1. Methods
Week 3
GTM 1

2. Housekeeping: Name Cards
English Nickname: _________
address: ______________
Phone #: __________________
Your Picture
Something about your self:_________
______________________________ 2

3. Homework Today’s Class- Chapter 2 - GTM Read Ch 3 - DM
First, in TP3 read the sections: Experience and Thinking About the Experience (pp )
Then use the TESOL Method Workbook (TMWB, pp ) As you re-read the chapter look at and answer the questions in the workbook

4. TESOL Method Workbook Open the book to page 21 Discuss questions 1-3:
What is the goal of GTM?
Explain the difference between teaching a student about a language and how to use it.
What are the 3 purposes of GTM?

5. GTM: Some History GTM is also known as the Classical Method because…
Used to teach Latin & Greek
years ago in Europe, Latin was the language of education, commerce, religion
By the 16th C. – national tongues start to replace Latin
Study of Latin was used as the model for the teaching of all foreign language

6. GTM: My High School Latin Textbook
The principles of GTM were clearly reflected in my high school Latin Textbook
Statements of abstract grammar rules
Lists of vocabulary
Sentences for translation
Organized around grammar points
Grammar point introduced through the L1
Explanation on rules of usage in the L1
Sample sentences for additional translation practice
Oral work reduced to a minimum

7. GTM: My High School Latin Class
Class time was used for
Rote learning of grammar rules
Study of declensions & conjugations
Translation
Practice writing sample sentences
Bilingual texts & dialogues
From basic proficiency to advanced grammar & rhetoric

8. GTM: What about you?
Is this similar to your language learning experiences?
Were you learning procedural knowledge?
Were you learning declarative knowledge?
What’s the difference?

9. GTM: Purpose & Rationale
The rationale & purpose
Help Ss to read & appreciate foreign language literature
Study of TL grammar leads to deeper understanding of L1 grammar, Ss develop L1 literacy
Foreign LL helps Ss grow intellectually
Mental gymnastics: disciplined & systematic study of FL crucial for all forms of higher education

10. Oral or communicative proficiency
GTM: What to remember
Summary of major goals of GTM
Literature appreciation
Mental discipline
Intellectual development
Oral or communicative proficiency
in the TL is not a goal

11. GTM: Thinking about the Experience
On page 21, discuss the following questions about experience described in our textbook:
What is the role of the teacher?
What is the role of the Ss?
How does the T teach vocabulary and grammar?

12. GTM: Teaching vocabulary & grammar
What does GTM look like?
Detailed analysis of grammar rules
Application of rules to examples
Translation into & out of TL
Memorizing rules & lists of words
Manipulate morphology & syntax of TL
L1 maintained as reference system

13. GTM: Teaching vocabulary & grammar
Is the teaching in GTM an example of inductive or deductive teaching?
What’s the difference?

14. GTM: Techniques and Principles
Look at page 22 in the TMWK and answer question 5.
Then with your partner or group members compare your answers.
What are some of the techniques you like?

15. GTM: Techniques and Principles
Skill focus: reading & writing
Little or no systematic attention to speaking or listening
Vocabulary selection
Based on reading texts
Taught through bilingual word lists, dictionary study, memorization, comparison to L1

16. GTM: Techniques and Principles
Primacy of the sentence
Basic unit of teaching & practice
Excessive translation: disconnected, decontextualized sentences
Thou hast a book.
The house is beautiful.
He has a kind dog.
The wife of the miller was kind.

17. GTM: Techniques and Principles
Grammar taught deductively
Rules first presented & studied
Rules then practiced through translation exercises
Meticulous standards of accuracy
Ss were punished for errors (1800s)
Points are deducted for the tiniest errors

18. GTM: Techniques and Principles
Additional Techniques and Strategies
Reading of literary texts
Answering comprehension Qs based on the text
Vocabulary work esp. synonyms and antonyms; cognates and false cognates
Grammar work that uses fill-in-the blank worksheets and rote memorizations of patterns.

19. GTM: Doubting & Believing
How might the method’s techniques and strategies help learners to learn the language? How might those same techniques and strategies hinder student learning?
If you have experienced the method, you can think about how it helped or hindered you

20. GTM: Helped and Hindered My own experience
Benefits
My understanding of English grammar greatly improved through my study of Latin
Gained an appreciation for the history of Rome and its influence on Western Civilization
Challenges
Did not improve my oral proficiency
The texts were often boring and not connected to my own interests
I can’t really remember anything that I spent time memorizing

21. GTM: Adding to our repertoire
How might you use the method, its techniques and strategies in your own future teaching? (Describe an activity or specific learning sequence and explain how it uses the principles, techniques and strategies of the method)

22. GTM: I rarely use anything form this method, but…
Allowing learners to work with synonyms and antonyms is a great way to help Ss to expand their vocabulary
For example, big, large, huge, enormous, gigantic vs. small, tiny, petite, little, puny, microscopic
Ss can do matching, categorization, identification (fill in the blank) activities with a group of synonyms and antonyms.
Also loan words from English to Korean “after service” (English loan words used in Korean) vs. “customer service” in English

23. In Class Activity TMWK pages 23-26
First read the passage from Mark Twain’s “The Boy’s Ambition”
Then work with a partner or in a small group
Come up with reading questions for the text
Then share your reading questions with another group or whole class