achievement test - a test that is given at the end of a course to see
how much the learners have learned.
aids - the tools or equipment that a teacher uses to assist learning, such
as visual aids, real objects (realia) or the overhead projector or DVD
player.
assessment - collecting information in order to gauge a learner’s
progress; assessment may be formal, as in testing, or informal, as in
simply observing learners doing tasks.
Chunk - a phrase of two or more words that is stored and used as a
single unit, such as by the way, head over heels, see you later.
Cloze test - a test consisting of a text in which every word has been
replaced by a space.
Collocation - the way that certain words regularly occur together, such
as good clean fun but not bad dirty fun
Communicative activity - a classroom speaking or writing task in
which the learners have to interact in order to solve a problem or
complete a task.
Communicative approaches - language teaching methods whose
goal is meaningful communication rather than knowledge of language
rules, for example.
Content-based learning (also content and language integrated
learning or CLIL) - the teaching, through English, of a subject, such as
geography, natural science or history, to learners whose first language is
not English.
English as an International Language (EIL) they way English is now
used by many non-native speakers to communicate with other non-
native speakers; also called English as a Lingual Franca (ELF)
English for Special Purposes (also English for Specific Purposes;
ESP) a general term for the content of courses that are targeted at
group of learners, such as business people or university students, whose
particular vocational or academic need have been identified; ESP
contrasts with general English.
finger-coding, finger correction the use of fingers to represent the
elements of a word or phrase in order to display its form or to identify an
error.
focus on form a stage in teaching where the learner’s attention is
directed to the form of a language item, e. g. when the teacher points
out the –ed ending on regular past tense verb.
gap fill an exercise that requires learners to complete a sentence or
text in which certain items have been removed.
graded reader an extended reading text whose level of language has
been controlled so as be more easily intelligible for learners.
interlanguage- the grammatical system that a learner creates in the
course of learning another language
learner autonomy: the capacity of the learner to learn independently
of teachers, and one of the goals of learner training.
learner-based activity: an activity in which learners supply personally
relevant information (e.g. their favourite hobbies) or help create
materials.
lexical approach: an approach to language teaching that foregrounds
the importance of vocabulary acquisition, including the learning of
chunks.
lexical set: a group of related words, a word family (e.g. a lexical set of
furniture might be chair, table, television, sofa).
literacy: the ability to read and write in a language in order to achieve
one’s functional goals.
metalanguage: the language that is used to talk about language, such
as grammatical terminology.
method: the procedures and techniques characteristic of teaching.
Monitoring is also used by linguists in connection with language
learning theory: learners are considered to monitor their language when
they are consciously following the (spoken or written) language
they are producing.
motivation: the effort that learners put into language learning as a
result of their desire of need to learn the language.
multiple-choice questions: test items that give candidates a
number of possible answers from which they must choose the correct
one.
native speaker: person who has acquired a language as a child and
therefore has an intuitive understanding of its grammar, as contrasted
with a non-native speaker, for whom the language is an L2.
needs analysis: the process of determining the purposes for which a
learner is learning a language and for designing a course (typically an
ESP course) that is appropriate.
one-to-one: a teaching situation where there is one teacher and one
learner.
perceptual learning style: a learning style related to the senses (e.g.
an auditory learning style, a visual learning style).
task-based learning: a way of organising language learning around a
syllabus of tasks rather than grammar structures.
teacher's book: a guide for the teacher that usually accompanies most
coursebooks.
teaching space: the area that a teacher uses in the classroom while
teaching.
test-teach-test: a way of describing lessons that begin with some
productive task which is followed by instruction that targets areas
diagnosed as needing teaching, which is in turn followed by a repeat of
the initial task or a similar task.
testing: assessing learners' level or progress, either at the outset of a
course (placement testing, diagnostic testing) or at the end of a
course (achievement testing).
time line: a straight line representing the passage of time, often used in
teaching verb tenses
Total Physical Response: a language teaching method in which
learners' respond to sequences of commands, based on the principle
that language is best acquired through comprehension, not production.
transcript: a written record of what happens in a classroom
true/false questions: comprehension-checking questions which
require the learner to decide if a statement is true or false.
warmer, warm-up: an activity done at the beginning of the lesson to
ease the transition into the lesson itself.
P-S PACE- the flow of activities in the lesson and the variations in the
speed and intensity of the activities
PEER CORRECTION- the correcting of 1 learner's error by another learner
REGISTER- the way that use of language varies according to variations in
the context such as the social distance between speakers or the topic or
the medium
ROUTINE- any regularly used classroom procedures such as checking
attendance or reading aloud.
SCHEMA/SCHEMATA – the way that knowledge about a topic or a
concept is represented and organized in the mind
SCHEME OF WORK- the teachers plan for a sequence of lessons
