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1. Be sure you understand and are prepared to achieve the objectives of each lesson. These objectives are never simply to cover or "get through" a given number of drills or exercises. If we think of language learning as an observable improvement in linguistic behavior, we should then formulate our objectives in terms of the specific behavioral changes we want to accomplish in each unit of work. What should the student be able to do by the end of a lesson that he was not able to do before?

2. Prepare so that you are not constantly referring to the textbook in class. When working with reading materials or controlled conversations, prepare index cards with key words and phrases as cues for the direction the exercise is to take. 5. When preparing your grammatical explanations, try to anticipate the type of questions the class may ask; then construct the explanation to obviate such questions.

3. Provide yourself with a good sampling of illustrations in addition to those in the textbook when preparing to give grammatical explanations. Failure to have the right example at the right moment can be an embarrassing and frustrating experience for the teacher, and can weaken considerably a good explanation. On the other hand, an appropriate example at the proper moment is often decisive in driving home a point.

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1. The teacher who stands and moves about slowly while teaching does more effective audiolingual work than the teacher who remains seated. Not only does he lend his own physical activity to that of his students, but also he can see and hear the class better and be seen and heard better by them. He is aim more effective in correcting errors and working for near-perfect responses.

2. Always keep the students as close to you as possible. This principle runs contrary to the natural tendency among students to gravitate toward the back of the room. Impress upon your students the great advantage of being able to see your lips and gestures and hear distinctly each sound.

3.Try to keep most of the students before you at all times. This procedure commands their attention more readily and permits you to have better control over them. This principle should be kept in mind especially when you are drilling students individually. Avoid getting off in a corner with your back to the group.

4. An interesting, effective class is characterized by the active participation and constant attention of all of the students. When you notice that some students are not "with you," it may be time to make an appraisal of yourself as a teacher. An accomplished instructor commands respect and cooperation without exhortations

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1.Increase both the volume and the resonance of your voice. This may mean lowering the pitch. Be sure to modulate your voice to avoid a constant, monotonous pitch. There is a high correlation between an instructor's weak voice and weak vocal participation of the class.

2.Silence in a language class is a distracting, negative factor in learning and is your mortal enemy. Students tend to be anesthetized by frequent interruptions of silence, with the result that participation becomes sluggish and group rapport flags.

3. Demand that each student speak up loud and clear when you are drilling him. Even though you may move in close to him and be able to hear him very well, it is important that the entire group hear him well.

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1. The students already know English and do not need to practice it; they do need, on the other hand, as much practice with the foreign language as possible. The degree to which your students learn to react to the foreign language is in direct proportion to the amount of opportunity you have given them in class to perform in it.

2. The role of English in the classroom should be 'limited to areas where the use of the foreign language is ineffectual or uneconomical that is, the exposition of grammar and the explanation of the nature of the drills to be done. At all other times, the foreign language should be used exclusively.

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1. As a rule, all textbooks should be closed in class. The students should be watching and listening attentively to their instructor; if they are looking at their books, their attention is divided. Moreover, the presence of an open book provides the lazy student with a crutch to compensate for inadequate class preparation and spares him the painful, constant eye-to-eye confrontation with his instructor.

2. The aim of an oral approach to language teaching is the understanding of and active response to an oral stimulus. Reading is usually secondary: the student learns to read only what he already understands and can say. The presence of an open book before the student works against this important principle.

3. Spelling is a social convention and is an imperfect visual representation of the sounds of a language. The foreign language class should master the sounds of th . foreign languagt., with spelling assuming a subordinate role: the student should associate letters with sounds, not sounds with letters. If the student's attention is continually drawn to the written language, he will hear what he sees (usually letters whose value he knows in English), cultivate spelling pronunciation, and not learn to speak the foreign language.

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1.Grammatical explanations should be in English, not in the foreign language. Their function is to give the students needed insight into the structures they are drilling. Grammatical explanations in English should not be confused with the principle that the class should be conducted as much as pos sible in the foreign language. To expect students to understand an important explanation in the language they are trying to learn is unrealistic.

2.Meet squarely the challenge of student who complains that the audio-lingual method somehow "ignores grammar" or fails to stimulate the student intellectually. Such critics confuse this approach with the "direct method" in which the students are left alone with a native speaker and by random, hit-and-miss generalizations eventually learn to express themselves in the language with varying degrees of facility. In an audio-lingual class, on the other hand, the students are made conscious of linguistic signals and relationships with the aim of performing in the language. Such insight into the structure of the language can often be intellectually challenging to the student, but it is never an end in itself

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1.The quality of the student's command of the foreign sound system is in direct proportion to the time and effort which the instructor dedicates to pronunciation correction and drill in class. The instructor's standards gc far in determining how well his class will speak.

2.The student must be able to hear the foreign sound before he can be expected to imitate it. At times it may be helpful to describe in clear and accurate phonological terms how the sound differs from English and then model the differLrce using the minimal contrast technique so the student can clearly focus on the difference.

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1.It is vital the student know what he is doing and saying while drilling. The instructor should occasionally check to make sure this is the case. Pattern drilling makes it possible for students to participate automatically without constantly keeping in mind the meaning of what they are practicing. As usual, call on a volunteer only as a last resort when soliciting a translation from the foreign language.

2.Drills must be intensive, which means several repetitions of each correct pattern. You should change the item or pattern when the performance indicates the pattern has been mastered nr when the group shows signs of fatigue or boredom.

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1.The advantage of choral drills is that they give the student time to acquire confidence in the patterns and the necessary proficiency to make an individual correct response. Because of peer-group pressure, most students want to perform well in individual drills.

2.The entire class must participate actively in choral drills and will cooperate and work together as a unit if required to do so. It is amazing to what extent the teacher can condition the behavior and attitude of his class.

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1.Listening or comprehension tests must be an integral part of your testing program. This should be true for the short, unannounced quizzes as well as for the hour-long examinations. It is often possible to adapt the same types of exercises to your quizzes and tests that are used during the daily drill sessions.

2.A student who does poorly on major tests should be encouraged or invited to have a conference with his instructor, at which time his particular problems can be diagnosed and possible remedies suggested.