ELT1_DM

Group 7 - ELT1 Instructor: Ms. Dang Ngoc Anh Thu

Nguyễn Trần Ngọc Tỷ - [Link]
Nguyễn Trọng Băng Hiền - [Link]
Nguyễn Ngọc Thảo Nguyên - [Link]
Trần Hoàng Gia Thiên - [Link]

THE DIRECT METHOD ( DM )

The Grammar-Translation Method (GTM):

- Focusing heavily on grammar rules.
- Students often struggle with speaking and listening in real-world situations.
- Leading to a lack of fluency and confidence in practical communication.
→ These limitations led to the emergencetheofDirect Method (DM).

I. DEFINITION:

Definition:

● Richards and Rodgers (2001): The Direct Method as a way of teaching a foreign language
that aims to establish direct associations between experience and expression. The method
emphasizes the use of the target language in everyday speech without relying on translation
or the use of the students' native language.
● Larsen-Freeman (2000): The Direct Method emphasizes teaching language through
immersion, where students are directly exposed to the language in a meaningful context. It
avoids translation and encourages the use of demonstration, visual aids, and actions to
convey meaning.
● According to Fries's "the direct method is a method of teaching a foreign language,
especially a modern language through conversation, discussion, and reading in the
language itself, without the use of the pupil's language, translation and without the study of
the formal grammar."
● The major goal is to educate students on how to communicate in a foreign language.
● This is accomplished by placing the learner in a “natural” learning setting, which
reproduces the conditions in which native speakers learn a language.
● The Direct Method is excellent for boosting students’ motivation and, as a result, for
material retention because of the immersive learning environment.

II. HISTORY:
1. Origins and Development (Late 19th Century):
- The Direct Method was developed as a reaction to the Grammar-Translation Method.
- Language educators and reformers in Europe, especially in countries like Germany and
France, began to recognize the need for a method that better mirrored natural
language acquisition.

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2. Spread and Popularity (Early 20th Century):

- The Direct Method became widely popular in Europe, particularly in language schools
where teachers were native speakers.
- It was championed by language educators like Maximilian Berlitz, who adapted the
method for his language schools.

3. Criticism and Decline (Mid-20th Century):

- It required highly proficient teachers.
- With the rise of Structural Linguistics and the Audiolingual Method in the 1940s and
1950s, the popularity of the Direct Method waned.

4. Influence on Later Methods

- The Direct Method's emphasis on natural, immersive learning influenced later
communicative approaches.
- It is valued in modern language teaching.

III. EXPERIENCE

Exercise 1: Read the passage and answer the questions in full sentences.

UNIT 1: CONTINENTS AND OCEANS

We are looking at a map of continents and oceans. Geographically, the planet we are
living on is divided into Western and Eastern Hemisphere by The Greenwich
Meridian. The two hemispheres comprise 7 continents and 5 oceans in total.

North America and South America are continents in the Western Hemisphere. The
former is bordered to the north by the Arctic Ocean, to the east by the Atlantic Ocean,
and to the west by the Pacific Ocean. To the south of this continent lies South America.

Africa, Europe, Asia and Australia are located in the Eastern Hemisphere. Africa is
bounded by the Atlantic Ocean and the Indian Ocean to the west, south and east. Next
to Africa are Europe and Asia. Together they form one single landmass, which is
referred to as Eurasia. The Arctic Ocean and the Atlantic Ocean border Europe’s
northern and western regions. Asia is Europe's neighbor, which is surrounded by the
Arctic Ocean, the Pacific Ocean and the Indian Ocean to the north, east, and south.
Australia lies between the Pacific Ocean and the Indian Ocean.

The continent of Antarctica is isolated from other continents and it spans across the
Western and Eastern Hemisphere. It is bordered by the Southern Ocean.

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Questions:
1. How is the planet we are living on divided?
______________________________________________________________
2. What are the names of the continents in the world? What are the names of
the oceans in the world?
______________________________________________________________
______________________________________________________________
3. What is Eurasia?
______________________________________________________________
4. What do you think is the reason why Asia is called ‘Europe’s neighbor’?
______________________________________________________________

Exercise 2: In group, ask and answer questions containing these prepositions ‘at’, ‘on’,
‘in’, ‘next to’, ‘to’, ‘between’.

