Module

1, Task 9a: Transcript for “Audio-Lingual Method”

Diane Larson Freeman: Hello, my name is Diane Larson Freeman. I'm a teacher educator at the School
for International Training. It's common in language teaching education programs to survey current
language teaching methodologies. At SIT, we do this by giving our teacher trainees a direct experience
with each method. The purpose of this video tape series is to provide you with a similar, but vicarious
experience involving six common methods: the Audio-Lingual Method, Community Language Learning,
the Comprehension Approach, Suggestopedia, Silent Way and the Communicative Approach.
Intermediate level lessons you will observe were taped at the Television Studios of the USIA in
Washington DC and it is through the courtesy of the USIA that this program is being made available to
you. The students were all volunteers who were studying English at the time. The instructors are
experienced language teachers and teacher educators from SIT, who have each taught students in
various parts of the world using the methods they demonstrate for you here. For the sake of coherence,
the instructors have designed their lessons around a common theme, namely that of a house. What you
will see are somewhat condensed versions of the original lessons. All the steps of the lessons have been
preserved, but some of the participation has been trimmed in the interest of time. The instructors have
tried to faithfully depict each method, but of course, each instructor is also putting the principles into
practice based upon his or her interpretation and experience. First, I will introduce each method. Next,
you will observe the method and practice. Afterwards, I will point out the salient techniques and
principles associated with each method. The lessons are meant only to introduce you to these methods.
All of methods have a richer repertoire of principles and techniques than can be fully portrayed here. If
you wish to learn more, you may choose to consult my book Techniques and Principles and Language
Teaching published by Oxford University Press. As you view the tape, try to remain open to what you
see. You may be missing out on something valuable if you reject any of the things you observe in these
lessons because you don't see how they could apply to your own situation. For example, there are about
25 students participating in these lessons. Your own classes may be much larger than these. Rather than
thinking “this will never work with a large class,” think instead “is there anything worthwhile for me in
this technique,” and if the answer is affirmative, next ask yourself “how then can I adapt this technique
to my own circumstances” or “what other way can I put this principle into practice?” Let your
imagination create the possibilities for you. The first method we will observe is the Audio-Lingual
Method or ALM. It's a method with which many of you may already be familiar. My colleague Michael
Gerald will now demonstrate the ALM. Watch carefully what the teacher is doing and what he is asking
the students to do.

© 2017 by World Learning. MOOC Task 1.9a Transcript_Audio-Lingual Method for the AE E-Teacher Program, sponsored by
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Michael Gerald: Good morning, class.
Class: Good morning. How are you?
MG: Fine, thanks. How are you?
Class: Fine, thanks.
MG: Good, I'm happy to hear that. Today, today's lesson is going to be about two people: about a
salesman, a special kind of a salesman. Now you know what a salesman is. That's a person who sells
something to somebody else. A salesman. Today the salesman is a vacuum cleaner salesman and the
other person – here's the vacuum cleaner salesman and let me write that – the other person is a woman
or we could call her a housewife. So now I want you to just listen and watch what I do. Listen carefully,
watch what I do, and try to understand. Okay? Now, I'm the salesman now, okay? I'm going to be both
people. I'm going to play two roles. I'm going to be the salesman and the woman. Okay. Ring ring ring
ring, ring ring ring ring. Now, the woman. Hello? Hello madam. Would you like to have the cleanest
house in town? Yes, of course I would. Then, madam, you need the amazing Hoover vacuum cleaner.
No, I don't. What? Why not? Because my husband does the cleaning in our house. Oh. Okay, now listen
and I'll do it one more time. You just listen and and don't talk this time. Listen again, I'll do it one more
time. Salesman. Rings the bell. Woman. Good morning. Good morning, madam, would you like to have
the cleanest house in town? Yes, of course I would. Then, madam, you need the amazing Hoover
vacuum cleaner. The woman says, “No, I don't.” Salesman says, “What, why not?” And the woman says,
“Because my husband does the cleaning in our house.” And the salesman says, “Oh.” Alright now, we're
going to learn this together now. I'm going to help you learn how to say this whole dialogue, okay? So,
please repeat the first line, the woman says, “Good morning.”
Class: Good morning.
MG: Good morning.
Class: Good morning.
MG: The salesman says, “Good morning. Would you like to have the cleanest house in town?”
Class: Good morning. Would you like to have the cleanest house in town?
MG: Okay, house in town. Just say that much.
Class: House in town.
MG: The cleanest house in town.
Class: The cleanest house in town.
MG: Okay, now just Group D here. The cleanest house in town.
Group D: The cleanest house in town.
MG: A, the cleanest house in town.
Group A: The cleanest house in town.
MG: The cleanest house in town.
Group A: The cleanest house in town.
MG: Okay, now just you. The cleanest house in town.
Student 1: The cleanest house in town.
Student 2: The cleanest house in town.
MG: The cleanest house in town.
Student 3: The cleanest house in town.

