1.

1 Introduction to English
language teaching
1.1.2 The Audiolingual Method (essay)
Kevin Roberto Rodríguez Cabrera
04/04/2021
INTRODUCTION

The Audiolingual Method prioritizes the listening and speaking skills from students in a target
language (a). This method avoids grammar explanation through class, having students pronounce
phrases, practice vocabulary, read sentences, and have possible responses in a real-life situation.

EXPLANATION

The classic method wasn't as efficient and fast as students and teachers wanted it to be. The
Audiolingual Method uses listening and speaking practice to help students understand the target
language by repeating phrases and questions several times, emphasizing fluency, and putting
grammar into everyday vocabulary. Grammar will be learned by the use of it during dialogues drills
and correcting possible mistakes. When students learn a new language, this method can improve
their pronunciation, fluency, and knowledge of the target language. Therefore, it will be accurate.

In the following chart, you will find a lesson plan of class applying the audiolingual method.

Group: 3rd level Day: Monday Unit and lesson: Unit Time: 7:00 am -8:45
1 lesson 1
Topic: Getting acquainted: Preview and lesson 1: meet someone new
Communicative functions: Provide personal information, Introduce somebody to a group, identify
and describe people and meet someone new.
Vocabulary and expressions: How to introduce people, ways to greet people, and ways to tell
people they can be informal.
Grammar: Information questions with verb to be, possible complete responses, and usage of
contractions.
Procedures
Introduction:
Assistant list from 7:00 to 7:05 am ( Have the students answer in English)
Review 7:05 to 7:10: Quick review about the previous class (Review some vocabulary learned in the
past, and answer them in English).

Introduction questions from 7:10 to 7:30: (Give students some starting questions and possible
answers to respond to each question, using vocabulary to learn according to the lesson. Students
will pronounce each statement, and the teacher will correct possibles mistakes. Then have them
choose the correct answer). Students will learn pronunciation and writing.
QUESTIONS:
Why are you learning English?
What do you do when you first meet someone?
What’s your age?
What's your nationality?
What’s your name?

ANSWERS:
I'm Mexican.
My name’s Roberto Cabrera.
For travel.
I’m eighteen years old.
I shake hands, wave hands, hug or smile at others.
Body:
7:30 to 7:50 am
Unit 1 the preview: Read the dialogue model to students and make them underline the titles for
people. (Read aloud the dialogue so pronunciation can be corrected, identify the title for each
person, and have a quick explanation about their use with people).

Conversation Model:
A: Hello Mr. Rodríguez. How are you?
B: Hi Ms. Paulina Lopez. I'm fine, thank you for asking.
A: We are happy to see you again in our restaurant; Mrs. Jocelyn Rodríguez is waiting for you inside.
B: Got it! Thank you. One more question, Is Miss Carmona working today? I’d like to have a word
with her.
A: I will let her know.

Page 3: Listen to the new reading and identify the similar expressions shown in the book. For
example, You've got to be kidding me – that's not true.

(Have the students read aloud each part of the reading to improve their pronunciation after the
listening, repeat it until pronunciation and fluency are correct.)

Complete the “speaking activity” from the book by writing the correct formal titles and practice with
a partner.

For example:
Kevin Rodríguez is married – Mr. Rodríguez or Mr. Kevin Rodríguez.
Carme Beltran is single - Miss Beltran
(Have students read aloud their answers and correct fluency and pronunciation if needed).

Page 5: Conversation practice with partners asking personal information questions. (Have the
students write down a speech including the information learned during the class and present it by
reading aloud with their classmates or acting out the new conversation practice that they have
written. Their writing will be corrected if there are mistakes in their activity).
End of class:
8:30 to 8:45 am
Individually do a brainstorming activity about the new vocabulary learned (Brainstorm with students
by listening to their ideas and have them written on the board and do a quick review by reading aloud
each answer giving)
Materials: Students book and notebook
Homework: Research greetings that are unknown for the students and identify how formal or
informal they could be (present some researches done by the students)

Advantages

1. - Students using this method can have a natural conversation with a strong habit of possible
responses.

2. - Students can easily understand and express themselves in the target language.

3. - Students are independent and fluent in the target language.

4. – Students will learn faster with natural vocabulary.

5.- Students will learn by acting and dialogue drill while they interact with others.

Disadvantages

1. - Learning by this method, communication could be confusing sometimes because some

words are unknown.
 2. – The energy and enthusiasm from the teachers have to be outstanding.

3. - The lesson provided by the teacher will last longer.

CONCLUSION

This Audiolingual Method might be the most interesting one since the students will be interacting with
more people using the same vocabulary learned during class. This method provides confidence to
students when a conversation happens in real life. Students will not hesitate in their future responses,
and fluency can be outstanding when talking.

REFERENCES

a.- PROFESSIONAL TRAINING FOR ENGLISH LANGUAGE TEACHERS. (2019). Introduction to

English Language teaching, The Classical Method (1.1.1). Servicios profesiones de la lengua

inglesa.

b.- The Audiolingual Method. (n.d.). Auburn.Edu. Retrieved April 4, 2021, from

http://webhome.auburn.edu/%7Enunnath/engl6240/alm.html