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ing/ed adjective

An -ing/ed adjective changes in different situations, e.g. The book is very interesting; I am veryinterested in the book.

Keyword s!"

A

Accuracy

The use of correct forms of grammar, vocabu#ary and $ronunciation. In an accuracy activity,students ty$ica##y give more attention to correctness. %ee f#uency.

Achievab#e target, goa#

An aim that is not too difficu#t for the #earner toreach.

Achieve aims, objectives

&hen a teacher succeeds in teaching what he/she has $#anned toteach.

Achievement test

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An achievement test is used to see how we## students have #earnt the #anguage taught in c#ass.Achievement tests are often at the end of term or end of the year and test the main $oints of

what has been taught in that time.

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Ac'uisition noun, ac'uire verb

To #earn a #anguage without studying it, just by hearing and/or reading and then using it. This isthe way we a## #earn our first #anguage.

Active ro#e, $assive ro#e

&hen students think about their own #earning and what their own needs are and try to he#$themse#ves #earn more, they are taking an active ro#e. A $assive ro#e is the o$$osite of an activero#e.

Active voice

In an active sentence, the subject of the verb usua##y does or causes the action, e.g. I wrote the#etter. %ee $assive voice.

Activity book, workbook

An activity book or workbook has e(tra $ractice and is often used for homework. It usua##yaccom$anies a coursebook.

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Keyword s!"

Activity-based #earning

A way of #earning by doing activities. The ru#es of #anguage are #ooked at either after the activityor not at a##.

Ada$t materia#!

To change a te(t or other materia#, so that it is suitab#e to use with a$articu#ar c#ass.

Adjective

An adjective describes or gives more information about a noun, $ronoun or c#ause, e.g. ahot day.

Adverb

An adverb describes or gives more information about how, when, where or to what degreesomething is done, e.g. They sang beautifu##y.

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Affi(

A meaningfu# grou$ of #etters added to the beginning or end of a word to make a new word.Affi(ation is the $rocess of adding a $refi( or suffi( to word.

Aim

&hat the teacher tries to achieve in the #esson orcourse.

Ana#yse #anguage

To think about #anguage, e.g. what the form of the structure is and why it is being used in this way in this situation.

Antici$ate #anguage $rob#ems

&hen teachers are $#anning a #esson, they think about what their students might find difficu#tabout the #anguage in the #esson so that they can he#$ them #earn more effective#y at certain$oints in the #esson.

Antonym

The o$$osite of another word, e.g. hot is the antonym ofco#d.

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A$$ro$riacy

noun a$$ro$riate/ina$$ro$riate adj)anguage which is suitab#e or correct in a $articu#ar situation. %eeregister.

Arouse, generate interest

To make students interested in atask.

Artic#e

An artic#e can be definite the!, indefinite a! or *ero -!, e.g. I was at -! home in the sitting room when I heard a noise.

Ask for c#arification

To ask for an e($#anation of what a s$eaker means, e.g. &hat I mean is+. &hat doyou mean

As$ect

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A way of #ooking at verb forms not $ure#y in re#ation to time. The $erfect, continuous and sim$#eare as$ects. The continuous as$ect, for e(am$#e, suggests that something is ha$$eningtem$orari#y.

Assessment criteria

The 'ua#ities against which a student s $erformance is judged for assessment. or e(am$#e,assessment criteria for judging students writing may be" accuracy of grammar, use ofvocabu#ary, s$e##ing and $unctuation; organisation of ideas.

Assum$tions

&hen teachers think about what they be#ieve their students wi## or wi## not know or how they wi##behave in a $articu#ar #esson. or e(am$#e, a teacher $#ans to teach $resent sim$#e using theconte(t of jobs and dai#y routines. The teacher makes the assum$tion that students wi## knowbasic job vocabu#ary and so wi## not s$end time in the #esson $resenting these words

Attention s$an

ow #ong a student is ab#e to concentrate at any onetime.

Auditory #earner

A #earner who remembers things more easi#y when they hear them s$oken a#oud. This ty$e of#earner #ikes the teacher to say a new word a#oud as we## as writing it on the board.

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Keyword s!"

Authentic materia#

&ritten or s$oken te(ts which a first #anguage s$eaker wou#d read or #isten to. They may betaken from news$a$ers, radio etc. The #anguage is not made easier.

