Study activities are those where the students are asked to focus in on language (or information) and how it is

constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

Grammar-translation method
From Wikipedia, the free encyclopedia
The grammar translation method is a method of teaching foreign languages derived from the
classical (sometimes called traditional) method of teaching Greekand Latin. In grammar-translation
classes, students learn grammatical rules and then apply those rules by translating sentences
between the target language and the native language. Advanced students may be required to
translate whole texts word-for-word. The method has two main goals: to enable students to read
andtranslate literature written in the target language, and to further students’ general intellectual
development 
1 History and philosophy

 2 Principles and goals

 3 Method
 4 Materials
 5 Reception
 6 Influence
 7 Notes
 8 References

History and philosophy[edit]

The grammar-translation method originated from the practice of teaching Latin. In the early 1500s,
Latin was the most widely-studied foreign language due to its prominence in government, academia,
and business.However, during the course of the century the use of Latin dwindled, and it was
gradually replaced by English, French, and Italian. After the decline of Latin, the purpose of learning
it in schools changed. Whereas previously students had learned Latin for the purpose of
communication, it came to be learned as a purely academic subject.
Throughout Europe in the 18th and 19th centuries, the education system was formed primarily
around a concept called faculty psychology. This theory dictated that the body and mind were
separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that
the intellect could be sharpened enough to eventually control the will and emotions. The way to do
this was through learning classical literature of the Greeks and Romans, as well as mathematics.
[citation needed]
 Additionally, an adult with such an education was considered mentally prepared for the
world and its challenges.
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

At first it was believed that teaching modern languages was not useful for the development of mental
discipline and thus they were left out of the curriculum. [citation needed] When modern languages did begin
to appear in school curricula in the 19th century, teachers taught them with the same grammar-
translation method as was used for classical Latin and Greek. [1] As a result, textbooks were
essentially copied for the modern language classroom. In the United States of America, the basic
foundations of this method were used in most high school and college foreign language classrooms.

Principles and goals[edit]

There are two main goals to grammar-translation classes. One is to develop students’ reading ability
to a level where they can read literature in the target language. [2] The other is to develop students’
general mental discipline. The users of foreign language wanted simply to note things of their
interest in the literature of foreign languages. Therefore, this method focuses on reading and writing
and has developed techniques which facilitate more or less the learning of reading and writing only.
As a result, speaking and listening are overlooked.

Method[edit]
Grammar-translation classes are usually conducted in the students’ native language. Grammar rules
are learned deductively; students learn grammar rules by rote, and then practice the rules by doing
grammar drills and translating sentences to and from the target language. More attention is paid to
the form of the sentences being translated than to their content. When students reach more
advanced levels of achievement, they may translate entire texts from the target language. Tests
often consist of the translation of classical texts.
There is not usually any listening or speaking practice, and very little attention is placed on
pronunciation or any communicative aspects of the language. The skill exercised is reading, and
then only in the context of translation.

Materials[edit]
The mainstay of classroom materials for the grammar-translation method is the textbook. Textbooks
in the 19th century attempted to codify the grammar of the target language into discrete rules for
students to learn and memorize. A chapter in a typical grammar-translation textbook would begin
with a bilingual vocabulary list, after which there would be grammar rules for students to study and
sentences for them to translate.[1] Some typical sentences from 19th-century textbooks are as
follows:
The philosopher pulled the lower jaw of the hen.
My sons have bought the mirrors of the Duke.
The cat of my aunt is more treacherous than the dog of your uncle. [3]
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

Reception[edit]
The method by definition has a very limited scope. Because speaking or any kind of spontaneous
creative output was missing from the curriculum, students would often fail at speaking or even letter
writing in the target language. A noteworthy quote describing the effect of this method comes from
Bahlsen, who was a student of Plötz, a major proponent of this method in the 19th century. In
commenting about writing letters or speaking he said he would be overcome with "a veritable forest
of paragraphs, and an impenetrable thicket of grammatical rules." [4]
According to Richards and Rodgers, the grammar-translation has been rejected as a legitimate
language teaching method by modern scholars:
[T]hough it may be true to say that the Grammar-Translation Method is still widely practiced, it has
no advocates. It is a method for which there is no theory. There is no literature that offers a rationale
or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational
theory.[5]

