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From the end of XIX century to 1930s

It gives importance to the visual resources and enhances the use of the target language during the classes.
Mains supporting technologies:

Textbooks

Gramophones

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1986

Learning a language is viewed as a process of apprenticeship or socialization into particular discourse communities. Students need to be given maximum opportunity for authentic social interaction.
Mains supporting technologies:

Internet

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1970 - 1980s
Focus on communication;
Creation of real communication situations;
Authentic and meaningful language.
Main supporting technologies:
Stereo set;
Pictures;
Games;
Roleplays;
Tasks.

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1970s

Students were not expected to produce output immediately; they should go through a period of understanding first.
Main supporting technologies:

Magazine pictures;

Other visual and kinesthetic aids

These resources were used as an elicitation device in the listening comprehension and early production stages.

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1970s

It uses a lot of physical manipulation and action in order to imitate the way 1L is acquired. Students follow commands told by the teacher.
Main supporting technologies:

Large pictures.

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On the first day of class students learn the vocabulary related to inside classroom actions. Make it easy for them to understand and respond to the commands. The ability to follow directions requires daily practice.

Use the commands in class as often as you can. Using the word and picture flashcard will help students focus with all the directions given in English and help you not to translate. Most of the time students don´t know what to do when you give a command, the visuals guide the students to complete the command. The file contains these flashcards and more.

The commands should be clear, specific, and in a positive manner as in the flashcards starting with a verb.

I created a set of commands symbols to represent the imperatives (included in the file). You can also put them on the board when you need them. Give orders by pointing to the symbol card.

Don´t use questions in a command, it can be thought as a request, like whether you can do it or not.

Teacher: Can you please write your name ?

The correct form is: Please, write your name.

Use short phrases in an imperative form, as your lessons continue, add new words to the command verb.

Stand up next to your desk.

Grab student´s attention before each command. I use shakers or any noisy object , that will indicate the class that an instruction will come. Also, vary the volume and pitch of your voice. Use gestures and body language. Establish eye contact with the students when giving an order.

After giving the instruction, take the time to pause, wait, give the students the opportunity to comply, don´t threaten them. Stand close to the students when giving a command. Use some student´s name when giving a command. Be polite and respectful.

Don´t use commands as criticism. Teacher: Mary, didn´t you listen ? say: Mary, please listen . Touch her ear or show her the listen symbol.

Give the commands one at a time. Repeat maybe once, but not a series of 5 times each command. Even more when working with the youngest learners. Always praise the students for complying to all the commands.

Too many and unnecessary commands are annoying . Think if you are giving commands that are not contributing to the lesson.

Don´t use STOP commands, such as:

Teacher: Stop coloring. Don´t color. All commands should be positive.

The stop sign is mainly for games, and used with the Go sign.

Collocations are words that can work together. It´s a combination of a verb and a noun. Give examples and have students make more collocations with all the other flashcards.

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On the first day of class students learn the vocabulary related to inside classroom actions. Make it easy for them to understand and respond to the commands. The ability to follow directions requires daily practice. Use the commands in class as often as you can.

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1970s

This method avoided the use of the mother tongue in the classroom. The teacher made use of several visual resources. Students are autonomous in learning process and deduce the rules.
Main suporting technologies:

Colored wooden rods

Charts containing useful vocabulary

Color coded phonetic charts

Tapes or discs

Film drawings and pictures

Worksheets and transparencies.

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1940 - 1950

Learning language situationally with focus on speaking and listening skills.
Main supporting technologies:

Concrete objects

Pictures

Realia

Charts

Flashcards