Choose one of the five *self portraits artist Vincent van Gogh or Picasso painted of himself. Describe how it specifically reflects some part of his personality/identity by specific symbols. Relate this to the bigger topic of identity discussed in these chapters, Chapter 8&9. Then make comparisons between this artwork and artist to any three additional self portraits found in the textbook. Lastly describe how this artwork can relate to your career field.
*a self portrait is when an artist actually paints, sculpts, or photgraphs an image of him/herself
II. TYPES OF ACTIVITIES AND LESSON PLANS USED IN METHODS AND APPROACHES FOR TEACHING VERB TENSES THROUGH TRANSLATION For the past century, grammar teaching had its ups and downs. Methods and approaches for teaching a second/foreign language placed grammar on extremes: some put emphasis on its use, others dismissed it altogether. Translation had had an even gloomier faith. After the period of Grammar Translation and Formal Language Methods had passed, translation was considered an impediment to acquiring L2 competences, not allowing learners to gain proficiency in using the language. The methods and approaches for teaching grammar and using translation (as a tool for understanding the required tasks or even as learning activities) had a variety of activities that even today teachers find them useful in classrooms. After years of experimenting one method or another, the educators drew the line to appreciate what mistakes not to make and that, to improve their learners’ proficiency in L2, they can mix activities from different methods and approaches. The following samples of exercises and lesson plans are based on the main three methods (Grammar-Translation, Audio-Lingual Methods and Communicative Approach) which used translation as a learning method, or at least as a tool to help learners to comprehend the assigned tasks. Also, Grammar-Translation and Audio-Lingual Methods considered grammar important to understand the formation of a language. Grammar Translation Method was based on translating texts, long lists of words and learning grammar structures with no chance to use the language practically. The activities did not require knowing how to speak the language. The learners had to recognize grammatical rules and their application as in the following examples. The enunciation was in the learners’ native language. Examples of activities: 1) Completeaza urmatoarele propozitii cu forma corecta a verbelor din paranteza>GET ANSWER