Download - TKT GLOSSORY

8/13/2019 TKT GLOSSORY

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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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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.

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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.

Keyword s!"


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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 1if , e.g.If it rains, I wi## get wet. but it s notraining now!

3onditiona# formsA verb form that refers to a $ossib#e or imagined situation. 6rammar books often mention threekinds of conditiona#s"

irst conditiona#, e.g. I wi## come if I can.

%econd conditiona#, e.g. I wou#d go if they asked me.


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Third conditiona#,e.g. I wou#d have seen her if I had arrived ear#ier.

3onfidence

The fee#ing someone has when they are sure of their abi#ity to do something we##. Teachersoften do activities that he#$ students to fee# more confident about their own abi#ity.

3onjunction

A conjunction or connector! is used to connect words, $hrases, c#auses or sentences, e.g. I #iketea but I don t #ike coffee because it s too strong for me.

3onnected s$eech

%$oken #anguage in which the words join to form a connected stream ofsounds.

3onscious of!

To know that something e(ists or is ha$$ening, or to have know#edge or e($erience ofsomething; to be aware.


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3onso#idate

To return to something to understand and remember it more com$#ete#y. or e(am$#e, studentscan conso#idate a grammar $oint by doing e(tra $ractice.

3onsonant

Any #etter of the :ng#ish a#$habet e(ce$t the vowe#s a, e, i, o, u and sometimes y.%ee vowe#.

3onsu#t

To get advice or information from someone or something, e.g. a dictionary orgrammar book.

3ontent-based #earning

&hen a subject, e.g. maths or history, is taught through the second#anguage.

3onte(t

The situation in which #anguage is used or $resented in the c#assroom.

The words or $hrases before or after a word which he#$ a student to understand that word.


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3onte(tua#ise

To $ut new #anguage into a situation that shows what it means, e.g. The music in the disco wasvery #oud. %ee set the scene, conte(t.

3ontinuous assessment

A ty$e of testing which is different from a fina# e(amination. %ome or a## of the work that studentsdo during a course is $art of the fina# mark.

3ontraction

A shorter form of a word or words, e.g. you have you ve; it is it s.

3onvey meaning

To e($ress or communicate meaning. Teachers focus on conveying meaning when they $resentnew #anguage.

3orrection code


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To refuse or dec#ine an invitation, e.g. I m sorry but Ican t.

9educe meaning from conte(t

To guess the meaning of an unknown word by using the information in a situation and/or aroundthe word to he#$, e.g. I drove my van to the town centre and $arked it in the centra# car $ark.=an must be some kind of vehic#e because you drive it and $ark it.

9eductive #earning

An a$$roach to #earning in which students are first taught the ru#es and given a## the informationthey need about the #anguage. Then they use these ru#es in #anguage activities. %ee inductive#earning.

9efinition noun, define verb

An e($#anation of the meaning of a word, e.g. in adictionary.

9emonstrative adjective

demonstrative adjective shows how $hysica##y c#ose the s$eaker or writer is to the object, e.g.this near!, that far!.


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9emotivate verb demotivatedadj

To make someone #osemotivation.

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9e$endent $re$osition

A de$endent $re$osition is a word that is a#ways used with a $articu#ar noun, verb or adjective,e.g.interested in, de$end on, bored with.

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9eterminer

A determiner is used to make c#ear which noun is referred to, or to give information about'uantity, and inc#udes words such as the, a, this, that, my, some, e.g. That car is mine.

9eve#o$ ski##s

To teach students how to do activities #ike #istening, and he#$ them to understand how to


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#isten.

9eve#o$menta# error

A deve#o$menta# error is an error made by a second #anguage #earner which cou#d a#so bemade by a young $erson #earning their mother tongue as $art of their norma# deve#o$ment, e.g. Igoed there #ast week I went there #ast week!.

Keyword s!"

9iagnostic test

A diagnostic test is used to identify $rob#ems that students have with #anguage. The teacherdiagnoses the #anguage $rob#ems students have. It he#$s the teacher to $#an what to teach infuture.

Keyword s!"

