Background

Emphasis

Role of Teachers

Role of Learners

Procedure

Demo Sample

Features

Emphasis: for students to work as independent

language learners; autonomy of the learner

Learning Hypotheses:

1) Learning is facilitated if the learner discovers or

creates rather than remembers and repeats

what is to be learned.

2) Learning is facilitated by accompanying

(mediating) physical objects.

3) Learning is facilitated by problem solving

involving the material to be learned.

Background

originated in the early 1970s

introduced by Caleb Gattegno, an Europe educator, is

well known for the use of colored sticks called

Cuisenaire rods and for his approach to the teaching of

initial reading in which sounds are taught by colors

last line of Benjamin Franklin’s famous quote about

teaching and learning can be said to lie at the heart of

Silent Way

Tell me and I forget

Teach me and I remember

Involve me and I learn

~ Benjamin Franklin

Role of Teachers

monitor the students' efforts

draw the learners' attention to the way that they

are going about the act of learning

be silent as much as possible and encourage

learners to produce language

facilitates the students' discoveries

Materials that could be used:Word Chart Cuisenaire

Rod

The Fidel Chart

Materials that could be used:

Role of Learners

Develop independence, autonomy and

responsibility

chooses proper expressions in a given set of

circumstances and situations

Develop inner criteria and correct themselves

Learn to work cooperatively rather than

competitively

Procedure

Classes often begin by using Fidel charts in the

native language.

The first part of the lesson focuses on

pronunciation.

Rods, pictures, objects, or situations are other

aids used for presentation in order to connect

sounds and meanings.

L1 can be used to give instructions when

necessary. Meaning is made clear by focusing

the student's perceptions, not by translation.

Procedure

The teacher models a word, phrase or sentence

and then elicits learner responses.

After modeling the utterance, the teacher will

have a student attempt to produce the utterance

and will indicate its acceptability.

The teacher models a word, phrase or sentence

and then elicits learner responses.

After modeling the utterance, the teacher will

have a student attempt to produce the utterance

and will indicate its acceptability.

Procedure

Students are presented with the structural

patterns of the target language and learn the

grammar rules of the language through largely

inductive processes.

Lessons follow a sequence based on

grammatical complexity, and one element

presented at a time.

New lexical and structural material is

meticulously broken down into its elements.

Procedure

A typical order would be like this: colors,

numbers, prepositions, daily activities, daily

dialogues and so on.

Reading and writing are sometimes taught

from the beginning and students are given

assignments to do outside the classroom at

their own pace.https://www.youtube.com/watch?v=ss

hhHFWwukM

https://www.youtube.com/watch?v=ss

hhHFWwukM

Background

Emphasis

Role of Teachers

Role of Learners

Procedure

Demo Sample

Background

about the nature of language and of language

learning and teaching

found in the changes in the British language

teaching tradition dating from the late 1960s

Richards and Rodgers (1986)

- described CLT as an approach rather than a

method, since it represents a philosophy of

teaching that is based on communicative

language use

Role of Teachers

They have to assume the role of facilitator and

monitor

the teacher had to develop a different view of

learners’ errors and of her/his own role in

facilitating language learning.

As a needs analyst

As a counselor

As a group process manager

Emphasis

notional-functional concepts

and

communicative competence

Sample Activity

A group of students of mixed language ability

carry out a role play in which they have to adopt

specified roles and personalities provided for

them on cue cards. These roles involve the

drivers, witnesses, and the police at a collision

between two cars. The language is entirely

improvised by the students, though they are

heavily constrained by the specified situation

and characters.

Sample Activity

The teacher takes a narrative and divides it into

twenty sections (or as many sections as there

are students in the class). Each student gets

one section of the story. Students must then

move around the class, and by listening to

each section read aloud, decide where in the

story their section belongs. Eventually, the

students have to put the entire story together in

the correct sequence.

Role of Learners

They have to participate in classroom

activities

become comfortable with listening to their

peers in group work or pair work tasks,

rather than relying on the teacher for a

model.

They were expected to take on a greater

degree of responsibility for their own

learning

Procedure

Presentation of a brief dialog or several

dialogs.

Oral practice of each utterance of the dialog

segment to be presented that day.

Question and answer based on the dialog

topic.

Question and answer related to the student’s

personal experience.

Study one of the basic communicative

expression in dialog.

Procedure

Learner discovery of generalizations or rules

underlying the functional expression.

Oral recognition, interpretative activities.

Oral production activities, proceeding from

guided to freer communication activities.

Copying of the dialog or modules if they are not

in the class text.

Sampling of the written homework assignment.

https://www.youtube.com/watch?v=3kRT-rsKxn4