# data[].attributes.body
Decade: 1950s

Supporting Technology:
Textbooks and Visual aids: Wall charts, flashcards, pictures, stick figures, and so on.

Intended Achievements:
The textbook (and visual aids) should be used "only as a guide to the learning process. The teacher is expected to be the master of his textbook"

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p. 44

# data[].attributes.body
Decade: 1910s

Supporting Technology:
Pictures, gestures, mime, demostrations and no textbooks in the early stages.

Intended Achievements:
It becomes possible to teach without translation or the use of learner's native language, because the meaning was conveyed directly through demonstration and action.

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p.  11

# data[].attributes.body
Decade: 1960s

Supporting Technology:
A set of colored rods, color-coded pronunciation and vocabulary wall charts, a pointer, and reading/writing exercises.

Intended Achievements:
The material are all used to illustrate the relationships between sound and meaning in the target language.
They are designed for manipulation by the students as well as by the teacher, promoting language learning by direct association.

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p. 86

# data[].attributes.body
Decade: 1970s

Supporting Technology:
There is no basic text in a TPR course, however they use realia, as classroom objects, such as books, pens, cups, furniture, besides pictures, slides and word charts.

Intended Achievements:
Becoming the performing action more realistic.
The material should focus on specific situation, such as home, the supermarket, the beach. Students may use then to construct the scenes (e.g., "Put the stove int the kitchen")

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p. 77

# data[].attributes.body
Decade: 1970s

Supporting Technology:
Materials come from  the real world of realia rather than from textbooks. Schedules, brochures, advertisements, maps, book , pictures and others visual aids are essential.

Intended Achievements:
The primary goal is to promote comprehention, comunication and facilitate the acquisition of a large vocabulary within the classroom , besides relate classroom activities to the real world, and by fostering real communication among learners.

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p. 188

# data[].attributes.body
Decade: 1980s

Supporting Technology:
Text-based (textbooks designed to enable role plays from real life), task-base (games, handbooks, cue cards, activity cards), and realia (signs, magazines, advertisements, newspapers, graphic, maps, pictures, symbols, charts and so on.

Intended Achievements:
The material is a way of influencing the quality of classroom interaction and language use, Materials thus have the primary role of promoting communicative language use.

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p. 169-170

# data[].attributes.body
Decade: 1990s

Supporting Technology:
Computer, internet, cellphones, tables, Smartboards, webcam, microphones and son on.

Intended Achievements:
The material should promote real social interaction with people, who can also be foreigners or other more advanced peers

Reference:
Matsuoka, Rieko.  Socio-Cognitive Approach in Second Language Acquisition Research. Acesso em 09/07/2018. Disponível em: <http://www.ncn.ac.jp/academic/020/2004/2004jns-ncnj04.pdf>

# data[].attributes.body
Decade: the end of 1950s

Supporting Technology:
Textbook, printed material, tape recorders and audiovisial equipment. A language laboratory may also be considered essential.

Intended Achievements:
The material assist the teacher to develop language mastery in the learner. If the teacher is not a native speaker of the target language, the tape recorder provides accurate models for dialogues and drills.
The language laboratory provides the opportunity for further drill work and to receive controlled error-free practice of basic structures.

Reference:
Richards, Jack C. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, New York. 2005 p. 62