9ia#ogue

A conversation between two$eo$#e.

9ice


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9ominate verb, dominant adj

To have a very strong inf#uence over what ha$$ens. If a $articu#ar student is dominant in c#ass,then other students get #ess chance to $artici$ate active#y. If a teacher dominates, the #esson isteacher-centred.

9raft noun 2 verb, re-draft verb

A draft is a $iece of writing that is not yet finished, and may be changed. A writer drafts a $ieceof writing. That is, they write it for the first time but not e(act#y as it wi## be when it is finished.&hen the writing is changed, it is re-drafted.

9ri##

A techni'ue teachers use for encouraging students to $ractise #anguage. It invo#ves guidedre$etition or $ractice.

:

:cho correct

&hen a student makes a mistake, the teacher re$eats the mistake with rising intonation sothat students can correct themse#ves, e.g.

%tudent" e don t #ike it.Teacher" 9on t%tudent" e doesn t #ike it.


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:dit

To correct mistakes in a $iece of writing, and $erha$s shorten or change the words of some$arts of the te(t to make it c#earer or easier to understand.

:#icit

&hen a teacher asks carefu# 'uestions to get students to give ananswer.

Keyword s!"

:m$hasis noun, em$hasise verb

&hen s$ecia# force is given to a word when it is said because the word is im$ortant, e.g. I wantto start the #esson atsi( o c#ock not seven.

:nab#e

To make someone ab#e to do something. A teacher can enab#e students to becomeinde$endent #earners by teaching them how to study by themse#ves.

:ncouragement noun, encourage verb

&hen a teacher he#$s students to succeed by giving them confidence, e.g. 15f course you cando it@ ou are doing very we## . %ee confidence.


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:nergy #eve#s

The fee#ing in a c#assroom. If students are interested and working hard, then the energy #eve#sare high; if students are bored or tired then the energy #eve#s are #ow.

:n'uiring

To ask for information, e.g. &hat time does the train#eave

:rror

A mistake that a #earner makes when trying to say something above their #eve# of #anguage or#anguage $rocessing.

:va#uation

&hen a teacher co##ects information about students $erformance and abi#ities. %eeassessment.

:($ectation noun


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A be#ief that something wi## ha$$en, e.g. e has an e($ectation that he wi## win.

:($#ain

to make something c#ear and easy to understand. or e(am$#e, B e e($#ained the #aws of$hysics to his studentsB.

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:($#oit materia#!

To use materia# for a $articu#ar$ur$ose.

:($osure noun, e($ose verb

&hen #earners #isten to or read #anguage without being conscious#yaware of it.

:($ress

To show or make known a fee#ing or an o$inion in words.

:($ressing abi#ity, e.g. I can swim.


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:($ressing intention, e.g. I m $#anning to visit him ne(tyear.

:($ressing necessity, e.g. e needs to get a new$ass$ort.

:($ressing ob#igation, e.g. ou must wear a seatbe#t.

:($ressing $ermission, e.g. 3an I have a #ook at yourbook

:($ressing $reference, e.g. I d rather have coffee thantea.

:($ressing $robabi#ity, e.g. e shou#d be in #ater.

:(tension task

An activity which give students further $ractice of the target #anguage or the to$ic of the#esson.

:(tensive #istening/reading

)istening to or reading #ong $ieces of te(t, such as stories. ou may #isten to or read some $artsin detai# and may skim other $arts. %ee intensive #istening/reading.

:(tract

8art of ate(t.


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acia# e($ression

A teacher can show how they fee# through their face, e.g. smi#ing, showingsur$rise.

actorA fact or situation which inf#uences the resu#t of something, e.g. the factors which decide

whether someone #earns a #anguage successfu##y or not.

a#se friend

A word in the target #anguage which #ooks or sounds as if it has the same meaning as a simi#ar word in the #earners first #anguage but does not.

eature e.g. of connected s$eech!

A feature of something is an interesting or im$ortant $art or characteristic

of it.

eedback noun 2 verb, conduct, e#icit or give feedback


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To te## students how we## they are doing. This cou#d be at a certain $oint in the course, or afteran e(ercise that students have just com$#eted.

