The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.

2. PRINCIPLES
 Language forms are created dependeing on the context
they are into.
 The mother tongue should not be used while learning a
new language for a better language learning process.
 Teachers play an important role in speech production
learning; students should seen the teacher as their model.
 Languages can be learned best through repetition.
 It is considered important to interfer inmmidiately when
students make errors and correct them.
 People learn a new language because they want to
communicate.
 Slot s are considered important to learn in order to create
sentences.

3. PRINCIPLES
 The student`s good work should receive positive feedback
and comments from teachers .
 Teachers should provide students of verbal and nonverbal
stimuli Nonverbal stimuli like: pictures.
 To make a correct use of the new language; its patterns
should be correctly learned.
 Language speech production and comprhension has to flow
naturally without thinking.
 The teacher has to be an excellent guide for the students, to
guarantee a succesful language learning.
 The structural patterns of the second language has to be
learned first and then vocabulary.
 Language learning should be taught inductively and not
through memorizing rules.

4. PRINCIPLES
 Teachers have to make a contrast between the native
language and the foreign language to find out possible
difficulties their students are going to confront.
 Students are taught the foreign language from speech; like
each of us have learned our native language; by listening,
speaking, reading and finally writing.
 One way to learn succesfully a foreign language is by
knowing the culture it belongs to.

5. TEACHER`S ROLE
 A teacher has to be: a controller, expert, organizer and
model.
 The teacher has to state clearly the objectives.
 A teacher has to immediately correct errors
 The teacher has to continuously actively interact with the
students.
 The teacher has to monitor the student`s learning process.
STUDENT`S ROLE
 To be good listeners.
 To be good observers.
 To imitate correctly.
 Participate actively.

6. ASSESSMENT
 The students are asked to make distinction between words and also to
choose the right word to complete a sentence.
TECHNIQUES
1. Dialog memorization – students learn the dialog lines that are presented to
them in order to play the roles in pairs.
2. Backward build up drill – a long dialog line is divided in parts making it
easier to learn, beginning with the last part of the line.
3. Repetition drill- students have repeat what they hear.
4. Chain drill – students ask questions to each other in order.
5. Single-slot substitution drill – the students are given a cue to fill in the slots
of a sentence.
6. Multiple-slot substitution drill – the students are given multiple cues to fill in
the slots of a sentence.
7. Transformation drill – students have to transform sentences for example:
from negative to positive.
8. Question – and – answer drill – the students answers the teacher`s
question accurately.
9. Use of minimal pairs – the students are given words that vary by one sound
like: grass/glass.

7. TECHNIQUES
10. Complete the dialog – students should complete blank spaces in dialog
using already learned words.
11. Grammar game – students are taught grammar in context, with
repetition.
THE SILENT WAY
PRINCIPLES
 The students are taught new knowledge on their old knowledge.
 The teacher only helps when necessary.
 Students do not have a model to imitate; they create their own criteria.
 A teacher perceives achievements through the student`s behaviour.
 Students support each other in their learning process.
 The teacher focuses on the students while the students focuses on the
language.

8. PRINCIPLES
 Teachers work on the student`s prior knowledge. Students work
on their language learning for themselves.
 New acquired knowledge can be applied in different contexts.
 Students learn how to read first but based on what they have
learned to say.
 Learning in silence will help the students to develop independency,
autonomy and initiative.
 Language is learned through perception and not by using
translation.
 Learning using the silent way will help the students learn to work
together as a group.
 Teachers should avoid praising or criticize students in order to
help them to create their own criteria.
 It is important to give the students feedback for the students to
know on what to work the next time.

9. PRINCIPLES
 Errors show teachers where exactly it is unclear, students learn
from their mistakes.
 Students have to correct the errors for themselves.
 Students have to listen carefully to themselves.
 At the beginning it is considered important not to seek for
perfection but for progress.
 Through teaching in silence, the teacher can easier concentrate on
the students behaviour.
 Students should always pay attention to what their teacher has to
say.
 The tasks should be meaningful avoiding repetition.
 The new information taught to the students is based on their prior
knowledge.
 Students should explore the language by themselves to develop
autonomy.
 Language serves to express feelings and ideas.

10. PRINCIPLES
 Learning occurs naturally.
 Linguistic structures are used to teach language,
 The linguistic structures are constantly combined.
 Reinforcement between skills.
TECHNIQUES
1. sound-color chart – blocks of color are used to represent a sound.
2. Teacher`s silence – teachers interacts when necessary.
3. Peer correction – students cooperation is important for a better
learning process.
4. Rods – rods are used to introduce new learning material.
5. Self-correction gestures – through gestures the teachers indicates
the trouble spot to the student.
6. Word chart – through this technique the students learn vocabulary

11. TECHNIQUES
7. Fidel charts – those color-coded Fidel charts help students to associate sounds
with spelling.
8. Structured feedback – students give comments about their learning process.
TEACHER`S ROLE
 The teacher monitors the students progress, behaviour.
 The teacher is also an observer.
 A provider of material.
 The teacher intervenes when necessary.
 The teacher is silent.
STUDENT`S ROLE
 The student is independent.
 The student cooperates.
 The student is autonomous.
 The student has to self correct his errors.
 The student has to learn for himself.
 The student is self responsible for learning the language,
discovering it by himself.

12. ASSESSMENT
 The silent way teaching instruction does not assess its
students through a normal test; in stead teachers are
constantly assessing their students by making them use the
new information that they have learned in different contexts.