The history of language teaching has long started in the Middle Ages and its development is a never-ending course. The timeline of language teaching shows a continuum of forms of teaching from traditional (teacher-centered) to modern (student-centered). It begins with grammar-translation, a primary methodology in the era when the study of Greek and Latin in public schools was important. This form of language teaching focused on “memorizing the grammatical rules and lexical elements of the target language” (Knight, 2001). Learners were also required to translate the target language, thus maintaining language in both their native language and the target language. The grammar translation method presents a very traditional learning method in which learners study grammar rules deductively, thus explaining the use of the exercise in the classroom. Learners were asked to focus only on writing and reading skills. In other words, the method seems to be one-way because there was not much interaction and exchange of information and knowledge. Soon, grammatical translation was challenged by the rise of audio-lingualism, in which this method was considered "the first 'scientific' language teaching methodology" (Knight, 2001). This method, like grammar-translation, focused on the grammar of the target language through educational exercises provided by teachers. It was based on the principle of behaviorist theory which suggests that learners receive a stimulus (input of the target language), respond to it (by pronouncing the target language correctly) and benefit from reinforcement on correct responses (Skinner , 1957). Audiolingualism does not tolerate any mistakes and drilling and repetition are fundamental to cultivating a language learning habit...... middle of paper ......the, "where are you going...?" ", "what sort of... are you...? and “how are you…?”. Students should always choose at least six topics to compose the interview and with the list of sentences given by the teacher, students will be more directional in the task, thus facilitating the teaching/learning process in class. It seems impossible for students with low academic achievement to multitask (listen, write and speak at the same time). So it would be very helpful if students had a chart asking them to fill in both similarities and differences. The "Useful Languages" chart will remain in the handout for student reference, so as students use it, phrases like "me too" and "oh, I'm the opposite ! will point out to their partner things they have in common and unusual things. The signals will allow students to complete the similarity and difference table..