2. The oral approach was developed
from the 1930s to the 1960s.

3. WHERE WAS IT
DEVELOPED ?
Was developed in Great Britain.

4. WHO DEVELOPED IT?
The oral approach was developed
by British applied linguists such as
Harold Palmer and A.S. Homsby

5. CHARACTERISTICS
 Language teaching begins with the spoken language. The subject is given by mouth
before being presented in its written form.
 The new linguistic points are introduced through practical situations
 Grammar elements are classified according to the principle that the simplest forms
should be taught before the more complex.
 The target language is the language of the class.
 The vocabulary selection process is controlled to ensure that the essential general
vocabulary is covered.
 Reading and writing are introduced only when they laid the foundations of grammar
and Bocabulario.

6. ADVANTAGES
Suitable for introduction to the language.
Oral production without risk.
An accessible method for teachers if they have good curriculum.
Is a method that does not requires many resources.
Is a good method if we use it in teaching pronunciation or vocabulary
Its strong emphasis on oral practice, grammar and sentence patterns
conform to the intuitions of many practically oriented classroom teachers.

7. DRAWBACKS
A boring teacher who is not sure about he’s teaching
The learner has no control over the content of learning. He is required
simply to listen and repeat what the teacher says and to respond to
questions and commands.
This method does no account for the fundamental characteristic of
language namely the creativity and uniqueness of individual sentences.

8. METHOD USE PREVIOUS
ORAL APPOACH
Taken as reference the work of 19th century linguists such as Otto
Jesperson and Daniel Jones and specifies a more direct
method, attempting to develop a scientific approach to the teaching
of English through this.

9. METHOD USE AFTER ORAL
APPROACH

10. L A N G UAG E O F I N S T RU C T I O N
OF THIS METHOD
The language used for this method is the English

11. TYPICAL ACTIVITY OF THIS
METHOD
The students should say sentences representing that they can see in the pictures.
They have to say inmediately what the picture represent.
Example:
Yesterday it was sunny and today it's raining.
There is a book and there ar two students.
She was eating noodles.
They were coocking fruit.