Exercise 3: Fill in the blanks.

a. Fill in the blanks with the correct prepositions.
1. We are living _______ Earth.
2. Australia is _______ the Eastern Hemisphere.
3. You are looking ________ the map.

b. Fill in the blanks with the correct form of the verbs given.
1. The planet we are living on __________ (divide) into Western and Eastern
Hemisphere.
2. Africa, Europe, Asia and Australia __________ (locate) in the Eastern
Hemisphere.
3. The continent of Antarctica __________ (isolate) from other continents.
⇒ CONCLUSION: Some verbs have both active and passive forms:
ACTIVE PASSIVE

Minh _______ (paint) the pictures. The pictures ___________ (paint) by Minh.

I _______ (open) the window. The window ____________ (open) by me.

Exercise 4: In pairs, listen carefully to the dictation and write down what you hear. You
will hear THREE TIMES.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Exercise 5: Listen to the directions and fill in the blank map of Asia with the names of
countries in the box. You will hear the directions TWICE.

Exercise 6 : Write an essay about geographical features in Vietnam. You should write:
- Where is Vietnam located?
- What countries and oceans is Vietnam bordered by to the east, west, south, and
north?
- How many cities does Vietnam comprise?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

HOMEWORK:
- Review the 7 continents and 5 oceans in the world.
- Practice pronunciation of the words you have learned .
- Write a short paragraph on the topic ‘The continent I want to travel to the most’.
Remember to use the prepositions you have learned and passive voice.
- In group, discuss the proverb ‘When in Rome, do as the Romans do’.
- All the lessons of this week will involve the topic ‘continents’. Prepare for the next
lesson: UNIT 2 - ASIA.

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IV. OBSERVATIONS AND PRINCIPLES:
OBSERVATIONS PRINCIPLES

The teacher calls students one by one to The reading skill will be developed through
read the sentences from the passage. The practice with speaking. Language is primarily
students read aloud a passage about 7 speech.
continents and 5 oceans in the world

The teacher points to the map as the students Objects (e.g. realia or pictures) present in the
are reading each sentence immediate classroom environment should be used
to help students understand the meaning.

Q&A in target language about 7 continents No native language should be used in the
and 5 oceans in the world classroom.

The teacher draws on the blackboard/ gives The teacher should demonstrate, not explain or
examples rather than giving a direct translate. It is desirable that students make a direct
explanation. association between the target language and meaning.

The teacher poses questions related to the Students should learn how to think in the target
passage. The students reply in a complete language as soon as possible. Vocabulary is
sentence in the target language. acquired more naturally if students use it in full
sentences, rather than memorizing word lists.

The teacher calls on students to pose their The purpose of language learning is
questions related to the map one at a time communication, meaning that students need to
learn how to ask questions and answer them

The teacher guides students to practice Pronunciation should be worked on right from
pronunciation the beginning of language instruction.

The students are asked to make a choice to Self-correction facilitates language learning
correct grammar errors.

The teacher asks questions about students Lessons should contain some conversational
and in class, the students ask each other activity—some opportunity for students to use
questions. language in real contexts. Students should be
encouraged to speak as much as possible.

The teacher instructs the students to do a Inductive grammar should be taught. An explicit
fill-in-the-blank exercise about grammar rule may never be given.
prepositions and passive voice.

The teacher dictates a paragraph on the Writing is an important skill to be developed

topic ‘our home planet’. from the beginning of language instruction.
The students are asked to write a short
paragraph on the topic ‘The continent I
want to travel to the most’.

All lessons of the week involve the topic Syllabus is based on situation/topic, not usually
‘continent’. on linguistic structure.

Discuss a given proverb ‘When in Rome, do Learning language involves learning culture.
as the Romans do.

