The Understanding of Translation Method
Suppose, for example. We have a picture of each of the following: an eyes, a nose, an ears etc, Suppose each of the pictures is large enough to
be seen by all in the class. The students have seen and heard the English word for each one, and have copied the word into their notebooks. Our aim
now is to help the students master the vocabulary, so we want to encourage the use of each word for communication. We consider possible
techniques for making students feel it is important to know the English word. Here is one way:
Before the class begins, the teacher prepares some techniques and tools to help in teaching and learning process
The student leaves his book closed all times during the class, and depends upon the teacher to give him the model and the stimulus which
will evoke the pattern desired. However, before the teacher begins a practice requiring the chart, the students unfolds the chart indicated at the
beginning of the practice. The teacher presents the stimulus and at the first three responses as
examples for the class until the students understands the exercises and sure of the pattern to be practiced. A minimum of three examples should be
given to average class, but sometimes more than three are required to show the variety of types for substitutions that are possible in the pattern. When
the students understand the pattern, they should continue the practice with only the stimulus of the picture in the chart, or the substation items
pronounced by the teacher, but do not explain the pattern. He does not explain the exercises, but demonstrates by giving models.
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The teacher shows chart to the students and then teacher give explanation about the chart by naming them. And students repeated the
statements after the teacher. Associate the statements with the picture on the chart.
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Robert Lado and Charles C fries, English Pattern Practice English Language Institute State, p. xix
Examples: Object
: About picture of Eyes. Teacher says
: “Eyes” Student Repeat
: “Eyes” Teacher says
: “This is my eyes” Students Repeat
: “This is my eyes” Activities
: The teacher shows picture of “Eyes” while talking “Eyes” and students repeated “Eyes” in chorus, and
then teacher make sentences about “Eyes” like as “This is my eyes” and students repeated the
sentences ” This is my eyes, so on.
For this, the teacher is hoped to give at least three examples for each practice, and teacher indicates with words or gestures for the
students. If the teacher wants to develop these words, teacher can make questions, statement and yesno questions, and other sentences according
to the level.