1. What is ALM?
The main goal of the audio-lingual method was to foster accurate pronunciation and grammar among learners. It was hope that learners will become fluent and competent in speech situations. (Kemoy Edwards-Sylvester, “The Audio Lingual Method”, Wikispaces.edu (2012) http://apling611-s12-kiss.wikispaces.umb.edu/Audio-Lingual+Method+%28the%29 02 May 2012)
2. Principles of ALM
a. Drills and memorization
Audio-lingualism followed a structural syllabus and most of the activities were based on dialogues and drills. The teacher first presents a model dialogue after which the students will repeat each line for the dialogue. After a while, certain key phrases from the dialogues may be changed. The students will then substitute the patterns in the drills. (Kemoy Edwards-Sylvester, “The Audio Lingual Method”, Wikispaces.edu (2012) http://apling611-s12-kiss.wikispaces.umb.edu/Audio-Lingual+Method+%28the%29 02 May 2012)
3. Why we used ALM?
Audio-Lingual method set out to achieve quick communicative competence.
(Kifuthu Susan, “Background and Characteristics of the Audio-Lingual Method”, tcnj.edu (2002) http://www.tcnj.edu/~eslsla/Methodologies/Audiolingual.html 02 May 2012)
B. LESSON PLAN
Target Audience : 4th Grade, Elementary School
Objective (AIM) :
1. Students can understand kinds of occupations
2. Students understand how to use occupations’ vocabularies in the sentences and dialogue.
3. Students able to communicative speak.
Time Estimation : 45 minutes
2 minutes Greetings
5 minutes Introduce occupations with pictures (repetition)
8 minutes Expansion drills (repetition of vocabulary and how to use in the sentences)
10 minutes Single-slot substitution drills (dialogue and change the vocabulary with its proper place)
15 minutes Role play (students pretend to be someone and do the dialogue)
5 minutes Exercise (fill uncompleted dialogue)
1. Students’ understanding comes from their ability to answer uncompleted dialogue.
(Syahidah, Musfi, Lesson Plan Audio Lingual Method, TEFL course, 2012)
- A. Presentation:
¾Offering a dialog ( Occupations )
² Expansion drill－【The drill is used when a long line of a dialog is giving students trouble. The teacher breaks down the line into several parts. The students follow the teacher’s cue and repeat part by part until they are able to repeat the entire line.】
² Single-slot substitution drill－【The teacher says a line and a word (cue) then the student repeat it and substitute the cue into the line in its proper place.】
² Complete the dialog
(The teacher introduces the course and activities then start the class.)
Teacher: Good evening everyone. How are you today? Today, we have three activities to play. We will talk about occupations.
Offering a dialog (Occupations )
Shafa ：In the future, what job do you want to do, Nouval?
Nouval：I’m interested in health care. I want to be a doctor so that I can help people. How about you?
Shafa：I’m interested in business. I want to be a sales-woman, or maybe open a small business and become an entrepreneur.
Nouval：That’s good, too.
(The teacher read all sentence and asking for students to repeat)
Teacher：Repeat after me : health care.
Teacher：interested in health care.
Class：interested in health care.
Teacher：I’m interested in health care.
Class：I’m interested in health care.
Single-slot substitution drill
(Very good! Now I’ll give you a sentence and an occupation so you can replace in it’s proper place.)
Teacher：I want to be a doctor.
(Artist/ driver/ dancer/ singer/ teacher/ firefighter/ servant/ lawyer)
(Teacher show the picture let students know about these words first)
Jennifer：I want to be a singer.
Grace ：I want to be a lawyer.
Amy ：I want to be a servant.
Lillian ：I want to be a teacher.
Complete the dialog
Teacher：We have already practice the dialog so everyone try to fill in the blank.
Class：(read the dialog)
Jane：In the future, what job do you want , Jane?
Fred：I’m health care. I want a doctor so that I can help people. How about you?
Jane：I’m interested in business. I want to be a sales-woman, or maybe open a small business and become an entrepreneur.
Fred：That’s , too.