Silent Way

Silent Way
What it is

George Ann Gregory, Ph.D. (1976, updated 2007)

The term Silent Way comes from the principle of a lot of language and few words. Caleb Gattegno is its originator. Gattegno believes that all human beings have enormous cognitive capabilities and that each individual is responsible for his/her own learning(Gattegno 1972). His commitment is to solving some of the problems of learning in general and the Silent Way is a by-product of this.

According to Stevick (1972)these are some of Gattegno's own ideas about learning.

1. Teaching should be subordinate to learning. For this reason, the teacher says the utterance only the minimum number of times for a student or students to get it. The students do 90% (an estimate) or more of the talking.

2. Learning is not primarily imitation or drill. This statement parallels what is now believed about language acquisition.

3. In learning, the mind equips itself by its own working, trial and error, deliberate experimentation, by suspending judgment and revising conclusions. The students are encouraged to experiment with the language and to try new possibilities. For this reason, students are allowed to make mistakes.

4. As it works, the mind draws on everything it has already acquired, particularly including its experience of learning its native language. For Gattegno…the differences between first-and second-language learning loom larger than the similarities, so that he is content to devise an artificial method rather than trying for a natural one.

5. The teacher must stop interfering with and sidetracking the student's activity. For this reason, the teacher models and then remains silent so the student or students can get on with the business of learning.

6. The teacher provides knowledge of the language and a firm overall structure for activity. This meets a part of the student's need for security.

Silent Way uses a set of Cuisenaire rods, small wooden blocks of ten different lengths but identical cross-section with each length having its own distinctive color. Speech is accompanied by appropriate action, generally consisting of manipulation of the rods, and the action is accompanied by appropriate speech.

These are the beginning actions outlined by Gattegno (1972).

1. The teacher picks up a rod and says the word for that plus the indefinite article if it exists in that language. S/he picks up another rod and utters the same word or words again. S/he does this 7 or 8 times. The students are to simply listen during this time.

2. The teacher indicates in mime that s/he wants the students to repeat. If there is no response, the teacher says the same word or words and asks in mime for the students to repeat.

3. The teacher introduces the names for 4 or 5 colors. S/he says a green rod, a red rod, etc.

4. The teacher indicates in mime that s/he wants the students to repeat. If there is no response, s/he says the same word or words and asks in mime for the students to repeat.

5. The teacher brings two students in front of the class. S/he tells one to take a green rod. If he gets an incorrect response, s/he says it again and puts the student's hand on the correct colored rod and has her/him take it.

6. The teacher says to give it to me. If s/he gets an incorrect response, s/he says it again and puts the student's hand on the rod and has the student give it to the teacher.

The teacher then goes through similar actions for give it to her and give it to him.The silence following the teacher's modeling allows the students to analyze the data presented before they begin producing it. The rods are always in sight to act as a visual cue to trigger the student's recall. The teacher uses student models whenever possible both for pronunciation and for the correct statement.

A first session might go something like this. There are ten students seated around a table. On the table are the rods. The teacher picks up a rod and says, a rod. S/he does this 7 or 8 times with different rods. The students are watching and listening during this time. S/he then takes a rod and presents it to the students, indicating in mime that s/he wants them to repeat. All the students repeat a rod.

S/he then presents the rod to one student at a time, eliciting the correct response through mime. The fifth student's response is very poorly pronounced. S/he then goes back to the second student who produced it correctly and has that student say a rod again. S/he then goes back to the fifth student and has that student say a rod again. The teacher continues with the remaining students and continues in a similar manner for the other structures.

The only language used during the entire session is the language being taught, i.e. a rod, a blue rod, etc. All other actions are carried on through mime. For instance, one way to involve the students more is after the teacher has said the utterance or asked a question, the teacher can have one student ask another. Students can also create their own situations to talk about. This can be done by the teacher, handing the rods to a student or group of students and indicating in mime that s/he wants them to say something about the rods.

Its Use and Effectiveness

Silent Way has spread primarily by word of mouth for there is very little mention of it in the literature. While Gattegno does offer training in this methodology, most people who are currently using it got it second hand, usually from seeing a demonstration of it. Earl Stevick (1974), who also got it second hand, has seen it used successfully with one student and with a class of 70. He has passed on what he knows of it to other teachers and seen them use it effectively. Stevick says, Most recently, working in partnership with Turkish instructors who had no previous experience with the Silent Way, I took a beginning class through their first 150 hours, using little except rods and purposive silence.

Judy Rothman (1977)says …the Silent Way is catching on. People who were convinced that they couldn't learn languages gain faith in themselves as learners after attending just one workshop or class. There is something about the Silent Way that appeals to one's cleverness: Wow, I figured that out for myself=I'm so intelligent. What's next?

