SW旨在培養學生初級的聽力和口語能力，加強發音、語調的正確性，並使學生學得實用的文法觀念以及L2正確的學習方法。

二、 課程安排

SW依照文法難易度以及教學上視覺呈現的效果來安排課程。所以，祈使句型、名詞複數型、數目字、介係詞代名詞、比較級、數量詞、時間性量詞等非常容易用教具和教室場景來介紹的內容都會出現在初級的教材中。以下就簡單舉例SW的課程編排情況 (Joel Wiskin, personal communication)：

Lesson Vocabulary

1. Wood color red wood, red, green, yellow, brown,pink, white, orange, black, color

2. Using the number 1-10 one, two, three…..ten

3. Wood color red two pieces.

4. Take (pick up ) wood color red two pieces. Take (pick up)

5. Take wood color red two pieces give, object pronouns give him

6. Wood red where? Where, on, under, near, far over, Wood red on table. Next to, here, there

7. Wood color red on table, is it? Question-forming rules.Yes, on. Yes. NO.Not on.

8. Wood color red long. Adjectives on comparison.Wood color green longer.Wood color orange longest

9. Wood color green taller.Wood color red is it?

10. Review. Students use structures taught in new situation, such as comparing the heights of students in the class.

下面示範如何用SW教泰國話的教案 (Joel Wiskin, personal communication)：

1. Teacher empties rods onto table.

2. Teacher picks up two or three rods of different colors, and after each rod is picked up says: [mai:].

3. Teacher holds up one rod of any color and indicates to a student that a response is required. Students say: [mai:]. If response is incorrect, teacher elicits response from another student, who then models for the first student.

4. Teacher next picks up a red rod and says: [mai sii daeng].

5. Teacher picks up a green rod sand says: [mai sii khiaw].

6. Teacher picks up either a red or green rod and elicits response from student. If response is incorrect, procedure in step 3 is followed (student modeling).

7. Teacher introduces two or three other colors in the same manner.

8. Teacher shows any of the rods whose forms were taught previously and elicits student response. Correction technique is through student modeling, or the teacher may help student isolate error and self-correct.

9. When mastery is achieved, teacher puts one red rod in plain view and says: [mai sii daeng nung an].

三、Teacher then puts two red rods in plain view and says: [mai sii daeng song an].

11. Teacher places two green rods in view and says: [mai sii khiaw song an].

12. Teacher holds up two rods of a different color and elicits student response.

13. Teacher introduces additional numbers, based on what the class can comfortably retain. Other colors might also be introduced.

14. Rods are put in a pile. Teacher indicates, through his or her own actions, that rods should be picked up, and the correct utterance made. All the students in the group pick up rods and make utterances. Peer-group correction is encouraged.

15. Teacher then says: [kep mai sii daeng songan].

16. Teacher indicates that a student should give the teacher the rods called for. Teacher ask other students in the class to give him or her the rods that he or she asks for. This is all done in the target language through unambiguous actions on the part of the teacher.

17. Teacher now indicates that the students should give each other commands regarding the calling of rods. Rods are put at the disposal of the class.

18. Experimentation is encouraged. Teacher speaks only to correct an incorrect utterance, if no peer group correction is forth coming.

英語教學方面實例如下（國小英語師資訓練手冊，p. 23-24，師德）：

步驟一 牆上掛著音色對應圖表、拼字發音對應表及字彙表。

步驟二 教師嘴行作發[ u]音，但不出聲。學生猜音，直到有人猜對[u]，老師點頭，且指音色對應圖表上的綠色[u]符號。

步驟三 教師雙唇做發[b]音口型，但不出聲。學生猜音「媽」，「怕」等，直到有人猜「爸」，老師點頭，伸出兩指頭嘴型並作[ㄅ][ㄚ]，學生說[ㄅ][ㄚ]，老師指第一個指頭，學生說[ㄅ]（[b]）；老師點頭，對音色對應圖表上的深綠色[b]符號。

步驟四 教師指著鹿的圖片，學生說「動物」老師搖頭；學生說「梅花鹿」，老師點頭，伸出三指頭，嘴型作「梅花鹿」，再指第三個指頭，學生說「鹿」，老師點頭。重複步驟3讓學生發（[ㄌ][l]），老師指音色對應圖表上的藍色[l]。

步驟五 老師回到音色對應圖表上的綠色[u]符號，學生念[u]音。老師再指拼字發音對應表的oo, ue, o等，嘴行作[u]音，讓學生明瞭[u]音以這些字母呈現。重複步驟5，[b]音拼成b, bb, be等，[l]音拼成l, ll, le, lle等。

步驟六 老師來回指拼字發音對應表與字彙表，讓學生欬blue，唸出音[blu]。老師指藍色木條（rod）、藍色衣服、藍色卡片，要學生唸blue。

步驟七 重複步驟，教red, yellow等顏色。

四、 教師與學生的角色

SW的教學活動非常簡單。教師通常利用輔助媒介（教具）來示範Ｌ2中的字或句子，之後便藉由教具的不同組合搭配來引導學生說出所要求的字彙或句型。

以下分別介紹幾種SW中特殊的教具（國小英語師資訓練手冊，p. 22，師德）：

1. 彩色木條（Cuisenaire Rods）：

長短不同的彩色木條提供學生情境來練習語言。例如教顏色、樹木、長短、位置（A red rod is on the table）、動作(Hold up two long rods)等。

2. 音色對應圖表（sound-Color Chart）

音色對應圖表分上下兩部：上半部為母音、下半部為子音。每個音都有特定顏色，學生同時連結聲音符號與顏色三者，印象更深刻。例如[O]音為白色，[p]因為咖啡色等。

3. 拼字發音對應表（Fidel Charts）

學生利用音色對應圖表上學得的母音和子音，來練習拼讀。同類的母音拼獨組合，或同類的子音拼獨組合，用同樣的顏色呈現。例如[u]的音有可能拼讀為oo, ue, o等，這些字母全為綠色。

4. 字彙表（Word Charts）

利用拼字發音對應表，學生來拼獨自會。字母和顏色都與上述兩表對應，力入藍色發[b]音的b+紅色發[l]音的 +灰色發[g]音的g，形成三色的big。字彙表共有十二張，教最常見的500個單字。

五、 教師與學生的角色

學生在最初的學習階段可能會有點摸不著頭緒，但漸漸地透過實驗和自我修正，最後可以達到自發學習的成功效果。在學習過程中，學生不僅要意識到自己的學習狀態，同時也要和同學互相討論修正、建議或解決問題。教師則盡量保持沈默，觀察、不主動干預的態度，教學時盡量以教具代替大量的文字敘述與說明，創造一個學生可以放膽嘗試、修正的學習環境。

至於L2的學習者，雖然其後天條件上已經不能以〝時間〞來換取〝實力〞，但若在課程的安排上可以多給學生一些安靜觀察（和傳統的〝大聲覆誦〞相反）以及熱烈參與的時間（如英語說故事比賽、話劇比賽、故事接龍、脫口秀等），那怕初期真是錯誤一籮筐，但學生在親身體驗到〝語言〞（包括其所正在學習的標的語）就是〝力量〞後，一定會更有學習動機，進而提升自己的語言實力。