This method originated in army education in the 1940s.
It capitalised on the suggestion that if we describe the grammatical patterns of English, we can have students repeat it and learn them.
It emphatises on grammatical pattern behaviourist theories of learnig. Learning is the result of habit - formation, where performing the correct response to a stimulus means that reward is given; constant repetition of this reward makes the response automathic.
Audio - lingual classes made extensive use of drilling: students produced the same grammatical pattern but were prompted to use different words whithin the pattern, in the hope that they would acquire good lnguage habits.
Audio - lingualism lost popularity because commentators argued that language learning was more subtle than just forming habits.
Methodologists also considered that in this method students were not exposed to real or realistic language, and were therefore unlikely to produce natural - sounding language themselves.
1- Answer the questions: What do you know about minimal pairs? Can you give us some examples?
2 - Listen and repeat the following tongue twisters
3 - In small groups make your own tongue twister and share it with the whole class.
A C T I V I T I E S
Describing Teaching and Learning - Different Methods: Audio-lingualism