Methods Week 4 DM 1

Housekeeping: Name Cards English Nickname: _________ Email address: ______________ Phone #: __________________ Your Picture Something about your self:_________ ______________________________ 2

Homework Today’s Class- Chapter 3 - DM Read Ch 4 - ALM First, in TP3 read the sections: Experience and Thinking About the Experience (pp. 35-44) Then use the TESOL Method Workbook (TMWB, pp. 31-35) As you re-read the chapter look at and answer the questions in the workbook

TESOL Method Workbook Open the book to page 28 Discuss questions 1-3: What is the goal of DM? What is one very basic rule of DM? Discuss the sample lesson and question 3a-3g.

TESOL Workbook What is the topic of the lesson? What resources did the T use? How does the T teach; that is, what techniques did the T use? What is the TL (grammar/vocabulary)? How is the TL taught? Role of T? Role of Ss?

DM: Some History DM is a reaction to the GTM based on observation about how people learn their first language Primacy of spoken language should be reflected in oral-based methodology Learners should hear the language first, before seeing it in written form Language should be presented in sentences in meaningful contexts, not as isolated, disconnected pieces

DM and the Berlitz School Direct Method was very popular because it was adopted by a major European language school Berlitz rules mirror DM almost exactly Never translate: demonstrate Never explain: act Never make a speech: ask questions Never imitate mistakes: correct Never speak with single words: use full sentences

DM and the Berlitz School Never speak too much: make Ss speak much Never speak too slowly: speak normally Never speak too quickly: speak naturally Never speak too loudly: speak naturally

DM: Principles based on the rules DM has one very basic rule: NO TRANSLATION ALLOWED Meaning is to be conveyed directly in TL through use of demonstration & visual aids, without using L1 at all

DM: Principles based on the rules Classroom instruction conducted exclusively in TL Only everyday vocabulary & sentences taught Oral communication skills built up in carefully graded progression around T-S Q&A exchanges in small, intensive classes

DM: Principles based on the rules Grammar taught inductively New teaching points introduced orally Concrete vocabulary taught through demonstrations, objects, pictures Abstract vocab: association of ideas Emphasizes speech, listening comprehension, correct pronunciation & grammar

Reviewing the Techniques Question 4 on p. 29 in the workbook Look at the list of techniques on pp. 32-33 Choose two techniques that you think are useful Explain how/why you would use them

Question Techniques Focusing Questions (to check Ss attn.) What do you at the bottom of page 86? How many columns do you see? Guiding Questions (to elicit information form Ss) What do you see in this picture? Do long words or short words take more? CCQs (Comprehension/Concept Check Questions to check if Ss understand what has be said)

CCQs There are three kinds of CCQs Positive/Negative check questions: Is this a cup? Do doctors work in a police station? Discrimination check questions: Is a ghost alive or dead? Are you working alone or with a partner? Demonstration check questions: What are you going to do? Where does a doctor work?

Make 3 CCQs for each word or situation Summer Square Pour out Ss are going to do a cloze activity Ss are going to listen and circle the words that they hear Ss need to do a “find someone who” activity

Direct Method Doubting and Believing Discuss the Qs on bottom of p. 29 in the workbook. Then answer these 3 Qs: What are the benefits and challenges of using this method? When might it be appropriate to use? When would other approaches be more appropriate?

In class Activity p. 30 How would you use the DM techniques to teach the content on p. 30? Work with your group members to come up with a sequence of activities If time permits you will teach this to other group members.