Group 11 :

Hapsari Mutya Rini (195300063)

Sabana Rusdiyanti (195300029)

Group assignment of Silent Way

1. Teach some students a short target language verse which contains some unfamiliar
sounds. What nonverbal gestures or cues can you develop to guide your students to
produce the correct sounds, intonation, and rhythm as they learn the verse?

Answer :

We can use some non verbal gestures to teach our students in metode silent way, these
are : Facial expressions. The human face is extremely expressive, able to convey
countless emotions without saying a word. And unlike some forms of nonverbal
communication, facial expressions are universal.

Body movement and posture. Consider how your perceptions of people are affected by
the way they sit, walk, stand, or hold their head.

Gestures. Gestures are woven into the fabric of our daily lives. You may wave, point,
beckon, or use your hands when arguing or speaking animatedly, often expressing
yourself with gestures without thinking. However, the meaning of some gestures can be
very different across cultures. While the “OK” sign made with the hand, for example,
usually conveys a positive message in English-speaking countries, it’s considered
offensive in countries such as Germany, Russia, and Brazil. So, it’s important to be
careful of how you use gestures to avoid misinterpretation.

Eye contact. Since the visual sense is dominant for most people, eye contact is an
especially important type of nonverbal communication. The way you look at someone
can communicate many things, including interest, affection, hostility, or attraction. Eye
contact is also important in maintaining the flow of conversation and for gauging the
other person’s interest and response.

Touch. We communicate a great deal through touch. Think about the very different
messages given by a weak handshake, a warm bear hug, a patronizing pat on the head, or
a controlling grip on the arm, for example.

Space. Have you ever felt uncomfortable during a conversation because the other person
was standing too close and invading your space? We all have a need for physical space,
 although that need differs depending on the culture, the situation, and the closeness of the
relationship. You can use physical space to communicate many different nonverbal
messages, including signals of intimacy and affection, aggression or dominance.

2. Choose a grammar structure. It is probably better at first to choose something

elementary like the demonstrative adjectives (‘this,’ ‘that,’ ‘these,’ ‘those’ in
English) or the possessive adjectives (‘my,’ ‘your,’ ‘his,’ ‘her,’ ‘its,’ ‘our,’ ‘their’ in
English). Plan a lesson to teach the structures where:
a You will remain as silent and interfere as little as possible.
b The meaning will be clear to the students.
c They will receive a good deal of practice without repetition.

Answer :

In the Silent Way students are seen as bringing a vast amount of experience and knowledge
with them to the classroom; namely, their first language. The teacher capitalizes on this
knowledge when introducing new material, always building from the known to the unknown.
The students begin their study of the language by studying its sound system. The sounds are
associated to different colors using a sound-color chart that is specific to the language being
learned. The teacher first introduces sounds that are already present in the students’ native
language, and then progresses to sounds that are new to them. These sound-color associations
are later used to help the students with spelling, reading, and pronunciation. for example As
we take our seats , the teacher has just finished introducing the silent way in portuguese. The
teacher walks to the front of the room, takes out a metal pointer and points to a chart hanging
above the blackboard. The chart has a black background and is covered with small
rectangular blocks arranged in rows. Each block is a different color. This ias a sound color
chart. Each rectangle represents one english sound. There is a white horizontal line
approximately halfway down the chart separating the upper.

3. Think of students with a particular native language background. How will you sequence the
sounds of the target language in order to teach them to these students, building on what they
already know?
Answer :

Students begin their study of the language through its basic building blocks, its sound. These
are introduced through a language specific sound-color chart. Relying on what sounds
students already know from their knowledge of their native language, teachers lead their
students to associate the sounds of the target language with particular colors. Later ,these
same colors are used to help students learn the spelling that correspond to the sounds(through
the color-coded fidel charts) and how to read and pronounce words properly (through the
color-coded word charts).
Group assignment of Desuggestopedia

1. Most teachers do not have control of the classrooms in which they teach. This does not mean
that they cannot provide an environment designed to reduce the barriers their students bring
with them, however. Can you think of ways that you might do this?
Answer :

The challenge of the teacher is to create a classroom environment which is bright

andcheerful. This was accomplished in the classroom we visited where the walls were
decorated with scenes from a country where the target language is spoken. These conditions
are not always possible. However, the teacher should try to provide as positive an
environment as possible.The psychological focuses on the teacher’s ability to maintain the
appropriate suggestive atmosphere in the classroom. The teacher needs to be familiar with
the numerous variants of unconscious perceptual and thinking processes and use emotional
stimulus and peripheral perceptions. The didactic refers to the structural design and
integration of courses elements. The material is presented in a global manner in meaningful
context. Students are not drilled in fragmented skills. Instead, the material is presented in a
holistic manner at the paraconscious level. The teacher uses various activities like dialog,
question and answer, repetition and translation. The teacher integrates indirect and direct
positive suggestions.To bringa positive expectation of success, he or she should use a varied
range of methods like dramatized texts, music, active participation in songs and games, etc.
A great deal of attention is given to students’ feelings in this method. The teacher uses
various techniques in this method. She makes the classroom environment bright and cheerful.
The walls are decorated with scenes related to their communicative language. The classroom
contains grammatical information about the target language on classroom walls. The teacher
provides as positive environment as possible.

2. Make a list of 10 grammatical points about the target language that you would want to
display on posters to encourage beginning students’ peripheral learning.
1) ADJECTIVE 6)TENSES

2) ARTICLE 7) PREPOSITION

3) ADVERB 8) PRONOUN

4) CONJUNCTION 9) VERB

5) INTERJECTION 10) NOUN