GRAMMAR TRANSLATION METHOD History The Grammar Translation Method is an old method which was originally used to teach dead languages which explains why it focuses mainly on the written form at the expense of the oral form. It was designed according to the faculty psychology approach which was very popular during the 18th and 19th century. It contended that ” mental discipline was essential for strengthening the powers of the mind”. The way to do this was through learning classical literature
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Have you ever wondered why is there so much "empty space" in space if there are no other intelligent beings we can communicate with? If this would be true‚ the whole universe would be a complete waste since humans will never be able to explore not one percent of it. Also‚ there is so much evidence about aliens‚ so many sightings and encounters that it is very hard to disprove them all. If the theory of evolution is taken into consideration‚ the possibilities of intelligent life forming only on Earth
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Grammar describes the native speaker’s competence in his/her language. Grammars can be descriptive or prescriptive. Is the former more useful than the latter? Explain your answer by discussing the merits of the two approaches in your capacity as a speaker or teacher of English. To me as a speaker of the English language‚ both descriptive and prescriptive grammars are useful. Descriptive grammar generally advises us not to be overly concerned with matters of correctness; language they say‚ is
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I believe that grammar should be taught both explicitly and implicitly with a mixture of techniques. Sometimes‚ grammar issues arise in class and I deal with them at the moment of speaking while other times I explicitly teach my students’ grammar in order to practice the rule. I find that this method is best for my students. For instance‚ a critical incident that happened in class recently was that I was teaching the story "A Summer’s Reading". In this story‚ there is the theme of respect and the
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Topic : The Effectiveness of Using Games in Teaching Grammar for Year Five Students. CHAPTER 1 : 1.0 INTRODUCTION In this research paper we will study the effectiveness of games in teaching grammar for year five students. We will learn to incorporate and use appropriate games when teaching grammar to year five students as games are a part of stimulant. The best way to teach people on anything is to keep them interested by making the teaching process fun. English language is just like any
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The Grammar Translation Method The Grammar translation method‚ or classical method started when people wanted to read literature written in the target language. Its focus was on grammatical rules‚ the memorization of vocabulary and of various declensions and conjugations‚ translations of texts‚ doing written exercises. Rules of grammar‚ not the language itself‚ are all important. Verb declensions are set out tables‚ vocabulary lists to be learned‚ leading to translation from mother tongue into
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Let’s see the word categories written by Haadia. Grammar Types of Nouns Haadia is reviewing different types of nouns. Let’s see what she is reviewing. Common nouns are the names of common persons‚ places‚ things or ideas. Common nouns are of different types. Concrete countable nouns represent the
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The Course of Theoretical Grammar Seminar 1. Theoretical Grammar and its Subject. General Principles of the Grammar Analysis 1. The subject of theoretical grammar. The scope of linguistics. 2. The grammatical structure of the English language. Morphology and syntax as two main parts of grammar. 3. Language as a system and structure. The dichotomy of language and speech. Different approaches to the language study. 4. Characteristics of the language levels and their units. 5. Systemic relations
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TP Preparation GRAMMAR LESSONS The lesson should be structured as follows: 30 minutes: T sets context by using a visual/realia/drawing/demonstration and elicits information about the situation of the context‚ the lexis that students will need in order to talk about the situation and to practise the target language. Getting students to brainstorm more ideas in pairs after initial elicitation will help to make the context setting less teacher centred. T needs to exploit the context fully in order
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finished by the time we arrive. (Future perfect tense) 1 Describe how you would drill the past tense (or another grammar point) with a repetition drill‚ a yes-no question drill and a substitution drill. 2 Explain how you would teach the difference between active and passive verbs (or another grammar point) using Guided Discovery. 3 Determine what the most likely grammar point will be in each of the following and summarize or define it. A. I would go if I had the time. B. What have you
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