Home Assignment 3 PDF

HOME ASSIGNMENT 3 Tasks for systematizing and deepening knowledge 1\. Answer the following questions 1\) What are the goals of teachers who use the GTM? The main goal is to develop students' reading and translation skills. Teachers also aim to help students understand and appreciate literature...

HOME ASSIGNMENT 3 Tasks for systematizing and deepening knowledge 1\. Answer the following questions 1\) What are the goals of teachers who use the GTM? The main goal is to develop students' reading and translation skills. Teachers also aim to help students understand and appreciate literature in the target language and to develop the ability to read, translate, and write in the language. 2\) What is the role of the teacher? What is the role of the students? Teacher's role: The teacher is the authority in the classroom. They provide instructions, correct mistakes, and explain grammatical rules and vocabulary. Students' role: Students primarily follow the teacher's instructions. They memorize vocabulary, grammar rules, and perform translations between their native language and the target language. 3\) What are the characteristics of the teaching process? The teaching process is mostly focused on reading and translating classical texts. Grammar is taught deductively (rules are given explicitly), and there is little emphasis on speaking or listening skills. Lessons often involve translating sentences and passages from one language to another. 4\) What areas of language are emphasized? What language skills are emphasized? Language areas: Emphasis is on grammar and vocabulary. Language skills: Reading and writing are emphasized. Listening and speaking are not prioritized. 5\) How is evaluation accomplished? Evaluation is typically accomplished through written tests that focus on translation accuracy and the ability to apply grammar rules. Students may be asked to translate sentences or passages, or to apply grammatical structures correctly in writing. Describe the procedure of GTM techniques 1\) Translation of literary passage. The teacher provides a passage from classical literature in the target language. Students are asked to translate it into their native language. This activity helps students understand vocabulary, grammatical structures, and the meaning of the text. The focus is on accurate translation, and students may be asked to compare different linguistic structures. 2\) Reading comprehension questions. After reading a passage, students answer questions in the target language or their native language. These questions usually include factual, inferential, and interpretive questions about the text to check comprehension. The questions may focus on the content of the passage, grammar used in the text, or vocabulary meanings. 3\) Antonyms/synonyms Students are given a list of words from the passage and asked to provide either synonyms or antonyms in the target language or their native language. This helps expand vocabulary and increases students' understanding of how different words relate to one another in the target language. 4\) Cognates Cognates are words that have similar forms and meanings in both the students' native language and the target language. The teacher points out cognates in the text and has students identify and learn them. This technique helps students connect their prior knowledge of vocabulary with the target language. 5\) Fill-in-the blanks Students complete sentences with missing words based on grammatical rules they've been taught. This technique reinforces their understanding of specific grammatical structures or vocabulary usage in context. 6\) Memorization Students are given lists of vocabulary words and grammar rules to memorize. Memorization helps students retain essential vocabulary, grammatical forms, verb conjugations, and translation patterns in the target language. 7\) Use words in sentences The teacher provides a list of new words, and students are required to create their own sentences using those words. This technique ensures that students understand the meaning of the vocabulary and can apply it in context, even if the emphasis is not on free expression. 8\) Composition Students are asked to write a short essay, letter, or paragraph in the target language based on a topic provided by the teacher. This activity allows them to use the grammar and vocabulary they have learned to construct their own ideas. The focus is on the accuracy of grammatical structures and vocabulary use, not on fluency. Check your understanding of GTM? 1\) It has been said that the GTM teaches students about the target language but not how to use it. Explain the difference in your own words. The Grammar Translation Method (GTM) focuses on teaching students the rules, vocabulary, and structures of the target language, often through translation exercises and memorization. This approach emphasizes understanding the language's grammar and written forms but does not necessarily equip students to speak or communicate in real-life situations. In other words, students learn how the language works (its rules and grammar) and how to translate texts between languages. However, they don't get much practice using the language actively, such as in conversations, speaking, or listening to spontaneous speech. The emphasis is more on accuracy and correct translation rather than fluency or practical communication. 