The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points: 1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language. 2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences. 3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.

1. Direct method is one of the common methods used in Pakistan to teach English
language. 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 cope
successfully in practical life. According to the lesson plan suggested by Eunice
Barroso, we have developed our own lesson plan. We have practically applied direct
method to enable students, to enhance their speaking skill, by visiting Mr. Cabin
Public School.
Level
Class one
Time
1:30 minutes
Number of Students
40
Gender
Boys and Girls
Trainee
Fatima Gul
Marriyam Tariq
Sitara Ayaz
Aims

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 Material
We used laptop for slide show, bat ball, pictures, candies, white board and marker,
rostrum, loose sheets and camera.
Anticipated problem
Students’ spontaneously responded by saying "I" and "raising their hands", so we
corrected them side by side. Teacher corrected these problems in repetition and drill.
Input
1. No use of mother tongue.

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 students
have fun with learning.
We asked questions from students;
i. How are you?
ii. About the weather.
iii. How many of you like winter?

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, participating
enthusiastically 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. Teacher: Do you know this character?
Students: Yes, Barbie
Teacher: yes, this is a Barbie.
Students: this is a Barbie.
Teacher: What is the color of her dress?
Student: Pink
Teacher: 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. 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. 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. 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 rocks
Activity 2: (15 minutes)
Teacher showed students some words placed in scramble way on slides like this:
•
Boys are playing cricket.
•

9. I am a doctor.
•
This is a hospital.
Students arranged the words in a proper order. It shows that they are able to
understand and speak full sentences of English.
Production: Role Playing
ACTIVITY 3: (15 minutes)
Teacher asked a girl from class to come and play the role of Barbie in front of her
fellows. She dressed up like a Barbie doll and came in front of her class fellows and
asked following question;
First role player:
S: Who am I?
Class: You are a Barbie.

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 following
questions;
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 of
English language through direct method was very successful. Students responded at
every instance, passionately. Their interest was developed in English language. They
learned a number of new words. They developed the habit of speaking full sentences
in English.
As a result, they became fluent in speaking. Their pronunciation was improved. We
hope that by rejecting mother tongue, by creating direct connection between words
and tangible things and by developing activities, such as repetition drill, scramble
the rocks and role playing students will be able to communicate in a better way in
practical life. Hence, our project demonstrates the importance of direct method to

11. improve speaking skill.