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The Direct Method

The document outlines the Direct Method in language teaching, emphasizing natural and direct learning akin to first language acquisition. It details the method's goals, learner and teacher roles, types of activities, and instructional materials used to facilitate communication in the target language. An example lesson procedure illustrates how vocabulary and grammar are taught through real objects and interactive practice.

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5 views2 pages

The Direct Method

The document outlines the Direct Method in language teaching, emphasizing natural and direct learning akin to first language acquisition. It details the method's goals, learner and teacher roles, types of activities, and instructional materials used to facilitate communication in the target language. An example lesson procedure illustrates how vocabulary and grammar are taught through real objects and interactive practice.

Uploaded by

rosfar23
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ISFD N°52 “Maestro Francisco Isauro Arancibia”

CFPP II 2do año - Profesorado de Inglés


Prof. Carla Lobato

Approaches and Methods in Language Teaching

Students in the group: El Hilon Abigail, Castro Monica M., Contreras Magali, Contreras
Estefania

METHOD: The Direct Method

APPROACH

Theory of the Nature of Oral and communicative view of language. (Interactional)


Language: Structural view of the language

Theory of Language It is based on the idea that people learn a second language
Learning: more effectively when they learn it naturally and directly,
similarly to how children learn their first language.
condition-oriented (habit formation)

DESIGN

General and specific The main goal is to help students to communicate in the target
objectives of the method: language. Students are expected to learn to think directly in
the target language instead of translating from their native
language.

Syllabus model: It is based upon situations or topics, an explicit grammar rule


may never be given.

Types of activities: - Reading aloud


- Question-and-answer exercises
- Conversation practice
- Fill-in-the-blank exercises

Learner roles: They are active participants in their learning process.

Teacher roles: Encourages direct and spontaneous use of the foreign


language in the classroom. Corrects pronunciation and
grammar. Encourages self-correction. Create situations that
allow meaningful language use.

Instructional materials: - Pictures


- Real objects
- Flashcards
- Blackboard drawings
- Demonstrations

EXAMPLE OF A LESSON PROCEDURE:

In a lesson about “At the Market”, the teacher begins by showing students real objects or
pictures of food like apples, bread, milk, etc. Using the target language, the teacher
introduces the vocabulary by saying sentences like “This is an apple” or “These are
bananas” while pointing to the objects. Students have to repeat the words and sentences
after the teacher to practice pronunciation.

Then, the teacher asks students questions in the target language like “Is this an apple?” and
students have to answer in complete sentences: “Yes, it is an apple” or “No, it isn’t bread. It
is milk”. After this activity, students practice short conversations in pairs, pretending they are
buying food at a market. For example, one student may ask “Can I have some apples?” and
the other replies, “Yes, here you are.”

During the lesson, students are exposed to grammatical patterns like “this” and “these” and
are expected to understand the rules through examples rather than direct explanation. The
teacher also corrects pronunciation when necessary and encourages students to self-
correct.

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