Integrantes

■ Elisabete Novaes de Souza

■ Julian Anthony Murray Carryl
■ Nícolas Rodrigues Nunes Bessa
■ Renata Carolina e Silva Rocha Pinto
■ Soraya

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Tell me and I forget. Teach me and I
remember. Involve me and I learn.
Benjamin Franklin

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 General Information

■ Created by Calleb Gattegno;

■ Learning is facilitated...
□ if the learner discovers or creates rather than
remembers and repeats what is to be learned.
□ by accompanying (mediating) physical objects.
□ by problem solving involving the material to be
learned.

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 Views of Learning
■ Learning is “a problem solving, creative, discovering
activity, in which the learner is a principal actor rather
than a bench-bound listener (BRUNER, 1966 apud
RICHARDS;RODGERS, 1986);
■ “Discovery Learning”
(a) the increase in intellectual potency
(b) the shift from extrinsic to intrinsic rewards
(c) the learning of heuristics by discovering,
(d) the aid to conserving memory
(BRUNER, 1966 apud RICHARDS;RODGERS, 1986).

■ Problem-solving approaches to learning;

■ First Language Learning – baby’s learning;
■ Second Language Learning – artificial approach
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 Views of Language
■ Structural approach;

■ Sentence is basic unit of teaching;

■ Focus on propositional meaning;

■ Grammar and structural patterns are presented

inductively;

■ Vocabulary is a central dimention and the choice of

vocabulary is crucial;

■ Functional vocabulary/ Versatile words - Comorehend

the ‘spirit’ of the language.

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 Objectives

■ General objective: give beginning-level students oral

and aural facility in basic elements of the target
language;

■ near-native fluency;

■ Emphasis on correct pronunciation and mastery of

the prosodic elements;

■ Immediate objective: practical knowledge of grammar;

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 Syllabus
■ Structural Syllabus: grammatical items and related
vocabulary

■ At an elementary level:
□ correctly and easily answer questions about
themselves, their education, their family, travel,
and daily events;
□ speak with a good accent;
□ give either a written or an oral description of a
picture, “including the existing
□ relationships that concern space, time and
numbers”;
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 Syllabus

□ answer general questions about the culture and

the literature of the natives peakers of the target
language;
□ perform adequately in the following areas:
spelling, grammar (production
□ rather than explanation), reading comprehension,
and writing.

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 Syllabus – Lesson Model

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 ■ Visual Devices are associative mediators;

■ Teachers use gestures, charts, facile expressions,

puppets;

■ colored rods;

■ colorcoded pronunciation and vocabulary wall charts;

■ a pointer;

■ reading/ writing exercises.

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 Cuisenaire rods

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Color coded Pronunciation Charts

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 Teacher’s Roles
■ “resist their long-standing commitment to model, remodel,
assist, and direct desired student responses”;
■ Teach, test and get out of the way;
■ Teacher models a word, phrase, or sentence and elicits
learners responses;
■ Teacher’s might leave the room while students struggle with
new linguistic tools;
■ “teaching”is the presentation of an item once using non
verbal clues to get across meanings;
■ “In sum, the Silent Way teacher, like the complete dramatist,
writes the script, chooses the props, sets the mood, models
the action, designates the players, and is critic for the
Performance”

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 Student’s Roles
■ Leaners are expected to develop independence, autonomy
and responsability;

■ ‘The absence of correction and repeated modeling from the

teacher requires learner to develop “inner criteria” and
correct themselves;

■ The absence of explanation requires learners to make

generalization, come to their own conclusion, and formulate
rules they themselves feel they need.

■ Students develop independence from their teacher;

■ Students build a sense of society in class.

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■ They need to be more observant.
 Procedures and activities

■ Encorage student’s oral response whithout necessarily oral

instruction;

■ Teacher models a word/ phrase and elicits student’s

responses - minimal teacher modelling, but teacher-directed;

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 Procedures

■ A lesson follows a standard model;

■ The first part ofthe lesson focuses on pronunciation.

Depending on student level, the class might work on sounds,
phrases, or sentences on the Fidel chart.
□ the teacher will model
□ the teacher will silently point to individual symbols and
combinations of utterances
□ the teacher monitors student utterances

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 Procedures

■ After working on pronunciation,

□ the teacher models an utterance while creating a
visual realization of it with the colored rods;
□ the teacher will have a student attempt to produce the
utterance and will indicate its acceptability;
□ If a response is incorrect, the teacher will attempt to
reshape the utterance or have another student present
the correct model

■ Variations on the structural theme will be elicited from the

class using the rods and charts.
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 Conclusion
■ Rather traditional structural and lexical syllabus, the method
exemplifies many of the features that characterize more traditional
methods, such as Situational Language Teaching and
Audiolingualism;

■ Innovations:
□ the manner in which classroom activities are organized;
□ the indirect role the teacher is required to assume in directing
and monitoring learner performance;
□ the responsibility placed on learners to figure out and test
their hypotheses about how the language works;
34 □ the materials used to elicit and practice language.
 Any questions?

Thanks!

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 Referências
■ RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in
language teaching. New York: Cambridge University Press,
1986.

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