Influence[edit]
The grammar-translation method was the standard way languages were taught in schools from the
17th to the 19th century. Despite attempts at reform from Roger
Ascham, Montaigne, Comenius and John Locke, no other methods gained any significant popularity
during this time.
Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of
foreign language instruction needed, shedding light on what the grammar translation was missing.
They supported teaching the language, not about the language, and teaching in the target language,
emphasizing speech as well as text. Through grammar translation, students lacked an active role in
the classroom, often correcting their own work and strictly following the textbook.
The grammar-translation method is still in use today in hybrid forms in many different countries,
including many parts of Pakistan and India.

udiolingual method
From Wikipedia, the free encyclopedia

The Audiolingual Method is a method for teaching foreign languages. Linguists at

the University of Michigan invented this method in the late 1950s. In the Audiolingual
method, students first hear a language. Later, they speak the language, and after that, they read and
write in it. This way of language teaching is similar to the Direct Method. Like the Direct Method, the
Audio-lingual Method does not use the students’ native language. For example, if you are in
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

an English class in Turkey, the teacher only speaks English, and no Turkish. However, unlike the
Direct Method, the Audio-lingual Method does not teach vocabulary. Rather, the teacher drills
grammar. In the Audio-lingual method, grammar is most important for the student. In other words,
the student must repeat grammar patterns after the teacher. The students do not learn lots of
vocabulary. This method also uses psychology. The students get a reward for speaking correctly.
They get punishment if they speak incorrectly; because it is based on habit formation, which is
established by stimulus, response and reinforcement. It gives priority to speaking the target
language, and using the native language is not allowed.
Communication approach

The communicative approach is based on the idea that learning language successfully comes through having to
communicate real meaning. When learners are involved in real communication, their natural strategies for language
acquisition will be used, and this will allow them to learn to use the language.

Example 
Practicing question forms by asking learners to find out personal information about their colleagues is an example of
the communicative approach, as it involves meaningful communication.

In the classroom 
Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and
real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more
learner, and there may be use of authentic materials.

PRESENTATION – PRACTICE – PRODUCTION (PPP)

WHAT IS PRESENTATION – PRACTICE – PRODUCTION?

Presentation – Practice – Production, or PPP, is a method for teaching structures (e.g.

grammar or vocabulary) in
a foreign language. As its name suggests, PPP is divided into three phases, moving from tight teacher
control

towards greater learner freedom. Note that some writers1

use the name to refer to a specific method that

focuses on oral skills, but it can also be applied more broadly to a family of related methods which rely
on the

progression from presentation, through controlled practice, to free production.

 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

WHAT HAPPENS DURING THE

PRESENTATION PHASE?

A presentation phase is controlled by the teacher.

The teacher might use a text, an audio tape or visual

aids to demonstrate a situation. From this, she will

extract the required language forms. For example,

the teacher may show the class the following

picture and model the following sentences:

Mr. Smith is feeding the baby.

Mr. Smith IS feeding the baby.

Mr. Smith …IS feed…ING the baby.

Mrs. Smith is looking at her laptop.

Mrs. Smith IS looking at the laptop.

and so on. She might then write the sentences on the

board and perhaps describe the grammar rule.

Alternatively, the teacher might present the grammar rule without reference to a situation, e.g. through

description supplemented with examples or through substitution tables.

The Present Continuous

BE VERB+ING

e.g. I am reading
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

BUT: I am sitting, I am comeing

I am playing

now

at the moment

today

You are working

He is sitting

She is coming

A DECONTEXTUALISED PRESENTATION A SUBSTITUTION TABLE

WHAT HAPPENS DURING THE PRACTICE PHASE?

During the (controlled) practice phase, learners practice saying or writing the language structure
correctly. Typical

practice activities include drills, multiple-choice exercises, gap-and-cue exercises, transformations etc. In
this

phase, the teacher’s role is to direct the activities, to provide positive feedback to students, correct
mistakes and

model the correct forms.

1
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

e.g. Harmer, J. 2009. The Practice of English Language Teaching (4th

edn). Harlow: Longman. pp. 64 et seq.

