Silent Way

length

The ________ and frequency of feedback sessions vary depending on the teacher and the class.

translation

Meaning is made clear by focusing the students perceptions, not by ________.

exercise of initiative

It helps to foster autonomy, or the ________.

Linguist Noam Chomsky

________ argued that language acquisition could not possibly take place through habit formation since people create and understand utterances they have never heard before.

Rods Rods

________ can be used to provide visible actions or situations for any language structure, to introduce it, or to enable students to practice using it.

Student student verbal interaction

________ is desirable (students can learn from one another) and is therefore encouraged.

Chomsky

________ proposed instead that speakers have a knowledge of underlying abstract rules, which allow them to understand and create novel utterances.

Peer Correction Students

________ are encouraged to help another student when he or she is experiencing difficulty.

Then by tapping his second finger, he indicates that her trouble is with the second word

The teacher then mouths the vowel sound and, with gestures, shows the student that the vowel is shorter than what she is saying

During the next few classes, the students will

1 Practice with their new sounds and learn to produce accurate intonation and stress patterns with the words and sentences

3 Learn to use the following items

Give it to me/her/him/them Too this/that/these/those one/ones the/a/an put , here/there is/are his/her/my/your/their/our 4 Practice making sentences with many different combinations of these items

He points to each of the four rooms and is able to elicit from the students

‘the living room, ‘the dining room, ‘the kitchen, and ‘the bedroom

The blocks of color represent the sounds of five English vowels close to the five simple vowels of Portuguese

The teacher should start with something the students already know and build from that to the unknown

Several students say /e/, /i/, / /, /u/ as the teacher points to the other four blocks

Language learners are intelligent and bring with them the experience of already learning a language

3 The teacher does not model the new sounds but rather uses gestures to show the students how to modify the Portuguese sounds

Language is not learned by repeating after a model

4 Students take turns tapping out the sounds

Students actions can tell the teacher whether or not they have learned

5 One student says, ‘À esquerda, to help another

Students should learn to rely on each other and themselves

6 The teacher works with gestures, and sometimes instructions in the student's native language, to help the students to produce the target language sounds as accurately as possible

The teacher works with the students while the students work on the language

7 The students learn the sounds of new blocks of color by tapping out the names of their classmates

The teacher makes use of what students already know

8 The teacher points to a rod and then to three blocks of color on the sound

color chart

The students respond, ‘rod

Learning involves transferring what one knows to new contexts

9 The teacher points to the words ‘a and ‘rod on the word chart

Reading is worked on from the beginning but follows from what students have learned to say

After a minute, a girl points to a rod and says, ‘a rod

Silence is a tool

11 The teacher points to a particular rod and taps out ‘a blue rod on the sound-color chart

Meaning is made clear by focusing students perceptions, not through translation

He looks to the teacher, but the teacher remains silent and looks to the other students

Students can learn from one another

This time the teacher accepts the students correct pronunciation

If the teacher praises (or criticizes) students, they will be less self-reliant

Using gestures, the teacher isolates the trouble spot for her

Errors are important and necessary to learning.They show the teacher where things are unclear

6  The teacher mouths the correct sound, but does not vocalize it

Students need to learn to listen to themselves

18 The teacher listens attentively

A teachers silence frees the teacher to closely observe the students behavior

19 The teacher says, ‘Take the green rod, only once

Students learn they must give the teacher their attention in order not to miss what he says

20 The students take turns issuing and complying with commands to take a rod of a certain color

Students should engage in a great deal of meaningful practice without repetition

21 The students practice commands with compound objects

The elements of the language are introduced logically, expanding upon what students already know

22 The students take turns tapping out the sentences of their choice on the word charts

Students gain autonomy in the language by exploring it and by making choices

23 Some students choose to tap out simple commands; others tap out more complex ones

Language is for self-expression

24 The teacher asks the students for their reactions to the lesson

The teacher can gain valuable information from student feedback; for example, he can learn what to work on next

25 There is no homework assigned

Some learning takes place naturally as we sleep

26  In subsequent lessons, the students will learn to use a number of different linguistic structures

The syllabus is composed of linguistic structures

27  The students will practice making sentences with different combinations of these structures

The structures of the syllabus are not arranged in a linear fashion, but rather are constantly being recycled

28  Students will practice writing the sentences they create

The skills of speaking, reading, and writing reinforce one another