MODULE 1
Concepts and terminology for describing language
描述语言的术语及概念
GRAMMAR 语法
Active voice 主动语态 passive voice. 被动语态 Adjective 形容词
comparative adjective 形容词比较级 demonstrative adjective 指代形容词
possessive adjective 所有格形容词 （代词所有格） A superlative adjective 形容词最高级 Adverb 副词
Auxiliary verb: 助动词 Article 冠词
An article can be definite (the), indefinite (a) or zero (-), e.g. I was at (-) home in the sitting room when I heard a noise. Aspect
A way of looking at verb forms not purely in relation to time. The perfect, continuous and simple are aspects. The continuous aspect, for example, suggests that something is happening temporarily. Base form of the verb: 动词基本形式 Clause 从句
A clause consists of a verb and (generally) a subject. A clause can be a full sentence or a part of a sentence. Main clause 主句
When the teacher arrived, the students stopped talking. Subordinate clause 从句
When the teacher arrived, the students stopped talking. Relative clause 定语从句
The students who were sitting near the front stood up.
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Collective noun: 集合名词 Compound noun: 复合名词 Conditional 条件句
First conditional, 第一条件句 Second conditional, 第二条件句 Third conditional . 第三条件句 Conjunction 连词
A conjunction (or connector) is used to connect words, phrases, clauses or sentences, e.g. I like tea but I don’t like coffee because it’s too strong for me. Connector: 连词
Countable noun: 可数名词
Demonstrative adjective: 指示形容词. Demonstrative pronoun: 指示代词. Dependent preposition: 非独立介词 Determiner 限定词
A determiner is used to make clear which noun is referred to, or to give information about quantity, and includes words such as the, a, this, that, my, some, e.g. That car is mine.
Direct speech 直接引语
The actual words someone says, e.g. He said, ‘My name is Ron.’ First conditional: see conditional forms. Gerund, -ing form 动名词形式
A noun which is made from the present participle form of a verb, e.g. I hate shopping. Grammatical structure 语法结构
The arrangement of words into meaningful sentences. A grammatical structure is also a grammatical language item, e.g. present perfect simple. Imperative 祈使句
The form of a verb that gives an order or instruction, e.g. Turn to page 10. Indirect question
The words someone uses when they are telling someone what somebody else asked, e.g. Peter asked Sue what she meant.
An indirect question can also be used when someone wants to ask something in a more polite way, e.g. ‘I was wondering if you could help me’ (indirect question) instead of ‘Could you help me?’ (direct question).
See direct question.
Indirect speech: see reported statement. 间接引语 Infinitive: see verb. 不定式
Infinitive of purpose 表示目的的不定式
This is used to express why something is done, e.g. I went to the lesson to learn English. -ing/-ed adjective: see adjective. 形容词加ing或ed形式 Intensifier 加强语气的词汇
A word used to make the meaning of another word stronger, e.g. He’s much taller than his brother; I’m very tired.
Interrogative 疑问句
A question form.
Irregular verb: see verb. 不规则动词 Main clause: see clause.主句 Modal verb: see verb. 情态动词 Noun 名词
A person, place or thing, e.g. elephant, girl, grass, school.
A collective noun is a noun which includes a group of people or things, e.g. the police, the government. 集合名词
A compound noun is a combination of two or more words which are used as a single word, e.g. a flower 复合名词 shop, a headache.
A countable noun has a singular and plural form, e.g. book", books. 可数名词 An uncountable noun does not have a plural form, e.g. information. 不可数名词 A proper noun is the name of a person or place, e.g. Robert, London.专有名词 A singular noun is one person, place or thing.单数名词
A plural noun is more than one person, place or thing and can be regular or irregular, e.g. boys, women. 复数名词 Object 宾语
This is a noun or phrase that describes the thing or person that is affected by the action of a verb, e.g. I saw Mary in the classroom. See subject.
Participle (past and present) 现在分词及过去分词
The form of the verb that is used to make tenses or adjectives, e.g. an interesting film (present participle); I haven’t seen him today. (past participle) Passive voice 被动语态
In a passive sentence, something is done to or happens to the subject of the verb, e.g. The tree was hit by the car. See active voice.
Past perfect simple and continuous, progressive: see tense. 过去完成时及进行时 Past simple and past continuous, progressive: see tense. 一般过去时及进行式 Personal pronoun: see pronoun. 人称代词 Phrase 短语
Possessive ‘s’ and whose 所有格‘s
Ways of showing or asking who something belongs to, e.g. ‘Whose book is it?’ ‘It’s Sue’s’. Preposition 介词
A word used before a noun, noun phrase or pronoun to connect it to another word, e.g. He was in the garden.