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MG: Cleanest.
Student 3: Cleanest.
MG: The cleanest house in town.
Student 3: The cleanest house in town.
MG: Good. Very good. Okay. This group, the cleanest house in town.
Group B: The cleanest house in town.
MG: The cleanest house in town.
Group B: The cleanest house in town.
MG: Ah, no, just right now, just this group, okay? That’s good. In a minute, in a minute. The cleanest
house in town.
Student 4: The cleanest house in town.
MG: You there.
Student 5: The cleanest house in town.
MG: The cleanest house in town. Good. Everybody, the cleanest house in town.
Class: The cleanest house in town.
MG: Would you like to have the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: Would you like to have the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: Okay, would you like to have the cleanest house in town?
Student 6: Would you like to have the cleanest house in town?
MG: Good. Okay, you.
Student 7: Would you like to have the cleanest house in town?
MG: The. The cleanest house in town.
Student 7: Would you like to have the cleanest house in town?
MG: Good. Okay, from the beginning now. The woman says, “Good morning.” Everybody, good morning.
Class: Good morning.
MG: The salesman says, “Good morning, madam. Would you like to have the cleanest house in town?”
Class: Good morning, madam. Would you like to have the cleanest house in town?
MG: Okay, good. Now, the woman says, “Yes, of course I would.”
Class: Yes, of course I would.
MG: Yes, of course I would.
Class: Yes, of course I would.
MG: Alright, this half of the class. Yes, of course I would.
Half of class: Yes, of course I would.
MG: This half. Yes, of course I would.
Other half of class: Yes, of course I would.
MG: You, please. Yes, of course I would.
Student 8: Yes, of course I would.
MG: Yes, of course I would.
Student 8: Yes, of course I would.

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MG: Yes, you have to say it with feeling, right? Yes, of course I would.
Student 8: Yes, of course I would.
MG: Good, thank you. You, sir.
Student 9: Yes, of course I would.
MG: Yes, of course I would.
Student 9: Yes, of course I would.
MG: Okay, everybody, yes, of course I would.
Class: Yes, of course I would.
MG: Salesman says, “Then, madam, you need the amazing Hoover vacuum cleaner.”
Class: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: Vacuum cleaner.
Class: Vacuum cleaner.
MG: Hoover vacuum cleaner.
Class: Hoover vacuum cleaner.
MG: The amazing Hoover vacuum cleaner.
Class: The amazing Hoover vacuum cleaner.
MG: Then, madam, you need the amazing Hoover vacuum cleaner.
Class: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: Okay, this group. Then, madam, you need the amazing Hoover vacuum cleaner.
Group: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: Alright, you. Then, madam, you need the amazing Hoover vacuum cleaner.
Student 10: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: Good, very good. Very good. Alright, you try it. Then, madam, you need the amazing Hoover
vacuum cleaner.
Student 11: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: Vacuum cleaner. Very good. Everybody, then, madam, you need the amazing Hoover vacuum
cleaner.
Class: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: Now you remember that we don't write down these dialogues as were saying them because at the
end of the class I will give you a copy so you can read it. Right now concentrate on memorizing it just
from the sounds, okay. And later you'll be able to see it in writing. So, from the beginning the woman
says, “Good morning.”
Class: Good morning.
MG: The man says, “Good morning, madam. Would you like to have the cleanest house in town?”
Class: Good morning, madam. Would you like to have the cleanest house in town?
MG: Yes, of course I would.
Class: Yes, of course I would.
MG: Then, madam, you need the amazing Hoover vacuum cleaner.
Class: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: No, I don’t.
Class: No, I don’t.

