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36 The Audio-Lingual Method
Two people are walking along a sidewalk in rown. Tkey know each other, and as they meet, they stop to talk. One of them is named Sally and the other one is named Bill. I will talk for Sally and for Bill. Listen to their conversation:
sally Good morning, Bill. bill Good morning, Sally. sally Howareyou? bill Fine, thanks. Andyou? sally Fine. Where are you going? bill Pm going to the post office. sal ly I am too. Shall we go together? bill Surę. Let’sgo.
Listen one morę time. This time try to understand all that I am saying.' Now she has the whole class repeat each of the lines of the dialog after her model. They repeat each linę several times before moving on to the next linę. When the class comes to the linę, ‘Fm going to the post office,’ they stumble a bit in their repetition. The teacher, at this point, stops the repetition and uses a backward build-up drill (expansion drill). The pur pose of this drill is to break down the troublesome sentence into smallcr parts. The teacher starts with the end of the sentence and has the class repeat just the last two words. Since they can do this, the teacher adds a few morę words, and the class repeats this expanded phrase. Little by lit tle the teacher builds up the phrases until the entire sentence is being repeated.
teacher Repeat after me: post office. class Post office. teacher To the post office. class To the post office. teacher Going to the post office. class Going to the post office. teacher Pm going to the post office. class Pm going to the post office.
Through this step-by-step procedurę, the teacher is able to give the stu dents help in producing the troublesome linę. Having workcd on the lim in smali pieces, the students are also able to take notę of where each word or phrase begins and ends in the sentence.
After the students have repeated the dialog several times, the teachci gives them a chance to adopt the role of Bill while she says Soliy's lines. Before the class actually says each linę, the teacher modele u In effect, the i lass is experiencing a repetition drill where the task is to listen carefully md attempt to mimie the teacher’s model as accurately as possible.
Next the class and the teacher switch roles in order to practice a little mni e, the teacher saying BilFs lines and the class saying Sally’s. Then the 11 u her di vides the class in half so that each half gets to try to say on their 11\\ n cither Bill’s or Sally’s lines. The teacher stops the students from time
10 time when she feels they are straying too far from the model, and once u lin provides a model, which she has them attempt to copy. To further i o e lice the lines of this dialog, the teacher has all the boys in the class i d r BilPs part and all the girls take Sally’s.
She then initiates a chain drill with four of the lines from the dialog. A . li iiii drill gives students an opportunity to say the lines individually. The n i * her listens and can tell which students are struggling and will need nu ii c practice. A chain drill also lets students use the expressions in com-nmiiicution with someone else, even though the communication is very limiied. The teacher addresses the student nearest her with, ‘Good morn-mr,, lose.’ He, in turn, responds, ‘Good morning, teacher.’ She says, ‘How in you?’ Jose answers, ‘Fine, thanks. And you?’ The teacher replies, I im',’ I le understands through the teacher’s gestures that he is to turn to ilu .iudent sitting beside him and greet her. That student, in turn, says her lnu a in reply to him. When she has finished, she greets the student on the • u lici side of her. This chain continues until all of the students have a i hiltlcc to ask and answer the ąuestions. The last student directs the greet-(11 p. lo the teacher.
I utaiły, the teacher selects two students to perform the entire dialog for ilu rest of the class. When they are finished, two others do the same. Not i o rymie has a chance to say the dialog in a pair today, but perhaps they will nonie time this week.
I lic teacher moves next to the second major phase of the lesson. She
.....iinues to drill the students with language from the dialog, but these
tli 11Is retpiire morę than simple repetition. The first drill the teacher leads l*i i .mgle slot substitution drill in which the students will repeat a sen-
11 tu v Irom the dialog and replace a word or phrase in the sentence with ilu word or phrase the teacher gives them. This word or phrase is called liii' utc.
I he teacher begins by reciting a linę from the dialog, ‘1 am going to the |ni'.| Office.’ I ollowing this she shows thestudentsa picture ofa bank and : iv’i the phrase, ‘ I lu- bank.’ She pauses, then says, ‘1 am going to the bank.’
I ront her example the students realize that they are supposed to take ilu i iie phrase (‘the bank’), which the teacher supplies, and put it into its I u oper place in the sentence.
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