Some key terminology accuracy/tuency activity aims authentic exposure authentic output backchaining the chain, citation form clarification classroom management cloze procedure CLL cir collocation communicative activity concept questions ‘You often need to decide on whether to focus on one or the other, ‘There are times in classroom work where a focus on getting language correct s more useful than a focus on fluency and vice versa, Something that students do. A single task, exercise or game, ete. ‘Things that you hope willbe achieved during a lesson. Exposure to language when itis being used fairly naturally ‘Students speaking or writing using the full range of language at their disposal. The language used has not been restricted in any way (e.g. not by your instructions, by the coursebook waiter et). ‘A technique for helping students say a difficult sentence by breaking it down into smaller parts and practising saying those pieces, slowly, building up again to the complete sentence; for example: ‘n't you?” ‘aren't you?” ‘thirty, aren't you?” “You're thirty, aren't you?” ‘An error-correction technique that involves students passing corrections to.each other across the classroom. ‘The way that a word is pronounced ifyou say it on its own, Thisis often different from the typical in-sentence pronunciation in fluent connected speech. ‘A part of alesson in which students become clearer about language system items, especially concerning how they are formed, what they ‘mean, how they are pronounced and how they are used. “The moment-by-moment decisions and actions concerning ‘organisation ofthe classroom and activities, e.g seating and grouping arrangements, starting and stopping activities, dealing with unexpected problems, et. A gap-fll exercise with regularly spaced gaps (c.g. every seventh word). ‘A modified clove has gaps for selected items of grammar or lexis, ‘Community Language Learning: a method that employs use of L1 and 2 to allow students to communicate real messages to each other. Communicative Language Teaching: a broad description of current language teaching in which the need to use language in successful communication is seen as more important than having a purely theoretical knowledge of how language works. ‘The going-together relationships of words with other words, e.g. clothes collocates with put on, fashionable, well fing, etc. but not normally with ut off handsome well-dressed An activity that has communication as its main aim (as opposed to practice of particular language items). A communication activity will normally involve an ‘information gap’. ‘Questions that focus on the meaning of a language item. aconcordance connected speech context corpus context Cuisenaire rods aupintiong ‘Dogme drill echo eliciting elision exponent extensive reading/ listening false beginner false friend fluency 22 Alistof words from a text (or texts), sometimes showing the ways they are used (ie. sentences that they appear in). Fluent speech in which words are not pronounced separately, A number of recognisable pronunciation changes occur, including weak forms and elision, Language items do not exist independently. They might be found in a text, a piece of classroom conversation, a tape recording, ete. These are the contexts. To help clarify the meaning or use of an item, we can also create imaginary contexts or example ‘situations’, perhaps using board, pictures, in order to provide a context for a language item and give the students an illustration of a way that it would typically be used, Anunalysable computer database of real language use, drawn froma range of texts ‘The language that you can find before and after a language item. ‘Small coloured rods of wood or plastic. A plioucue containing two vowel sounds, one gliding int the second, An approach to teaching that aims to minimise use of technology, teaching aids and other excesses and instead emphasise the importance of the learner-teacher relationship and interaction. Acommon restricted production activity, involving students in repetition or very controlled oral practice. Repetition of what a student has just said. This may be ‘aware’ echo, ith a purpose (e.g. indicating that an error has been made), oF ‘unaware’ echo (e.g. you are feeling the need to fill silences).. A much-used technique tor mvolving students more in lessons. Hliciting, involves drawing language from the students (rather than giving it to them) ‘The loss of some sounds in connected speech. For example, in Good ‘morning sometimes the /d/ sound is completely lost and the greeting, sounds more like G’morning. An item that is an example ofa particular function. For example, ‘Could ‘you make mea cup of tea, please?” is an exponent of the function of ‘making polite requests ‘Reading or listening to longer pieces of text withour pausing and ‘worrying too much about details, usually for pleasure. ‘Someone who has studied the language before, but appears to have forgotten most oft. Progress can be fast, as the ‘lost’ language may return relatively quickly. A true beginner, by contrast, has none of this deep-stored knowledge, and progress will likely be rmuch slower. Aword that reminds you of one in your own language and misleads you into guessing that it has the same or a similar meaning in the new language (e.g. pain Spanish means clothes not rope). Speaking naturally without worrying too much about being 100% correct.‘groupwork information gap intensive reading/ listening intonation intrusive sounds jigsaw readingfistening key words Tanguage skills language systems lexical item, lexical set lexis metalanguage monitoring ‘Needs analysis, ‘The purpose for which language is used in particular situations. Activities to help students and teacher get to know each other at the beginning of a course (sometimes called ice-breakers), Students working together with a number of other students (rather than in pairs or as a whole class), (One person knows something that the other doesn’ information between people give us a need and des ‘with each other. Such gaps of fe to communicate Careful and detailed reading of (or listening to) sections of text or speech, ‘The musical patterns of speech. Extra sounds that appear in fluent, connected speech to help link two ‘words, e.g. when saying sea air, speakers might add a // sound between the words. A jigsaw activity involves different groups of students (or individuals) reading or listening to different content. When they come back together they can report back and