audiolingual and ailent way method

2. TEACHERS
´ GOOD
MODELING
REPETITION,A
KEYFACTOR
INMIDIATE
CORRECTION
OFERRORS
POSITIVE
REINFORCEMENT
VERBAL AND NON
VERBAL STIMULI
PATTERN
PRACTIC
E
AUTOMATIC
LEARNING
STRUCTURAL PATTERNS FIRST,
VOCABULATRY NEXT
RULES MUST BE
INDUCED FROM
EXAMPLES
SPEAKING THEN
WRITING CULTURE ABOUT EVERYDAY
BEHAVIOR OF PEOPLE WHO
USE THE TARGET LANGUAGE

3. TECHNIQUES
DIALOG
MEMORIZATION
BACKWARD BUILD-UP
DRILL
CHAIN
DRILL
SINGLE AND MULTIPLE -
SLOT SUBSTITUTION DRILL
TRANSFORMATION DRILL
COMPLETE THE
DIALOG
QUESTION AND ANSWER DRILL
USE OF MINIMAL PAIRS
PURPOS
E
TO BEGING A NEW
LESSON
TO HELP WITH TROUBLE
DIALOGS
GET CONTROLLED
COMMUNICATION
TO FIND AND FILL IN
SLOTS OF SENTENCES
TO PRACTICE
PATTERNS
PRACTICE
VOCABULARY
TTO DIFFERENCIATE
PHONEMES
TO PRACTICE QUESTION
PATTERNS

4.  TEACHERS MUST BE LEADERS THAT DIRECT
AND CONTROL THE LANGUAGE BEHAVIOR
OF THEIR SATUDENTS AND ALSO BE A
GOOD MODEL FOR IMITATION
 STUDENTS ARE IMITATORS OF THEIR
LEADERS AND PERFORM AS BETTER AS
POSSIBLE THE TEACHERS´DIRECTION

5.  THIS IS A METHOD IN WHICH LANGUAGE
PATTERNS ARE LEARNED BASICALLY BY
LISTENING AND SPEAKING AND
GRAMMAR IS INDUCED FROM THE
EXAMPLES GIVEN
 SUCCESSFUL RESPONSES ARE POSITIVELY
REINFORCED

7. PRINCIPLES
BUILD FROM THE KNOWN TO
THE UNKNOWN
TAKE ADVANTAGE OF
STUDENTS´ EXPERIENCE
STUDENTSARERESPONSIBLE
FORTHEIROWN
PRODUCTION
STUDENTSSHOULDTRUST
THEMSELVES
GESTURES TO REACH GOOD
PRONUNCIATION
MAKE STUDENTS EFFORT TO
FIND ANSWERS
READING IS DONE BASED ON
WHAT STUDENTS HAVE
LEARNED
SILENCE IS A
TOOL
NO
TRANSLATION
SILENCE ENCOURAGES
GROUP COOPERATION
NO PRAISES, NO
CRITIZICES
ERRORS ARE NECESSARY
FOR LEARNING
STUDENTS LEARN AT
DIFFERENT RATES
ATTENTION IS A KEY
TO LEARNING
GRAMMAR IS INRODUCED
LOGICALLYNO HOMEWORK ASSIGNED

8. TECHNIQUES
SOUND COLOR
CHART
TEACHERŚ SILENCE
PEER CORRECTION
RODS
SELF CORRECTION GESTURES
WORD
CHART
FIDEL CHARTS
STRUCTURED
FEEDBACK
PURPOSE
TO PRONUNCIATE
WITHOUT REPETITION
TO FORCE STUDENTS THEMSELVES
TO GIVE ANSWERS
TO PROVIDE VISIBLE
ACTIONS OR SITUATIONS
FOR ANY LANGUAGE
STRUCTURE
TO ENCOURAGE STUDENTS
HELP ONE ANOTHER
TROUBLES ARE SPOT BY
GESTURES
TO LEARN CODES TO PRODUCE BY THEIR
OWN
TO INVITE STUDENTS TO MAKE OBSERVATIONS
ABOUT THE DAYŚ LESSON

9. ROLES OF THE STUDENT AND TEACHER
• TEACHERS LET THEIR STUDENTS LEARN BY
THEIR OWN GIVING HEL ONLY WHEN IS
NECESSARY. THEY BELIEVE IN " ONLY THE
LEARNER CAN DO THE LEARNING"
• STUDENTS MAKE USE OF WHAT THEY
ALREADY KNOW. THEY´VE GOT THE IDEA
OF "NO ONE CAN LEARN FOR US.

10. TEACHING LEARNING PROCESS
•STUDENTS LEARN THE LANGUAGE THROUGH ITS
BASIC BUILDING BLOCKS, ITS SOUNDS
•STUDENTS LEARN THE SPELLING THAT
CORRESPOND TO THE SOUNDS
•TEACHER FOCUS STUDENTS´ ATTENTION ON THE
STRUCTURES OF THE LANGUAGE
•TEACHERS USE STUDENTS´ ERRORS TO KNOW
WHERE TO WORK
•GREAT PRACTICE OF PATTERNS WITHOUT
REPETITION