About My Lesson Plan

I have ever written lesson plan about audio-lingual method and it has been demonstrated 4 month ago. What do you think about this method? is it a good method? is it appropriate for students?

here is my lesson plan, please check to make it better. Thank you..:) 

Audio-lingual method

Ÿ    

Principle /characteristic

      1.   New material is presented in dialogue form

      2.   There is dependence on mimicry, memorization of set phrases, and over learning

      3.   Structures are sequenced by means of contrastive analysis and taught one at a time

      4.   Structural patterns are taught using repetitive drills

      5.   There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation.

      6.   Vocabulary is strictly limited and learned in context

      7.   There is much use of tapes, language labs, and visual aids

      8.   Great importance is attached to pronunciation

      9.   Very little use of the mother tongue by teacher is permitted

      10. Successful responses are immediately reinforced

      11. There is a great effort to get students to produce error-free utterances

      12. There is a tendency to manipulate language and disregard content

Ÿ    Principle / characteristic to be applied

      1.   New material is presented in dialogue form

      2.   Structural patterns are taught using repetitive drills

      3.   There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation.

Ÿ    Handout, material, media

      è  Activity

            1.  Principle 1 (dialogue form)

                 Audio-lingual activities are anchored in dialogues presented at the beginning of each teaching unit. The dialogue, with carefully controlled vocabulary and grammar, present a familiar socio-cultural context and showcase specific grammatical patterns that will be focus of the unit. Students are often asked to memorize dialogues and perform them in front of the class.

                 Hand out:

                 A  : Hello, Fosters Limited (Fosters Ltd).

                 B  : Hello, I’m calling to speak to Barry Craven in Graphics.

                 A  : One moment please, I’ll just put you through. I’m afraid his line’s busy. Would you like to hold?

              B  : No thanks, I would prefer not to as I’m a bit pushed for time at the moment. Could you put me through to his answer machine, please?

                 A:    I’m afraid it’s not working right now. We’ve just had the department refurbished and we’re having a few teething problems with the new telephone set-up.

                 B:    OK, in that case could you please put me through to someone else in his department?

               *Media to the conversation is in the audio that has been implied in the ‘audio’ folder.

           

                 So, the teacher will let the student hear the dialogue and give the dialogue text. After that the student will try to memorize the dialogues and perform that in front of the class.

            2.  Principle 2 (repetitive drills)

                 In this principle, students attempt to repeat exactly what the teacher says. The dialogue may be presented through listen and repeat drills before students see the printed words in the text book.

                 Example   :

                 Teacher    : “I like studying English.”

                 è   The teacher gives the students a statement, and the students will repeat that.

                 Students  :  “I like studying English”.

                 è   The students will repeat what the teacher said without adding anything.

            3.  Principle 3 (Transformation drills)

            In this activity, sentences are changed through the application of a grammatical rule. For example, students may be asked to turn a statement into a question.

                 1.  Teacher    :  “Rika is in the bedroom.”

                     Students  :  “is Rika in the bedroom?”

                 2.  Teacher    :  “is Randy making a cake?

                     Students  :  “Randy is making a cake.”

                 3.  Teacher    :  “Rika is not studying English.”

                     Students  :  “Rika is studying English.”

            The teacher will write the sentence in the white/black board, hand out, slideshow or making conversation directly with the student. Then, the student will analyze the statement that we are given to the grammar we asked.

Ÿ    Reflection

      -  Implementation

         1.  Teacher tries to achieve knowledge by using media for the students.

         2.  All instruction are given drilling from any media.

      -  How to achieve (based on communicative competence)

         è   Sociolinguistic competence

              In sociolinguistic competence we have to know how to use and respond the language among the people communication. Same with this method (audio-lingual) use to know how we produce language based on what people said, then we can produce language.
    

      -  Conclusion

         The audio-lingual method focuses on speaking and listening competence stressing repetition and habit formation to learn a second or a foreign language. This method make the learner understand the second language by memorizing and practice speaking with drilling from the people communication.