Use of an interactive and audio-oral approach which requires the individual to train sensorimotor habits, first through the oral channel and then through that. Students should imitate as best they can the way native speakers of the language communicate naturally.
In the first phase, a dialogue or conversation set in a realistic atmosphere or a compelling and motivating story is presented. The student will first listen, then try to reproduce the conversation. If you use imitative and repetitive techniques, such as mirroring. The aim of the second phase is to stimulate students to react to the linguistic models presented, it is considered very important to focus on the form, and in particular on the lexical aspects, to acquire syntactic structures. Every single part of the conversation is then analyzed metalinguistically. These procedures aim to focus the apprentice's attention on activities that enable acquisition
of structures in a practically automatic way, because the human mind is predisposed to learning languages, therefore it absorbs what surrounds it and internalizes its rules with a spontaneous mechanism. The grammar is therefore largely deducible and intuitive, it is reinforced in the subsequent phases, mainly in the third phase: it occurs by stimulating the observation of the phenomenon and the induction of generalization in an implicit way, the student will explain what he has intuited. In the fourth application phase, the structures and vocabulary presented in the lesson are applied to other communicative contexts created by the student. It is important to remember that although the mind is more elastic before the age of 25, learning new languages ??is possible at any age.