DIRECT METHOD

1. The Direct Method has one very basic rule: No __________is allowed.

2. In fact, the Direct Method receives its name from the fact that meaning

is to be conveyed __________ in the target language through the use

of ____________ and ___________, with no recourse to the

students' _____________.

3. __________ in the target language should be taught from the

beginning of language instruction; however, the ________ skill will be

developed through practice with __________.

4. Language is primarily ________.

5. Culture consists of more than the ___________ (e.g. the students

study geography and cultural attitudes).

6. _________ (e.g. realia or pictures) present in the immediate

classroom environment should be used to help students understand the

__________.

7. The ____________ should not be used in the classroom.

8. The teacher should __________, not explain or translate. It is

desirable that students make a ___________ between the

________________ and ___________.

9. Students should learn to _______ in the ____________ as soon as

possible. __________ is acquired more naturally if students use it in

_____________, rather than memorizing word lists.

10. The purpose of language learning is ____________ (therefore

students need to learn how to ask questions as well as answer them)

11. In DM, ____________ should be worked on right from the

beginning of language instruction.

12. _____________ facilitates language learning.

13. Lessons should contain some __________ activity—some

opportunity for students to use language in ___________. Students

should be encouraged to ______ as much as possible.

14. Grammar should be taught ___________. There may never be

an _________ grammar rule given.

15. ________ is an important skill to be developed from the

beginning of language instruction.

16. The syllabus is based on ________ or ______, not usually on

_______________.

17. Teachers who use the Direct Method intend that students learn

how to ___________ in the target language. In order to do this

successfully, students should learn to _____ in the

______________.
18. Although the teacher directs the class activities, the student role

is less _______ than in the Grammar-Translation Method. The teacher

and the students are more like ________ in the teaching/learning

process.

19. Teachers who use the Direct Method believe students need to

_________ meaning and the target language _______.

20. In order to do this, when the teacher introduces a new target

language word or phrase, he __________ its meaning through the

use of ______, _______, or _________; he never _______ it into

the students' native language.

21. Students ______ in the target language a great deal and

____________ as if they were in real ________.

22. The syllabus used in the Direct Method is based upon

__________ or _______.

23. Grammar is taught __________.

24. The ___________ of the interaction goes both ways, from

teacher to students and from student to teacher, although the latter is

often ______________. Students ________ with one another as

well.

25. Language is primarily _______, not _______. Therefore,

students study common, everyday _______ in the target language.

They also study culture consisting of the _______ of the people who
 speak the target language, the _________ of the country or countries

where the language is spoken, and information about the _________

of the speakers of the language.

26. __________ is emphasized over ________.

27. Work on all _____ skills occurs from the start, ______

communication is seen as basic.

28. The ________ and ________ exercises are based upon what

the students practice ______ first. ____________ also receives

attention right from the beginning of a course.

29. The students' _____________ should not be used in the

classroom.

30. In the Direct Method, students are asked to ____ the language,

not to ___________ their knowledge about the language. They are

asked to do so using both _____ and ______ skills.

31. The teacher, employing various techniques, tries to get students

to __________ whenever possible.

REVIEWING THE TECHNIQUES

Reading aloud

32. Students take turns reading sections of a passage, play, or dialog

out loud. At the end of each student's turn, the teacher uses
 ________, ________, ______, examples, or other means to make

the ________ of the section clear.

Question and answer exercise

33. This exercise is conducted only in the target language. Students

are asked questions and answer in ____________ so that they

practice ___________ and _______________. They have the

opportunity to ask questions as well as answer them.

Getting students to self-correct

34. The teacher of this class has the students self-correct by asking

them to make a ______ between what they said and an _________

answer he supplied.

Conversation practice

35. The teacher asked individual students questions about

themselves. The questions contained a particular _______________.

Later, the students were able to ask each other their own questions

using the same __________________.

Fill-in-the-blank exercise

36. All the items are in the target language; furthermore, no

________ grammar rule would be applied. The students would have

 ________ the grammar rule they need to fill in the blanks from

examples and practice with earlier parts of the lesson.

Dictation

37. The teacher reads the passage three times. The first time the

teacher reads it at a normal speed, while the students just listen. The

second time he reads the passage phrase by phrase, pausing long

enough to allow students to write down what they have heard. The last

time the teacher again reads at a normal speed, and students check

their work.

Map drawing

38. The students were given a map with the geographical features

unnamed. Then the teacher gave the students _________. He gave

instructions for all the geographical features so that students would

have a completely ________ map if they followed his instructions

correctly. The students then instructed the teacher to do the same

thing with a map he had drawn on the blackboard. Each student could

have a turn giving the teacher instructions for finding and labeling one

geographical feature.

Paragraph writing
39. The teacher in this class asked the students to write a paragraph

in their own words. They could have done this from memory, or they

could have used the reading passage in the lesson as a model.

THE DIRECT METHOD (DM)

MERITS

40. DM is suitable for _______ language schools where students

were highly _________ and where ____________ teachers could

be employed.

41. The method provides an _________ and ________ ways of

learning English through activities.

42. DM is successful in developing the skill of listening and speaking

in very young children in __________ schools because they have

great ability to _______.

DEFECTS

43. Students have to pay high ______ for small ______,

___________ attention and ___________ study.

44. DM is not suitable for ______ education with constrain of

_______, classroom _____ and teacher ___________.

45. It demands tremendously on the teacher. He should be

_______ in L2 and very ___________ in order to make the

________ clear in a variety of ways without using L1.

46. There is not _________ provision for _______ practice of

structures in a planned sequence.

47. Only highly __________ students can profit from this method.

Less ________ ones can not make a direct __________ between

foreign phrases and situations.