THE DIRECT

METHOD
 APPROACH

THEORY OF NATURE OF
LANGUAGE
 the language is a functional system related with the communication of
agree the context that the learners need, also it method emphasized the
pronunciation.
 Lessons should contain some conversational activity- some
opportunity for students to use language in real
contexts.
 A THEORY OF THE NATURE OF LANGUAGE
LEARNING
 Grammar is taught inductively; that is, the students are presented with examples
and they figure out the rule or generalization from the examples.
An explicit grammar rule may never be given. Students practice vocabulary
by using new words in complete sentences.
 Students speak in the target language a great deal and communicate as
if they were in real situations. In fact, the syllabus used in
the Direct Method is based upon situations (for example, one unit
would consist of language that people would use at a bank, another of
the language that they use when going shopping) or topics (such
as geography, money, or the weather).
 The teacher should demonstrate, not explain or translate. When she/ he introduces a new
target language word or phrase, he/she demonstrates its meaning through the use of realia,
pictures, or pantomime; he/ she never translates it into the students’ native language.
 The environment of the classroom is centered between teacher and students, where is organized around question-and-
answer exchanges between teacher and students in small intensive classes.
DESIGN

OBJETIVES:
PROCESS-ORIENTED OBJETIVE
A fundamental purpose of learning a language is to be able to fluently communicate. To do
this, the Vocabulary is emphasized over grammar through work on all four skills
(reading, writing, speaking, and listening) occurs from the start, oral communication is
seen as basic. Thus the reading and writing exercises are based upon what the
students practice orally first. Pronunciation also receives attention righ from the beginning
of a course.
 To be able to communicate fluently as their native language
 To be able to understand foreign language
 To develop listening and speaking skill
 2.2. THE
SYLLABUS.
It is a process centered or notional-functional syllabus.
 notional-functional syllabuses specify the communicative context of a course in terms of
functions , notions, topics, grammar and vocabulary.
 only everyday vocabulary and sentences were taught.
 oral communication skills were built up in a carefully graded progression.
 grammar was taught inductively
 new teaching points were introduced orally
 both speech and listening comprehension were taught
 correct pronunciation and grammar were emphasized
2.3 CONTEXT CHOICE

Subject Matter: Study about their culture consisting of the history of the people, who speak the target
language, the geography of the country or countries, where the language is spoken, and information bout the
daily lives of the speakers of the language.

Linguistic Matter: conversational activities and employing questions

2.3. THE TYPES OF LEARNING AND
TEACHING ACTIVITIES

 Reading Aloud
 Question and Answer Exercise
 Getting Students to Self-correct
 Conversation Practice
 Fill-in-the-blanks Exercise
 Dictation
 Map Drawing
 Paragraph Writing
TEACHER’S ROLE
 Teacher must encourage direct and spontaneous use of the foreign language
in the classroom.
 The teacher directs the class activities.
 The teacher and the students are more like p in
the teach in – learning process.

STUDENTS’ ROLE:

 Learners would be able to induce rules grammar.

 The student role is less passive than in the Grammar-
Translation Method.
 Students converse with one another as well.
2.5. THE ROLE OF TEACHING MATERIALS

 The using of mime, demonstration, and picture teach us new

vocabulary