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Learning a foreign language
Very often we take for granted that what we do now must have been done in exactly the same way in the past. It is simply that we cannot even imagine our life in a different way. This can be well-visible when analysing the language teaching methods from the past - it has not always been the way it is now. Perhaps some of us might not even believe it is true! For instance, the proponents of the Grammar Translation Method did not have in mind the goal of using the language for communication with the living, but rather with the dead, as the aim of the method was to get to know the target language to study works of literature. Consequently, students were obliged to translate sentences and texts, which was supposed to serve as a kind of mental exercise, largely helping in their human development. Most probably, we would not even dare to think about our modem classrooms with the teacher being silent and students producing most of the classroom language. According to the method called the Silent Way, the teacher had to refrain from speaking and cease controlling learners with their voice, but rather aim at giving them the floor to initiate classroom interaction and encourage them to produce the language. It might all seem like a mad man's wildest fantasy in overcrowded Polish schools with hordes of misbehaving children, however, in some teaching contexts with highly motivated adult learners, such an approach might bring enormous benefits. In some cases, it may happen that a language teaching method devised specifically for a given group spreads and becomes widely adopted also elsewhere. In the times of the Second World War, the Audio-Lingual Method was developed to teach languages to soldiers - quick, efficient and with instantaneous production, with no time to think. In order to do that, one had to be trained to produce appropriate responses - when hearing a given sentence having a ready-made response. Through repetitive activities the language structures were supposed to become deeply rooted in the learners' subconsciousness, so that they could be automatically used if need be. This soldier-style learning became widely popular in many countries for different groups of learners. Learning a language while jumping or running? Sure thing, when you are taught according to the Total Physical Response principles. As its main assumption was that second language learning is parallel to the process of first language acquisition by children, learning was believed to be greatly enhanced when a linguistic activity was combined with a motor activity. This gives learners the chance to participate in interaction from the very beginning, responding not always with words in the target language, but also with actions. To conclude, it can be seen how many different ways and methods there can be to learn a foreign language. Surely, the state-of-the-art learning programs will not make miracles if there is one extremely important element missing - one must really want to make the learning effort!

11.1. When learning a foreign language with the Grammar Translation Method,
A. you will be quickly able to communicate with anyone using the language.
B. you should have special interests in order to pursue it.
C. the teacher has to stay silent, while the students take all the initiative during the lesson.
D. you will find it mainly suitable for young children

11.2. The Silent Way might not be immediately applicable in many Polish schools
A. because of the wrong attitude of teachers.
B. since it demands obedience and concentration, lacking in our schools and students.
C. because it tells the teachers to be silent.
D. as one cannot learn just by watching others speaking.

11.3. Total Physical Response would involve
A. watching a scene with people performing at the same time.
B. pretending to be a child again.
C. learning long lists of words and phrases by heart.
D. finding a form of expression in music.