A dependent preposition is a word that is always used with a particular noun, verb or adjective, e.g. interested in, depend on, bored with.
Present continuous, progressive for future: see tense. 现在进行时
Present perfect simple and continuous, progressive: see tense. 现在完成时及进行时 Present simple and continuous, progressive: see tense. 一般现在时及进行时 Pronoun 代词
A word that replaces or refers to a noun or noun phrase just mentioned. Demonstrative pronoun, e.g. this, that. 指示代词 Object pronoun, e.g. him. 代词宾格
Personal pronoun, e.g. I (subject pronoun), me (object pronoun) 人称代词 Possessive pronoun, e.g. mine 名词性代词 Reflexive pronoun, e.g. myself 反身代词 Relative pronoun, e.g. which 关系代词 Proper noun: see noun. Punctuation 标点符号
The symbols or marks used to organise writing into clauses, phrases and sentences to make the meaning clear, e.g. full stop, capital letter, apostrophe and comma. Quantifier 量词
A word or phrase such as ‘much’, ‘few’ or ‘a lot of’ which is used with a noun to show an amount, e.g. I don’t have much time; I have a lot of books. Question tag 问号
A phrase such as ‘isn’t it?’ or ‘doesn’t he?’ that is added to the end of a sentence to make it a question, or to check that someone agrees with the statement, e.g. It’s very cold, isn’t it? Reflexive pronoun: see pronoun. Regular verb: see verb. 规则动词 Relative clause: see clause. 定语从句 Relative pronoun: see pronoun. 关系代词 Reported statement 间接引语
When someone’s words are reported by another person, e.g. She said she was sorry. See indirect question.
Reporting verb 间接引语中使用的动词
A verb such as ‘tell’, ‘advise’, ‘suggest’ used in indirect speech to report what someone has said, e.g. Jane advised John to study harder.
Second conditional: see conditional forms. Singular noun: see noun. Subject 主语
This is the noun or phrase that goes before the verb in a sentence to show who is doing the action, e.g. John plays tennis every Saturday. See object.
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Subject-verb agreement 主谓一致
When the form of the verb matches the person doing the action of the verb, e.g. I walk, he walks. If a
student writes Iwalks, then it is wrong because there is no subject-verb agreement. Subordinate clause: see clause. 从句 Superlative adjective: see adjective. 形容此最高级 Tense 时态
A form of the verb that shows whether something happens in the past, present or future, e.g. Past perfect simple and continuous, progressive 过去完成时及进行时 After I had phoned Mary, I went out. (past perfect simple)
I had been studying for three hours, so I felt quite tired. (past perfect continuous, progressive) Past simple and past continuous, progressive 一般过去时及进行时
I was talking (past continuous, progressive) to my friend when the taxi came. (past simple) Present continuous, progressive for future 进行时表将来 What are you doing at the weekend?
Present perfect simple and continuous, progressive 现在完成时及进行时 I have known him for a long time (present perfect simple).
I have been studying for three years (present perfect continuous, progressive). Present simple and continuous, progressive 一般现在时及进行时
I work at a school (present simple) and I am working in London now (present continuous, progressive). Third conditional: see conditional forms. Third person 第三人称
A verb or a pronoun which shows that somebody or something is being spoken about, e.g. He, she, it, they.
Time expression 时间表达式
A word or phrase that indicates a time period, such as after, by, e.g. I will meet you after the lesson. Uncountable noun: see noun. Used to 过去常常做某事
A structure that shows something happened in the past but does not happen now, e.g. I used to live in London, but now I live in Paris. Verb 动词
The word which follows the subject of a sentence, and is sometimes described as the ‘action’ word, e.g. I like cheese; He speaks Italian.
An auxiliary verb is a verb used with other verbs to make questions, negatives and tenses, e.g. be, do, have. 助动词
The base form of the verb is the infinitive form of a verb without ‘to’, e.g. go. 动词的基本形式 The infinitive form is the base form of a verb with ‘to’. It is used after another verb, after an adjective or noun or as the subject or object of a sentence, e.g. 'I want to study’, ‘It’s difficult to understand’. 动词不定式
An irregular verb does not follow the same rule as regular verbs. Each irregular verb has its own way of forming the past simple and past participle, e.g. go ", went (past simple) ", gone (past participle). 不规则动词
A modal verb is a verb used with other verbs to show ideas such as ability or obligation or possibility.
They include can, must, will, should, e.g. I can speak French, but I should study even harder. 情态动词
A regular verb changes its forms by adding -ed in the past simple and past participle, e.g. walk ", walked 规则动词 (past simple).
