortable.
7. A lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.
Aim: Learning the present continuous tense.
Activity: “Simon says”. The teacher is going to give some instructions and students have to follow them. For instance: “Simon says jump in the air” and the students have to jump. When they are jumping, the teacher is going to say “We are jumping” and all of them have to repeat it. Then, we do the same with other verbs (read, drink, run, walk…), so the students can learn that the present continuous is used when you are doing something in this moment and they can learn the structure in a funny way.
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