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Chapter 6 TeachingtheLanguageSystem
Study: is a repetition, explanation and practicethatispart of a controlledpracticephase of thelessonsequence
Personalisationhappens once thestudents’ attention has beendrawntothelanguage in question. Usedtotalkabouttheirlives
There are twodifferentapproachesto introduce studentstoanspecificaspect of language: deductive and inductiveapproach
Thedeductiveapproach Students are givenexplanations of GRAMMAR rules, and then, basedonexplanationsor rules theymakephrases and sentencesusingthe new language
Theinductiveapproach (theotherwayaround) Produce language Instead of studying rules, studentsstudyexamples of language and try toworkoutthose rules (practice) (fluency)
Forexample: findexamples of past tenses and sayhow and whythey are used Sequenceengage- activate- study
Students can use monolinguallearners’ dictionariesactivitiesorcomputerpurposestodevelopevocabulary
Explainingmeaning A waytoexplainthemeaning of somethingisto show it Ex: pointanbooktolearntheword ‘book’ Foractions use mime Superlatives: use arms Facial expressions: happy, sad …
We can use picturestoexplainsituations and concepts Diagrams Time lines (presentperfectcontinuous tense)
Ifwecant’ show something in one of thewaysmentionedabove, we can describe themeaning of theword Forexample: nastyistheopposite of nice For a betterunderstanding use CHECK QUESTIONS ?
Wealso can demonstrateword and sentence stress bybeating time withourarms. We can show intonationpatternsby ‘drawing’ the tune in the air
Studentsmayfindgestures and graphicssufficient, butothersliketoseewrittenexplanationsordiagramsonboardsorprojectors
Example: IF+had+pastparticiple: would+have+pastparticiple
Practice Weteachersaskstudentstopractice. Whilepracticingwe can correctiftheyhavemistakes. Thispassesfrom short termmemorytolongtermmemory
Short termmemoryiswhenthings are stored as long as needed in a human’slife Long termmemoryisforthethingsthatwewantto ‘keep’  (id’s, passwords…)
Practicegrammar Repetition

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