To communicate to a s$eaker that you understand or not! what they are saying.

#ashcard

A card with words, sentences or $ictures on it. A teacher can use these to e($#ain a situation,te## a story, teach vocabu#ary etc.

#i$chart

A $ad of #arge sheets of $a$er fi(ed to a stand, which teachers use for $resenting information tothe c#ass.

#uency, ora# f#uency

The use of connected s$eech at a natura# s$eed without hesitation, re$etition or se#f-correction.In a f#uency activity, students ty$ica##y give more attention to the communication of meaning,rather than correctness. %ee accuracy.

ocus on

To direct someone s attention to something. To make someone noticesomething.


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ocus on form

To $ay attention to #anguage by identifying and$ractising it.

orma# assessment, eva#uation

&hen a teacher judges students work through a test and then gives a forma# re$ort or grade tostudents, to say how successfu# or unsuccessfu# they have been.

ormative assessment, eva#uation

&hen a teacher gives students feedback on their $rogress during a course, rather than at theend of it so that they can #earn from the feedback. %ee summative test.

unction

The reason or $ur$ose for communication, e.g. making a suggestion; givingadvice.

unctiona# A$$roach


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A way of teaching which uses a sy##abus based on functions rather than on grammatica#structures.

unctiona# e($onent

A $hrase which is an e(am$#e of a function and shows the $ur$ose of the s$eaker, e.g. )et s... .This $hrase is one way to make a suggestion. It is an e(am$#e or e($onent! of the function ofsuggesting. %ee function.

6

6a$-fi##

An activity in which students fi## in the s$aces in sentences or te(ts. This is often used forrestricted $ractice or for testing a s$ecific #anguage $oint. This is different from a c#o*e test

which can focus on reading abi#ity or genera# #anguage use. %ee c#o*e test.

6erund, -ing form

A noun which is made from the $resent $artici$#e form of a verb, e.g. I hatesho$$ing.

6esture noun 2 verb

A movement with $art of the body, e.g. hand,head.


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6et students attention

To make students #isten to the teacher, $ossib#y after they have been doing grou$ or$airwork.

6oa#s

Aims that a student or teacher mayhave.

6rade #anguage!

To use #anguage that is the correct #eve# for the students and is not too difficu#t. %ee gradedreader.

6raded reader

A story book with #anguage that has been made easier forstudents.

6rammar-Trans#ation method


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A way of teaching in which students study grammar and trans#ate words into their own#anguage. They do not $ractise communication and there is #itt#e focus on s$eaking. A teacher$resents a grammar ru#e and vocabu#ary #ists and then students trans#ate a written te(t fromtheir own #anguage into the second #anguage. %ee communicative a$$roach.

6rammatica# structure

The arrangement of words into meaningfu# sentences. A grammatica# structure is a#so agrammatica# #anguage item, e.g. $resent $erfect sim$#e.

6ra$h

A drawing that uses a #ine or #ines to show how two or more things are re#ated toeach other.

6reeting

To we#come someone, often with words, e.g. e##o, how areyou

6rid

A $attern of straight #ines that cross each other to makes'uares.


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6rou$ dynamics

The re#ationshi$ between members of the

c#ass.

6uidance

e#$ given by a teacher with #earning, or with doing atask.

6uided discovery

A way of teaching in which teachers $rovide e(am$#es of the target #anguage and then guide thestudents to work out the #anguage ru#es for themse#ves.

6uided writing

A $iece of writing that students $roduce after a #ot of $re$aration by the teacher. The teachermay give the students a $#an to fo##ow, or ideas for the #anguage to use.

andout, worksheet

A $iece of $a$er with e(ercises, activities or tasks on it that a teacher gives to students for a


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range of reasons during a c#ass.

eadword

A word whose meaning is e($#ained in a dictionary. It usua##y a$$ears in bo#d at the to$ of adictionary entry.

esitate

To $ause before or whi#e doing or saying something. %tudents often hesitate if they are trying tofind the correct words to say, because they are nervous, or need more time to think.

igh#ight

To mark words on $a$er or on a com$uter screen using a co#our so that they are easier tonotice.

