# data[].attributes.body
Grammar Translation is a method that appeared in the mid of 19th century to the mid of the 20th century.
It was first used to teach Latin and Greek at schools and universities and for that they used classical texts to read and translate.
This method was one of  the primary methods used in classroom and the difference between it and the others is that this one is more focused in learning about the language than actually practicing it.

# data[].attributes.body
The Direct Method appeared around 1900, in the 20th century.
In this method, the teacher use to explain new vocabulary using realia, visual aids or demonstrations.
In this period it was when the International Phonetic Alphabet (IPA) was created and the main difference between this one the previous one is that in Direct Method there was a bigger concern about the oral proficiency.

# data[].attributes.body
This method was developed between 1930 and 1960.
The main resources used in this approach are a word list and structural activities.
Its emphasis on oral practice still attracts support among language teachers and what distinguishes this approach from the others is the emphasis on the presentation of structures in situations.

# data[].attributes.body
This method appeared during the 2nd World War to give attention again to the oral skill.
The main resources used in this method were oral activities, with pronunciation and conversation practice.
This method helped armies that  needed to become orally proficient in the languages of their allies and enemies as quickly as possible and the main difference between this method and the others is that the audiolingual method relies on the repetition and practice of language.

# data[].attributes.body
The Silent Way was a popular method during the 1960s.
This method is very inductive and the teacher is allowed to use lots of visual aids, especially cuiseraire rods and wall charts.
The main difference between this method and the others is that the teacher is just allowed to speak complete sentences few times, staying as silent as possible and with this procedure, learners are encouraged to discover their own path in classes.

# data[].attributes.body
Suggestopedia was developed during the 1970s.
The main resources used are  relax music and the furniture and decoration of the classroom.

George Lozanov, who was the one that idealized this method, believed that in the right conditions the learner would be able to acquire more information than he think he is able to do. The difference between this method and the others is that the classes are in a space that looks more like a living room than a classroom itself, with comfortable chairs and baroque music.

# data[].attributes.body
Total Physical Response (TPR) is a method developed in the 1960s.
In this method, the teacher uses a lot of physical movements and mimics to communicate with the students.
This is a method that concerns with the emotional side of learning a language and the difference between this method and the others is that the teacher has to give the command and the students do the action.

# data[].attributes.body
The Community Language Learning (CLL) was also a method that appeared in the 60s.
In this method, what the teacher has to do is to sit the students in a circle and then the learner in turn tells the teacher what he or she wants to say and the the teacher translates it to the target language.
In CLL classes, the topics and content seen by the students come from their own suggestions, the difference between this method and the others is that the class and the teacher engage into an interpersonal relationship.

# data[].attributes.body
The Natural Approach was published in a book called "The Natural Approach" in 1983.
In Natural Approach classes, the teacher can use the activities according to the level. In beginner classes, the students can respond to instructions by doing physical actions, handing objects, writing and drawing. At higher levels, the teacher is able to do listening or reading tasks, where learners order pictures, fill in grids, follow maps, and so on.
In classes that uses Natural approach, the teacher speaks only in the target language and class time is used to provide input for acquisition. In Natural Approach, as the main goal is to make the student able to use the language, mistakes in speech are not corrected and homework can include some grammar exercises.

# data[].attributes.body
The Communicative Approach emerged during the 60s.
Communicative Approach classes are characterised by trying to produce real communication, encouraging the learners to use and listen to the target language.
The Communicative Approach increases the fluency in the target language and gives the students more confidence to talk in it.

# data[].attributes.body
The Task-based Learning emerged during the 80s.
The main resource that the teacher uses are tasks using the target language.
This method focuses on students and makes them use the target language as a necessity, it also allows for more meaningful communication and provides for practical extra-linguistic skill building.