Silent Way is not a perfect method for teaching languages. It is, however, a workable one. It is simple to use because it requires no elaborate preparation on the part of the teacher. It likewise requires no elaborate or expensive props to make it work. It works because it involves the student in learning; it consults his understanding, not insults his intelligence.

There is one more interesting phenomena which often occurs with learning a language Silent Way: The student learns the words for concepts and ideas he already has instead of learning new words for old ones. The concepts or ideas are already there. They are symbolized differently in different languages. In the case of Silent Way the student learns new symbols for concepts he already has.

One reason the rods work with this method better than other objects is that they carry very little inherent significance. A lamp, a table, a dog, all carries connotations other than the fact that they are real objects. These connotations draw the student's attention away from the structures being taught. For instance, if the object being used is an orange, the student is likely to think of eating and perhaps even get hungry. Whereas with the rods, the student can focus her/his full attention on what the teacher is doing and saying.

HAND SIGNALS(Gattegno 1972)

Stop or Quiet Two hands, fingers upward, palms facing class

Listen One hand cupped behind an ear

Repeat One or two hands beckoning toward the teacher

Answer or Respond Whole hand, palm upward, pointed toward the student

Expand (into a phrase or sentence) Palms of hands together and then both hands moved vertically apart

Isolating a student's problem Open hand, palm facing the teacher, fingers upward and spread apart. Starting with the little finger, each finger represents a word in a sentence. This can be used to help isolate a student's problem, used to show inversion of word order, etc. For example, the student forgets to say the verb which is the third word in the sentence. The student was suppose to say "the rod is green" but had actually said "the rod green." The teacher indicates he wants the student to respond again. As the student responds, the teacher beginning with the little finger points to each finger consecutively for each word. When the student gets to the third word and says "green," the teacher shakes her/his head "no" and points emphatically to the third finger. This indicates to the student that the problem lies there with the third word.
If this fails to elicit a correct response, the teacher has another student give the student the third word "is." Only as a very last resort does the teacher give the student the correct word. Using fingers, the teacher has the student say the entire sentence correctly.

A Silent Way Curriculum

These instructions are intended to assist the second language instructor in introducing various grammatical structures.

UNIT ITEM INSTRUCTION

1 a rod Indicating s/he wants the students to listen, the teacher picks up a rod and says, "a rod." S/he picks up another and utters the same words again. S/he does this 7 or 8 times. The teacher indicates that s/he wants the students to repeat. The teacher pauses and observes the students, allowing the students to respond. If after this "silence" there is no response, s/he says "a rod" again and indicates that s/he want the students to repeat.

2 A color rod (e.g. Black,Brown,Blue,Pink) Indicating s/he wants the students to listen, the teacher rubs her/his finger along the rod to indicate the color and says, "a blue rod." S/he indicates that s/he wants the students to repeat. The teacher pauses and observes the students, allowing the students to respond. If after this "silence" there is no response, s/he says the phrase again and indicates that s/he wants the students to repeat. He does this for all four colors.

3 Take a color rod The teacher brings 2 students in front of the class. Pantomiming the action, s/he tells one student to "take a blue rod." If s/he gets an incorrect response, s/he says it again and puts the student's hand on the correct colored rod and has her/him take it. The teacher indicates s/he wants the students to repeat. S/he does this for all four colors.

4 Give it to me.(him, her, them, us) Indicating s/he wants the students to listen, the teacher tells the student holding the rod "give it to me," pantomiming the action. If s/he gets an incorrect response, s/he says it again and puts the her/his hand on the student's hand and moves the student's hand and rod toward her/himself. S/he indicates that s/he wants the students to repeat. S/he tells one of the students to "take a color rod." S/he tells that student to "give it to her/him," indicating the other student with her/his hand. If the teacher gets an incorrect response, s/he says it again and puts her/his hand on the student's and moves that student's hand with the rod toward the other student. The teacher indicates s/he wants the students to repeat. He does this with "him," "her," "them," and "us."

5 More Colors (Green, Yellow, Red, Orange) Indicating s/he wants the students to listen, the teacher picks up a rod and says, "a green rod." S/he indicates he wants the student to repeat. S/he does this for all four colors.

6 This, that Indicating s/he wants the students to listen, the teacher places one (blue) rod near the teacher and one (blue) rod far from the teacher. Indicating the near one, s/he says, "That is a (blue) rod." S/he indicates that s/he wants the students to repeat. Indicating the far one, s/he says, "That is a (blue) rod." The teacher indicates s/he wants the students to repeat. Indicating the near one and the far one randomly, s/he asks in mime several students to respond. If s/he gets an incorrect response, s/he repeats the original demonstration.