To focus on something so that students rea#ise it is im$ortant, e.g. to high#ight a mistake byunder#ining it.

omo$hone

A word which sounds the same as another word, but has a different meaning or s$e##ing, e.g. Iknew he had won; I bought a new book.


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I

Ice-breaker

An introductory activity that a teacher uses at the start of a new course so that students canget to know each other.

Idiom

A grou$ of words that are used together, in which the meaning of the who#e word grou$ is

different from the meaning of each individua# word, e.g. %he fe#t under the weather means thatshe fe#t i##.

Ignore errors!

To choose not to $ay attention to something such as an error made by a student. A teacher may

do this if they want to he#$ the student with f#uency, not accuracy.

I##ustrate meaning

To show what something means, e.g. I was nervous when I got on the $#ane because Ihate f#ying.

Im$erative


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The form of a verb that gives an order or instruction, e.g. Turn to$age CD.

Inde$endent study

%tudying without a teacher $resent. This can be done at home, in a#ibrary etc.

Indirect 'uestion

The words someone uses when they are te##ing someone what somebody e#se asked, e.g. 8eterasked %ue what she meant. An indirect 'uestion can a#so be used when someone wants to asksomething in a more $o#ite way, e.g. 1I was wondering if you cou#d he#$ me indirect 'uestion!instead of 13ou#d you he#$ me direct 'uestion!. %ee direct 'uestion.

Individua# dri##

In an individua# dri## the teacher says a word or sentence and one student re$eatsit a#one.

Keyword s!"

Inductive #earning

An a$$roach to #earning in which students are not first taught the ru#es of grammar. They workout the ru#es for themse#ves by using the #anguage. %ee deductive #earning.


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Infer attitude, fee#ing, mood

To decide how a writer or s$eaker fee#s about something from the way that they s$eak or write,rather than from what they actua##y and o$en#y say or the words they use.

Infinitive

The infinitive form is the base form of a verb with 1to . It is used after another verb, after anadjective or noun or as the subject or object of a sentence, e.g. EI want to study , 1It s difficu#t tounderstand .

Keyword s!"

Infinitive of $ur$ose

This is used to e($ress why something is done, e.g. I went to the #esson to #earn:ng#ish.

Informa# assessment, eva#uation

&hen a teacher decides whether a student is doing we## or not, or whether a course issuccessfu# or not, but without a test or an officia# re$ort or grade.


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Information-ga$ activity

A c#assroom activity in which students work in $airs or grou$s. %tudents are given a task, butthey are given different information and to com$#ete the task, they have to find out the missinginformation from each other.

Instructing

To order or te## someone to do something, e.g. 8#ease turn to $age CF and doe(ercise C.

Intensifier

A word used to make the meaning of another word stronger, e.g. e s much ta##er than hisbrother; I m very tired.

Intensive #istening/reading

?eading or #istening to focus on how #anguage is used in a te(t. %ee e(tensivereading/#istening.

Interaction noun, interact verb, interactive strategies

Interaction is 1two-way communication . Interactive strategies are the means used, es$ecia##y ins$eaking, to kee$ $eo$#e invo#ved and interested in what is said, e.g. eye contact, use ofgestures, functions such as re$eating, asking for c#arification.


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The way the #eve# of a s$eaker s voice changes, often to show how they fee# about something,e.g. if they are angry or $#eased. Intonation can be rising or fa##ing or both.

Introductory activity

An activity which takes $#ace at the beginning of a #esson. Introductory activities often inc#ude warmers and #ead-ins.

Invo#vement

Taking $art in an activity, being invo#vedin it.

Irregu#ar verb

An irregu#ar verb does not fo##ow the same ru#e as regu#ar verbs. :ach irregu#ar verb has its own way of forming the $ast sim$#e and $ast $artici$#e, e.g. go -< went $ast sim$#e! -< gone $ast$artici$#e!.

Keyword s!"

Item

A $iece of #anguage, e.g. a vocabu#ary or a grammaritem.


