الطرائق شهر 2

• Audio-Lingual Method

  An oral-based approach that drills students in the use of grammatical sentence patterns, with a strong theoretical base in linguistics and psychology
• Audio-Lingual Method


  • Differs from Direct Method in that it emphasizes drilling of grammatical sentence patterns rather than vocabulary acquisition through exposure
  • Has a strong theoretical base in structural linguistics and behavioral psychology
• Typical Audio-Lingual Method lesson

  1. Present new dialogue

  2. Students repeat dialogue lines after teacher

  3. Teacher uses backward build-up drill for difficult sentences

  4. Students practice dialogue in pairs, with teacher monitoring

  5. Teacher conducts substitution drills, transformation drills, and question-answer drills

  6. Review and expand on dialogue in later lessons
• Drills


  • Repetition drills
  • Substitution drills (single-slot and multiple-slot)
  • Transformation drills (e.g. statement to question)
  • Question-answer drills
• Dialogue on the blackboard

  1. Teacher asks students to give her the lines

  2. Teacher writes them out as students say them

  3. Students copy the dialogue into their notebooks

  4. Students do some limited written work with the dialogue
• Exercise 1: Erased words

  1. Teacher has erased 15 selected words from the expanded dialogue

  2. Students rewrite the dialogue in their notebooks, supplying the missing words without looking at the complete dialogue they copied earlier
• Exercise 2: Sentence writing

  1. Students are given sequences of words

  2. Students write complete sentences like the ones they have been drilling orally
• Supermarket alphabet game

  1. A student says 'I am going to the supermarket. I need a few apples'

  2. Next student adds an item beginning with the next letter

  3. Game continues with each player adding an item that begins with the next letter in the alphabet

  4. If a student has difficulty, others or the teacher help
• A presentation by the teacher on supermarkets in the United States follows the game
• The teacher tries very hard to get meaning across in English
• The teacher answers the students' questions about the differences between supermarkets in the United States and open-air markets in Mali
• They also discuss briefly the differences between American and Mali football
• The students seem very interested in the discussion
• Sentence pattern transformation


  Transforming an affirmative sentence into a negative sentence. Other examples: changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
• Question-and-answer Drill

  1. Teacher asks questions, students answer quickly

  2. Possible for teacher to cue students to ask questions as well, to practice question pattern
• Complete the Dialogue


  Selected words are erased from a dialogue, students fill in the blanks
• Grammar Game


  Games like the Supermarket Alphabet Game, designed to get students to practice a grammar point within a context. Allows students to express themselves in a limited way, with a lot of repetition.
• The Audio-Lingual Method focuses on habit formation in language acquisition, but this was challenged by Noam Chomsky's idea that language is based on underlying abstract rules rather than just habits.
• Cognitive Code Approach


  Learners are seen as actively responsible for their own learning, formulating hypotheses to discover the rules of the target language. Errors are inevitable and a sign that learners are testing hypotheses.
• The Silent Way shares principles with the Cognitive Code Approach, such as the idea that teaching should be subordinate to learning and that learners should mobilize their own inner resources to learn.
• Silent Way lesson


  1. Teacher uses a sound-color chart to introduce English vowel sounds, having students practice producing them

  2. Teacher has students tap out the sounds in their own and classmates' names

  3. Teacher introduces new vocabulary like 'rod', 'blue', 'green', 'pink' using the sound-color chart and word chart

  4. Students practice new vocabulary by pointing to rods and saying the words
• The Silent Way focuses on having students discover and learn the target language through their own cognitive processes, rather than the teacher directly providing information.
• Lesson procedure


