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Around 1950, the audiolingual method became popular. In this method, it was common to use tape recordings and picture slides. According to Master, its main goal was to provide students with models in order to imitate native speakers.
In this picture, this could be a way of learning in this method.

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As stated by Master, the oral-situational approach dominated Britain in the middle of the last century. Its purpose was to learn language situatoinally, which means, it would be learned through concrete objects, pictures, realia, charts and flashcards, this way according to the author it would give students real life contexts.
Here it is a picture in which, students are learning through an object, in this case a vase.

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Conforming to Master, the  silent way is part of the Humanistic Approach, which made use of many visuals. In this method the mother tongue was avoided during the classes. In addtion, the teacher used many visual aids, such as colored wooden rods, set of wall charts with useful vocabulary, color coded phoneti charts, tapes or dics, film drawings and pictures and transparencies.
Here is a video on the Silent way method:
<https://www.youtube.com/watch?v=bh1maOckh1c

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According to the author, in Total Physical Response in 1977 physical manipulation and action were involved to imitate the way the mother tongue is acquired. Furthermore, teacher's words followed by actions play a role as visual aid  as well as large pictures.
Here is an example of this method.

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According to Master, the direct approach became known around the 20s. The main objective was to use direct reference to objetcs or concepts in order to prevent students from using their mother tongue.
An example of this method would be this picture, in which it is shown what is being said

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Master states that, the Natural Approach (1983) was developed by Krashen, and it was based on Krashen's Monitor theory. The main objective was, "students were not expected to produde output immediatelly, they should go for a period of understanding first" (Master, 2000, p.11). Therefore, magazines, pictures other visual and kinesthetic aids were used as tool in the listening comprehension and early production stages.
An example of this approach can be described in this picture.

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The Communicative Language Teaching's goal was to emphazise the need for real life objects or texts in order to provide authenticity to the comminictive situation. Interaction between the students and the instructor would be a way of practicing and talking about real and contextualized situations.
Here it follows a video about the communicative language teaching:
<https://www.youtube.com/watch?v=HPXgnNY8TUw>

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As stated by Master, the socio-cognitive approach emphasize on the social aspect of language acquisition, which means that, learning a language is considered a processs of apprenticeship or socialization into particular discourse communities (Schieffelin & Ochs, 1986; Gee, 1996) - p.2. That way, students should be given innumerable opportunities for authentic social interation, so that later it becomes something natural outiside of the classroom.  Thus, in order to achieve this goal,  it is important student's collaboration on autentic tasks and projects while at the same time learn both content and language.
Here is a video on how sociocognitivism is defined:
<https://www.youtube.com/watch?v=-Gx4pZ-HT7U>

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-Chapter 2 of the Master’s Thesis “Usage of Multimedia Visual Aids in the English Language Classroom”. Available at: https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdf
-Warschauer, M. & Meskill, C. Technology and second language teaching. Available at: https://earlyreflections1.files.wordpress.com/2015/12/technology-in-the-classroom.pdf