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MG: What? Why not?
Class: What? Why not?
MG: What? Why not?
Class: What? Why not?
Student 12: What? Why not?
MG: Yeah. What? Why not?
Group: What? Why not?
MG: Okay, use the gesture, see. What? Why not?
Class: What? Why not?
MG: Try it with your hands. Use your hands.
Class: What? Why not?
MG: Yeah, what? Why not? And your shoulders, see my shoulder. What? Why not?
Class: What? Why not?
MG: Okay, everybody together. What? Why not?
Class: What? Why not?
MG: Okay, and the woman says, “Because my husband does the cleaning in our house.”
Class: Because my husband does the cleaning in our house.
MG: In our house.
Class: In our house.
MG: The cleaning in our house.
Class: The cleaning in our house.
MG: My husband does the cleaning in our house.
Class: My husband does the cleaning in our house.
MG: Because my husband does the cleaning in our house.
Class: Because my husband does the cleaning in our house.
MG: This group here, please. Just this group. Because my husband does the cleaning in our house.
Group: Because my husband does the cleaning in our house.
MG: Okay, listen to me. Because my husband does the cleaning in our house. Now wait, wait. Just you,
please. You try it.
Student 13: Because my husband does the cleaning in our house.
MG: Does.
Student 13: Does.
MG: Does the cleaning.
Student 13: Does the cleaning.
MG: Now again. Because my husband does the cleaning in our house.
Student 13: Because my husband does the cleaning in our house.
MG: Good, very good. Everybody. Because my husband does the cleaning in our house.
Class: Because my husband does the cleaning in our house.
MG: And then the salesman says, “Oh.”
Class: Oh.
MG: He’s sad. Oh.

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Class: Oh.
MG: I will be the salesman, and you – all of you – will be the woman, okay? I'm the salesman. So, I ring
the bell. Ring ring ring ring.
Class: Good morning.
MG: Good morning, madam. Would you like to have the cleanest house in town?
Class: Yes, of course I would.
MG: Then, madam, you need the amazing Hoover vacuum cleaner.
Class: No, I don’t.
MG: What? Why not?
Class: Because my husband does the cleaning in our house.
MG: Oh. Okay, now we’ll change and you will be the salesman and I will be the woman. Okay. Ring the
bell, ring the bell.
Class: Ring ring ring ring.
MG: Good morning.
Class: Good morning, madam. Would you like to have the cleanest house in town?
MG: The cleanest house in town.
Class: The cleanest house in town.
MG: Would you like to have the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: Yes, of course I would.
Class: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: The amazing Hoover vacuum cleaner? No, I don’t.
Class: What? Why not?
MG: Why not? Because my husband does the cleaning in our house.
Class: Oh.
MG: Alright, can we have two volunteers? Two volunteers. Come up, please. And how about a woman
now. Hassan, you can be the salesman and we need a woman. Sonia, please. Oh just, you begin. Ring the
bell.
Sonia: Good morning.
Hassan: Good morning, madam. Would you like to have the cleanest house in town?
Sonia: Of course, I would.
Hassan: Then I got the Hoover, amazing Hoover vacuum cleaner.
MG: That you need.
Hassan: You need the amazing Hoover vacuum cleaner.
Sonia: Oh no, I don't.
MG: What? Why not?
Hassan: What? Why not?
Sonia: Because my husband does the cleaning in our house.
Hassan: Oh.
MG: I'm sorry. I'm sorry you didn't sell it.
Hassan: Maybe the next one.

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MG: The next one. Can we have two more people, please? Two more people to do this. Two more
volunteers. Two more brave, courageous volunteers. Here’s one. Maria. You want to be the salesman?
Saleswoman. Okay. And come on, yes. Yes, you're the housewife.
Maria: Ring.
Housewife: Good morning.
Maria: Good morning, madam. Would you like to have the cleanest house in town?
Housewife: Yes, I do.
MG: Of course I would.
Housewife: Of course I would.
Maria: Then you need the amazing Hoover vacuum cleaner.
Housewife: Oh, I don't.
Maria: What? Why not?
Housewife: Because my husband does the cleaning in our house.
Maria: Oh.
MG: Now, we're going to do a little grammar practice. Grammar practice, okay? Would you like to have
the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: Prettiest house.
Class: Would you like to have the prettiest house in town?
MG: Good. Would you like to have the prettiest house in town?
Class: Would you like to have the prettiest house in town?
MG: Greenest lawn.
Class: Would you like to have the greenest lawn in town?
MG: Would you like to have the greenest lawn in town?
Class: Would you like to have the greenest lawn in town?
MG: Good. Okay, now, again. This time individual people. Okay, we'll do it again. Would you like to have
the cleanest house in town?
Student 14: Would you like to have the cleanest house in town?
MG: Cleanest.
Student 14: Cleanest.
MG: Would you like to have the cleanest house in town?
Student 14: Would you like to have the cleanest house in town?
MG: In town.
Student 14: In town.
MG: Okay, good. Would you like to have the cleanest house in town?
Student 14: Would you like to have the cleanest house in town?
MG: Would. Would you like.
Student 14: Would you like to clean house…
MG: Okay, wait. Would you like to have the cleanest house in town?
Student 15: Would you like to have the cleanest house in town?
MG: Would you like to have the cleanest house in town?