7 What is this? What is that? The teacher picks up a rod and asks a student, "What is this?" If the teacher gets an incorrect response, s/he asks another student. Indicating s/he wants the students to listen, the teacher says, "What is this?" S/he indicates s/he wants the students to repeat. The teacher then places a rod at some distance from the teacher and the students and repeats the above procedure for "What is that?"

8 It's a color rod. Indicating s/he wants the students to listen, the teacher picks up a color rod and says, "It's a color rod." The teacher indicates s/he wants the students to repeat. S/he asks a student, "What is this?" If s/he gets the response "This is a color rod", s/he indicates using fingers that "it's" is substituted for "this is." The teacher then has the student say, "It's a color rod." The teacher asks several students, "What is this?", eliciting both the new and the old response to show the students that both responses are correct.

9 What are these? (those?) These (Those) are .... The teacher picks up two rods of the same color and asks a student who is close to him, "What are these?" Using fingers, the teacher prompts the student to say "These are color rods." The teacher repeats the demonstration with 3, 4, or more rods of the same color. Indicating s/he wants the students to listen, he says, "What are these?" The teacher indicates s/he wants the students to repeat. Indicating s/he wants the students to listen, s/he says, "These are (color) rods." The teacher indicates s/he wants the students to repeat. The teacher then takes two rods of the same color and places them at some distance from the students. S/he then goes through the same steps for "What are those?"

10 They're (color) rods. Indicating s/he wants the students to listen, the teacher picks up several rods of the same color and says, "they're (color) rods." The techer indicates s/he wants the students to repeat. The teacher asks a student, "What are these?" If s/he gets the response "These are" or "Those are color rods.", using fingers the teacher indicates that "they're" is substituted for "these are" or "those are." The teacher then elicits "they're color rods." S/he does this with several students. The teachers asks several students, "What are these (those)?", eliciting both the new and the old response to show the students that both responses are correct.

11 Where is the (color) rod? Where are the color rods? (It's) They're here. (there) The teacher indicates s/he wants the students to listen. Indicating a rod near the teacher, s/he says, "It's here." The teacher indicates s/he wants the students to repeat.
S/he repeats the above procedure for "It's there." Placing a rod near a student, s/he asks, "Where is the color rod?" If s/he gets an incorrect response, the teacher re-models "here" and "there." S/he asks several students.
Indicating s/he wants the students to listen, the teacher says, "Where is the color rod?" S/he indicates s/he wants the students to repeat. Placing several rods of the same color near a student, the teacher asks, "Where are the (color) rods?" If s/he gets an incorrect response, the teacher models, "They're here." He asks several students.
Indicating s/he wants the students to listen, the teacher says, "Where are the (color) rods?" S/he indicates s/he wants the students to repeat. Indicating s/he wants the students to listen, the teacher says, "They're here." S/he indicates he wants the students to repeat.
S/he uses the above procedure for "They're there."

12 Behind, Under, Near, On top of, In front of, Beside, Between The teacher places a blue rod behind a brown rod. Indicating s/he wants the students to listen, s/he asks, "Where is the blue rod?" Still indicating s/he wants the students to listen, s/he says, "It's behind (picking up the blue rod and replacing it behind the brown rod) the brown rod (indicating the brown rod)." The teacher goes through the above demonstration with several other combinations of colors. S/he says, "It's behind the brown rod." S/he indicates he wants the students to repeat.
Placing a blue rod behind a brown rod, the teacher asks a student, "Where is the blue rod?" If s/he gets an incorrect response, s/he prompts the student by using his fingers. The teacher does this with several different students and combinations of rods.
The teacher repeats the above procedure for the remaining words (under, near, on top of, in front of, beside, and between). The teacher uses the above procedure for "Where are the (color) rods?" and They're ...."

13 1, 2, 3, 4, 5 Indicating s/he wants the students to listen, the teacher picks up a rod and says, "1." S/he picks up 2 rods and says, "2." S/he picks up another rod and says, "3." S/he picks up another rod and says, "4." S/he picks up another rod and says, "5."
Holding 1 rod, s/he says, "1." S/he indicates he wants the students to repeat. The teacher does this with all 5 numbers.

14 How many rods are there? There are .... Indicating s/he wants the students to listen, the teacher picks up a number of rods and says, "There are (number) rods." The teacher picks up a different number of rods and says, "There are (number) rods." S/he does this several times and then indicates s/he wants the students to repeat.
Taking a number of rods, s/he asks a student, "How many rods are there?" If s/he gets an incorrect response, s/he uses fingers to prompt the student. The teacher does this with several different students. Indicating s/he wants the students to listen, the teacher asks, "How many rods are there?" The teacher indicates s/he wants the students to repeat.

15

6, 7, 8, 9, 10 Indicating s/he wants the students to listen, the teacher picks up six rods and says, "6." S/he does the same for the numbers 7, 8, 9, and 10. Picking up six rods, he says, "6." The teacher indicates s/he wants the students to repeat. S/he has the students repeat the remaining numbers in the same manner.

