شرح طرائق التدريس.مرحلة ثالثة .جابتر الثالث The Direct Methode ..Introduction....Principles скачать в хорошем качестве

شرح طرائق التدريس.مرحلة ثالثة .جابتر الثالث The Direct Methode ..Introduction....Principles

3 The Direct Method Introduction Observations Principles 1 The students read aloud a passage about the geography of the United States of America. Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts (e.g. in this lesson we observed the students studying geography and cultural attitudes). 2 The teacher points to a part of the map after each sentence is read. Objects (e.g. realia or pictures) present in the immediate classroom environment should be used to help students understand the meaning. 3 The teacher uses the target language to ask the students if they have a question. The students use the target language to ask their questions. The native language should not be used in the classroom. 4 The teacher answers the students’ questions by drawing on the whiteboard or giving examples. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language form and meaning. 5 The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language. Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word lists. 6 Students ask questions about the map. The purpose of language learning is communication (therefore students need to learn how to ask questions as well as answer them). 7 The teacher works with the students on the pronunciation of ‘Appalachian.’ Pronunciation should be worked on right from the beginning of language instruction. 8 The teacher corrects a grammar error by asking the students to make a choice. Self-correction facilitates language learning. 9 The teacher asks questions about the students; students ask each other questions. Lessons should contain some conversational activity—some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible. 10 The students fill in blanks with prepositions practiced in the lesson. Grammar should be taught inductively. There may never be an explicit grammar rule given. 11 The teacher dictates a paragraph about United States geography. Writing is an important skill, to be developed from the beginning of language instruction. 12 All of the lessons of the week involve United States geography. The syllabus is based on situations or topics, not usually on linguistic structures. 13 A proverb is used to discuss how Americans view punctuality. Learning another language also involves learning how speakers of that language live.