The document outlines principles of the Oral Approach to language teaching. It emphasizes oral-based instruction through repetition of dialogs, role plays, and drills. Grammar and vocabulary are taught implicitly through oral exercises rather than explicit instruction. The teacher leads students through modeling and chaining to promote automatic use of language without stopping to think. Pronunciation is taught from the beginning through minimal pairs.

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
draws 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
passes the turn to the students;

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

8.  Caleb Gattegno
 Shares certain principles with the Cognitive
Aproach:
 “Teaching should besubordinated 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.  Roles
 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
 Rods
 Self-Correction Gestures
 Word Chart
 Structured Feedback

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