KUMARAVADIVELU, B. (1994, p.28-29) points out three important categories of language teaching method: language-centered, learner-centered and learning-centered. Although, from the practitioner’s point of view, none of these methods can be realized in their purest form in the actual classroom, the sample below can be classified as follow:

Introductory classroom

Young EFL learners in an English language school.

Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn:

Teacher: Sophia, how are you?

Student: Fine, how are you?

Teacher: Francisco, how are you?

Student: Fine, how are you?

Teacher: Valentina, how are you?

Student: Fine, how are you?

If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.