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⮚ EXPLANATIONS:
1. Inductive: using a particular set of facts or ideas to form a general principle
Inductive grammar is a way of teaching grammar where students figure out the rules by
looking at examples instead of being told the rules directly, which helps them understand
and remember the rules better.
Examples: - This book is bigger than that one.
- My car is faster than yours.
- Her house is smaller than mine.
Students observe: The adjectives "big," "fast," and "small" all change by adding -er when
comparing two things.

Fill-in-the-blank exercise in GTM vs DM

● In GTM: An explicit grammar rule is first given in L1. Students are instructed to do
fill-in-the-blank exercises in L2 as a way to apply the learned rule.

● In DM: No explicit grammar rule is given. Students learn through examples in L2

and generalize the rules themselves. Teachers instruct students to do fill-in-the-blank
exercises in L2 to help them apply what they have generalized.
1. Explorers discovered new continents. = New continents were discovered by explorers.
2. Geographers mapped the Pacific Ocean.
= The Pacific Ocean was mapped by geographers.
3. Researchers studied the Arctic region.
= The Arctic region was studied by researchers.

2. Proverb:
A well-known phrase or sentence that gives advice or says something that is generally true
(Oxford Dictionary). Proverbs are passed down through generations and reflect the shared
values or cultural experiences of a society.
Ex: Don’t judge a book by its cover.
Meaning: Don’t form an opinion or make judgment about someone or something based on its
outward appearance. Just as the cover of a book may not accurately reflect the quality or
content inside, a person's or situation's surface features—like looks, behavior, or first

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impressions—may not give the full or true [Link] saying encourages us to look deeper
before making assumptions, as appearances can often be misleading.

The early bird catches the worm.

Meaning: Those who take action or start something early have an advantage or are more
likely to succeed.
In a literal sense, it refers to birds getting up early to find food before their competition.
Figuratively, it encourages taking action ahead of time or being punctual to gain a
competitive edge.

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V. REVIEWING THE PRINCIPLE

TEACHERS

GOAL ROLE INTERACTION TEACHING PROCESS RESPOND TO

ERRORS

Intend that Students’ - Teacher - Students -___________ the meaning of Try to get
students _______ - __________ the target language word or students to
learn how to - __________ phrase through realia, ____________
__________ pictures,eetc. whenever
in the No ______________ possible
_________ -eGrammar is taught
language __________.

STUDENTS

ROLE LEARNING PROCESS FEELINGS EVALUATION

_______ - __________ and ___________in __________ - Not ________ but nature use
learners target language - Not memorization but
- Practice vocabulary by using new production
words in _________ _________ -eCommunicating in
_________ & ________ skills

LANGUAGE

VIEWED CULTURE EMPHASIZED AREAS/SKILLS MOSTLY

USED IN
CLASS

Language Culture is viewed - ___________and - Use 4 skills _________

is as consisting _____________are - _______ and ________as ___
primarily of________, emphasized in the primary skills language
______, __________ and _____________of a - ____ communication is seen
not __________ course as basic
written

KEYS:

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VI. REVIEWING THE TECHNIQUES:

1. Game:
1.1. Vocabulary Race:
- Description: Write a list of vocabulary words in the target language on the board.
Divide students into two teams and have them race to find an object or draw a picture
that matches each word.
- Position in Presentation: This can be used to demonstrate how vocabulary is taught
through interaction and engagement without translation, reinforcing words through
actions or images.

1.2. Simon Says:

- Description: Play a game of "Simon Says" in the target language, where students
have to follow the commands.
- Position in Presentation: This game can be used when highlighting the use of actions
and physical responses to reinforce vocabulary and commands in the target language,
which is a common technique in the Direct Method.

2. Reading aloud:
● Students take turns reading sections of a passage, a play or a dialogue out loud. At
the end of each student’s turn, the teacher uses gestures, pictures, realia, examples,
or other means to clarify the section's meaning.
● This implies that pronunciation is given priority from the beginning of instruction.

Explanation:
1. Realia /riˈeɪliə/ (n, uncountable): ordinary objects used in a class for teaching
purposes (e.g. music, videos, maps, toys, classroom items, etc).

