DM stands for the Direct Method
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Errors
T. urges his students to self-correct using different techniques.
Typical techniquesReading aloud
Students take turns in reading aloud sections of a text, dialogue or a play. The teacher, after every section, uses realia, pictures, mime or examples to explain.
Question and answer exercise
This exercise is exclusively carried out in the target language. It consists of questions to which students are to find answers. These latter should be in full sentences to practice new vocabulary and grammatical structures.
Student self-correctionSome techniques for students to self-correct:
1- T. asks students to make a choice between what they said and another alternative (this is also a way that can be exploited to know whether it is a mistake or an error.)
2- T. repeating the mistake with a questioning tone to draw the student’s attention to the mistake.
3- T. repeating the student’s sentence only to stop just before the mistake/ error.
Conversation practice
Only a particular grammatical structure is stressed at a time. It goes when the T. asks questions using a particular grammatical structure and students should answer them. Then students start questioning each other with a focus on the same grammatical structure.
Fill-in-the blank exercise
An activity where items, in the target language, are missing. Those items required to fill in the blanks are to be induced from previously presented lessons. They are not explicitly handed as it was the case for GTM’s fill-in-the blanks exercise.
Dictation
T. reads the passage three times:
1st instance of reading is for listening only
2nd T. reads slowly pausing after each phrase for students to write down the passage.
3rd this last instance of reading is for students to check their work/ passages.
Paragraph writing
Students are asked to write a paragraph, in their own words, about a subject connected to the theme (s) of the reading passage.
Criticism to the Direct Method
It was a success in private schools, but a fiasco in public education because of(s):
1- Budget Constraints,
2- Classroom Size,
3- Time,
4- Teacher Background (usually, non-natives)
Prepared by: Nouamane ERRIFKI
-2-
Errors
T. urges his students to self-correct using different techniques.
Typical techniquesReading aloud
Students take turns in reading aloud sections of a text, dialogue or a play. The teacher, after every section, uses realia, pictures, mime or examples to explain.
Question and answer exercise
This exercise is exclusively carried out in the target language. It consists of questions to which students are to find answers. These latter should be in full sentences to practice new vocabulary and grammatical structures.
Student self-correctionSome techniques for students to self-correct:
1- T. asks students to make a choice between what they said and another alternative (this is also a way that can be exploited to know whether it is a mistake or an error.)
2- T. repeating the mistake with a questioning tone to draw the student’s attention to the mistake.
3- T. repeating the student’s sentence only to stop just before the mistake/ error.
Conversation practice
Only a particular grammatical structure is stressed at a time. It goes when the T. asks questions using a particular grammatical structure and students should answer them. Then students start questioning each other with a focus on the same grammatical structure.
Fill-in-the blank exercise
An activity where items, in the target language, are missing. Those items required to fill in the blanks are to be induced from previously presented lessons. They are not explicitly handed as it was the case for GTM’s fill-in-the blanks exercise.
Dictation
T. reads the passage three times:
1st instance of reading is for listening only
2nd T. reads slowly pausing after each phrase for students to write down the passage.
3rd this last instance of reading is for students to check their work/ passages.
Paragraph writing
Students are asked to write a paragraph, in their own words, about a subject connected to the theme (s) of the reading passage.
Criticism to the Direct Method
It was a success in private schools, but a fiasco in public education because of(s):
1- Budget Constraints,
2- Classroom Size,
3- Time,
4- Teacher Background (usually, non-natives)
Prepared by: Nouamane ERRIFKI
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