  1. Teacher points to 'a' and 'rod'

  2. Teacher sits down with students at table, saying nothing

  3. One girl points to a rod and says 'a rod'

  4. Girl taps out sounds on sound-color chart and points to words 'a' and 'rod' on word chart

  5. Other students follow similar pattern

  6. Teacher points to a blue rod and taps out 'a blue rod'

  7. Teacher points to 'blue' on word chart

  8. Boy points to rod and says 'A blue rod', then finds the 3 words on word chart

  9. Teacher introduces 'green' similarly

  10. Teacher points to pink rod and taps out /pink/ on chart

  11. Teacher gestures to show how to pronounce /i/ vowel

  12. First student has trouble with 'pink', teacher has other students model pronunciation

  13. Teacher uses gestures to show student where pronunciation is off, student tries again

  14. Students practice saying and tapping out color words and phrases

  15. Teacher has new group of students take turns giving and following commands to take rods of certain colors

  16. Teacher has students practice commands with compound objects

  17. Students take turns tapping out sentences on word chart

  18. Teacher asks students for reactions to lesson in their native language
• In subsequent lessons, students will:

  1. Practice new sounds and learn accurate intonation and stress
  2. Learn more color words and where new sounds are on sound-color chart
  3. Learn to use: give it to, 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 these items
  5. Practice reading sentences on wall charts
  6. Work with Fidel Charts
  7. Practice writing sentences
• In another Silent Way class, the teacher uses rods to construct a floor plan of a house. Students label rooms and walls, and give instructions to place objects like tables and chairs.
• The Silent Way uses the following principles:

  1. Start with what students already know
  2. Give only necessary help, let students use their intelligence
  3. Don't model, let students develop their own 'inner criteria'
  4. Students' actions show teacher if they've learned
  5. Students should rely on each other
  6. Teacher works with students as they work on language
  7. Use what students already know
  8. Transfer learning to new contexts
  9. Reading follows from what students have learned to say

  10) Silence fosters student autonomy and initiative

  11) Meaning through focusing perception, not translation

  12) Students can learn from each other

  13) Avoid praising/criticizing which interferes with self-reliance

  14) Errors show teacher where things are unclear

  15) Allow self-correction before providing answers

  16) Students need to learn to listen to themselves

  17) Look for progress, not perfection, learning takes time

  18) Teacher's silence allows close observation of students

  19) Student attention is key to learning

  20) Meaningful practice without repetition

  21) Introduce new elements logically, building on what's known

  22) Students gain autonomy by exploring and making choices

  23) Language is for self-expression

  24) Get student feedback to inform next steps

  25) Some learning happens naturally without homework

  26) Syllabus is linguistic structures

  27) Structures constantly recycled, not linear

  28) Skills reinforce each other
• Sound-Color Chart


  • Contains blocks of color, each one representing a sound in the target language
  • Teacher and students point to blocks of color to form syllables, words, and sentences
  • Teacher can tap a particular block to introduce the stress pattern for a word
  • Allows students to produce sound combinations without repetition
  • Draws students' attention and allows them to concentrate on the language, not the teacher
  • Gives feedback on which sound students are making
  • Presents all sounds of the target language, so students know what they have learned and what they need to learn
• Teacher's Silence

  • Teacher gives just as much help as is necessary and then is silent
  • Sets up an unambiguous situation, puts a language structure into circulation, and then is silent
  • Only supplies a verbal answer as a last resort in error correction
• Peer Correction

  • Students are encouraged to help another student in a cooperative manner, not a competitive one
  • Teacher monitors the aid to ensure it is helpful, not interfering
• Rods

  • Can be used to provide visible actions or situations for any language structure
  • Trigger meaning by creating situations where the meaning is clear, then connecting the language to the meaning
  • Can be used to teach colors, numbers, prepositions, conditionals, and other structures
  • Can be used abstractly to represent other realities
  • Allow students to be creative and imaginative, and allow for action to accompany language
• Self-Correction Gestures


  • Teacher uses gestures to signal to students the need to correct or modify their language production
• Fidel Charts

  • Teacher and students point to the color-coded charts to associate sounds of the language with their spelling
• Structured Feedback

  • Students make observations about the lesson and what they have learned
  • Teacher accepts comments in a non-defensive manner to get direction for future lessons
  • Students learn to take responsibility for their own learning
• The Silent Way is used with advanced students as well, with the same principles and materials