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The $arts of a test to which a student has tores$ond.

G

Gigsaw #istening/reading

A te(t which is divided into two or more $arts. %tudents have to #isten to or read their $art,then share their information with other students in order to com$#ete the task. In this way, thete(t is made into an information-ga$ activity.

Gumb#ed $aragra$hs, $ictures, sentences

A te(t in which the $aragra$hs or sentences are not in the correct order, or a series of $icturesthat are in the wrong order. The students have to $ut the te(t or $ictures into the correct order.

K

Kinaesthetic #earner

A #earner who #earns more easi#y by $hysica##y doing things. This ty$e of #earner #ikes to movearound or move objects whi#e #earning.

Keyword s!"

)


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)C/)F

)C is the #earner s mother tongue or first #anguage; )F is the #earner s second or other#anguage.

)abe#

To match the name of an object to the object. %tudents are often asked to #abe# $ictures ofobjects with the correct name.

)anguage awareness

Hnderstanding the ru#es of how #anguage works.

)anguage #aboratory

A room in a schoo# where students can $ractise #anguage by #istening to ta$es and by recordingthemse#ves s$eaking.

)ayout

The way in which $arts of a te(t are organised and $resented on a $age. 3ertain te(ts haves$ecia# #ayouts, e.g. #etters and news$a$er artic#es.


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)ead-in noun, #ead in verb

The activity or activities used to $re$are students to work on a te(t or main task. A #ead-in often

inc#udes an introduction to the to$ic of the te(t or main task and $ossib#y study of some new key#anguage re'uired for the te(t or main task.

)eaf#et, brochure

A $iece of $rinted $a$er that gives information or advertises something. This is one e(am$#eof rea#ia.

)earner autonomy noun, autonomous adj, #earner inde$endence

&hen a student does not need a teacher to #earn, but can set their own aims and organise theirown study they areautonomous and inde$endent. >any activities in coursebooks he#$ studentsto be more inde$endent by deve#o$ing#earning strategies and #earner training.

)earner characteristics

The ty$ica# things about a #earner or #earners that inf#uence their #earning, e.g. age, )C, $ast#earning e($erience, #earning sty#e.

)earner $rofi#e

A descri$tion of a student, inc#uding their abi#ity and their


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needs.

)earner training

The use of activities to he#$ students understand how they #earn and he#$ them to becomeinde$endent #earners.

)earning contract

An agreement between the teacher and the students about their ro#es and res$onsibi#ities i.e. what the teacher wi## do and what the students wi## do to he#$ the students to #earn!.

)earning resources

The materia#s or too#s which he#$ students #earn, e.g. books, com$uters,cassettes etc.

)earning strategies

The techni'ues which a student conscious#y uses when #earning or using #anguage, e.g.deducing the meaning of words from conte(t; $redicting content before reading.


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)earning sty#e

The way in which an individua# #earner natura##y $refers to #earnsomething.

)e(ica# A$$roach

A way of ana#ysing #anguage that is based on #e(ica# items such as words, mu#ti-word units,co##ocations and fi(ed e($ressions rather than grammatica# structures. %ome :)T books andmateria#s organise their sy##abuses around the )e(ica# A$$roach.

)e(ica# set

A grou$ of words or $hrases that are about the same to$ic, e.g. weather 7 storm, to rain, wind,c#oudy etc.

)e(is

Individua# words or sets of words, e.g. homework, study, whiteboard, get dressed, beon time.

)inguistic

3onnected with #anguage or the study of#anguage.


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)isten/read for detai#

To read or #isten to a te(t in order to get meaning out of every word.

)isten/read for gist

To read or #isten to a te(t to understand its genera# meaning or $ur$ose.%ee skim.

)isten/read for mood

To read or #isten to a te(t in order to identify the fee#ings of the writer or s$eaker. %ee inferattitude/fee#ing/mood.

>

>ain aim

The main aim is the most im$ortant aim, e.g. the teacher s main aim in a #esson cou#d be to

teach the $resent $erfect in the situation of trave#.

Keyword s!"


