Вы находитесь на странице: 1из 3

THE GRAMMAR TRASLATION METHOD

Theory Of language Theory of learning Objectives Syllabus Activity types Learner roles Teacher roles Roles of materials

Asher states that most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor. o Asher sees language as being composed or abstractions and the abstraction should be delayed until students have internalized a detailed cognitive made of the taret language. o The abstraction are not necessary for people to decode the grammar structure of a language however if the student have internalized the code, abstraction be introduced and explained in the target language

Sen sen have since abandoned such simple stimulus response models of language acquisition development. o Ash er still sees a stimulus response view as providence, the learning theory underlying language teaching pedagogy. o For this of his learner theory he draws on three rather influenced learning hypothesis.

Te ach oral proficiency at a beginning level o Te ach basic speaking skills o Pr oduce learners who are capable of an uninhibited communication o All goals must be attainable through the use of action-based drills in the imperative form

o
entence-based syllabus

G rammatical and lexical criteria are primary o U nlike others, TPR requires initial attention to meaning rather than to the form of items. o G rammar is taught inductively.

A fixed number of items to facilitate ease of differentiation and assimilation. o 12 -36 items in an hour depending upon the size of the group and the stage of training. o Im perative drills are the major classroom activities. o C onversational dialogues begin after 120 hours. o Ot her activities: role plays and slide presentations.

o
Listener and performer

o
Teachers play an active and direct role.

o
Generally no basic text

o
Learners are expected to recognize and respond to novel combination s of previously taught items.

o
Teachers voice, actions, and gestures common classroom objects(books, pens, cups, furniture) supporting materials(pictu res, realia, slides, and word charts)

o
They decide what to teach, they model, present new materials and select supporting materials.

o
Learners are required to produce novel combination s

o
Teachers should allow speaking abilities to develop in learners at the learners own natural pace.

o
Materials and realia play an increasing role later on.

o
Learners monitor and evaluate their own progress.

o
Asher developed TPR student kits that focus on specific situations, such as the

o
Teachers must be like parents while giving

o
They are encouraged to speak

when they feel ready to speak

feedback.

home, the supermarket, the beach.

SESIN DE APRENDIZAJE I. INFORMACIN GENERAL


1.1 1.2 1.3

REA GRADO FECHA

: Ingls : : 22/06/2011 : : Hellen Macuri Villena, Janeth

DURACIN: 30 TEMA PROFESORAS Sedano, Kimberly Ynocente II. APRENDIZAJES ESPERADOS:


1.4 1.5

III. TEMA TRANSVERSAL IV. SECUENCIAS DE APRENDIZAJES: ACTIVIDADES MOTIVACIN PROCESO EVALUACIN ESTRATEGIAS RECURSOS/MATERIALES TIEMPO METODOLGICAS

V. EVALUACIN DE CAPACIDADES Y ACTITUDES. CRITERIOS INDICADORES APRENDIZAJES TCNICA INSTRUMENTO

ACTITUDES ANTE EL AREA

ACTITUDES DE COMPORTAMIENTO

INSTRUMENTO

VI.

Вам также может понравиться