16 Last, First, Second, Third, Fourth, Fifth
Give me (her, us, him, them) the last (first, second, third, fourth, fifth) rod.
The teacher arranges some rods in a row. S/he brings a student to the front. Pointing to the "last" rod, s/he says, "Give me the last rod." If s/he gets an incorrect response, he repeats the phrase and places the student's hand on the last rod and has the student give it to him. The teacher uses the same procedure for first, second, third, fourth, and fifth. Indicating s/he wants the students to listen, s/he says, "Give me the last rod." The teacher indicates s/he wants the students to repeat.
The teacher uses the same repetition procedure for the other words.

17 It's my (her, his, your, our, their) rod.
Whose rod is it?
They're my (her, his, your, our, their) rods.
Whose rods are they?
Indicating s/he wants the students to listen, the teacher picks up a rod, points to her/himself, and says, "It's my rod." S/he does this several times.
The teacher gives a rod to a student and indicates s/he wants the student to utter the phrase. S/he does this with several different students. The teacher goes through the above procedure for each possessive adjective.
The teacher picks up a rod and asks a student, "Whose rod is it?" If s/he gets an incorrect response, s/he uses his fingers to prompt the student. He does this with several different students and with several different possessives. Indicating he wants the students to listen, s/he says, "Whose rod is it?" S/he indicates he wants the students to repeat.
The teacher uses the above procedure for the plural forms.

18 It's mine (his, yours, ours, theirs, hers).
They're mine (his, yours, ours, hers, theirs).
Indicating s/he wants the students to listen, the teacher picks up a rod, points to her/himself, and says, "It's mine." Using fingers, s/he indicates that "mine" can be substituted for "my rod." The teacher indicates s/he wants the students to repeat. The teacher uses the above procedure for all possessives and for the plural sentences.

19 I, you, we, they, he, she, it The teacher brings two students to the front of the class (1 male and 1 female if possible). Indicating s/he wants the students to listen, s/he points to her/himself and says, "I." Coming close to one of the students, looking directly at that student, and pointing with a hand, s/he says, "you." Still looking at that student, s/he points at the other student and says, "he (she)." (These students are placed so the other students are able to see the above demonstration.)
Indicating himself and the two students, he looks at the two students and says, "we." Still looking at the two students, s/he points at the remaining students and says, "they." S/he has the two students sit down. Touching different objects, the teacher says "it" as s/he touches each one.
Indicating s/he wants the students to listen, s/he says, "I." The teacher indicates s/he wants the students to repeat. S/he has the students repeat each pronoun.

20 (present progressive)
I am giving you the blue rod.
The teacher brings a student to the front of the class. S/he has the student extend a hand, palm up. The teacher picks up a rod and indicates s/he wants the students to listen. S/he faces the student. While passing the rod to the student, s/he says, "I am giving you the blue rod." The teacher repeats the demonstration.
The teacher has the student give her/him the rod while the student is saying, "I am giving you the blue rod." The teacher indicates s/he wants the students to repeat.
S/he brings another student to the front and has one student give the rod to the other while the teacher says to the remaining students, "He (she) is giving her (him) the blue rod." The teacher indicates s/he wants the students to repeat while s/he has the two students re-do the demonstration. (It is important that the saying of the phrase occurs at the same time the action does.) The teacher demonstrates "they are (-ing).", "you are (-ing).", and "we are (-ing).", in the same manner. (Note: this structure lends itself to many substitutions and the students should be encouraged in their group practice to make as many as possible.)

21 (past) I gave her a blue rod. The teacher brings a student to the front of the class. He gives her a rod. Indicating s/he wants the student to listen, the teacher says, "I gave her a blue rod." S/he repeats the demonstration. S/he indicates s/he wants the students to repeat.
S/he has the student return to her seat. (Note: this structure lends itself to many substitutions and the teacher should have the students use as many as possible during their practice times.)

22 (future) I will give her a blue rod. The teacher brings a student to the front of the class. Indicating s/he wants the students to listen, the teacher picks up a rod and says, "I will give her (him) a blue rod." S/he pauses before giving her (him) the rod. S/he repeats the demonstration. S/he indicates s/he wants the students to repeat. (Note: this structure lends itself to many substitutions and the teacher should have the students use as many as possible during their practice times.)

