The history of language teaching began in the Middle Ages and its development is a never-ending course. The history of language teaching shows a continuum of teaching forms from traditional (teacher-centered) to modern (student-centered). We start from grammar-translation, the primary methodology when the study of Greek and Latin in public schools was relevant at the time. This form of language teaching focused on “memorizing the grammatical rules and lexical items of the target language” (Knight, 2001). Additionally, it engaged students in translating the target language, thus maintaining one in both their native language and the target language back and forth. The grammar translation method presents a very traditional way of learning whereby students study grammar rules deductively, thus explaining the use of the classroom exercise. Students were asked to focus exclusively 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. Grammar translation was soon put to the test with the rise of audiolingualism whereby this method was seen “as the first 'scientific' language teaching methodology” (Knight, 2001). This method, as well as grammar translation, focused on the grammar of the target language through teacher practice. It was based on the principle of behaviorist theory which proposes that students receive a stimulus (target language input), respond to it (pronouncing the target language correctly) and receive reinforcement on correct responses (Skinner, 1957). Audiolingualism does not tolerate any errors and practice as well as repetition are fundamental to cultivate linguistic learning 'habi...... middle of paper ......le, "where do you do...?", "what kind of…you…?” and “how do you…?”. Students still have to choose at least six topics to compose the interview and with the list of sentences provided by the teacher, students will be more directional in the task , therefore, smoother the teaching/learning process in the classroom. It seems impossible for students with low academic achievement to multitask (listening, writing and speaking at the same time), so it will be very helpful if students are provided with a table that instructs them. to include both similarities and differences. The “useful language” table will remain in the handout as a reference for students, so as students use it, phrases like “me too” and “oh, I'm the opposite!” they will point out to their partner the things they have in common and not in common. The signals will make it easier for the students to complete the table of similarities and differences.