This chapter emphasizes the types of objectives and activities employed in each phase of language acquisition and distinguishes between the types of classroom procedures used at each stage by audio-lingual and cognitive teachers. In this sense the techniques presented in this chapter are slightly different from those presented in the detailed lesson plans of chapter 16, which outline a cognitive approach to second-language teaching.
The objectives of the understanding phase are different from those of the drill phase, and those of both are different from those of the application phase. Therefore, the activities included in the preview, view, and review portions of the class hour are all different. The activities in an audio-lingual class during the preview and view are different from those of a cognitive class. The review activities may be similar for both. At each level the achievement expected of the students is slightly greater as students progress from no knowledge to ability to use the language. During the whole process, no activity in any particular sequence is repeated except as a brief occasional reminder of some concepts met before. If teachers keep these parts of the class hour and the purposes of each before them as they teach, they should fall naturally into a teaching procedure that includes an interesting variety of activities and the sequencing necessary for success in developing second-language skills.