23 Is it a blue rod?
Yes, it is.
No, it isn't.
The teacher brings a student to the front of the class. Indicating s/he wants the students to listen, s/he picks up a blue rod and asks the student, "Is it a blue rod?" Switching to the student's side, s/he says, "Yes, it is." Switching back to the original position, the teacher asks the student, "Is it a blue rod?" S/he indicates s/he wants the student to respond. If s/he gets an incorrect response, s/he re-models.
Indicating s/he wants the students to listen, the teacher picks up a red rod and asks, "Is it a blue rod?" Switching to the student's side, s/he says, "No, it isn't." Switching back to his original position, s/he asks the student, "Is it a blue rod?" The teacher indicates she wants the student to respond.
Indicating s/he wants the students to listen, the teacher says, "Is it a blue rod?" S/he indicates he wants the students to repeat. S/he has the students repeat "Yes, it is." and "No, it isn't."

24 What color is it? What color are they? Picking up a rod, the teacher asks a student, "What color is it?" If s/he gets an incorrect response, s/he uses his fingers to prompt the student. Indicating s/he wants the students to listen, he asks, "What color is it?" S/he indicates s/he wants the students to repeat. S/he uses this same procedure for "What color are they?" (Note: this can be expanded to "What colors are they?" to teach "and.")

25 Or/TD> Picking up a blue rod, the teacher asks a student, "Is it blue or red?" If s/he gets an incorrect response, the teacher models, "It's blue." S/he repeats the demonstration with several different colors. Indicating s/he wants the students to listen, the teacher asks, "Is it blue or red?" S/he indicates he wants the students to repeat.

26 Long,Short
Which is the ____ rod?
Indicating s/he wants the students to listen, the teacher picks up a long rod and says, "long." Picking up another long rod of a different color, s/he says, "long." The teacher does this several times. S/he indicates s/he wants the students to repeat.
S/he repeats the above demonstration with "short." The teacher takes one long rod and one short rod and asks a student, "Which is the long rod?" If s/he gets an incorrect response, the teacher re-models "long" and "short." S/he does this with several different students.
Indicating s/he wants the students to listen, the teacher says, "Which is the short rod?" S/he indicates s/he wants the students to repeat. S/he has the students repeat "Which is the long rod?" (Note: there are different possible responses for this question and the students should use as many as possible during practice times. This should also be expanded to include "Which are the ____ rods?")

27 Longer, Shorter Indicating s/he wants the students to listen, the teacher takes two rods of different colors. Holding them up, s/he says, "The red rod is shorter than the blue rod." S/he indicates s/he wants the students to repeat. The teacher does this with 4 or 5 examples. S/he repeats the above procedure with "longer."

28 Longest, Shortest Indicating s/he wants the students to listen, the teacher takes some rods of different lengths. Pointing to the longest, s/he says, "This is the longest." S/he repeats this demonstration several times with different combinations of rods. S/he says, "This is the longest." S/he indicates s/he wants the students to repeat. The teacher repeats the above procedure with "shortest."

Sources

Gattegno, Caleb. (1972). Teaching foreign languages in schools: The Silent Way. New York: Educational Solutions.

Rothman, Judi. (1977, Feb.). The Silent Way, unpublished manuscript. TESOL Methods, University of New Mexico.

Stevick, Earl W. (1974, Sept.). Review article: Teaching Foreign Languages in Schools: The Silent Way, TESOL Quarterly, 8.

Project PREP (Pendleton Refugee Educational Progam). (1975, Aug.) Survival English. Available from Superintendent of Schools, Department of Education, San Diego County, 6401 Linda Vista Rd, San Diego, CA

Stop or Quiet	Two hands, fingers upward, palms facing class
Listen	One hand cupped behind an ear
Repeat	One or two hands beckoning toward the teacher
Answer or Respond	Whole hand, palm upward, pointed toward the student
Expand (into a phrase or sentence)	Palms of hands together and then both hands moved vertically apart
Isolating a student's problem	Open hand, palm facing the teacher, fingers upward and spread apart. Starting with the little finger, each finger represents a word in a sentence. This can be used to help isolate a student's problem, used to show inversion of word order, etc. For example, the student forgets to say the verb which is the third word in the sentence. The student was suppose to say "the rod is green" but had actually said "the rod green." The teacher indicates he wants the student to respond again. As the student responds, the teacher beginning with the little finger points to each finger consecutively for each word. When the student gets to the third word and says "green," the teacher shakes her/his head "no" and points emphatically to the third finger. This indicates to the student that the problem lies there with the third word. If this fails to elicit a correct response, the teacher has another student give the student the third word "is." Only as a very last resort does the teacher give the student the correct word. Using fingers, the teacher has the student say the entire sentence correctly.

