1. Background
Emphasis
Role of Teachers
Role of Learners
Procedure
Demo Sample

2. 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.

3. 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

4. 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

5. Materials that could be used:
Word Chart Cuisenaire
Rod

6. The Fidel Chart
Materials that could be used:

7. 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

8. 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.

9. 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.

10. 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.

11. 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

12. Background
Emphasis
Role of Teachers
Role of Learners
Procedure
Demo Sample

13. 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

14. 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

15. Emphasis
notional-functional concepts
and
communicative competence

16. 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.

17. 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.

18. 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

19. 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.

20. 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