1. THE SILENT WAY

2. CONTENT
Introduction
Approach
Design
Objectives
Procedure

4. INTRODUCTION
In the early 1960s, the reign of the audio-lingual method began to be criticized.
Linguists like Noam Chomsky challenged the idea that language acquisition took place by habit formation.
Chomsky concluded that language acquisition is a product of rule formation.
This led to the formation of the Cognitive Code Approach.

5. INTRODUCTION (continued)
Caleb Gattegno propounded the Silent Way method of teaching language in the early 1970s.
Although the Silent Way is not derived from the Cognitive Code Approach, they share some basic principles.
A basic rule of the Silent Way method is: “Teaching should be subordinated to learning.”
Caleb concluded that learning is a process which we initiate by ourselves by mobilizing our inner resources to meet the challenge at hand.
This is another option for an Overview slides using transitions.

6. APPROACH Theory of learning (Psychology)
Using understanding of first language learning processes as a basis for deriving principles for teaching foreign languages to FLL.
Makes use of both inductive and deductive learning for rule formation.
Theory of language (Contrastive analysis)

7. DESIGN Objectives Short-term objectives
To provide the learner with a basic practical knowledge of the grammar of the target language.
To give beginning-level students aural and oral facility in basic elements of the target language.
Long-term objective
To acquire a near-native fluency in the target language.

8. DESIGN (Continued) Curriculum (Choice of Content)
Structural Syllabus (Grammatical items & rules and functional vocabulary)
Organization
Syllabus is designed to aid students to build upon their L1 knowledge. They move from the known to the unknown.

9. PROCEDURE Types of Activities (learning & teaching)
Introduction of sound-colour chart
Introduction of colour-coded word chart
Introduction of colour-coded Fidel chart
This is another option for an Overview slide.

10. TYPES OF ROLES Teacher makes extensive use of silence
Student-teacher interaction
Student-student interaction
What will the audience be able to do after this training is complete? Briefly describe each objective how the audience will benefit from this presentation.

11. INSTRUCTION MATERIALS
Rods
Sound-colour chart
Use a section header for each of the topics, so there is a clear transition to the audience.
Colour-coded word chart
Fidel charts

12. This is a Presentation by Group 3: Samuel Owusu Fianko Anna Amoah
Add slides to each topic section as necessary, including slides with tables, graphs, and images.
See next section for sample table, graph, image, and video layouts.