UNIT	ITEM	INSTRUCTION
1	a rod	Indicating s/he wants the students to listen, the teacher picks up a rod and says, "a rod." S/he picks up another and utters the same words again. S/he does this 7 or 8 times. The teacher indicates that s/he wants the students to repeat. The teacher pauses and observes the students, allowing the students to respond. If after this "silence" there is no response, s/he says "a rod" again and indicates that s/he want the students to repeat.
2	A color rod (e.g. Black,Brown,Blue,Pink)	Indicating s/he wants the students to listen, the teacher rubs her/his finger along the rod to indicate the color and says, "a blue rod." S/he indicates that s/he wants the students to repeat. The teacher pauses and observes the students, allowing the students to respond. If after this "silence" there is no response, s/he says the phrase again and indicates that s/he wants the students to repeat. He does this for all four colors.
3	Take a color rod	The teacher brings 2 students in front of the class. Pantomiming the action, s/he tells one student to "take a blue rod." If s/he gets an incorrect response, s/he says it again and puts the student's hand on the correct colored rod and has her/him take it. The teacher indicates s/he wants the students to repeat. S/he does this for all four colors.
4	Give it to me.(him, her, them, us)	Indicating s/he wants the students to listen, the teacher tells the student holding the rod "give it to me," pantomiming the action. If s/he gets an incorrect response, s/he says it again and puts the her/his hand on the student's hand and moves the student's hand and rod toward her/himself. S/he indicates that s/he wants the students to repeat. S/he tells one of the students to "take a color rod." S/he tells that student to "give it to her/him," indicating the other student with her/his hand. If the teacher gets an incorrect response, s/he says it again and puts her/his hand on the student's and moves that student's hand with the rod toward the other student. The teacher indicates s/he wants the students to repeat. He does this with "him," "her," "them," and "us."
5	More Colors (Green, Yellow, Red, Orange)	Indicating s/he wants the students to listen, the teacher picks up a rod and says, "a green rod." S/he indicates he wants the student to repeat. S/he does this for all four colors.
6	This, that	Indicating s/he wants the students to listen, the teacher places one (blue) rod near the teacher and one (blue) rod far from the teacher. Indicating the near one, s/he says, "That is a (blue) rod." S/he indicates that s/he wants the students to repeat. Indicating the far one, s/he says, "That is a (blue) rod." The teacher indicates s/he wants the students to repeat. Indicating the near one and the far one randomly, s/he asks in mime several students to respond. If s/he gets an incorrect response, s/he repeats the original demonstration.
7	What is this? What is that?	The teacher picks up a rod and asks a student, "What is this?" If the teacher gets an incorrect response, s/he asks another student. Indicating s/he wants the students to listen, the teacher says, "What is this?" S/he indicates s/he wants the students to repeat. The teacher then places a rod at some distance from the teacher and the students and repeats the above procedure for "What is that?"
8	It's a color rod.	Indicating s/he wants the students to listen, the teacher picks up a color rod and says, "It's a color rod." The teacher indicates s/he wants the students to repeat. S/he asks a student, "What is this?" If s/he gets the response "This is a color rod", s/he indicates using fingers that "it's" is substituted for "this is." The teacher then has the student say, "It's a color rod." The teacher asks several students, "What is this?", eliciting both the new and the old response to show the students that both responses are correct.
9	What are these? (those?) These (Those) are ....	The teacher picks up two rods of the same color and asks a student who is close to him, "What are these?" Using fingers, the teacher prompts the student to say "These are color rods." The teacher repeats the demonstration with 3, 4, or more rods of the same color. Indicating s/he wants the students to listen, he says, "What are these?" The teacher indicates s/he wants the students to repeat. Indicating s/he wants the students to listen, s/he says, "These are (color) rods." The teacher indicates s/he wants the students to repeat. The teacher then takes two rods of the same color and places them at some distance from the students. S/he then goes through the same steps for "What are those?"
10	They're (color) rods.	Indicating s/he wants the students to listen, the teacher picks up several rods of the same color and says, "they're (color) rods." The techer indicates s/he wants the students to repeat. The teacher asks a student, "What are these?" If s/he gets the response "These are" or "Those are color rods.", using fingers the teacher indicates that "they're" is substituted for "these are" or "those are." The teacher then elicits "they're color rods." S/he does this with several students. The teachers asks several students, "What are these (those)?", eliciting both the new and the old response to show the students that both responses are correct.
