southernwastemanagement(swm).pptx

7/29/2019 SouthernWasteManagement(SWM).pptx

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SILENT WAY TEACHING

METHOD2 PISMP BI SR 1KU MOHAMAD DAHAMIN BIN KU

SHAMSUDDIN

MUHAMMAD BIN ABAS


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WHAT IS SILENT WAY?

The silent way (SW), a method of language

teaching, originated in the early 1970s and

introduced by Caleb Gattegno, who, an Europe

educator, is well known for the use of coloredsticks called Cuisenaire rods and for his

approach to the teaching of initial reading in

which sounds are taught by colors.


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SILENT WAY OBJECTIVES

Students are able to use the language for self-

expression.

They need to develop independence from the

teacher, to develop their own criteria forcorrectness.

They become independent by relying on

themselves.

The teacher should give them only what they

absolutely need to promote their learning.


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BASIC PREMISES FOR SW

The method is based on the premise that teacher

should be silent as much as possible and the

learners should be encouraged to produce

language as much as possible. The SW assumes that learners work with

resources and nothing else, as they are solely

responsible for what they learn.

Silence makes students to concentrate on what is

to be learned.


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LEVEL OF TARGETED LEARNERS

Students: Primary Year 3 and 4

Level of Proficiency: Low

Theme: Occupation

Topic: My Ambition

Focused Skills: Listening and Speaking

Teaching Aid: Flashcards


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LESSON OBJECTIVES

At the end of the lesson, students should be able

to:

Pronounce the occupations with correct

pronunciation. Read and complete sentences based on the topic

Create their own sentences.

Speak fluently with correct grammar.


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LESSON OBJECTIVES

Improve their speaking and listening skills.

Lowering the effective filter.

Build their self confidence to talk in English .


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PROCEDURES/STEPS

i. The teacher asks the students to seat in a

group of 4.

ii. The teacher introduces the topic which is My

Ambitioniii. The teacher displays the flashcards showing

the occupations. Teacher shows and explains

the first flashcard followed by second flashcard

of different gender.

Eg: 1st flashcard: He is a doctor.

2nd flashcard: She is a teacher.


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PROCEDURES/STEPS

iii. The teacher shows other flashcards of different

occupations and the students make sentence

with the correct grammar. Teacher points to

each student to say the sentence.iv. The teacher expands the sentences and

creates new sentences and point to each word

for the students to say it. Students say the full

sentence.


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PROCEDURES/STEPS

vi. Students are asked to choose a flashcard of

their interest.

vii. Teacher make new sentence and point out the

words for students say it and finally thestudents say the full sentence based on the

words pointed by teacher.

viii. Teacher pointed to a student to say the

sentence followed by the other students.


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PROCEDURES/STEPS

ix. Teacher asks the students about their

ambitions and encourages them to ask their

friend. Students have to make their own

sentence.x. Teacher corrects the mistakes that the students

make by saying the correct pronunciation or

grammar.


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EXAMPLE OF SENTENCES

He is a/an ..

She is a/an ..


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This is a/an ..

That is a/an ..


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I want to be a/an ..

He wants to be a/an ..

She wants to be a/an ..


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Thats all for today from US!

southernwastemanagement(swm).pptx

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