A CLASS BASED ON AUDIOLINGUAL METHOD

INTRODUCTION

In this class, which is designed with the Audio Lingual Method and addressed to grade
4th with an A1 English level, students will learn some vocabulary items about food. This is
followed by dialog practice which is between two people talking about food.

A) goals for Warm Up;

As a teacher, I want my students to,1-Speak freely and participate willingfully.

Goals for Practice of Listening;

As a teacher, I want my students to:

1-Listen and ıdentify the words carefully that were given to them.

Goals for Practice of Speaking;

As a teacher, I want my students to:

1-Use them by speaking according to the content.

2-Improve their fluency while speaking.

3-Know how to produce correct pronunciation of some structures like “Can I come
withyou?” while speaking

OBJECTIVES:

Objectives:Objectives for Listening;

Learners will be able to:

1-Understand the sentences clearly.

2-Visualize the words in the video in her/his mind.

Objectives for Speaking;

Learners will be able to:

 1- To Produce correct pronunciation of vocabulary like “chicken, soup, cucumber”
whilespeaking.
2- To Have an idea about Food and Drinks, Daily Life Activities

THEORETICAL FRAMEWORK

The audio-lingual method consists of teaching the new language by reading a dialogue or
text and carrying out oral repetition exercises. According to this method, learning a
language consists of knowing its grammar and practicing it through different types of
repetition exercises until new habits are created and speech becomes spontaneous.

The main points are: a) learning a language is a process of habit formation, and good habits
are achieved by giving the correct answers b) since the language is oral, the oral form is
presented before the written form c) is discourages the use of translation or mother tongue
d) students deduce the rules of the language through practice, so that grammar is taught
indirectly (as in the direct method).

Classroom practice

Dialogues and repetition exercises are the basis in the classroom. Dialogues provide context
to language and are used for repetition and memorization. After reading a dialogue, the
teacher selects some grammar points on which the different types of exercises are carried
out. A typical class consists of:

(1) Students listen to a dialogue and repeat the sentences. (2) The dialogue can be
adapted to the interests of the students by changing some sentences. (3) Some
structures of the dialogue are selected to perform repetition exercises of different
types. (4) Students open the textbook and do vocabulary or writing exercises. As
language proficiency increases, students can write essays on specific topics.

https://blog.languagejourneys.com/es/el-metodo-audio-lingual/
LESSON PLAN

The teacher enters the classroom and greets the students with a positive attitude.
Students listen carefully to the teacher.
Lesson Activity 1:

Listening, 25 Minutes – Repetition Drill – Backward Build-up Drill

The teacher shows a short video to the students and tells them to listen carefully. After
listening the video twice, He asks his students to memorize the video by choral repetition.
Here is the video and the dialogue.

https://www.youtube.com/watch?v=yUw3-im44qY

Matt: Hello. My name is Matt. What’s your name? (Tunes shows up in the screen)

It’s great to see you. I’m hungry.

Matt: Tunes, you scared me.

Tunes: Matt, are you hungry?

Matt: Yes.

Tunes: Watch this. ( Foods show up in the screen ) What do you want to eat?

Matt: I want a banana. (Tune brings banana to the Matt) Magic! Cool!

Now, the whole class starts to repeat the lines after the teacher. - Repetition Drill

Teacher: Hello. My name is Matt. What’s your name?

Class: Hello. My name is Matt. What’s your name?

Teacher: It’s great to see you. I’m hungry.

Class: It’s great to see you. I’m hungry.

Teacher: Tunes, you scared me.

Class: Tunes, you scared me.

They repeated each line several times but when they come the line “Tunes, you scared
me.” Teacher supposes that some students might have difficulties to read this line. For this
reason, He stops the repetition and uses Backward Build-up Drill. The purpose of this
drill is to go back and correct students’ mistakes. Teacher removes some words from the
sentence and starts reading one by one. After that, HE adds new words and class repeats
this expended sentence. Step by step the teacher forms the words until entire sentence is
being repeated.”

Teacher: Repeat after me: Tunes.

Class: Tunes.

Teacher: You.

Class: You.

Teacher: Scared me.

Class: Scared me.

Teacher: Tunes, you scared me.

Class: Tunes, you scared me.

Thanks to this procedure, students who have difficulty reading in dialogue improves their
reading, understanding and pronunciation skills.

Lesson Activity 2: Speaking, 25 Minutes – Multiple-slot Substitution Drill – Question

Answer Drill

After the video that the teacher watched to the students, the teacher moves the third phrase
of the lesson. Teacher brings some pictures to the class and writes a new dialog to the
board; the students will repeat the sentence from the dialogue and replace a word or phrase
in the sentence with the word or phrase the teacher gives them. This word or phrase is
called cue. Students must listen to the teacher very carefully. Because according to the
word given by the teacher, students should guess in which sentence the new word will be
used.
Teacher starts to read the dialogue for the first time.

Harry: Hello Ron.

Ron: Hi Harry.

Harry: Where are you going?

Ron: I am going to the Zoo.

Harry: Oh, really? Can we go together?

Ron: Of course, we can.

Harry: Hey Ron, let me ask you a question. What is your favorite animal?

Ron: It’s giraffe. What is yours?

Harry: Mine is tiger.

Ron: Oh that’s scary.

Harry: Yes, I know.

She reads the original sentence from the dialogue “ I am going to the Zoo.” Then she gives
a cue “They”. The students understand the situation and forms the new sentence “They are
going to the Zoo.” Teacher models new examples and tries to help students to understand
the whole exercise. They transform about 10 sentences of these patterns and they are ready
for next phrase, Question and Answer Drill.

The teacher shows the pictures taken from the internet. The picture of Café, and asks the
class “Are you going to the Café?” She responds to herself “Yes, I am going to the Café.”
Next, she shows a picture of Supermarket and asks a question while holding the picture of
Supermarket, and asks the class “Are you going to the Supermarket?” and again she
responds to herself “Yes, I am going to the Supermarket.” Finally, she shows picture of
School and asks “Are you going to the School?” This time she does not answer the question
and asks the class. Class responds together “Yes, I am going to the School.”
The students understand what they have supposed to do when they see a picture. Teacher
exclaims “Perfect!” and she says “You are so good my children, class dismissed.”

Conclusion

Today’s lesson ends. The students and the teacher are satisfied with the lesson they are
working with. In this course, only speaking and listening are covered. Although students
and the teacher are tired, it has been a very productive lesson. The students have learned to
respond according to the cue teacher have given them without hesitation.