11	Where is the (color) rod? Where are the color rods? (It's) They're here. (there)	The teacher indicates s/he wants the students to listen. Indicating a rod near the teacher, s/he says, "It's here." The teacher indicates s/he wants the students to repeat. S/he repeats the above procedure for "It's there." Placing a rod near a student, s/he asks, "Where is the color rod?" If s/he gets an incorrect response, the teacher re-models "here" and "there." S/he asks several students. Indicating s/he wants the students to listen, the teacher says, "Where is the color rod?" S/he indicates s/he wants the students to repeat. Placing several rods of the same color near a student, the teacher asks, "Where are the (color) rods?" If s/he gets an incorrect response, the teacher models, "They're here." He asks several students. Indicating s/he wants the students to listen, the teacher says, "Where are the (color) rods?" S/he indicates s/he wants the students to repeat. Indicating s/he wants the students to listen, the teacher says, "They're here." S/he indicates he wants the students to repeat. S/he uses the above procedure for "They're there."
12	Behind, Under, Near, On top of, In front of, Beside, Between	The teacher places a blue rod behind a brown rod. Indicating s/he wants the students to listen, s/he asks, "Where is the blue rod?" Still indicating s/he wants the students to listen, s/he says, "It's behind (picking up the blue rod and replacing it behind the brown rod) the brown rod (indicating the brown rod)." The teacher goes through the above demonstration with several other combinations of colors. S/he says, "It's behind the brown rod." S/he indicates he wants the students to repeat. Placing a blue rod behind a brown rod, the teacher asks a student, "Where is the blue rod?" If s/he gets an incorrect response, s/he prompts the student by using his fingers. The teacher does this with several different students and combinations of rods. The teacher repeats the above procedure for the remaining words (under, near, on top of, in front of, beside, and between). The teacher uses the above procedure for "Where are the (color) rods?" and They're ...."
13	1, 2, 3, 4, 5	Indicating s/he wants the students to listen, the teacher picks up a rod and says, "1." S/he picks up 2 rods and says, "2." S/he picks up another rod and says, "3." S/he picks up another rod and says, "4." S/he picks up another rod and says, "5." Holding 1 rod, s/he says, "1." S/he indicates he wants the students to repeat. The teacher does this with all 5 numbers.
14	How many rods are there? There are ....	Indicating s/he wants the students to listen, the teacher picks up a number of rods and says, "There are (number) rods." The teacher picks up a different number of rods and says, "There are (number) rods." S/he does this several times and then indicates s/he wants the students to repeat. Taking a number of rods, s/he asks a student, "How many rods are there?" If s/he gets an incorrect response, s/he uses fingers to prompt the student. The teacher does this with several different students. Indicating s/he wants the students to listen, the teacher asks, "How many rods are there?" The teacher indicates s/he wants the students to repeat.
15
6, 7, 8, 9, 10	Indicating s/he wants the students to listen, the teacher picks up six rods and says, "6." S/he does the same for the numbers 7, 8, 9, and 10. Picking up six rods, he says, "6." The teacher indicates s/he wants the students to repeat. S/he has the students repeat the remaining numbers in the same manner.
16	Last, First, Second, Third, Fourth, Fifth Give me (her, us, him, them) the last (first, second, third, fourth, fifth) rod.	The teacher arranges some rods in a row. S/he brings a student to the front. Pointing to the "last" rod, s/he says, "Give me the last rod." If s/he gets an incorrect response, he repeats the phrase and places the student's hand on the last rod and has the student give it to him. The teacher uses the same procedure for first, second, third, fourth, and fifth. Indicating s/he wants the students to listen, s/he says, "Give me the last rod." The teacher indicates s/he wants the students to repeat. The teacher uses the same repetition procedure for the other words.
17	It's my (her, his, your, our, their) rod. Whose rod is it? They're my (her, his, your, our, their) rods. Whose rods are they?	Indicating s/he wants the students to listen, the teacher picks up a rod, points to her/himself, and says, "It's my rod." S/he does this several times. The teacher gives a rod to a student and indicates s/he wants the student to utter the phrase. S/he does this with several different students. The teacher goes through the above procedure for each possessive adjective. The teacher picks up a rod and asks a student, "Whose rod is it?" If s/he gets an incorrect response, s/he uses his fingers to prompt the student. He does this with several different students and with several different possessives. Indicating he wants the students to listen, s/he says, "Whose rod is it?" S/he indicates he wants the students to repeat. The teacher uses the above procedure for the plural forms.
18	It's mine (his, yours, ours, theirs, hers). They're mine (his, yours, ours, hers, theirs).	Indicating s/he wants the students to listen, the teacher picks up a rod, points to her/himself, and says, "It's mine." Using fingers, s/he indicates that "mine" can be substituted for "my rod." The teacher indicates s/he wants the students to repeat. The teacher uses the above procedure for all possessives and for the plural sentences.
19	I, you, we, they, he, she, it	The teacher brings two students to the front of the class (1 male and 1 female if possible). Indicating s/he wants the students to listen, s/he points to her/himself and says, "I." Coming close to one of the students, looking directly at that student, and pointing with a hand, s/he says, "you." Still looking at that student, s/he points at the other student and says, "he (she)." (These students are placed so the other students are able to see the above demonstration.) Indicating himself and the two students, he looks at the two students and says, "we." Still looking at the two students, s/he points at the remaining students and says, "they." S/he has the two students sit down. Touching different objects, the teacher says "it" as s/he touches each one. Indicating s/he wants the students to listen, s/he says, "I." The teacher indicates s/he wants the students to repeat. S/he has the students repeat each pronoun.
