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It is a set of principles, beliefs, or ideas about the nature of learning that are implemented in the classroom. An approach is a perspective on teaching and learning.

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Any language teaching approach is based on a theoretical understanding of what language is and how it can be learned. An approach generates methods, or ways of teaching something that use classroom activities or techniques to help students learn.

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Is a technique by which students are taught to master the pattern of sentences. In the words of Menon and Patel, the structural approach is based on the belief that in the learning of a foreign language, mastery of structures is more important than the acquisition of vocabulary.

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The essential parts of a sentence (subject, predicate) occupy fixed positions. If they are changed, they also change their meaning, e.g.

Alex gave a book to Brandon.
Brandon gave a book to Alex.
In these two sentences, the same words are used but the meaning is quite opposite.

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A phrase is a group of words which gives sense but not a complete sense. This type of structures also follows the order of words e.g. the red flag, the young man. The order of the structure is (determiner) + Adj. + noun. This order cannot be changed e.g. ‘behind the wall in the dark’ etc.

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Consists of such groups of words which are used in day to day conversation or a certain occasion, e.g. Excuse me, Good night, ‘How are you?” ‘Sorry for the delay’. It must be noted that proper word order is maintained so that words cannot be dislodged from their respective fixed position.

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Says that, “the acquisition of grammatical structures proceeds in a predictable order. This is natural order can be found in first language acquisition as well as in second language acquisition.
Point out the importance of explaining the learners what they can expect and what not of the language course.

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Basic communicative expressions in the dialogue or one of the structures that exemplifies the function, using pictures, real objects, or dramatization to clarify the meaning.

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Recognition and interpretative activities including oral production proceeding from guided to freer communication activities. Oral evaluation of learning with guided use of language and questions/answers, e.g. "How would you ask your friend to ________________? And how would you ask me to_________?"

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Discussion to establish the vocabulary and expressions to be used to accomplish the communicative intent. Includes a framework or means of structuring a conversation or exchange to achieve the purpose of the speakers.

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Copying of the dialogues with variations for reading/writing practice. To complete the lesson cycle, provide opportunities to apply the language learned the day before in novel situations for the same or a related purpose.