In a typical audiolingual lesson the following procedures would be
observed:
1. Students first hear a model dialogue (either read by the teacher or on
tape) containing the key structures that are the focus of the lesson. They
repeat each line of the dialogue, individually and in chorus. The teacher
pays attention to pronunciation, intonation, and fluency. Correction of
mistakes of pronunciation or grammar is direct and immediate. The dialogue
is memorized gradually, line by line. A line may be broken down
into several phrases if necessary. The dialogue is read aloud in chorus, one
half saying one speaker's parr and the other half responding. The students
do not consult their book throughout this phase.
2. The dialogue is adapted to the students' interest or situation, through
changing certain key words or phrases. This is acted out by the students.
3. Certain key structures from the dialogue are selected and used as the basis
for pattern drills of different kinds. These are first practiced in chorus and
then individually. Some grammatical explanation may be offered at this
point, but this is kept to an absolute minimum.
4. The students may refer to their textbook, and follow-up re<1 din ~,. writin g,
or vocabulary activities based on the dia logue l11<1y be il1ll"odll .... l'd. 1\1 rh l.:
heginning level, writing is purely imit<1rivc <1lld cons ists or 1I1I1 l" "lo re th ~11l
The Audiolil1gual Method
copying out sentences that have been practiced. As proficiency increases,
students may write out variations of structural items they have practiced
or write short compositions on given topi cs wi th the help of framing questions,
which will guide theif usc of the language.
5. Follow-up activities may take place in rhe language laboratory, where further
dialogue and drill work is carried Ollt.
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