Presentation Group1

The Grammar-translation
Method
vs.
The Direct Method
Group 1
TABLE OF CONTENTS
01
Summary
02
Quiz
03
Demonstration
Summary
The Grammar-Translation
Method
a) Definition
b) Background
c) Principles &
Techniques
c) Pros & Cons
Method
a. Definition
- Grammar points are taught by
translating sentences between the
target language and the native
language.
b. Background
- Established around the 19th
century (Classical Method)
- First used in teaching classical
The Grammar-Translation Method
c. Principles and Techniques

- Principle 1: Classes are taught in
mother tongue, with little active use of the
target language.
- Techniques:
+ Translation of a literary passage
+ Antonyms/Synonyms
+ Memorization
Method
- Principle 2: Literary language is
superior to spoken language.
- Techniques:
+ Reading comprehension
questions
+ Fill-in-the-blanks exercise
+ Use words in sentences
+ Composition
Method
- Principle 3: Grammar is taught deductively.

- Techniques:
+ Students study and apply grammar rules
deductively
+ Fill-in-the-blanks exercise
- Principle 4: Finding similarities between
the target language and the native language
is encouraged.
- Techniques:
The Grammar-Translation Method
PROS
- Overlook spoken
- Enhance students’ language
ability to read literature
- Treat language at
written in the target
the level of sentence
language
only
- Provide students with
- Limited student-
good mental exercise
student interaction
- Enhance students’
CONS
speaking and writing
skills in their native
The Direct Method
a) Definition
b) Background
c) Principles &
Techniques
c) Pros & Cons
The Direct Method
a) Definition
- The direct method (DM) is a
method in which:
+ All the content is to be
conveyed directly in the
target language.
+ No translation occurs.
The Direct Method
b) Background
- Established around the 19th century
- Also known as natural method,
anti-grammatical method, reform
method, etc.
The Direct Method
c) Principles and techniques

- Principle 1: Meaning is associated
with the target language directly,
without translation.
- Techniques:
+ Reading aloud and dictation
+ Use of visual aids and context-
related examples
The Direct Method
- Principle 2: Communication skills are
emphasized over grammar.
- Techniques:
+ Question and answer exercise
- Principle 3: All the grammar rules are
taught inductively.
- Techniques:
+ Self-correction
+ Substitution drilling
The Direct Method
+ Substitution drilling
Example:
T: This book is red.
St: (Repeat) This book is
red.
T: This book is blue.
St: (Repeat)
T: This pen is blue.
The Direct
Method
- Principle 4: Knowledge is
assessed through
demonstration, not
explanation.
- Techniques:
+ Project conducting
+ Paragraph writing
The Direct Method
PROS
- Simulate the natural process of

learning L1: Listening → Speaking →
Reading → Writing
- Promote
CONS student thinking in L2
- Teacher has difficulties conveying

abstract concepts.
- Student lacks translation skills.
COMPARISON
The Grammar-
Translation The Direct Method
Method
Using translation No translation
Literary language Spoken language
Grammar taught Grammar taught

