1.History.
2.Purposes
1. Characteristics of teaching & learning process
2.Areas of language emphasized.
3.Principles.
4.Techniques.
5.Advantages & Disadvantages

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The grammar translation method
 Reading the passage & answer the question
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Practice
Grammar
Word study
Translation
The modern method
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Reading.
Speaking
Listening.
Writing.
Practice pronunciation
Grammar.

The grammar-translation method
 Dating back to the early nineteenth, it was first known as Prussian Method in U.S.A
 Being originally used to teach classical languages (and literatures) such as Latin and
Greek. Classical Method.

Purposes
 Translate better

Purposes
 Develop reading & writing skills.
 Avoid misunderstanding.

 Grammar deductively
 Translation from L1-L2, L2-L1.
 Memorize vocabulary L1=l2

Areas of language emphasized
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Vocabulary and grammar (teaching form)=form based.
Reading & writing

Principles
 View of Culture: literary language is superior to spoken language.

Principles
 Goal of learner:
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To improve reading and writing skills.
To translate each language into each other.

Principles
 Role of teacher: The authority in the classroom ( teacher centered)

Principles
 Role of students:

Principles
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Students-teacher interaction (mostly)
Student- student interaction (little)

Principles
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Teacher’s response to students’ error

Techniques
6.
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5.
Translation of a literary passage
Reading comprehension questions
Antonyms/ Synonyms
Cognates
Deductive application of the rule
Fill-in-the-blanks
Memorization
Use Words in Sentences
Composition

Techniques
 Translation of a literary passage:

A men and a woman applied for a job. They both had the same experience, so the manager gave them both a test. After the test, both of them missed only one question. The manager told the first man: “Sorry. I will hire her.” “Why?” screamed the man. “We both missed the same question!” “That’s right,” said the manger, “but she answered the question with ‘I don’t know’ and you wrote, ‘Neither do I”.

Techniques
 Reading comprehension questions:
1. Questions about the information contained in the passage.
(What did the man answer? What did the woman answer?)
2. Questions for making inferences.
(what do you infer from the answer with “neither do I “ of the man?)
3. Questions to relate the passage
(Have you ever applied for a job?)

Techniques
 Antonyms/ Synonyms:
 Find antonyms and synonyms in the reading passage
 Define a set of words based on their understanding of them

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Cognates: to recognize sound patterns between the languages.
Deductive application of the rule:
Ex: I wouldn’t like to go there.
Neither would I
Use Neither + auxiliary + I with negative sentences to say that you have something in common with somebody.

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Fill- in- the- blanks: to complete sentences with words missing.
Ex:…………. is a person who works all her life to become famous and then wears sunglasses so people don’t recognize her.

 Memorization: words and grammatical rules.
 Use words in sentences: they make up sentences in which they use the new vocabulary they learn

 Composition: to write about a topic in the target language based on some aspect of the reading passage.

Advantages
 The phrasing of the target language is quickly explained.
Eg:
: is a person who puts metal in your mouth and takes coins out of your pocket.

Advantages

Advantages
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Teacher’s labor is saved:
 Few demands in teachers
 Classes are taught in the mother tongue.

Disadvantages
 It is an unnatural method.
 The Grammar Translation Method does not provide any such practice to the learner of a language

Disadvantages
 the wrong idea of what language is

Disadvantages
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Worst effect of this method is on pupil’s motivation.

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