2\) What are the clues that this method had its origin in the teaching of the classical languages, Latin and Greek? Translation focus: Classical languages like Latin and Greek were taught primarily through translation. This method continues in GTM, where students translate texts between the target language and their native language. This was necessary for Latin and Greek because these languages were not used for everyday speaking but for reading and academic purposes. Emphasis on written language: In Latin and Greek classes, the focus was primarily on reading ancient texts rather than speaking. GTM similarly emphasizes reading and writing over speaking and listening skills. Grammar-Heavy: Latin and Greek require deep study of grammar rules, which is central to GTM. The method teaches grammatical rules explicitly, just as it was done for classical languages where accuracy in form was key. Little focus on spoken interaction: Since classical languages were taught for scholarly purposes, students didn't need to speak them in daily life. GTM mirrors this, placing little emphasis on communicative skills like conversation or oral proficiency. 4\. Apply what you have understood about the GTM? 1\) Think of a particular group of students you have recently taught or are currently teaching. Choose a reading passage from a literary work or a textbook or write one yourself. Make sure it is at a level your students can understand, yet not at a level that would be too simple for them. Try translating it yourself as a text of its difficulty. Plan vocabulary exercises you would use to help your students associate the new words with their native equivalents. Step 1: Choose a Reading Passage Let's assume I am teaching a group of pre-intermediate students. Here's an example of a passage I might select: Reading Passage: "John had always dreamed of visiting Paris. When he finally saved enough money, he booked a flight and arrived in the city of lights. Paris was everything he had imagined: beautiful streets, delicious food, and historical monuments. He spent his days exploring museums and cafes, feeling the magic of the city. However, his French was not very good, and sometimes he had trouble understanding the locals. He promised himself that when he returned home, he would study French more seriously." Step 2: Translation Translate the passage into the students' native language (e.g., Russian, Kazakh, etc.). Use this as a base for comparison between the target language (English) and the native language. Step 3: Vocabulary Exercises Identify key vocabulary that students may not know: 1\. Dreamed (verb) -- мечтал (Russian) / армандаған (Kazakh) 2\. Booked (verb) -- забронировал / брондады 3\. Arrived (verb) -- прибыл / келді 4\. Exploring (verb) -- исследуя / зерттей отырып 5\. Monuments (noun) -- памятники / ескерткіштер 6\. Locals (noun) -- местные жители / жергілікті тұрғындар 7\. Seriously (adverb) -- серьезно / шын мəнінде Vocabulary Exercises: Exercise 1: Matching Words to Definitions Match the English words to their native language equivalents: Dreamed -- \_\_\_ Booked -- \_\_\_ Monuments -- \_\_\_ Exercise 2: Fill in the Blanks Complete the sentences using the new vocabulary: 1\. John \_\_\_\_\_\_ a flight to Paris. 2\. Paris has many famous \_\_\_\_\_\_. 3\. He had always \_\_\_\_\_\_ of going to France. 2\) Pick a grammatical point or two contained in the same passage. Provide the explicit grammar rule that relates to each one and give some examples. Design exercises that require your students to apply the rule to some different examples. Step 1: Identify Grammatical Points From the passage, the following two grammatical points can be emphasized: 1\. Past Simple Tense (used for completed actions in the past) 2\. Future Intentions (expressed with "will") Grammar Rule 1: Past Simple Tense Rule: The past simple tense is used to describe actions that happened and were completed at a specific time in the past. Form: Regular verbs add -ed (e.g., dreamed → dreamed, booked → booked), and irregular verbs take different forms (e.g., go → went). Examples from the passage: John dreamed of visiting Paris. He booked a flight. He arrived in Paris. Exercise 1: Conjugate the verb in the past simple form. 1\. I (to visit) \_\_\_\_\_\_ the museum yesterday. 2\. She (to book) \_\_\_\_\_\_ her ticket last week. 3\. They (to arrive) \_\_\_\_\_\_ in Paris early this morning. Grammar Rule 2: Expressing Future Intentions ("Will") Rule: Use "will" to express decisions made at the moment of speaking, promises, or future intentions. Example from the passage: He will study French more seriously. Exercise 2: Rewrite the sentences using "will" to indicate future intentions. 1\. I \_\_\_\_\_\_ (to visit) the Eiffel Tower next summer. 