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Direct method


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Direct method

  1. 1. Direct method is one of the common methods used in Pakistan to teach Englishlanguage. It is a significant method to develop the speaking skill of English.Speaking skill is one of the key factors of learning that enable students to copesuccessfully in practical life. According to the lesson plan suggested by EuniceBarroso, we have developed our own lesson plan. We have practically applied directmethod to enable students, to enhance their speaking skill, by visiting Mr. CabinPublic School.LevelClass oneTime1:30 minutesNumber of Students40GenderBoys and GirlsTraineeFatima GulMarriyam TariqSitara Ayaz Aims
  2. 2. • To make students speak in target language. • To increase their vocabulary. • To present, practice and produce fluency of English words in sentences through speaking. • To teach them English by creating a direct link between the words and the actual things for which these words stand. • To develop their interest in speaking English. • To improve their accent and pronunciation. • To teach them English for practical purposes.Exponents:Our exponents for students were vocabulary words like girl, Barbie, cricket, doctor,hospital, bat, and ball.Aid and MaterialWe used laptop for slide show, bat ball, pictures, candies, white board and marker,rostrum, loose sheets and camera.Anticipated problemStudents’ spontaneously responded by saying "I" and "raising their hands", so wecorrected them side by side. Teacher corrected these problems in repetition and drill.Input 1. No use of mother tongue.
  3. 3. 2. By showing pictures on slides. 3. By creating direct link between pictures and words. 4. By introducing characters famous among children. 5. By showing realia. 6. By demonstrating familiar games.Output 1. It enabled students to develop adequate speaking skill. 2. They gained fluency. 3. Their English vocabulary was improved. 4. They felt privileged and confident in speaking English. 5. They gave good response in speaking complete sentences in English.Procedure a. Warm up (20 minutes)Warm up activities help students to feel comfortable with the teacher. It lets studentshave fun with learning.We asked questions from students; i. How are you? ii. About the weather. iii. How many of you like winter?
  4. 4. iv. Why do you like winter season? v. How many of you like to speak English?A very energetic and positive response was given by students, participatingenthusiastically answering each question. i. Fine, Thank you ii. It is very cold. iii. Majority raised hands. iv. I like to wear cap in winter o I like to wear coats. o I like to eat dry fruits. v. Few students raised hands.Presentation (20 minutes)We presented pictures before students on laptop and asked questions. 1.
  5. 5. Teacher: Do you know this character?Students: Yes, BarbieTeacher: yes, this is a Barbie.Students: this is a Barbie.Teacher: What is the color of her dress?Student: PinkTeacher: yes, the color of her dress is pink.Students: the color of her dress is pink. 2. Teacher: what are they playing? Students: they are playing cricket. Teacher: what is the shape of ball? Students: it is round.
  6. 6. 3.Teacher: what is this?Students: this is a Hospital.Teacher: who works in a Hospital?Students: doctor works in a Hospital. 4.Who is this?
  7. 7. This is a doctor. Where does doctor work? Doctor works in a Hospital. Repetition drill: (20 minutes) Activity 1  Simple drill in which we asked students to repeat after our utterance of sentences. We made the students to repeat every sentence almost three to four times. Teacher: who works in a Hospital?1. Students: doctor works in a Hospital.2. Students: doctor works in a Hospital.3. Students: doctor works in a Hospital.  In substitution drill we change the vocabulary words in same sentence structure.  . Teacher: ------------- are playing cricket. (painter, Barbie, boys)  Students: Boys are playing cricket. 1. Teacher: Color of Barbie’s dress is --------------. (red, pink, yellow)  Students: color of Barbie’s dress is pink.Concept check:We evaluated that students are able to speak complete sentences in English in spite
  8. 8. of the fact, that we gave them different vocabulary items to check their concept,power of speaking with an accurate choice of words from the vocabulary list.Practice: Scramble the rocksActivity 2: (15 minutes)Teacher showed students some words placed in scramble way on slides like this: •Boys are playing cricket. •
  9. 9. I am a doctor. •This is a hospital.Students arranged the words in a proper order. It shows that they are able tounderstand and speak full sentences of English.Production: Role PlayingACTIVITY 3: (15 minutes)Teacher asked a girl from class to come and play the role of Barbie in front of herfellows. She dressed up like a Barbie doll and came in front of her class fellows andasked following question;First role player:S: Who am I?Class: You are a Barbie.
  10. 10. S: What is the color of my dress?Class: The color of your dress is pink.Second role player:Students held bat and ball before their class mates asked them the followingquestions;S1. What is this?Class: This is a bat.S2: What is this?Class: This is a ball.S3: What is the shape of ball?Class: It is round.Conclusion:On the whole our practical experience with students to teach them speaking skill ofEnglish language through direct method was very successful. Students responded atevery instance, passionately. Their interest was developed in English language. Theylearned a number of new words. They developed the habit of speaking full sentencesin English.As a result, they became fluent in speaking. Their pronunciation was improved. Wehope that by rejecting mother tongue, by creating direct connection between wordsand tangible things and by developing activities, such as repetition drill, scramblethe rocks and role playing students will be able to communicate in a better way inpractical life. Hence, our project demonstrates the importance of direct method to
  11. 11. improve speaking skill.