HTTP://ONLINE.WSJ.COM/ARTICLE/SB124277600674636941.HTML

Achilleas Kostoulas | AFL7020 Διδακτική της Ξ.Γ. | PPP

T: Read!

S1: I am reading.

T: Play!

S2: I am playing.

Tom _______ (play) tennis.

We ________ (do) our homework.

Susan and Mary ______ (have) sex.

I _______ (cook) spaghetti.

I drive to work every day.

Today….

Mary watches TV every afternoon.

Now…

A DRILL A GAP-AND-CUE EXERCISE A TRANSFORMATION EXERCISE

 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

WHAT HAPPENS DURING THE PRODUCTION PHASE?

When the learners have completely mastered the form and have learnt how to produce it without
mistakes in

controlled exercises, they can move on to the (free) production phase. In this phase, they use the newly
learnt

language structure to produce oral or written texts. Typical production activities include dialogues, oral

presentations, and the production of sentences, paragraphs or longer texts. The teacher does not
generally

intervene or correct in this phase: after all, the students should not make mistakes by now. If mistakes
are made,

they are pointed out after the exercise has finished.

WHAT IS THE DIFFERENCE BETWEEN PRACTICE AND PRODUCTION ACTIVITIES?

Practice activities typically will have only one correct answer, whereas in free production several
answers will be

acceptable. Furthermore, in the practice phase emphasis is on accuracy (the ability to produce the
correct form),

whereas the production phase is supposed to develop fluency (the ability to speak naturally).

IS PPP AN EFFECTIVE WAY TO LEARN?

It could be said that PPP is an effective way to teach, since it makes planning easy and it can be
implemented by

relatively inexperienced teachers. However, this is not the same as saying that it is an effective way to
learn.

Some critics have suggested that it rests on a simplistic view of language learning: language learning
often

involves more than mechanical practice. In addition, there is a lot of evidence to suggest that learners
who do
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

well in the practice phase fail to transfer this ability to the production phase, and –even if they do
successfully

manage the production phase– they often fail to transfer this ability outside the classroom.

CONSIDERATIONS FOR DESIGNING A PPP LESSON PLAN

Phase Things to consider

Presentation Will you present the language in context / abstractly?

Will you use terminology (e.g. the names of tenses)?

Which language will you use?

Practice Will the exercises be oral or written?

Will the exercises be productive or receptive?

Will the exercises be done individually, in pairs or in groups?

How will the exercises be corrected? / How will feedback be provided?

Production How will you ensure that the activity will elicit the newly-taught form?

Will the activity be oral or written?

Will the exercises be done individually, in pairs or in groups?

How will the exercises be corrected? / How will feedback be provided?

TBL Methodology - “What is Task Based Learning”?

1. Engange

This is the point in a teaching sequence where teachers arouse the students’ interest, thus involving their emotions
more fun, better learning. When students are amused, stimulated, challenged, they will not only have more ‘fun’, but
also learn better.
Materials: music, discussion, stories, anecdote
 Study activities are those where the students are asked to focus in on language (or information) and how it is
constructed. The construction of language is the main focus, but the topics can be words, sounds or verbs tenses.
3. ACTIVATE sts use freely and communicatively
This element describes exercises and activities which are designed to get the students using language as freely and
communicatively writing as they can.
o try out real language
o role plays
o advertisement design
debates, 2. STUDY language work
o discussion
o story

Lexical approach
From Wikipedia, the free encyclopedia

The lexical approach is a method of teaching foreign languages described by M. Lewis in the

1990s. The basic concept on which this approach rests is the idea that an important part of learning
a language consists of being able to understand and produce lexical phrases as chunks. Students
are thought to be able to perceive patterns of language (grammar) as well as have meaningful set
uses of words at their disposal when they are taught in this way.

In the lexical approach, instruction focuses on fixed expressions that occur frequently in dialogues,
which Lewis claims make up a larger part of discourse than unique phrases and
sentences. Vocabulary is prized over grammar per se in this approach. The teaching of chunks and
set phrases has become common in English as a second or foreign language, though this is not
necessarily primarily due to the Lexical Approach.