2\. They \_\_\_\_\_\_ (to study) French when they return home. 3\. She \_\_\_\_\_\_ (to book) a trip to London tomorrow. Imagine that you are speaking at a methodological conference dedicated to effective methods and technologies for teaching FL. Prove that the grammar-translation method is not outdated, but can be actively used in modern English lessons. At a methodological conference dedicated to effective methods for teaching foreign languages (FL), I would argue that the Grammar-Translation Method (GTM) is far from outdated and can still play an active role in modern English lessons. Here\'s why: 1\. Strong Grammatical Foundation: One of the strengths of the GTM is its focus on understanding the structure of the language. In modern classrooms, this method can be combined with communicative approaches to ensure that students not only learn how to speak, but also have a solid grasp of the underlying grammar. This is especially important for students preparing for exams like TOEFL or IELTS, where grammatical accuracy is critical. 2\. Vocabulary Building: GTM helps students systematically build vocabulary by associating new words with their native equivalents. In today's classrooms, where students may need to master specialized vocabulary (such as business or academic English), GTM can be an effective way to ensure learners understand the meaning and usage of specific words, which enhances their reading comprehension. 3\. Cognitive Benefits: Translation as a tool helps students develop cognitive skills like analytical thinking and problem-solving. By comparing their native language to the target language, they become more aware of linguistic nuances, which deepens their understanding of language systems. This metalinguistic awareness is beneficial in multilingual learning environments. 4\. Flexibility with Modern Technologies: In today's tech-driven world, GTM can be enhanced using digital tools. For instance, online translation exercises, language learning apps, and multimedia resources can be integrated into the GTM framework. Students can use these tools for instant feedback and self-paced learning, combining the strengths of traditional methods with the convenience of modern technology. 5\. Relevance in Multicultural and Multilingual Contexts: In classrooms with diverse language backgrounds, GTM can be adapted to compare the target language (e.g., English) with various native languages. This not only makes the method inclusive but also helps learners of different linguistic backgrounds make connections between languages and understand English better. 6\. Adaptation to Different Learning Styles: Not all students learn best through conversational or immersive methods. Some prefer structured, rule-based approaches, especially adult learners or those with a background in learning other languages. GTM offers an alternative to more communicative methods by catering to learners who benefit from a more structured and theoretical approach to language learning. Conclusion: The Grammar-Translation Method is not outdated, but rather a flexible tool that, when used in combination with modern teaching methods and technologies, can support a wide range of learners. By embracing both its traditional strengths and modern adaptations, we can offer students a balanced and effective language learning experience. 6\. Prepare a lesson plan based on the grammar-translation method. Topic: Past and Present Perfect Tenses Level: Intermediate Duration: 60 minutes Objective: Teach past and present perfect tenses Translate sentences between English and native language Expand vocabulary 1\. Warm-up (10 minutes) Discuss students' knowledge of past and present perfect. Translate simple sentences between English and native language. 2\. Grammar Rule Presentation (15 minutes) Explain past perfect and present perfect with examples. Write and translate examples on the board for clarity. 3\. Translation Exercise (15 minutes) Translate sentences using past and present perfect. Students translate sentences from English to native language and vice versa. 4\. Vocabulary Development (10 minutes) Highlight new words from the reading passage. Create synonym/antonym lists in both English and native language. 5\. Application and Review (10 minutes) Students create sentences using past and present perfect. Translate their own sentences into the native language. 7\. Make a fragment of your own video lesson based on the grammar-translation method. Video Lesson Fragment (Grammar-Translation Method) 1\. Introduction (1 min) \- Teacher: \"Today we will learn the Past Perfect and Present Perfect tenses. We'll practice translating sentences between English and your native language.\" 2\. Grammar Explanation (3 min) \- Past Perfect: \"She had eaten before she arrived.\" - Present Perfect: \"I \*have visited\*\* that museum.\" \*\*3. Translation Activity (4 min)\*\* \- Translate provided sentences into the native language and vice versa. \*\*4. Vocabulary and Practice (4 min)\*\* \- Discuss new vocabulary and create sentences using the tenses. \*\*5. Review (2 min)\*\* \- \*\*Teacher\*\*: \"Great job today! Practice translating texts to reinforce what we\'ve learned.\" \-\--