3. Conversation practice:
The teacher asks students several questions in the target language, which students have to
understand to answer correctly (e.g. questions about the students themselves). The questions
contain a particular grammar structure. Later, the students will utilize that same
grammar structure in questions to other students.

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4. Q&A exercise:
This exercise is conducted only in the target language, including teacher-student and
student-student interaction. Students answer the questions in full sentences to practice
new words and grammatical structures.

5. Students’ self-correction:
This might be conducted in three ways:
- The teacher asks a student to choose between what the student said and an
alternative answer they supplied.

- The teacher repeats what a student has just said, using a question voice to signal to
the student that something is wrong with it.

- The teacher repeats what the student said, stopping just before the error. The
student knows that the next word is wrong.

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6. Fill-in-the-blank exercise:
This technique has already been discussed in the Grammar-Translation Method but differs in
its application in the Direct Method. All the items are in the target language, and no
explicit grammar rule will be applied. The students will induce the grammar rule they need
to fill in the blanks from examples and practice with earlier parts of the lesson (implicit
grammar rule).

7. Map drawing:
The students are given a map with unnamed features. The teacher gives instructions for
all the features, so if they follow the instructions correctly, they will have a complete, labeled
map.

The students then instruct the teacher to do the same thing with a map that the teacher
drew on the blackboard. Each student can have a turn giving the teacher instruction for
finding and labeling one feature.

Several types of map drawing:

7.1. Spider map: typically starts with a central idea or theme, from which related
subtopics branch out like the legs of a spider, hence the name. Each 'leg' or branch
can then have its own smaller branches, representing related ideas or details. Spider
maps are especially effective when exploring a central theme or concept in-depth,
breaking it down into its components or related ideas.

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7.2. Tree map: takes a hierarchical, tree-like structure. It starts with a central node,
often representing a broad topic or concept, with branches extending out to more
specific ideas or subtopics. Tree maps are particularly useful in organizing complex
information into an easy-to-understand format.
Explanation:
2. node /nəʊd/ (n, biology): a place on the stem of a plant from which a branch or leaf
grows.

7.3. Flow map: presents a sequence of steps or stages. This mind map type
highlights the progression or flow of ideas, tasks, or events. Typically, a flow map
begins with a starting point, followed by a series of points or steps leading to a
conclusion or outcome. Flow mind map types are excellent tools when dealing with
processes, procedures, or events that occur in a defined sequence.

7.4. Multi-flow map: analyzes cause-and-effect relationships. Has multiple flows

representing different causes or effects. The central idea or event is placed in the
middle, with causes flowing to it on one side and effects flowing out from it on the
other. This visual depiction allows for a comprehensive understanding of complex
situations or events.

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8. Dictation:
The teacher reads the passage three times:
- First time: at a normal speed.
- Second time: phrase by phrase, pausing long enough for students to write down
what they have heard.
- Third time: again read at a normal speed, and students check their work.

9. Paragraph writing:
The teacher asks students to write a paragraph in their own words. They can do this from
memory or use the reading passage in the lesson as a model.
Example: Write a short paragraph on the topic ‘The continent I want to travel to the most’.

VII. CONCLUSION:
7.1. DM’s merits and defects:
Merits Defects

● Suitable for private language schools ● High prices for small classes, individual
where students are highly motivated and attention and intensive study. Not suitable
native-speaking teachers can be employed. for public education with constraints of
budget, classroom size and teacher
background.
● Provides an interesting and engaging way of
learning English through activities. ● Demands tremendously on the teachers.
They should be fluent in L2 and resourceful
to clarify the meaning in a variety of ways
without using L1.

● Not sufficient provision for the systematic

practice of structures in a planned
sequence.
● Successful in developing listening and
speaking skills of youngsters in elementary ● Only highly intelligent students can profit
schools thanks to their great ability to from this method. Less talented ones can
mimic. not make a direct association between
foreign phrases and situations.

