However, using only the Grammar-Translation Method for teaching a spoken language is not effective any more but it could be used henceforward in the teaching of the classical languages, Latin, Greek, Hebrew etc. as it was always used in that field. As these languages usually are not spoken any more we can study them in different written texts and literary works they preserved in. The Grammar-Translation Method focuses on developing students' appreciation of the target language's literature as well as teaching the language. The goal is to make students able to read its literature so their study is limited to literature and fine arts. In the era of informational revolution and Internet using only these limited and special sources can be very disadvantageous. Teachers should vary the materials used in the classroom, e.g. articles from newspapers on different topics, selected literary passages, texts from the Internet, advertisements, etc. The lower the language level, the harder is to have genuine fluency-based activities, because students simply do not know enough language, either receptively or productively. Most unadapted authentic reading texts are probably beyond their ability, and using material that is too difficult can leave students frustrated at what they do not know rather than confident with what they do know. So even if we want to use the Grammar-Translation Method we should choose texts at the beginning from the wide variety of simplified texts in course books. I suppose the most important is to find texts that are both interesting and accessible to the students at their given level. The reading comprehension questions used in the Grammar-Translation Method can be very useful for working on the text furthermore and understanding the text more deeply. Originally in this method students write out the answers as the primary skills to be developed are reading and writing.
In the Direct Method reading is also taught from the beginning but reading skill is developed through practice with speaking.