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r oral English. 3. An inductive approach An inductive approach starts with some examples from which a rule is inferred. Induction, or learning through experience, is seen as the "natural route to learning and is strongly identified with methods of second language instruction. It seems, on the face of it, to be the way one's first language is acquired: simply through exposure to a massive amount of input, the regularities and patterns of the language become evident, independent of conscious study and explicit rule formulation. Modeling itself on first language acquisition, such as the Direct Method, the Natural Approach, or Natural Language Acquisition, which supports a "zero-grammar"position and TPR, is based on the principle that learners learn best when they are wholly engaged (both physically and mentally) in the language learning process. This approach is becoming more and more popular. Take the "subjunctive"as another example. For this lesson the teacher of a class of elementary teenage students is using a conversation to embed examples of 襂 would do ...if ...?to talk about the subjunctive. Step 1 The teacher sits the students in a circle, occupying one seat in the circle himself. He then initiates a conversation along these lines: Step 2 T: Listen, Mary, Mr. Smith would set up a new school here if he had one hundred million dollars. What would you do if you had one hundred dollars? Mary: I visit space by spaceship if I have one hundred million dollars. T: You would visit space by spaceship if you had one hundred million dollars. OK? T: John? What would you do if you had one hundred million dollars? John: I go to the Mediterranean if I had one hundred million dollars. T: You would go to the Mediterranean, right? John: Yes, I would go to the Mediterranean if I had one hundred million dollars. T: John, can you ask the lady beside you what she would do if she had one hundred million dollars? John: Yes. Chris? What would you do if you had one hundred million dollars? Chris: I build, sorry, I would build a new gymnasium here if I had one hundred million dollars. T: Good, going on, next please. Step 3 Chris: Hello, Dick. What would you do if you had one hundred million dollars? Dick: I would go around the world if I had one hundred million dollars. Dick: What would you do if you had one hundred million dollars, Elisabeth? Elisabeth: I would visit the South Pole if I had one hundred million dollars. Step 4 The conversation continues in this vein until most students have been involved. Then the teacher says: T: And me? What about me? (pause) Student A: What would you do if you had one hundred million dollars? T: I would set up an amusement park here for you if I had one hundred million dollars. Student B: What would you do if you build an amusement park? T: What would I do if I built an amusement park? T: I would let all of you have a colorful childhood. Step 5 When the teacher decides that the conversation has run its course, he goes to the board and elicits some questions and answers using "I would "which he writes on the board. For example: Mr. Smith would set up a new school here if he had one hundred million dollars I would visit space by spaceship if I had one hundred million dollars What would you do if you had one hundred million dollars … … Step 6 He then asks students, in pairs, to have a similar conversation. He monitors this, correcting and providing vocabulary where