deductively inductively
Using explanation Using demonstration

Quiz
DEMO:
The Direct Method
How sleep transformed professional football
A few decades ago, professional footballers spent their nights partying. Now,
they are much more aware of the benefits of a good night’s sleep.
The change began in the mid-1990s, when mattress salesman Nick
Littlehales contacted the manager of the Manchester United football team,
Alex Ferguson, asking whether he had ever considered how sleep affected
performance on the pitch. Interested, Ferguson arranged for Littlehales to
give a presentation to his team. Before long, the whole team had new
mattresses and pillows, and Littlehales soon became football’s leading
mattress advisor. In 1998, he supplied mattresses for England’s World Cup
team, and at the 2004 Euros, he created individual sleep routines for every
player.
Gradually, club managers began to pay more attention to scientific sleep
research, and for good reason. In 2011, sleep specialist Cheri Mah
discovered that increasing sleep to 8-10 hours per night massively increased
the speed and shot accuracy of basketball players. Other research shows
Consequently, managers started trying to improve their players’
sleep. Southampton Football Club’s manager Alek Gross, for
example, forbade his players from consuming caffeine, sugar or
fatty foods, which prevent sleep, in the evenings. Instead, they
were given milky protein drinks which made them tired. The Mexico
team manager was also concerned about sleep loss when travelling
to their World Cup group games in Russia. Together with Manchester
United sports scientist Robin Thorpe, he drew up a sleep and
training schedule to optimize performance. Even the hotel
bedrooms were set to the ideal sleeping temperature. The players
supported the routine. In fact, on the evening of a game, their
captain Rafael Marquez even asked fans who were celebrating at
the same hotel to keep quiet because the team were sleeping. The
intervention was a great success. Mexico won their next game
versus South Korea and even beat Germany in their group.
Now, many teams and players are making an effort to improve their
sleep patterns, using various means. Manchester City player Sergio
Aguero, for example, was finding it hard to sleep because his
muscular body prevented his legs from closing when he lay on his
side. He got a new mattress which matched his height and weight,
thus keeping his neck and back aligned in the night. Meanwhile,
James Milner from Manchester City found it hard to sleep after
evening games, so would play computer games into the early
hours. As a result, he was too tired to train the following morning.
Setting a routine with a late bedtime, early rise and afternoon nap
helped to fix this problem. Since these interventions are cheap and
effective, even the less well-known teams can benefit. Brentford, for
example, has the smallest budget in the championship league. Even
so, the club’s head of performance, Chris Haslam, introduced wrist
trackers to monitor player’s sleep, and these have led to a clear
improvement in players’ attentiveness.
decades most important or most successful
professio doing something as a paid job rather than as a hobby
nal
contact a period of ten years, especially a continuous period, such as
1910–1919 or 2000–2009
performa a person who is an expert in a particular area of work or study
nce
presenta slowly, over a long period of time
tion
leading the state of being exact or correct; the ability to do something
with skill and without making mistakes
graduall a meeting at which something, especially a new product or idea,
y or piece of work, is shown to a group of people
specialis not enough; not good enough
t
massivel to communicate with somebody, for example by phone, letter or
y email
conseque to order somebody not to do something; to order that
ntly something must not be done
forbid to make something as good as it can be; to use something in
the best possible way
consume action taken to improve or help a situation
concerne the money that is available to a person or an organization and
d a plan of how it will be spent over a period of time
optimize several different
various completely necessary; extremely important in a particular
situation or for a particular activity
intervent to use something, especially fuel, energy or time
ions
effective worried and feeling concern about something/somebody
budget the quality of listening or watching carefully and with interest
attentive producing the result that is wanted or intended; producing a

ness successful result
DAILY
ROUTINE
•In the morning, I: wash my face,
brush my teeth, eat breakfast, ...
•At noon, I: go home, take a nap, do
homework, work out, ...
•In the afternoon, I: play badminton,
exercise, watch TV, ...
•In the evening, I: eat dinner, do my
homework, clean my room, ...
•At night, I: read a book, scroll my
phone, do skincare, sleep, ...
References
Brown, H. D., & Lee, H. (2015). Teaching by
principles: An interactive approach to language
pedagogy (4th ed.). Pearson Longman.
Larsen-Freeman, D., & Anderson, M. (2011).
Techniques and principles in language teaching
(3rd ed.). Oxford University Press.
Test-English. (2023). How sleep transformed
professional football - B1 English reading test -
Test-English.
https://test-english.com/reading/b1/how-sleep-tr
ansformed-professional-football-reading-test/
THANKS
for
LISTENING
Q&A

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The Grammar-translation

c. Principles and Techniques

- Principle 3: Grammar is taught deductively.

c) Principles and techniques

- Simulate the natural process of

- Teacher has difficulties conveying

Literary language Spoken language

Grammar taught Grammar taught

Using explanation Using demonstration

attentive producing the result that is wanted or intended; producing a

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