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>ain c#ause

&hen the teacher arrived, the students sto$$edta#king.

Keyword s!"

>ain stress

%ometimes, a word may have two stresses, in which case one sy##ab#e takes the main stress. Inthe word inde$endent, for e(am$#e 1$en takes the main stress.

>atching task

A ty$e of task in which students are asked to $air re#ated things together, for e(am$#e, matchtwo ha#ves of a sentence, or a word with a $icture.

>aturity noun, mature adj

u##y grown or deve#o$ed. If a #earner is mature in attitude, they behave in an adu#t way. A#earner s maturity $hysica#, emotiona# and menta#! inf#uences a teacher s a$$roaches and/ordecisions.

>eaningfu#

something which shows the meaning of #anguage.


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something which has a va#ue for students in the rea# wor#d.

>emorab#e

9escribes something which is easy toremember.

>emorise

To #earn something so that you can remember it#ater.

>ime noun 2 verb

0ody movements used to convey meaning without using words.

>ing#e noun 2 verb

A ming#e is an activity which invo#ves students wa#king round the c#assroom ta#king to otherstudents.


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>inima# $air

Two words which are different from each other on#y by one meaningfu# sound, and by theirmeaning, e.g. hear, fear.

>i(ed abi#ity, mi(ed #eve#

The different #eve#s of #anguage or abi#ity of students studying in thesame c#ass.

>oda# verb

A moda# verb is a verb used with other verbs to show ideas such as abi#ity or ob#igation or$ossibi#ity. They inc#ude can, must, wi##, shou#d, e.g. I can s$eak rench, but I shou#d study evenharder.

Keyword s!"

>ode# noun 2 verb

A c#ear e(am$#e of the target #anguage for students to write down and save as a record. If ateacher is focusing on the target #anguage of a #esson, they usua##y choose a mode# sentence,

which they write on the board. The teacher often mode#s the #anguage as we##, by saying itc#ear#y before dri##ing the students.

>onitor


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A sty#e of s$eaking or writing that is neither forma# nor informa#, but in-between. It is a$$ro$riatefor most situations.

4ominate

To choose and name one student to s$eak or do a$articu#ar task.

4ote-taking noun, take notes verb

4ote-taking is one of the subski##s of writing. To take notes means to write down ideas inshort form.

4oun

A $erson, $#ace or thing, e.g. e#e$hant, gir#, grass,schoo#./uary in the c#assroom. %ee subject.


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In o$en $airs, one $air does a $airwork activity in front of the c#ass. This techni'ue is usefu# forshowing how to do an activity and/or for focusing on accuracy. %ee c#osed $airs.

5ra# test

A test of s$eakingabi#ity.

5utcome

?esu#t. This is what the teacher ho$es wi## be the resu#t in terms of #earning at the end of the#esson.

5ver-a$$#ication of the ru#e

&hen a student uses a grammatica# ru#e too much, making an incorrect word or structure byfo##owing a regu#ar $attern, e.g. a student says There were three gir#s correct $#ura# form! andtwo mans. incorrect $#ura# form!

5verhead $rojector 5 8!

A $iece of e'ui$ment that makes images a$$ear on a wa## or screen. It can be used in ac#assroom instead of a whiteboard or b#ackboard.


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5verhead trans$arency 5 T!

The $#astic sheet a teacher can write on and use on an overhead $rojector5 8!.

8

8ace

The s$eed of the #esson. Teacher can vary the $ace in a #esson by $#anning differentactivities in order to kee$ the students attention.

8aragra$h noun 2 verb

A $aragra$h is $art of a #onger $iece of writing such as an essay, which starts on a new #ine andusua##y contains a sing#e new idea. &hen a writer is $aragra$hing, he/she is creating$aragra$hs. %ee to$ic sentence.

8ara$hrase noun 2 verb

To say or write something in a short and c#ear way, using different words. If a #earner is not sureof the e(act #anguage they need to use, they can $ara$hrase, i.e. e($#ain their meaning usingdifferent #anguage.

8art s! of s$eech

A descri$tion of the function of a word or a $hrase in a sentence, e.g. noun, verb,


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adjective.

