.

A

Accuracy( )Certainly, the tendency is for teachers to be over-preoccupied with accuracy. (PELT) , .

Acquisition(. ).learningIt is also important to provide opportunities for natural language acquisition (LIU)

More recent investigations of how people become language users have centered on the distinction between acquisition and learning. (PELT) , , .

Second language ~ (SLA)

ActivityThis book provides a collection of short, easily-prepared activities(F-M) , ,

Closed ~ ( ) .open-ended ~

Cloze ~ .gap filling.cloze test

Information gap ~,

Jigsaw ~-( ..; )

Lead in ~ Ask lead-in questions to engage students interest (WL) ,

Open-ended ~ ( ) .closed ~ many of the activities are open-ended and involve discussion and exchange of information. (LIU) .

Opinion gap ~,

Post-listening (reading, writing) ~ ( , , )

Pre-listening (reading, writing) ~ ( , , )

Warm-up ~ ; .warmer

Approach The course combines a strong grammar syllabus with a contemporary approach to build confidence and motivate students (WL) , .Learner-centered ~- ( )

Assessment; ( ) c.evaluation

Self- ~One of the greatest barriers to self-assessment is the attitude that the responsibility for assessing performance and progress lies solely with the teacher. (LLE) , , .

Awareness raising .consciousness raising

B

Backwash .washback effect

Bottom-up(adj) ( ).top-down

Brainstorming ;

C

Cloze(adj).activity, test

Competence( )

Communicative ~ ( )

Discourse ~ ( , )Linguistic ~ () ( , )

Social ~ ( , ..)

Sociolinguistic ~ ( )

Sociocultural ~ ( - , )

Strategic ~ ( (, , ..))

Consciousness raising.awareness raising

Course1. Wavelength is a course for adults and young adults. (WL) Wavelength , .

2. The college offers a course in graphic design .

3.(. ..)dress-making courses

Coursebook, course book(, )

Cue-cards

Cues; - (); .promptsPrompt ideas by asking questions (What about her job? How old is she?). (LIU) ( ? ?)

urriculum1. 2. ,

D

Deep end ( , )

Dicto-comp .dicto-gloss

Dicto-gloss.dicto-comp

Drama

Drill( )Do a rolling drill where all the students individually, (not chorally), say Could you? again and again. (WL) , ( ) Could you? .

E

Elicit (v) ; ; Elicit that the office in picture 4 is strict and the office in picture 3 is relaxed. (WL) , 4 , 3 .

Elicit ways people gamble: on the lottery, fruit machines, horse races (WL) : , ,

Error; .mistakeFrequently, however, we find that showing incorrectness is not enough for the correction of a mistake or an error (PELT) , .

Evaluation( ); (). .assessment;Formative ~ Self- ~Summative ~

Exercise. .activityIt is an interesting exercise for learners to consider how they read in their own language. (LLE) , .

Expansion(. ), ( )Students expand the headline as much as they can, adding extra information (F-M) ,

F

Feedback ; ; ( )Not all speakers have the benefit of such immediate listener feedback, however. (PELT) .

Error detection, correction and feedback (WL) , .

Feedback on the answers to exercise 5. (WL) 5.

Flash cards

Fluency1. 2. Students develop fluency through freer, more creative use of language. (LIU) .

G

Gap-filling.cloze activity

General English

Grade.mark

Grading .marking

Group work ;

I

Information transfer ( ) .media transferInput, ; The input should be slightly higher level than students are capable of using (PLT) , , ,

Intake

Interlanguage

J

Jumbled text(dialogue, sentence) (, ) (, . )

L

Language exposure If they (students) are exposed to language enough they will almost certainly be able to use some (or all) of it themselves. (PELT) ( ) , , , .

Learner roles .teacher roles

Learner training Learner training aims to help learners consider the factors that affect their learning and discover the learning strategies that suit them best (LLE) , , ,

Learning; ; .acquisitionAcquiring a language is more successful and longer lasting than learning. (PELT) , .

The main trust of such work is to encourage learners to take charge of their own learning. (PELT) .

Data-driven ~ (DDL)

Computer assisted language ~ (CALL)

Meaningful ~ .rote learning

Rote ~ .meaningful learning

Task-based ~ (TBL) . .task

Listening

~ for detailed comprehension

~ for gist

Post-listening activities.activity

Pre-listening activities.activity

Lockstep (teaching)(, )Lockstep is the traditional teaching situation, in other words, where a teacher-controlled session is taking place. (PELT) , , , .

M

Magnet board

Mapping ( )

Mind map ; ( , ) . .word map, semantic mapWhen you write words in groups you can use a word map. (WL) , .

Semantic map.mind map.word map

Word map.mind map.semantic map

Mark.grade

Marking.grading

Matching ; Match two questions from exercise 1a) to each answer. (WL) 1).

Listen once and match the first names to the surnames. (WL) .

Media transfer.information transfer

Mistake; < em>.error

Mixed ability class ( )

Monitoring( , )Classroom monitoring , Peer monitoring

N

National Curriculum

Note-taking

O

Odd one outAsk students which word does not belong to the others. Challenge the students to argue why this word is the odd one out. (F-M) , . , .

