The activities for audiolingual the method is distinctively various in its

application.
Brooks in Richard and Rogers (2001, p. 61) proposes the following which are types
of learning activities that can be applied in the audiolingual method:
1. Repetition. The students copy the utterance and repeat it aloud as soon as
he/she has heard it.
2. Inflection. One word in an utterance appears in another form when repeated.
3. Replacement. One word in an utterance is replaced by another.
4. Restatement. The students rephrase an utterance and address it to someone
else, according to the instructions
5. Completion. The students listen to an utterance that is complete except for
one word, then repeats the utterance in completed form.
6. Transposition. A change in word order is necessary when a word is added
7. Expansion. When a word is added it takes a certain place in the sequence.
8. Contraction. A single word stands for a phrase or clause.
9. Transformation. A sentence is transformed by being made negative or
interrogative or through changes in tense, mood, voice, aspect, or modality.
10. Integration. Two separate utterances are integrated into one
11. Rejoinder. The students make an appropriate rejoinder to a given utterance.
12. Restoration. The student is given a sequence of words that have been culled
from a sentence but still bear its basic meaning. He uses these words with a
minimum of changes in addition to restoring the sentence to its original form.

. Dialogue memorization. Students memorize an opening dialogue using

mimicry and applied role playing.
2. Backward Build-up (Expansion Drill). Teacher breaks a line into several
parts; students repeat each part starting at the end of the sentence and
“expanding” backward through the sentence, adding each part in sequence.
English Education Department
Vol. 5 No. 1 May 2016
3. Repetition drill. Students repeat teacher’s model as quickly and accurately
as possible.
4. Chain drill. Students ask and answer each other one by one in a circular
chain around the classroom.
5. Single-slot Substitution drill. Teacher states a line from the dialogue, and
then uses a word or phrase as a “cue” that students when repeating the line,
must substitute into the sentence in the correct place.
6. Multiple-slot Substitution drill. Same as the single slot drill, except that
there are multiple cues to be substituted into the line.
7. Transformation drill. The teacher provides a sentence that must be turned
into something else, for example, a question to be turned into a statement,
an active sentence to be turned into a negative statement, etc.
8. Question and Answer drill. Students should answer or ask questions very
quickly.
9. Use Minimal Pairs. Analysis, the teacher selects a pair of words that sound
identical except for a single sound that typically poses difficulty for the
learners-students are to pronounce and differentiate the two words.
10. Complete the dialogue. Selected words are erased from a line in the
dialogue-students must find and Insert.
11. Grammar games. Various games designed to practice a grammar point in
context, using lots of repetition