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7.2. DM vs. GTM:

Category Grammar-Translation Method Direct Method

(GTM) (DM)

Goal of Method The students should be able to read The students should learn how to
literature written in the target language communicate in the target language

Role of the teacher The teacher is the authority in the The students and teachers are more like
classroom partners

Role of the The students have a passive role. They The students have an active role
students do as the teacher says so they can learn
what he/she knows

Characteristics of Students are taught to translate from one Students need to associate meaning
the language into another. with the target language directly.
teaching/learning
process Students memorize equivalents for target Students practice vocabulary by using
language vocabulary words new words in complete sentences

Nature of teacher- Mostly teacher - student interaction, Both teacher-student and student-
student interaction little student initiation and student- student interaction
student interaction

How language is Literary language is considered more Language is primarily spoken not
viewed important written

The role of Mostly used for translation Not used in the classroom
students’ native
language

Teacher’s response Corrects students immediately Tries to get students to self-correct

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IX. QUIZ
1. What is the primary focus of the Direct Method in language teaching?
A) Translation of texts between the target language and native language.
B) Memorization of vocabulary lists and grammar rules.
C) Using the target language exclusively for communication and immersion.
D) Emphasizing written language over spoken language.
2. Which of the following is a key principle of the Direct Method?
A) Grammar is taught deductively through explicit rules.
B) Vocabulary is learned through direct translation.
C) Focus is on oral communication and listening comprehension.
D) Students are encouraged to write essays in their native language.
3. Which of the following techniques is commonly used in the Direct Method?
A) Translation exercises.
B) Reading literary texts.
C) Role-playing and conversation practice.
D) Grammar worksheets.
4. What is a major advantage of the Direct Method?
A) It is effective in teaching grammar through written exercises.
B) It enhances students' speaking and listening skills through immersion.
C) It is easy to implement with large groups of students.
D) It focuses on cultural aspects rather than language skills.
5. Which of the following is a criticism of the Direct Method?
A) It relies too heavily on translation and grammar drills.
B) It does not allow students to practice oral communication.
C) It requires teachers to have a high level of fluency in the target language.
D) It focuses solely on written language at the expense of speaking skills.
6. In the Direct Method, how are new vocabulary words typically taught?
A) Through direct translation into the students' native language.
B) By associating words with real objects, pictures, or actions.
C) Using bilingual dictionaries for word definitions.
D) Through rote memorization and vocabulary lists.
7. Which statement best describes the role of the teacher in the Direct Method?
A) The teacher translates all new concepts into the students' native language.
B) The teacher acts as a facilitator, encouraging students to communicate in the target language.
C) The teacher provides grammar rules and explanations in detail.
D) The teacher focuses primarily on reading comprehension exercises.
8. One of the challenges of using the Direct Method is that:
A) It can be difficult for students to understand grammar rules.
B) It makes use of translation, which can slow down the learning process.
C) It is only suitable for young children.
D) It relies heavily on technology for effective teaching.

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REFERENCES

[1] Arina Kravchenko. (24/10/2023). The History of the Method: The Direct Method.
Retrieved 21/10/2024 from [Link]
direct-method

[2] Chris Parker. REALIA: Real-Life Materials Every Teacher Should Be Using. Retrieved
21/10/2024 từ [Link]

[3] ELT Group. (2010). General Issues in Language Learning and Language Teaching.
HCMC University of Education

[4] LANGMASTER. Câu bị động (passive voice): định nghĩa, cấu trúc, bài tập đầy đủ nhất.
Retrieved 21/10/2024 from [Link]
trong-tieng-anhday-du-nhat

[5] Nguyen Tien Vinh. (01/03/2024). Bài Tập Ngữ Pháp Tiếng Anh – File Tổng Hợp Đầy
Đủ Các Dạng. Retrieved ngày 21/10/2024 từ [Link]
anh/

[6] Cambridge University Press. Cambridge Dictionary. Passive voice. Retrieved

21/10/2024 from [Link]
voice?q=Passive%3A+active+and+passive

[7] Sejla Hajric (14/02/2024). All 10 Different Types of Mind Map You Need to Know About.
Retrieved 21/10/2024 từ [Link]

[8] UNIV-ENGLISH. (2021). Lecture 08 The Direct Method. Retrieved 21/10/2024 from
[Link]

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