8artici$ation noun, $artici$ate verb

To take $art in something, e.g. a #esson or c#assroomactivity.

8artici$#e $ast and $resent!

The form of the verb that is used to make tenses or adjectives, e.g. an interesting fi#m $resent$artici$#e!; I haven t seen him today. $ast $artici$#e!

8assive voice

In a $assive sentence, something is done to or ha$$ens to the subject of the verb, e.g. The tree was hit by the car. %ee active voice.

8eer assessment, eva#uation

&hen students give feedback on each other s#anguage.


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8eer feedback

eedback given to a student by another student in thec#ass.

Keyword s!"

8ersona# aim

A $ersona# aim is what the teacher wou#d #ike to im$rove on in his/her teaching, e.g. To reducethe time I s$end at the whiteboard.

Keyword s!"

8ersona#isation noun, $ersona#ise verb

&hen a teacher he#$s a student to connect new words, to$ics, te(ts or grammar to their

own #ife.

8honeme

The sma##est sound unit which can make a difference to meaning e.g. /$/ in $an, /b/ in ban.8honemes have their own symbo#s $honemic symbo#s!, each of which re$resents one sound.

&ords can be $resented in $honemic scri$t usua##y Internationa# 8honetic A#$habet or I8A!,e.g. /d


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Keyword s!"

8#ura# noun

A $#ura# noun is more than one $erson, $#ace or thing and can be regu#ar or irregu#ar, e.g. boys, women.

Keyword s!"

8ortfo#io

A co##ection of work that a student uses to show what they have done in $re$aration for a$articu#ar course or e(am.

8ossessive 1s and whose

&ays of showing or asking who something be#ongs to, e.g. 1&hose book is it1It s %ue s .

$ossessive adjective

A $ossessive adjective shows who something be#ongs to,e.g.my, our.

Keyword s!"


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8ractice

3ontro##ed $ractice, restricted $ractice&hen students $ractise the target #anguage in restricted situations in which they have #itt#e or nochoice of what #anguage they use. The teacher focuses on accurate use of the target #anguage.

)ess contro##ed, freer $ractice&hen students $ractise the target #anguage more free#y, with more choice of what they say and

what #anguage they use.

8raise

To te## someone they have done we##, e.g. That s e(ce##ent. &e##done@

Keyword s!"

8re-teach vocabu#ary!

0efore introducing a te(t to students, the teacher teaches vocabu#ary from the te(t which theythink the students do not a#ready know.

8redicting


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To say what you think is #ike#y to ha$$en, e.g. I think the story wi## endha$$i#y.

8rediction noun, $redict verb

A techni'ue or #earner strategy students can use to he#$ with #istening or reading. %tudents thinkabout the to$icbefore they read or #isten. They try to imagine what the to$ic wi## be or what theyare going to read about or #isten to. This makes it easier for them to understand what they reador hear.

8refi(

A $refi( is a meaningfu# grou$ of #etters added to the beginning of a word, e.g. a$$ear 7disa$$ear.

Keyword s!"

8re$osition

A word used before a noun, noun $hrase or $ronoun to connect it to another word, e.g. e wasin the garden.

8resentation noun, $resentverb

To introduce new #anguage.


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8resentation, 8ractice and 8roduction 888!

A way of teaching new #anguage in which the teacher $resents the #anguage, gets students to$ractise it in e(ercises or other contro##ed $ractice activities and then asks students to use thesame #anguage in a communicative way in their $ractice.

8rob#em so#ving

%tudents work in $airs or grou$s to find the so#ution to a $rob#em. 8rob#em-so#ving activitiesusua##y he#$ to deve#o$ f#uency.

8rocedure

The detai#s of what is going to ha$$en in each stage of a#esson.

8rocess noun

A series of actions $erformed in order to do, make or achievesomething.

8rocess writing


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An a$$roach to writing, which #ooks at writing as a $rocess and inc#udes different stages of writing such as $#anning, drafting, re-drafting, editing, $roofreading.

