1. Bruna Luiza
Bruna Fontoura
Giovana Perini
Marina Garcia

2.  Oral-based approach;
 Visual exploration;
 Teacher gives model;
 Many repetitions;

3.  Role play;
 Drill: Repeat main line
◦ Change main line with new vocabulary
◦ Create and answer Yes/No questions based on
main line;
 No grammar rule;

4.  Students need to use language without
stopping to think;
 Teachers are responsible for leading
students;
 Dialogs are taught through repetition and
imitation;

5.  Grammar and vocabulary are presented
through dialogs;
 The interaction teacher-student is directed;
 Each language has its unique system;
 The language skills order are: listening,
speaking, reading and writing;

6.  Pronunciation is taught since the beginning;
 Students errors are avoided and teacher
draw their attention to their difficulties;
 Students are guided to repeat as accurately
and quick as they can;
 The teacher begins the chain drill and then
pass the turn to the students;

7.  The teacher presents a sentence and then
encouraged students to substitute the terms;
 Question-answer drill;
 Minimal pairs are presented by the teachers,
contrasting to the students native language;
 Students fills the blanks of the dialogs;

8.  Caleb Gattegno
 Shares certain principles with the Cognitive
Aproach:
 “Teaching should be subordinated to
learning”
 Gattegno: learning- initiate by ourselves,
mobilizing our inner resources;

9.  Goals of the teachers:
• self-expression (thought , perceptions,
fellings)
• develop independence
• onw inner criteria for correctness

10.  Role of the Teacher
• Technician or engineer
• “Only the learner can do the learning”
• Respect the student’s autonomy

11.  Role of the Students
• Use of what they know
• Free themselves of any obstacles
• Actively engage – personal responsibility

12.  As Gattegno says:
“The teacher works with the students; the
students work on the language.”

13.  Teaching / Learning Process
• Starts through what the students already
know
• Situations to focus the attention on the
structures of the language

14. • Minimal spoken cues
• Students receive a great deal of practice
• Students gain autonomy by exploring the
language and by making choices
• Students describe their reactions

15.  Teacher-Student Interactions
• Teacher is silent – give cues
• Non-verbal gestures, tools he has available
• Student-Student interaction is desirable

16.  Techniques and Materials
• Sound-color chart
• Teacher’s Silent
• Peer Correction
• Self-Correction Gestures
• Structured Feedback

17.  References
 LARZEN-FREEMAN, D. The Audio-Lingual
Method. The Silent Way.In: Techniques and
principles in language teaching. 2nded.
Oxford. 2008.