Au(i#iary verb

An au(i#iary verb is a verb used with other verbs to make 'uestions, negatives and tenses, e.g.be, do, have.

Keyword s!"

0

0ase form of the verb

The base form of the verbis the infinitive form of a verb without 1to ,e.g.go.

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0i#ingua# dictionary

This uses trans#ation from the target #anguage into another #anguage for definitions and

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e(am$#es. %ee mono#ingua# dictionary.

0oard game

A game $#ayed by two or more $#ayers on a board and often using dice. Teachers can use thesefor contro##ed #anguage $ractice.

0rainstorm noun 2 verb

To think of ideas usua##y 'uick#y! about a to$ic often noting these down!. This is often done as$re$aration before writing or s$eaking.

3

3ategorisation noun, categorise verb

To $ut things into the grou$ category! to which they be#ong. or e(am$#e, students mightcategorise a #ist of different foods into grou$s such as fruit and vegetab#es.

3hant noun 2 verb

To re$eat a $hrase, sentence or $oem, usua##y with others, in a regu#arrhythm.

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3hart

A drawing or gra$h that can be $#aced on the c#assroom wa## and can show information such asirregu#ar verb forms or $re$ositions.

3hora# dri##

In a chora# dri## the teacher says a word or sentence and the students re$eat ittogether.

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3#arify

To make c#ear what youmean.

3#ass $rofi#e

A descri$tion of a## the students in a c#ass, inc#uding their age,abi#ity etc.

3#assroom management

The strategies used by a teacher to organise the c#assroom and the #earners, such as seatingarrangements, different ty$es of activities, teacher ro#es, interaction $atterns.

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3#ause

A c#ause consists of a verb and genera##y! a subject. A c#ause can be a fu## sentence or a $artof a sentence.

3#osed $airs

&hen students do $airwork with the $erson sitting ne(t to them and no one e#se #istens. %eeo$en $airs.

3#o*e test

A ty$e of task in which students read a te(t with words missing and try to work out the missing words. The missing words are removed regu#ar#y from the te(t, e.g. every seventh word. A c#o*etest is used for testing reading abi#ity or genera# #anguage use. This is different to a ga$-fi##activity which can focus on testing a s$ecific #anguage $oint. %eega$-fi##.

3o-o$eration noun, co-o$erate verb, co-o$erative adj

&orking together and he#$ing each other. In some grou$ work activities students wi## co-o$erate

to find the answer or so#ve a $rob#em.

3ognitive $rocesses!

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The menta# $rocesses invo#ved in thinking, understanding or#earning.

3o##ective noun

A co##ective noun is a noun which inc#udes a grou$ of $eo$#e or things, e.g. the $o#ice, thegovernment.

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3o##ocation

&ords which are used together regu#ar#y, e.g. The teacher made a $resentation 45T Theteacher $erformed a $resentation.

3o##o'uia#

)anguage used in informa# conversations or writing.

3ommunicative activity

A c#assroom activity in which students need to communicate to com$#ete theactivity.

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3ommunicative A$$roach

A way of teaching which is based on the $rinci$#e that #earning a #anguage successfu##y invo#vescommunication rather than just memorising a series of ru#es. Teachers try to focus onmeaningfu# communication, rather than focusing on accuracy and correcting mistakes a## thetime. %ee 6rammar-Trans#ation method.

com$arative adjective

A com$arative adjective com$ares two things, e.g. e is ta##er thanshe is.

Keyword s!"

3om$onents of a #esson $#an!

The main $arts of a #esson $#an, e.g. aims, $rocedure, timing, aids, interaction $atterns,antici$ated $rob#ems, assum$tions.

3om$ound nounA com$ound noun is a combination of two or more words which are used as a sing#e word, e.g.a f#ower sho$, a headache.

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3om$ounds

4ouns, verbs, adjectives or $re$ositions that are made u$ of two or more words, e.g. assistantoffice manager, bring back, #ong-#egged, due to.

3once$t checking

The techni'ue of asking conce$t 'uestions or other techni'ues to check that students haveunderstood a new structure or item of #e(is. A conce$t 'uestion is a 'uestion asked by theteacher to make sure that a student has understood the meaning of new #anguage, e.g. the new#anguage structure 7 used to 7 e used to #ive in 8aris. 3once$t 'uestion 7 9oes he #ive in 8arisnow Answer 7 4o.

3onditiona#

A $ossib#e or imagined situation usua##y with