8rocessing #anguage

The way in which the brain works on #anguage, conscious#y or unconscious#y, in order to #earnor understand it.

8roductive ski##s

&hen students $roduce #anguage. %$eaking and writing are $roductive ski##s. %eerece$tive ski##s.

8roficiency test

A $roficiency test is used to see how good students are at #anguage, or use of the #anguage.The contents of a $roficiency test are not chosen according to what has been taught, butaccording to what is needed for a $articu#ar $ur$ose, e.g. :ng#ish for hote# rece$tionists, :ng#ishfor studying at university. 3ambridge :%5) irst 3ertificate in :ng#ish 3:! and I:)T% aree(am$#es of $roficiency tests.

Keyword s!"

8roficient

To be very good at something because of training and $ractice, e.g. s$eaking


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:ng#ish.

8rogress test

A $rogress test is used during a course in order to assess the #earning u$ tothat $oint.

8roject work

An activity which focuses on com$#eting a task on a s$ecific to$ic. %tudents often work in grou$sto create something such as a c#ass maga*ine. %tudents sometimes have to do some work bythemse#ves, sometimes outside the c#assroom.

8rom$t

To he#$ #earners think of ideas or to remember a word or $hrase by giving them a $art of it or bygiving another kind of c#ue. %ee word $rom$t.

Keyword s!"

8ronoun

A word that re$#aces or refers to a noun or noun $hrase justmentioned.

9emonstrative $ronoun, e.g. this, that.


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5bject $ronoun, e.g. him.

8ersona# $ronoun, e.g. I subject $ronoun!,me object $ronoun!

8ossessive $ronoun, e.g. mine

?ef#e(ive $ronoun, e.g. myse#f

?e#ative $ronoun, e.g. which

8roofread

To read a te(t checking to see if there are any mistakes in s$e##ing,grammar etc.

8ro$er noun

A $ro$er noun is the name of a $erson or $#ace, e.g. ?obert,)ondon.

Keyword s!"

8unctuation

The symbo#s or marks used to organise writing into c#auses, $hrases and sentences to makethe meaning c#ear, e.g. fu## sto$, ca$ita# #etter, a$ostro$he and comma.


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8u$$et

A mode# of a $erson or anima# that a teacher can move by $utting their hand inside it, which isoften used when teaching young #earners.

uantifier

A word or $hrase such as 1much , 1few or 1a #ot of which is used with a noun to show anamount, e.g. I don t have much time; I have a #ot of books.

uestion tag

A $hrase such as 1isn t it or 1doesn t he that is added to the end of a sentence to make it a'uestion, or to check that someone agrees with the statement, e.g. It s very co#d, isn t it

?

?aise awareness

To he#$ students understand something that they may not a#ready know. or e(am$#e, if youteach #earning strategies, it can raise students awareness of how they #earn.

?ank ordering

An activity in which students have to $ut things into order of im$ortance for a given situation,e.g. they have to decide which four things to take on ho#iday with them $ass$ort, toothbrush,


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?eference materia#s, resources

The materia#s which teachers and students can use to check information, e.g. grammar books,dictionaries or 39?oms.

?ef#ect on teaching

To think about a #esson afterteaching it.

?eformu#ation noun, reformu#ate verb

&hen a teacher corrects what a student has said by re$eating the sentence correct#y, but without drawing the students attention to their mistake. This is usua##y the way $arents 1correcttheir young chi#dren s #anguage mistakes.

?egister

The forma#ity or informa#ity of the #anguage used in a $articu#ar situation. orma# register or#anguage is used in serious or im$ortant situations, e.g. in a job a$$#ication. Informa# register or#anguage is used in re#a(ed or friend#y situations, e.g. with fami#y or friends.

?egu#ar verb

A regu#ar verb changes its forms by adding -ed in the $ast sim$#e and $ast $artici$#e, e.g. wa#k-< wa#ked $ast sim$#e!.


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Keyword s!"

?einforce

To make a student s understanding of the target #anguage more com$#ete by going over it again.%ee conso#idate.

?e#ative c#ause

The students who were sitting near the front stoodu$./i