Teaching Methods

1. Group Members:
Cartagena Diana
Cedeño Gina
Coronel Estefania
Molina Carla
Olmedo Samantha
Umaquinga Alex
TEACHING
METHODS

2. GRAMMAR TRANSLATION METHOD
WHAT IS IT?
Makes use of translation and grammar study as the
main teaching and learning activities

3. HISTORY
Dates back to Erasmus 1466-1536
originally used to teach Latin and Greek in the late 19thand early
20thcenturies

4. CHARACTERISTICS
Consists in transalating passages from one language into another.
Vocabulary in the target language is learned through direct
translation
Little or no attention is given to pronunciation
Grammar is taught with extensive explanations in the native language

5. TECHNIQUES
Translation of a
literary passage
Antonyms
synonyms
Deductive application of
rule
Fill in the blank
Memorization
Use the words in
sentences

6. .
ADVANTAGES
Easier to teach
Does not require teachers to speak good English.
Students learn english without talking with a native speaker.
DISADVANTAGES
Students lack comprehensin only translating word-for-word
Students do not learn to read or have an extensive
Very little student/teacher interaction

7. STUDENTS ROLE
Do as the teacher
says.
Learners interact with the
teacher, not with each
other.
What does the student do?

8. TEACHERS ROLE
Make students able to read literature
Authority
students need to learn grammar rules and vocabulary
The teacher should provide good mental exercise

9. GOUIN AND THE SERIES
METHOD
Is a sequence of sentences describing a certain
topic or theme.
The sentences have to be related with the topic.

10. HISTORY
Began in the late 1800´s
Francois gouin was a french teacher
He tried to learn german, so he:

11. He still couldn´t
LEARNING A NEW LANGUAGE IS
TRANSFORMING PERCEPTION INTO CONCEPTS
When he saw his nephew, he
figured it out

12. CHARACTERISTICS
Teaches directly
it's more important to learn sentences to speak than words
Verbs are the key elements in LEARNING:
No more than 6-8 sentences with a Leghth of 7-8 sillables
NO TRANSLATION NO GRAMMAR NO GRAMMAR EXPLANATIONS

13. Choose a function or context
Select expressions
Order logically
Associate actions with each statement
Illustrate with visuals

14. TECHNIQUES
Repetition Oral parctice pantomimies

15. ADVANTAGES
No complication in teaching grammar
The topics learn are easy do to the facility it most be to learn.
DISADVANTAGES
When it comes to forming new sentences,not always will it be easy to
structure because of the lak od grammnar they have.

16. STUDENTS ROLE
Students will be bale to conect a serie sof sentences in the same tense.
Learn more vocabulary new word.

17. TEACHERS ROLE
Explain orally
Explain using one tense at a time
DOES NOT TRANSALTE

18. DIRECT METHOD
Also known as the natual method,
because it conects the meaning with
the target

19. HISTORY
It was established in Germany and France around 1900
One of its main proponents was the German Maximilian Berlitz

20. CHARACTERISTICS
Teaches concepts and vocabulary through pantomiming, real-life objects and
other visual materials
Teaching grammar by using an inductive approach
Centrality of spoken good pronunciation
Active students

21. TECHNIQUES
INSTRUCTION IN
FOREING LANLUAGE
EVERYDAY
VOCABULARY
ORAL COMMUNICATION
QUESTION
&
ANSWER
GRAMMAR

22. DEMOSTRATIVE
SPEAKING
LISTENING
PRONUNCIATION
WRITTING

23. ADVANTAGES
It teaches language in the same way the mother tongue is
acquired
Its technique develop a new and funner way of teaching
DISADVANTAGES
It may be a lit too much when tryiong to explain to little ones. .
Its a complete method that will teach and guarantee

24. STUDENTS ROLE
Students are very active.
Oral communication skills are emphasized
There is a large amount of Learner-Learner interaction.

25. TEACHERS ROLE
Direct class activities
Encourage students to participate in class and corrects their mistakes
immediately
students and teacher are partners in the learning process.
Give confidence to students so that they can ask if they dont
undersatnd something.
Uses various techniques, tries to get students to self-correct

26. AUDIOLINGUAL METHOD
Emphasizes the teaching of listening and speaking
before reading and writing. It uses dialogues as the
main form of language presentation.

27. HISTORY
It was introduced in the UnitedStates in the 1940’s.
During the Second World War. The U.S.government found it a great necessity to set up
a speciallanguage-training program to supply the war withlanguage personnel.

28. CHARACTERISTICS
New vocabulary and structural patterns are presented through dialogues.
The dialogs are learned through imitation and repetition
Grammar is induced from the examples given
Explicit grammar rules are not provided
Students’ reading and written work is based upon the oral work they did earlier.

29. ADVANTAGES
It aims at developing listening and speaking skills
It´s easy to teach even in big class group
The students can imitate the way of native speaker in pronounce
DISADVANTAGES
The failure to teach long-term communicative proficiency.
Memorizing and drilling also only create the students’ habits not their competences

30. TECHNIQUES
REPETITION
SUBSTITUTION
QUESTION
&
ANSWER EXPANSION
CHAIN

31. COMPLETION
MINIMAL PAIRS
CLAUSE COMBINATION
BACKROUUN BILD UP

32. STUDENTS ROLE
Listen to the teacher, imitating, responding, performing controlled tasks
Students play a reactive role by responding stimuli
Students have little control over the content

33. TEACHERS ROLE
Teacher-dominate the method
Teachers control the direction and place of learning Monitors
Instruct the students the right way.

34. COGNITIVE CODE LEARNING
Cognitive-code learning refers to a theory of second language
teaching and learning developed in
1960s
There are two Theoretical models:

35. HISTORY
Chompsky was the man who revolutionized in linguistics .
Development of a second language as a combination of skills

36. B. Carroll and Kenneth Chastain promotedthe cognitive- code approach to the
study of a second language as an alternative to the audio-lingual method.

37. ADVANTAGES
A good foundation for elementary level
So whatever the teacher knowS that's the only things the students can learn.

38. TEACHERS ROLE
Build on what the students already know
Help the students relate new material with themselves, their life experiences, and their
previous knowledge
Use graphic and procedures

39. STUDENTS ROLE
The student acquires greater responsibility for their own learning
Learn from their own errors