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Lesson Plan Using The Silent Way

This lesson plan focuses on teaching beginner students the basic English sentence structure (S + V + O) using the Silent Way approach. Students will learn to construct simple present tense sentences, recognize key vocabulary, and engage in collaborative sentence formation through hands-on activities with Cuisenaire rods and visual aids. The lesson emphasizes self-correction, peer learning, and active participation without direct teacher instruction.

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markylloren35
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20 views2 pages

Lesson Plan Using The Silent Way

This lesson plan focuses on teaching beginner students the basic English sentence structure (S + V + O) using the Silent Way approach. Students will learn to construct simple present tense sentences, recognize key vocabulary, and engage in collaborative sentence formation through hands-on activities with Cuisenaire rods and visual aids. The lesson emphasizes self-correction, peer learning, and active participation without direct teacher instruction.

Uploaded by

markylloren35
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Using The Silent Way

Lesson Title Introduction to Basic English Sentence Structure (S + V + O)


Level Beginner (A1)
Time 60 minutes
Target Language Simple present tense sentences (e.g., "I eat rice.")
Materials Cuisenaire rods, sound-color chart, Fidel chart, word cards
Approach The Silent Way

I. Learning Objectives
By the end of the lesson, students will be able to:
1. Construct basic SVO (Subject-Verb-Object) sentences using correct word order.
2. Recognize and produce key vocabulary items: pronouns (I, you, he, she), verbs (eat, read, play), and
objects (rice, book, ball).
3. Self-correct and collaborate in sentence construction using Silent Way techniques.

II. Target Structures and Vocabulary


 Grammar Focus: Subject + Verb + Object
 Vocabulary:
o Pronouns: I, you, he, she
o Verbs: eat, read, play
o Objects: rice, book, ball

III. Materials and Tools


 Cuisenaire rods (different colors/sizes for each word type)
 Sound-color chart (for pronunciation and phoneme awareness)
 Fidel chart (to reinforce spelling and sound)
 Flashcards with color-coded words (optional for reinforcement)

IV. Lesson Procedure


Stage Time Teacher Activity Student Activity Remarks
Gestures students to sit and observe
Students observe, listen, Builds phonemic
1. Warm-Up / 5 the colored chart. Points silently at the
and try to imitate the awareness through
Orientation mins Fidel chart and models one sound
sounds. student discovery.
silently.
Lays out rods of different colors and
assigns each a meaning (e.g., red = Students infer meanings Encourages
2. Vocabulary 10
"I", blue = "eat", yellow = "rice"). based on gestures and inductive learning
Introduction mins
Uses gestures and miming, but no try combining rods. and discovery.
speech.
Silently arranges rods in SVO order
Students try to build
(e.g., red + blue + yellow = "I eat Reinforces syntax,
3. Sentence 15 their own sentences
rice"). Uses gestures to prompt encourages active
Formation (SVO) mins using rods and say them
students to read aloud. Models only participation.
aloud.
once if needed.
Points to sound-color chart and Students pronounce Deepens accuracy
4. Pronunciation 10
gestures for students to pronounce the sounds, self-correct through visual and
Practice mins
sounds in words they just used. using visual cues. aural association.
5. Group Work / 10 Provides students with rods and Students work in pairs to Promotes
Sentence mins prompts them (through minimal cues) create and say new collaboration and
Variation to create new SVO combinations. sentences (e.g., “She linguistic creativity.
Stage Time Teacher Activity Student Activity Remarks
reads a book”).
Students listen to each
Observes silently and only gestures Builds autonomy
6. Peer Correction 5 other, help correct and
when needed for error correction. If and awareness of
& Reflection mins reflect on sentence
necessary, points to chart or rods. form.
construction.
Students summarize Consolidates
Uses rods to silently review 2–3
7. Recap and 5 what they learned using learning and
sentences and invites students to read
Closure mins the rods and sentence encourages self-
and explain them.
aloud. evaluation.

V. Assessment
 Formative Assessment:
o Observation of student participation in rod manipulation and sentence formation.
o Peer and self-correction accuracy during activities.
 No written test: Assessment is performance-based through spoken production and collaboration.

VI. Teacher's Role


 Remains mostly silent
 Uses gestures, facial expressions, and physical tools to guide learners
 Observes and provides minimal but strategic intervention
 Promotes learner independence and peer learning

VII. Students' Role


 Discover meanings and rules through manipulation of rods
 Produce spoken language with minimal cues
 Collaborate and correct each other
 Develop awareness of sound, structure, and meaning through self-discovery

VIII. Follow-Up Activities (Homework or Next Lesson)


 Use rods to create questions (e.g., "Do you eat rice?")
 Extend vocabulary (introduce new verbs and objects)
 Create short dialogues in pairs using rod sentences

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