Class #5

Monday, September 30^th, 2019

Class Simulation 

Students: Yarithza Ramírez-Everly Rojas-Adriana Sánchez.

Grammar Translation Method

Characteristics

• It is a method which makes the use of translation and grammar study as the main teaching and learning activities.
• A focus of learning the rules of grammar and their application in translation passages.
• Vocabulary in the target language is learned through direct translation from the native language.
• Grammar is taught with extensive explanations in the native language.

History

• Originally used to teach Latin and Greek in the late 19^th and the early 20^th century.
• Earlier in the 20^th century, this method was used for the purposes of helping students read and appreciate foreign language.

Background

• The traditional method of second language teaching in schools.
• Most common language teaching method.
• Stressed literacy development.
• Teacher centered.

Original purposes

• Helping students read and appreciate foreign language literature.
• Students can become more familiar with the grammar of their native language and also write and speak better.
• Much vocabulary is taught in the form of a list of isolated words.
• Classes are taught in the mother tongue, with little active use of the target language.
• Grammar provides the rules of putting words together, and instructions often focus on the form and inflection of words.
• Reading of difficult classical texts is begun early.
• Little attention is paid to the content of texts.
• Memorization is required to learn new words, grammatical rules, and verb conjugation.

Exercises of a class using this method 

·         Translation of a literacy passage.

·         Reading comprehension questions.

·         Antonym / synonym.

·         Fill in the blanks.

·         Deductive application of a rule.

·         Compositions.

Task-based learning

Characteristics

• It is an approach in which learning revolves around the completion of meaningful tasks that can be daily routines, buying a cup of coffee, going to the doctor, etc.
• It is a communicative approach
• Have a clear purpose: learners are expected to produce when they finish performing the task.
• Students can share with more people in real-world activities.

Role of the teacher

• Moderator
• His/her participation is pretty slim
• The teacher will give the task to the students and then watch the use of language
• Create an opportunity to involve every single student
• Give an introduction to the task
• Be sure that the second language is used with no  exceptions
• Give feedback

The framework of a TBL lesson may vary. It is usually composed of the following phases:

Pre-task

·         Introduction to the topic and task: The teacher explores the class, highlights useful words and phrases, helps students understand task instructions and prepare.

Task cycle

·         Task: students do the task, in pairs or small groups and the teacher monitors

·         Planning: students prepare to report to the class (orally or writing) how they did the task, what they decided or discovered.

·         Report: some groups present their reports to the class, or exchange written reports and compared results (students receive feedback on their level of success in completing the task).

Language focus

• Analysis:  students examine and discuss specific features of the text or transcript of the recording.
• Practice: The teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis.