Lesson 4 Topic: direct method Aims: to gain a practical understanding of the direct method and learn when to use them appropriately Time

Strengths	Learners lean the language not about the language. The speaking and listening skill are developed. It avoids the translation in the communication process.
Weaknesses	Students run the risk of use the incorrect grammatical rule. Learners do not develop the grammatical and writing skills. This method it is more appropriated to native speakers.
Opportunities	There is self-correction by the students. Students learn how to think in the target language. Teacher can assign conversational activities in the classroom.
Threats	This method is a threats by itself because base the lessons plans in this method make the to find the weakness Students can have spelling problems silence this method is not focused on writing

LESSON 5
Topic: Foreign experience in teaching EFL: audio-lingual method
Aims: to gain a practical understanding of the grammar-traslation method and learn when to use them appropriately.
Time: 80 minutes
Key Terms: audio-lingual method, drilling, deductive and inductive methods


Task 1. Read the text and translate it into Uzbek / Russian

The Audio-lingual method, Army Method, or New Key is a method used in teaching foreign languages. Linguists at the University of Michigan invented this method in the late 1950s. In the audio-lingual method, students first hear a language. Later, they speak the language, and after that, they read and write in it. This way of language teaching is similar to the Direct Method. Like the Direct Method, the audio-

For example, if you are in an English class in Turkey, the teacher only speaks English, and no Turkish. However, unlike the Direct Method, the Audio-lingual Method does not teach vocabulary. Rather, the teacher drills grammar. In the audio-lingual method, grammar is most important for the student. In other words, the student must repeat grammar patterns after the teacher. The students do not learn lots of vocabulary. This method also uses psychology. The students get a reward for speaking correctly. They get punishment if they speak incorrectly; because it is based on habit formation, which is established by stimulus, response and reinforcement. It gives priority to speaking the target language, and using the native language is not allowed. Applied to language instruction, and often within the context of the language lab, it means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. The idea is for the students to practice the particular construct until they can use it spontaneously. Charles Carpenter Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure or grammar was the starting point for the student. In other words, it was the students' job to recite the basic sentence patterns and grammatical structures.