One-to-one instruction

Output

P

Pair

Closed ~ ( ) .open pair

Open ~ ( ) .closed pair

Pair work ;

Paraphrase ; .rephrasing

Performance ;

Pre-teaching ( )Pre-teach vocabulary as necessary. (WL) ,

Programme

Prompts.cues

R

Ranking( )

ReadingAnalytical ~ () . .intensive readingCommunicative ~ Critical ~ ( , ..)Extensive ~ ( , , ) .intensive readingHome ~ Intensive ~ () ( , , ) .analytical reading.extensive readingGuided ~ ~ for detailed comprehension ~ for gist . .skimmingPost-reading activities.activityPre-reading activities.activity

Reconstruction(, )

Reduction()

Reformulation.paraphrase.rephrasing

Rephrasing.paraphrase.reformulation

Reporting back-( , )

Risk-taking ( )

Role-play ( ) .simulation

S

Scanning .reading for detailed comprehensionThis is intended as a scanning activity. Students should look quickly through the text to find the answers, not trying to read the text slowly and understand every word. (LIU) . , .

Simulation , ( ) .role-play

Skill1. exercises which specifically develop writing skills (punctuation, cohesion, organising information) (LIU) , (, , ).2. 3. In other words they (literate people) possess the four basic language skills of speaking, writing, listening and reading. (PELT) , ( ) : , , .

Macro-~

Micro-~ .sub-skills

Productive ~ (, )

Receptive ~ (, )

Sub-~.micro-skills

Skimming .reading for gist

Solo work ()

Sorting( )

Speaking

StrategiesAffective ~ () ( , )

Avoidance ~ ( )

Clarification ~

Cognitive ~ ( , ..) .metacognitive ~

Communicative ~

Compensation ~ (, , ..)Direct learning ~ (, .affective ~, metacognitive ~)

Indirect learning ~ (, .cognititve ~, compensation ~, avoidance ~)

Learning ~ ; (.direct learning ~, indirect learning~)

Metacognitive ~ (, , ..) .cognititve ~

Social ~ ( , ..)

Student1. .learnerStudents at this level recognize the need for new vocabulary (WL). .2. All doctors have been medical students (LIU) - -.

Student talking time (STT) ( ) . .teacher talking time (TTT)

Summarizing ()

Syllabus The course combines a strong grammar syllabus with a contemporary approach to build confidence and motivate students (WL) , .

The syllabus for a group of agronomists might look very different from a syllabus for a group of waiters. (PELT) .

T

Task . .task-based learning (TBL)

Teacher,

Teacher roles .learner rolesPerhaps the most important distinction to be drawn here is between roles of controller and facilitator (PELT) , ,

Teacher talking time (TTT) ( ) .student talking time (STT)

Teacher waiting time (TWT) (, )

Teaching,

ommunicative language ~ (CLT)

English Language ~ (ELT)

~ English as a Foreign Language (TEFL)

~ English as a Second Language (TESL)

~ English to Speakers of Other Languages (TESOL)

Technique( )The Longman Handbooks for Language Teachers series is concerned with teaching techniques and problems at a practical level (PELT) The Longman Handbooks for Language Teachers , .

Test;

Achievement ~

Aptitude ~

Cloze ~-( ) .cloze activity

Diagnostic ~

Discreet-point ~ ( , ..)

Entry ~

Final achievement ~

Formative ~

Global ~ ( ) .integrative test.discreet-point test

Integrative ~.global test

Placement ~

Proficiency ~

Progress achievement ~

Recall-type ~

Recognition-type ~

Summative ~,

Testing

Threshold level (- , )

Top-down (adj) ( ) .bottom-up

Transactional speech

True-false statements- Read the text, and decide if these sentences are true or false (LIU) , .

TurnLong ~

Short ~

Turn-taking (, )

U

Unit (textbook unit) The course is divided into 4 sections of 4 units each. (WL) 4 , 4

Unscrambling(. )

Use (. , , )Students develop fluency through freer, more creative use of language. (LIU) .

Usage(. , )Information about American usage of the word .

W

Warmer.warm-up activity

Washback.backwash effect

Whole class work ( , ) .group work, pair work

Word display (.. )

WritingAcademic ~ ( )

Automatic ~ ( )

Controlled ~ ( (. cues))

Creative ~ (, , ..)

Guided ~.controlled writing

Post-~.activity

Pre-~.activity

CALLcomputer assisted language learning.learning

CLTcommunicative language teaching.teaching

DDLdata-driven learning.learning

ELTEnglish Language Teaching.teaching

ESPEnglish for Specific Purposes

OHEobserve, hypothesise, experiment

PPPpresentation, practice, production

SLASecond Language Acquisition.acquisition

STT.student talking time

TBLTask-based Learning.learning

TEFLTeaching English as a Foreign Language.teaching

TESLTeaching English as a Second Language.teaching

TESOLTeaching English to Speakers of Other Languages.teaching

TTT.teacher talking time

TWT.teacher waiting time

:

F-M-- Ur, Penny; Wright, Andrew. Five-Minute Activities. A resource book of short activities. CUP, 1994

LIU-- Doff, Adrian; Jones, Christopher. Language in Use. A Pre-Intermediate Course. CUP, 1991

LLE-- Ellis, Gail; Sinclair, Barbara. Learning to Learn English. CUP, 1991

PELT-- Harmer, Jeremy. The Practice of English Language Teaching. Longman, 1998

WL-- Burke, Kathy; Brooks, Julia. Wavelength Pre-Intermediate. Longman, 2001

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