The English Language teaching in public schools is a problematic matter, since it involves the concern of students, teachers, the public power, and the society as a whole. In fact, the foreign language teaching is complex by itself, considering all the different theories about language teaching and acquisition. Even if one seeks to optimize it, it’s effectiveness (or lack) permeates a cultural issue. This research-action aimed to verify the viability and effectiveness of the audiolingual theoretical assumptions in the use of the Communicative Approach to students at public schools, specifically through the analysis of the use of activities in class involving aspects of both approaches. The concern of this study has appeared from the need of an evaluation about what is feasible in class as an English teacher, considering the given conditions, looking for celerity in the learning process. This study has started considering the hypothesis that the use of the Audiolingual Method is capable of propitiate a good linguistic grounding to the learner and enhance the success of other methods or approaches used afterwards, especially the Communicative Approach. The hypothesis was confirmed during the research, for the students were able to comprehend structures and words without direct translation and with minimized use of Portuguese, while producing incipient communication about the studied subject.
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