This document discusses different approaches to teaching language systems. It describes deductive and inductive approaches, where deductive introduces grammar rules first and inductive uses examples to deduce rules. It also discusses using gestures, pictures, diagrams and written explanations to teach vocabulary and concepts. Finally, it emphasizes the importance of practice and repetition to move learning from short-term to long-term memory.

1. Chapter 6TeachingtheLanguageSystem

2. Study: is a repetition, explanation and practicethatispart of a controlledpracticephase of thelessonsequence

3. Personalisationhappens once thestudents’ attention has beendrawntothelanguage in question. Usedtotalkabouttheirlives

4. There are twodifferentapproachesto introduce studentstoanspecificaspect of language: deductive and inductiveapproach

5. ThedeductiveapproachStudents are givenexplanations of GRAMMAR rules, and then, basedonexplanationsor rules theymakephrases and sentencesusingthe new language

6. Theinductiveapproach(theotherwayaround)Produce languageInstead of studying rules, studentsstudyexamples of language and try toworkoutthose rules (practice) (fluency)

7. Forexample: findexamples of past tenses and sayhow and whythey are usedSequenceengage- activate- study

8. Students can use monolinguallearners’ dictionariesactivitiesorcomputerpurposestodevelopevocabulary

9. ExplainingmeaningA waytoexplainthemeaning of somethingisto show itEx: pointanbooktolearntheword ‘book’Foractions use mimeSuperlatives: use armsFacial expressions: happy, sad …

10. We can use picturestoexplainsituations and conceptsDiagramsTime lines (presentperfectcontinuous tense)

11. Ifwecant’ show something in one of thewaysmentionedabove, we can describe themeaning of thewordForexample: nastyistheopposite of niceFor a betterunderstanding use CHECK QUESTIONS?

12. Wealso can demonstrateword and sentence stress bybeating time withourarms. We can show intonationpatternsby ‘drawing’ the tune in the air

13. Studentsmayfindgestures and graphicssufficient, butothersliketoseewrittenexplanationsordiagramsonboardsorprojectors

14. Example:IF+had+pastparticiple: would+have+pastparticiple

15. PracticeWeteachersaskstudentstopractice. Whilepracticingwe can correctiftheyhavemistakes. Thispassesfrom short termmemorytolongtermmemory

16. Short termmemoryiswhenthings are stored as long as needed in a human’slifeLong termmemoryisforthethingsthatwewantto ‘keep’ (id’s, passwords…)

17. PracticegrammarRepetition