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The Direct Method

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by

reem asiri

on 8 October 2016

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Transcript of The Direct Method

The Direct Method
Questions and answers (conversations):
Conclusion
History
The Direct Method was developed by Maximilian Berlitz towards the end of 19th century as a reaction to the Grammar Translation Method.

It was called ‘natural method’ at first due to its attempts to follow the same pattern as in L1 acquisition

What are the goals of the DM?
What is the role of the teacher/ students?
what are some characteristics of the DM?
what is the nre of the student-teacher / student-student interaction?
how are the feelings of the students dealt with?
how is language/culture viewed?
what areas of language/ language skills are emphasized?
how is evaluation accomplished?
how does the teacher respond to students errors?
Types of learning and teaching activities
Other names given to the direct method
Reading skill
is important, but it should be developed through practice with speaking.
Using objects (e.g. realia or pictures) to help students understand the meaning.
Don’t
use
native language
in the classroom.
Teacher should demonstrate, instead of translation, to enable students to make direct association between the target language and meaning.
Students should learn
to think
in the target.
The main purpose of language learning is
communication
(students ask and answer questions).
Self-correction facilitates learning.
The syllabus is based on situations or topics, not usually on linguistic structures
Learning the culture of the language is essential
There is not textbook
No memorization
Production is more important




The reformers shared the following beliefs;
Knowing a language is "being able to speak it"
Great stress on correct pronunciation and target language outset
Second language learning should be an imitation of the L1 learning
The learning of grammar should be ''deductive'' and translating skills should be ''avoided''
Direct Method vs Grammar-Translation Method
Direct method
Grammar-Translation Method
Vocabulary is taught through realia and associations of ideas
inductive grammar
only the target language is used
Attention is paid to pronounciation
Vocabulary in lists of isolated words
deductive grammar
classes are taught in the mother tonge
little attention paid to pronounciation
What to observe??
The use of language (target/ source)

The role of the student’s target language

The nature of interaction (teacher/student)

Language skills/ areas emphasized

Grammar use (deductively or inductively)

Watch a Class !
Observe the following videos to come to understanding of the principles, techniques and activities of the direct method
Teacher reads text while demonstrating the words s/he wants to teach. The meanings are not told. Students are supposed to understand the meaning from teacher's actions.
Reading Aloud
Students are given a blank map and they have to complete it by following the instructions of the teacher. It is a way to further develop listening comprehension
Map drawing
Paragraph writing
Students are asked to write a passage in their own words. They can do this from memory or using a reading passage as a model
Principles:
Activity
Listen to text and draw the prince's way as you listen.
Fill-in-the-blank exercises:
First conditional:
1. If you _______ (not study), you _______ (fail) the test.

2. We _______ (die) if we _______ (not get) help soon!

3. If you _______ (look) in the fridge, you _______ (find) some cold drinks.

Dictation and repetition
1-.What's the time, please?
2-.What time is it, please?
3-. Excuse me. Do you know what time it is?
4-. Have you got the time, please?
5-.Could you tell me the time, please?
6-.It's 8 o'clock (eight o'clock) (8:00).
7-. It's quarter past 10 (ten) (10:15).
8-. It's time to get up.
9-. It's time to go to work.
10-.It's time to go to bed. It's bedtime
Full transcript