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Student 16: Would you like to have the cleanest house in town?
MG: Would you like to have the cleanest house in town?
Student 17: Would you like to have the cleanest house in town?
Student 18: Would you like to have the cleanest house in town?
Student 19: Would you like to have the cleanest house in town?
MG: The cleanest house in town.
Student 19: The cleanest house in town.
MG: Okay, everybody. Would you like to have the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: Okay, now you try again, please.
Student 14: Would you like to clean…
MG: To have.
Student 14: to have the clean…
MG: The cleanest house in town.
Student 14: House in town.
MG: Okay, everybody. Would you like to have the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: The prettiest house.
Class: Would you like to have the prettiest house in town?
MG: Good. The biggest car.
Class: Would you like to have the biggest car in town?
MG: Greenest lawn.
Class: Would you like to have the greenest lawn in town?
MG: Would you like to have the greenest lawn in town?
Class: Would you like to have the greenest lawn in town?
MG: Very good, very good. Now, I will ask the question: would you like to have the cleanest house in
town? You answer: yes, of course I would. Yes, of course I would. Okay, I ask the question, you give the
answer. Would you like to have the cleanest house in town?
Class: Yes, of course I would.
MG: Would you like to have the biggest car in town?
Class: Yes, of course I would.
MG: Would you like to have the greenest lawn in town?
Class: Yes, of course I would.
MG: Yes, of course I would.
Class: Yes, of course I would.
MG: Would you like to have the prettiest house in town?
Class: Yes, of course I would.
MG: Now you ask me the questions. Cleanest house. Ask me the question.
Class: Would you like to have the cleanest house in town?
MG: Yes, of course I would. Prettiest house.
Class: Would you like to have the prettiest house in town?

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MG: Yes, of course I would. Biggest car.
Class: Would you like to have the biggest car in town?
MG: Yes, of course I would. The greenest lawn.
Class: Would you like to have the greenest in town?
MG: Yes, of course I would.

DLF: It’s only now at the end of grammar drilling that the students see the printed word.

MG: Okay, now this time I’ll read it and then you repeat after me. Read it, then repeat, okay? Good
morning.
Class: Good morning.
MG: Good morning, madam.
Class: Good morning, madam.
MG: Would you like to have the cleanest house in town?
Class: Would you like to have the cleanest house in town?
MG: Yes, of course I would.
Class: Yes, of course I would.
MG: Then, madam, you need the amazing Hoover vacuum cleaner.
Class: Then, madam, you need the amazing Hoover vacuum cleaner.
MG: No, I don't.
Class: No, I don’t.
MG: What? Why not?
Class: What? Why not?
MG: Because, you see, my husband does the cleaning in our house.
Class: Because, you see, my husband does the cleaning in our house.
MG: Oh.
Class: Oh.
MG: Alright now, for your homework for tomorrow, I want you to memorize this. Memorize it and
tomorrow, in class tomorrow I'm going to ask you to say this perfectly with no mistakes without the
paper. You understand?
Class: Yes.
MG: So your homework tonight is to memorize this perfectly. Okay and then the other thing you have to
do – you have two things for homework – you have to sell this vacuum cleaner to someone, okay? Sell
this vacuum cleaner to someone for homework, okay? That's all for today. Thank you for coming. See
you tomorrow. Goodbye.

DLF: As the lesson began we saw the teacher presenting a dialogue to the class. The students just listen
to the teacher at first. One of the ALM teacher’s major roles is that of a model of the target language.
It's the student’s job to repeat as accurately as they can the teachers model. Language learning is seen
to be a process of habit formation. The more often the students repeat something the stronger the
habit and the greater the learning. We saw how the students stumbled over one of the lines of the

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dialogue they were repeating. When this happened, the teacher used a backward build up drill with a
troublesome line. He started at the end of the sentence and had the students repeat the final phrase. To
this he added each phrase in turn until the students were able to say the whole sentence smoothly. The
teacher corrected students’ errors in other ways, as well. For example, by quickly saying the phrase for
the students to hear and repeat. It's important to prevent learners for making errors since errors lead to
the formation of bad habits. Later in a lesson the teacher used grammar drills, a single slot substitution
drill, and a question-and-answer drill. These drills help students to learn, or even better, to overlearn the
sentence patterns of the target language. The overlearning leads to automaticity. You may have noticed
that the teacher often said “good” or “very good.” In this way, he positively reinforced to students’
work. Such reinforcement helps the students develop correct habits. It wasn't until the end of the lesson
that the students got to see the written version of the dialogue which they were learning. This is
consistent with the ALM principle that speech is our basic to language in the written form.

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