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The overall goal of the Audio Lingual Method was to create communicative competence in learners.

However, it was thought that the most effective way to do this was for students to "over learn" the language being studied through extensive repetition and a variety of elaborate drills. The idea was to project the linguistic patterns of the language (based on the studies of structural linguists) into the minds of the learners in a way that made responses automatic and "habitual". To this end it was held that the language "habits" of the first language would constantly interfere, and the only way to overcome this problem was to facilitate the learning of a new set of "habits" appropriate linguistically to the language being studied.

The objective of the audio lingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. It was believed that learning structure, or grammar was the starting point for the student.

1. Enrolment: 32 Level: Intermediate Content Impact / Note .m. 2. Family and Friends Topic : Polite Request Learning Standards: 1. Show picture cards of ruler. pupils should be able to: 1) Listen to and repeat the polite request.45-3.2. English Theme : World of Self. eraser. 2) Make a polite request to borrow a stationary from their friends.4 Able to talk about a stimulus with guidance. Teacher puts up a dialogue on the whiteboard.1.45 p.SAMPLE LESSON PLAN FROM TASK 1 ACTIVITY USING THE AUDIO-LINGUAL METHOD Class / Time / Subject 5 Bijak 2. Educational Emphasis: Contextual Learning Activities: Step 1 : 1.1 Able to participate in daily conversations: (b) make polite requests Learning Objective: By the end of this lesson.

Distribute worksheet to the pupils. . Step 3 : 1. 2. “Sure. pencil. 2. 2. Teacher reads the dialogue and pupils repeat after the teacher. 5. Step 4 : 1. 6. The first pupils will answer.” 4.pencil and sharpener. Pupils form a big circle and teacher starts the conversation with the polite request “May I borrow your ruler. sharpener) 3. Pupils complete the missing words with other objects (eraser. please?” 3. Here you are. Step 2 : 1. Teacher facilitates. Recap teaching point. The first pupil takes turn to give the polite request and the second pupil will answer. The conversation takes place until all the pupils have given polite request and answer. Change the dialogue by using the picture cards. Give follow up work.

Examples of dialogs are: Dialog One Person 1: Good morning.Overview In TASK 1. Person 2: Good morning. Dialog Two Person 1: Hi there. Person 1: Okay let's play baseball. Shall we go together? Person 2: Sure. Let's go. Amir. . Joel. Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Where are you going? Person 2: I'm going to the post office. Person 1: Would you like to play a game? Person 2: Sure I'll play with you. my partner and I are using Audio-Lingual Method activities in our classroom. Sally. Person 1: I am too. The activity is Dialog Memorization. Samad. Person 1: What would you like to play? Person 2: I would like to play baseball. and you? Person 1: Fine. Person 2: Hi there. Person 2: That sounds like fun. Person 1: How are you? Person 2: Fine thanks.

taking. Pupils will speak politely and wait for their turn patiently during the activity. we also relate to the learning theory and it is based on the Behaviourist Theory of Learning. When we plan the activities. It also makes the shy pupils in the class to talk. For example. Teacher also can tell them not to interrupt when their partner is talking. The rational of choosing the role-play activity is because it provides the opportunity for the language that the teacher has presented in a context to be used in another. Another purpose of the activity is to develop social skills of interaction and turn. pupils can use the same structure in different situation. . The purpose of the activity is to provide fluency practice and extend language use. pupils can act out the conversation in a supermarket or act out as a hawker and a customer.The Objective of the lesson is to experiment with language and non-verbal elements (example : gesture) to achieve an effect for a particular purpose and audience. pupils can make polite requests in other situations using the same context of language. For examples. On the other hand.

Behaviorisms focuses on actions as habits. which professes that certain traits of living things. Behaviorists regard language as a „very simple type of behavior‟. and this case humans. Children act as recipients in the course of learning. There are many variations on behaviorist approaches.F.THE BEHAVIORIST THEORY Behaviorism is a term that was coined by John Watson 1913. The Audio-Lingual Method. or the Army Method. 1924) They focus on the observable and measurable aspect of language. Audio lingual teaching of language is meant to develop speaking habits by repeating sentence patterns over and over. could be trained through a system of reinforcement-correct use of a trait would receive positive feedback while incorrect use of trait would receive negative feedback. that based on behaviorist theory. but B. It is believed that a child‟s language acquisition is modeled by their caretakers. Skinner's approach is probably the most widely known among educators. . which is a „manipulative habit‟. Skinner developed the notion of operant conditioning—persons operate on their environment. (Watson. is a style of teaching used in teaching foreign languages. Behaviorisms has been tried and discredited as a theory to language teaching and learning.

role-playing is important in teaching languages because it is one of the games that pupils like. I deal with pupils who have limited exposure to English. The response in turn then produces some kind of reinforcement. . Melaka. Examples in our Lesson:Model: She went to the cinema yesterday. Stimulus: Theatre. Average pupils form the majority in school.DISCUSSION ON THE EXTENT OF THE TEACHING/LEARNING PROCESS The rational of choosing the role-play activity in the lesson is because in the behaviorists view. Dialogues and drill are central to the approach. language is elicited by a stimulus and that stimulus then triggers a response. if positive. As a teacher in a rural area in Jasin. if negative. Spoken language comes before written language. Accurate manipulation of structure leads to eventual fluency. Pupils will find learning is fun by playing language games. When transposed to the classroom. In my opinion. I found that my pupils cannot say the words and speak English fluently. encourages the repetition of the response in the future or. this gives us the classic pattern drill. its suppression. Response: She went to the theatre yesterday. Reinforcement: Good! In its purest form audiolingualism aims to promote mechanical habit-formation through repetition of basic patterns. Accurate pronunciation and control of structure are important. They speak Malay most of the time every day. which. Games have been advocated to help language learning.

Therefore. they need to practice it intensively. Maybe. In order that pupils can pronounce words clearly. the students can learn the correct pronunciation from the teacher and memorize the pronunciation which is heard by them. may have more exposure. . In the classroom. because teaching by using audio-lingual method. They only speak English in school and when they are at home. the students can learn how to pronounce the words clearly from their teacher. The emphasis of audio-lingual method is on speaking and listening. Some of them. This method is very good for teaching young learners and also good for high school students. The types of learning technique of audiolingual method are repetition and drill. “How can pupils memorize it?” Here is the answer. In speaking. who have the internet connection at home. the teacher should teach his/her students by using good strategy or method. They do not know how to learn it.The activity was designed for the pupils in the average level. In teaching English especially pronunciation. firstly the teacher should be communicative. many students in the school do not know how pronounce the words clearly. The audio-lingual method is very effective to teach pronunciation. of course the pupils need to have accurate pronunciation to be able to speak well. None of them come from English spoken family. they watch English programmes on the television or listening to English songs on the radio. the teacher will give a repetition and drill in teaching the students. The audio-lingual method is one of method that is good for teaching pronunciation.