compare what they have learnt. ‘The most important content-carrying words in a text. From a whole article, we might be able to pick out a small number of key words that represent the main subject matter and message. “Teachers commonly tlk about four language skills: listening, speaking, reading, writing. Listening and reading are ‘receptive’ skills; speaking and writing are ‘productive’ skis. “Teachers commonly refer to the following as language systems: ‘grammar, lexis (vocabulary), phonology, function, discourse. A word ora number of words that could be considered to bea single item of vocabulary, e.g. house, first-aid kit, solar system, put up with. A set of words that are connected in some way (e.g. items found on a farm; words starting with head; words that describe human qualities, ete) Vocabulary, ‘The language used to describe language items (e.g, present simple tense) or used in class to give instructions, get things done, explain things, ec, Metalanguage usually needs to be clear and concise and avoid complexity. ‘When the students are working on an activity where you do not have an active role, you can keep an active eye over whats going on, perhaps with a view to checking that instructions are being followed, being ready to help if needed, collecting alist of language uoed for use later in the lesson, etc. ‘Ways of finding out (¢.g. using questionnaires, interviews, etc.) what students need (or want) to study on a language course. 23observation task pairwork phoneme phonology PPP practice presentation prominence ranking task rapport real-play restricted exposure restricted output role-play RP scanning schwa a A specific task to be done while an observer is watching a teacher in class. ‘Students working with one other student. This may be to discuss something, to check answers, to do a communicative activity, etc. ‘The basic unit of sound from which we build up words and sentences. For example, the word caughehas six letters but only three phonemes: ‘i, fd and Hi. ‘The study of phonemes, intonation, word stress, sentence stress, rhythm and aspects of connected speech. Presentation, Practice, Production: an approach to grammar lessons based on the idea of giving (presenting) small items of language to students, providing diem with opportunities to use iin controlled ways (practice) and finally integrating it with other known language in order to communicate (production), Giving the students chances to use the language being studied. “The ‘giving’ or Sinpu of (probaly new) langnage ta stents ‘The main syllables emphasised in a tone group. Ataskiin which students must put things into an order, usually by discussing, eg, ‘List in order the five most important things to consider ‘when choosing a new fla’ ‘The quality of relationship within the classroom. A variety of role-play in which students play themselves in familiar ‘contexts, perhaps to help study and resolve problems they have had in these situations. ‘Students read or listen to texts specifically designed to draw attention to language points. The language available forthe students to hear or read hhas in some way been restricted (e.g. a coursebook text containing ‘multiple examples of used 10), ‘Speaking or writing when students use less than the full quantity of language they know. Practice that uses language in ways that are controlled or deliberately simplified (maybe by an instruction or by the nature ofa particular task) in a way that makes the load on the students less demanding. Students take on a character or make use of given information or ideas in order to get speaking practice. Received Pronunciation: a UK pronunciation variety, originally from south-east England, but sometimes seen as a kind of standard educated pronunciation. UK-published coursebooks mainly offer RP on their secordings ‘Reading with the aim of finding outitems of specific information. ‘The phoneme /a/. (The only phoneme with a name!) Reading, usually done quickly, with the aim of understanding the ‘general meaning or ‘gia’ of apiece of text.stage structure SIT substitution tables syllabus task word stress ‘work plan world Englishes (One distinct part ofa lesson, usually a single activity. Stages may link together to help make a complete lesson. = Form, Student Talking Time: the amount of time that students get to talk Within the lesson. Away of writing out grammar information as patterns that can be allow for generation of further sentences. A\listof course contents. ‘Something students are asked to do. Many tasks are in the form of {questions requiring answers, but a task may require students to do things like draw a picture, choose an object from the table, etc. A stricter definition of task would restrict the term to activities dat replicate ‘Teal world’ ones. “Task-Based Learning: classroom work centred around the doing of tasks ‘more than, say, the presentation and practice of selected items of language, “Teacher Talking Time: the amount of time you talk within the lesson. ‘Vowel sounds in unstressed syllables tend to have a weak pronunciation, Compare for when you say it on its own (strong form) and when it comes in the middle ofa sentence, e.g. came back for my books. The ‘vowel sound has changed from /o/ to // (the sehwa, the most common ‘weak form vowel). ‘The emphasised syllable(s) in a word, Also timetable, ‘The plan of work showing lessons as units and. identifying what goes on in each one. ‘The many varieties of English used in different places around the world. RsAbbreviations ELT = English Language Teaching and ESOL = English for Speakers of Other Languages (or English as a Second or Other Language) are both general umbrella terms that include: + BFL = English asa Foreign Language English for learners who come from a country where English is not spoken as a mother tongue. + ESL = English asa Second Language English for learners who come from a country where English is spoken. + EIL = English as an International Language English for learners who need to communicate with a range of people from different countries, + ESP= English for Specific Purposes English for people who have clear language requirements and needs. ESP includes: ~ EAP = English for Academic Purposes English for learners who need to read texts, attend lectures, write exams, etc, — EPP ~ Englich for Professional Purposes English for learners who need English for work-related reasons, EPP includes: EFB = English for Business English for learners who need to use English in business environments.