Cognitive approaches to language teaching were developed in the 1960s and focus on consciously using a grammar-based syllabus while also allowing students to practice using language in meaningful ways. These approaches teach subskills like pronunciation and writing letters before moving to real communication, starting with basic units like phonemes and working up to more complex sentences and discourse. Lessons follow a highly structured deductive process where creative language use comes later, and students are expected to produce language correctly from the beginning through practice with temporally sequenced but sometimes unmotivated exercises.