1. The grammar- translation method offoreign language teaching is one of themost traditional methods. It was originally used to teach deadlanguages (and literatures) such as Latinand Greek, involving little or no spokencommunication or listeningcomprehension.

2. To read and translate literary masterpieces and classics. 3. A focus on learning the rules of grammar andtheir application in translation passages from onelanguage into the other Vocabulary in the target language is learnedthrough direct translation from the nativelanguage. e.g. the house = la casa the mouse = el ratn 4. Readings in the target language are translateddirectly and then discussed in the native language. Grammar is taught with extensive explanations inthe native language, and only later applied in theproduction of sentences through translation fromone language to the other. e.g:Do you have my book? = .I dont know where your book is = . 5. Students will be able to read literature written inthe target language Students will be able to translate from onelanguage to another It Helps students to develop reading and writingskill 6. To help students read and appreciate foreignlanguage literature Students can become more familiar with thegrammar of their native language Helpful for mental exercise 7. PRINCIPLES 8. Literary language is superior to the spokenlanguage. Students study literature and fine arts. Translating each language into each other is animportant goal for learners. The authority in the classroom is the teacher. The ability to communicate with the targetlanguage is not among the goals of instruction. 9. PRINCIPLES The primary skills to be improved arereading and writing. Its focus is on accuracy (grammatical correctness)and not fluency. Ss should be conscious of thegrammatical rule of the target language. 10. 1. Translation of a literary passage Students will be asked to read a literarypassage and then translate the targetlanguage into their native language Translation may be written or spoken Translation made by the students can showthat they understand their meaning 11. Reading comprehension questions Students answer these questions in the targetlanguage Answers to the questions may be:Contained in theRelated totext inferred experience Antonyms / synonyms Students are asked to find antonyms in the reading passage or, to define a set of words based on their understanding of them as they occur in the reading passage 12. Deductive application of rule It is important for students to learn about theforms(grammar rules) of the target language Grammar rules are presented with examples Students are asked to apply the rules onexamples they are given 13. Fill in the blank Teacher give students sentences with wordmissing. Students should fill in the blanks with the newvocabulary or with a particular grammartype Memorization Students are asked to memorize newwords, grammatical rules, and verbconjugation 14. Use the words in sentences Students are asked to make up sentenceswith the new words they learn in the text This technique can show whether studentsreally understand the new words Composition Students are asked to write a composition inthe target language The topic is based on some aspect of thereading passage 15. Advantages and disadvantages 16. An effective way for application ofgrammar and sentence structure Least stressful for students as they usetheir native language. 17. Wrong idea of what language is. Unnatural method. It starts with the teaching of readingnot listening. Speech is neglected as it lays emphasis on reading andwriting. It does not give pattern practice. Less learners motivation Create frustration for learners