Exercises about the Theories.

1. It has been said that the Grammar- Translation Method teaches students about the target language, but not how to use it. Explain the difference in your own words.

If you only translate the sentences that you want to use or you only learn the vocabulary in your own language. When you need say something all time you are thinking in your language so you tell to something you will be errors because it isn´t the same write what speak. And when you learn the vocabulary of the other language if you learn the means of the different words in the language that you are studying, it is better because you practice you new language and you will know to use these new words in different ways.

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?

In deductive treatments of grammar the teacher explain all the things about the language and students don´t think different options. In inductive, the teacher don´t explain anything and the students learn by theirself. Deductive example: when the teacher shows a map and she says: “this is Italy” and she points to the country but if the teacher shows the map and she says: is Italy on the map? In this cause is Inductive Method.

3 Which of the following techniques follows from the principles of the Audio Lingual Method, and which ones don´t?

a.      The teacher asks beginning level students to write a composition about the system of transportation in their home countries. If they need a vocabulary word that they don´t know, they are told to look in a bilingual dictionary for a translation. (GRAMMAR TRANSLATION)

b.      Towards the end of the third week of the course, the teacher gives students a reading passage. The teacher asks the students to read the passage and to answers certain questions based upon it. The passage contains words and structures introduced during the first three weeks of the course.

c.       The teacher tells the students that they must add an `s` to the third person singular verbs in the present tense in English. She then gives the students a list of verbs and asks them to change the verbs into the third person singular present tense form.

Any answers are correct. Because in b when they read the passage, the students have to connect with their knowledge that they learn from the third week (this it is most connect with Audio Lingual). And in C you must say anything for being drills, and the teacher says something.

4. Asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of TPR that are similar to the way children acquire their native language?

·         Simple tense in imperative: is very use with children

·         To get a lot of input.

·         Learn with the actions and instructions

·         Imitation.

5. 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.

You want to teach there are verbs that in Spanish you say (tener) but in English you say (soy), like I am cold, I am hungry, I am hot, am thirsty, I am six years old.

For example: “I am cold” you wear on a scarf or you say “I am thirsty” you drink water. The children have to make the same to learn the sentences.



Sara Murillo, Belen Lopez-Robles y Cristina Vieco