20	(present progressive) I am giving you the blue rod.	The teacher brings a student to the front of the class. S/he has the student extend a hand, palm up. The teacher picks up a rod and indicates s/he wants the students to listen. S/he faces the student. While passing the rod to the student, s/he says, "I am giving you the blue rod." The teacher repeats the demonstration. The teacher has the student give her/him the rod while the student is saying, "I am giving you the blue rod." The teacher indicates s/he wants the students to repeat. S/he brings another student to the front and has one student give the rod to the other while the teacher says to the remaining students, "He (she) is giving her (him) the blue rod." The teacher indicates s/he wants the students to repeat while s/he has the two students re-do the demonstration. (It is important that the saying of the phrase occurs at the same time the action does.) The teacher demonstrates "they are (-ing).", "you are (-ing).", and "we are (-ing).", in the same manner. (Note: this structure lends itself to many substitutions and the students should be encouraged in their group practice to make as many as possible.)
21	(past) I gave her a blue rod.	The teacher brings a student to the front of the class. He gives her a rod. Indicating s/he wants the student to listen, the teacher says, "I gave her a blue rod." S/he repeats the demonstration. S/he indicates s/he wants the students to repeat. S/he has the student return to her seat. (Note: this structure lends itself to many substitutions and the teacher should have the students use as many as possible during their practice times.)
22	(future) I will give her a blue rod.	The teacher brings a student to the front of the class. Indicating s/he wants the students to listen, the teacher picks up a rod and says, "I will give her (him) a blue rod." S/he pauses before giving her (him) the rod. S/he repeats the demonstration. S/he indicates s/he wants the students to repeat. (Note: this structure lends itself to many substitutions and the teacher should have the students use as many as possible during their practice times.)
23	Is it a blue rod? Yes, it is. No, it isn't.	The teacher brings a student to the front of the class. Indicating s/he wants the students to listen, s/he picks up a blue rod and asks the student, "Is it a blue rod?" Switching to the student's side, s/he says, "Yes, it is." Switching back to the original position, the teacher asks the student, "Is it a blue rod?" S/he indicates s/he wants the student to respond. If s/he gets an incorrect response, s/he re-models. Indicating s/he wants the students to listen, the teacher picks up a red rod and asks, "Is it a blue rod?" Switching to the student's side, s/he says, "No, it isn't." Switching back to his original position, s/he asks the student, "Is it a blue rod?" The teacher indicates she wants the student to respond. Indicating s/he wants the students to listen, the teacher says, "Is it a blue rod?" S/he indicates he wants the students to repeat. S/he has the students repeat "Yes, it is." and "No, it isn't."
24	What color is it? What color are they?	Picking up a rod, the teacher asks a student, "What color is it?" If s/he gets an incorrect response, s/he uses his fingers to prompt the student. Indicating s/he wants the students to listen, he asks, "What color is it?" S/he indicates s/he wants the students to repeat. S/he uses this same procedure for "What color are they?" (Note: this can be expanded to "What colors are they?" to teach "and.")
25	Or/TD>	Picking up a blue rod, the teacher asks a student, "Is it blue or red?" If s/he gets an incorrect response, the teacher models, "It's blue." S/he repeats the demonstration with several different colors. Indicating s/he wants the students to listen, the teacher asks, "Is it blue or red?" S/he indicates he wants the students to repeat.
26	Long,Short Which is the ____ rod?	Indicating s/he wants the students to listen, the teacher picks up a long rod and says, "long." Picking up another long rod of a different color, s/he says, "long." The teacher does this several times. S/he indicates s/he wants the students to repeat. S/he repeats the above demonstration with "short." The teacher takes one long rod and one short rod and asks a student, "Which is the long rod?" If s/he gets an incorrect response, the teacher re-models "long" and "short." S/he does this with several different students. Indicating s/he wants the students to listen, the teacher says, "Which is the short rod?" S/he indicates s/he wants the students to repeat. S/he has the students repeat "Which is the long rod?" (Note: there are different possible responses for this question and the students should use as many as possible during practice times. This should also be expanded to include "Which are the ____ rods?")
27	Longer, Shorter	Indicating s/he wants the students to listen, the teacher takes two rods of different colors. Holding them up, s/he says, "The red rod is shorter than the blue rod." S/he indicates s/he wants the students to repeat. The teacher does this with 4 or 5 examples. S/he repeats the above procedure with "longer."
28	Longest, Shortest	Indicating s/he wants the students to listen, the teacher takes some rods of different lengths. Pointing to the longest, s/he says, "This is the longest." S/he repeats this demonstration several times with different combinations of rods. S/he says, "This is the longest." S/he indicates s/he wants the students to repeat. The teacher repeats the above procedure with "shortest."

Silent Way What it is

Silent Way
What it is