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; The Audio-Lingual Method

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

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. 2 nd ed. Oxford. 2008.