The Compare between The audio Lingual Method and The Silent Way
The audio lingual Method
1. Review the dialog
2. Expand upon the dialog by adding a few more lines.
3. Drill the new lines and introduce some new vocabulary items through the news lines.
4. Work on the difference between mass and count nouns, no grammar rule will ever be given to the students. The student will be led to figure out the rules from their work with the examples the teacher provides.
5. A contrastive analysis.
6. Sometime towards the end of the week the teacher writes the dialog on the blackboard.
7. The teacher leads the class in the “supermarket alphabet game.”
A presentation by the teacher on supermarkets in the United States follows the game.
Thinking about the Experience
1. The teacher introduces a new dialog
2. The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise.
3. The language teacher introduces the dialog by modelling it two times.
4. The students repeat each line of the new dialog several times.
5. The students stumble over one of the lines of the dialog. The teacher uses a backward build up with the line.
6. The teacher initiates a chain drill in which each student greets another.
7. The teacher uses single-slot and muitiple-slot substitution drills.
8. The teacher says,’very good, ‘when the students answer correcly.
9. The teacher uses spoken cues and picture cues.
10. The Ther conducts transformation and questions and answer drills.
11. When the students can handle it, the teacher poses the questions to them rapidly.
12. The teacher provides the students with cues.
13. New vocabulary is introduced through vocabulary is limited.
14. Students examples and drills.
15. The teacher does contrastive analysis of the target language and the target language and the students.
16. The teacher writes the dialog on the blackboard toward the end of the week.
17. The supermarket alphabet game and a discussion of American supermarkets and football are included
The Silent Way
1. Practice with their new sounds and learn to produce accurate intonation and stress pattern with the words and sentences.
2. Learn more English words for colors and where any new sounds are located on the sound-color chart.
3. Learn to use the following items:
Give it to me,too,this/that/these/those.
4. Practice making sentences with many different combinations of these items.
5. Practice reading the sentences with many different combinations of these items.
6. Work with Fidel charts, which are charts summarizing the spellings of all the different sound in English.
7. Practice writing of the sentences they have created.
Thinking About The Experience
1. The teacher points to five blocks of color without saying anything.
2. The teacher points again to the five blocks of color.
3. The teacher does not model the new sounds, but rather uses gestures to show the students how to modify the Portuguese sounds.
4. The students take returns tapping out the students.
5. One student says,’ A esquerda,’to help another.
6. The teacher works the gestures, and sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible.
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