This document discusses different approaches and techniques for teaching language concepts. It compares the deductive approach, where grammar rules are explained first before practice, to the inductive approach, where examples are used first to induce the rules. It also describes techniques for explaining meaning such as using pictures, gestures, timelines and diagrams. Finally, it emphasizes the importance of practice for moving learning from short-term to long-term memory.

1. Chapter 6
Teachingthe
LanguageSystem

2. • Study: is a repetition, explanation and
practice that is part of a controlled
practice phase of the lesson sequence

3. • Personalization happens once the
students’ attention has been drawn to the
language in question. Used to talk about
their lives

4. • There are two different
approaches to introduce
students to an specific aspect
of language: deductive and
inductive approach

5. The deductive approach
• Students are given explanations
of GRAMMAR rules, and then,
based on explanations or rules
they make phrases and sentences
using the new language

6. The inductive approach
• (the other way around)
• Produce language
• Instead of studying rules,
students study examples of
language and try to work
out those rules (practice)
(fluency)

7. • For example: find examples of
past tenses and say how and
why they are used
• Sequence engage- activate-
study

8. • Students can use monolingual learners’
dictionaries activities or computer
purposes to develope vocabulary

9. Explaining meaning
• A way to explain the meaning of
something is to show it
• Ex: point a book to learn the word
‘book’
• For actions use mime
• Superlatives: use arms
• Facial expressions: happy, sad …

10. • We can use pictures to explain situations
and concepts
• Diagrams
• Time lines (present perfect continuous
tense)

11. • If we cant’ show something in one of the
ways mentioned above, we can describe
the meaning of the word
• For example: nasty is the opposite of nice
• For a better understanding use CHECK
QUESTIONS

12. • We also can demonstrate word
and sentence stress by beating
time with our arms. We can
show intonation patterns by
‘drawing’ the tune in the air

13. • Students may find gestures
and graphics sufficient, but
others like to see written
explanations or diagrams on
boards or projectors

14. • Example:
• IF+had+past participle:
would+have+past participle

15. Practice
• We teachers ask students to practice.
While practicing we can correct if they
have mistakes. This passes from short
term memory to long term memory

16. • Short term memory is when things are
stored as long as needed in a human’s life
• Long term memory is for the things that
we want to ‘keep’ (id’s, passwords…)

17. • Practice grammar
• Repetition