Verb pattern 动词搭配
The form of the words following the verb, e.g. he advised me to get there early. (advise + object pronoun + to + base form)
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LEXIS 词汇
Affix 词缀
A meaningful group of letters added to the beginning or end of a word to make a new word. Affixation is the process of adding a prefix or suffix to word.
A prefix is a meaningful group of letters added to the beginning of a word, e.g. appear – disappear.前缀 A suffix is a meaningful group of letters added to the end of a word to make a new word which can be a different part of speech, e.g. care – careful. 后缀 Antonym 反义词
The opposite of another word, e.g. hot is the antonym of cold. Collocation 搭配
Words which are used together regularly, e.g. The teacher made a presentation NOT The teacher performed a presentation. Compounds 合成词
Nouns, verbs, adjectives or prepositions that are made up of two or more words, e.g. assistant office manager, bring back, long-legged, due to. False friend 容易误认的词汇
A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners’ first language but does not. Homophone 同音词
A word which sounds the same as another word, but has a different meaning or spelling, e.g. I knew he had won; I bought a new book. Idiom 习语
A group of words that are used together, in which the meaning of the whole word group is different from the meaning of each individual word, e.g. She felt under the weather means that she felt ill. Lexical set 词群
A group of words or phrases that are about the same topic, e.g. weather – storm, to rain, wind, cloudy etc. Lexis
Individual words or sets of words, e.g. homework, study, whiteboard, get dressed, be on time. Multi-word verb: see phrasal verb. Part(s) of speech
A description of the function of a word or a phrase in a sentence, e.g. noun, verb, adjective. Phrasal verb, multi-word verb 短语动词及由多个词构成的动词短语
A verb which is made up of more than one word (e.g. a verb + adverb particle or preposition) which has a different meaning from each individual word, e.g. look after – A mother looks after her children. Prefix: see affix. 前缀 Suffix: see affix. 后缀 Synonym
A word which has the same or nearly the same meaning as another word, e.g. nice is a synonym of pleasant.
PHONOLOGY 语音
Spoken language in which the words join to form a connected stream of sounds. Consonant 辅音
Any letter of the English alphabet except the vowels a, e, i, o u and sometimes y. See vowel. ______________________________________________________________________________________________
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Contraction 缩写
A shorter form of a word or words, e.g. you have = you’ve; it is = it’s. Diphthong 双元音
A vowel combination usually involving a quick but smooth movement from one vowel to another, e.g. /
a", / as in my.
Feature (e.g. of connected speech) 特征
A feature of something is an interesting or important part or characteristic of it. Intonation 语调
The way the level of a speaker’s voice changes, often to show how they feel about something, e.g. if they are angry or pleased. Intonation can be rising or falling or both. Linking 连读
The way different sounds can link into each other in connected speech, e.g. it’s a good day – /
",ts???de", /
Main stress: see stress. 主重音 Minimal pair
Two words which are different from each other only by one meaningful sound, and by their meaning, e.g. hear, fear.
Phoneme 音位
The smallest sound unit which can make a difference to meaning e.g. /p/ in pan, /b/ in ban. Phonemes
have their own symbols (phonemic symbols), each of which represents one sound. Words can be presented in phonemic script 音位标记
(usually International Phonetic Alphabet or IPA), e.g. /d",kt",/ – doctor. Phonemic transcription is used in dictionaries to aid pronunciation. Rhyme 押韵
1. Words that sound the same, e.g. hat, cat.
2. A song or poem with words that sound the same at the end of each line I believe I can fly.
I believe I can touch the sky. Rhythm 韵律
A regular pattern of stress and syllable length. Schwa: see stress. 中元音 Sentence stress: see stress. 句子重音 Stress
Sentence stress is where different words in a sentence are stressed. In English these are usually the information-carrying words. In the sentence It was a lovely evening, and the temperature was perfect, the main stress, when spoken, is probably on the word perfect. Stress can therefore be used to show meaning,to emphasise a particular point or feeling. Strong/weak forms 重读及弱读
If the word is unstressed, the weak form of vowels may be used, e.g. I can (/ k",n /) speak Italian, French, English and Spanish. The sound /",/ is called the schwa.
If a word is important, then the strong form is used, and the pronunciation changes, e.g. I can (/kaen/) speak a little Spanish in an emergency.
Word stress is the pronunciation of a syllable with more force than the surrounding syllables which are said to be unstressed, e.g. umbrella.
Sometimes, a word may have two stresses, in which case one syllable takes the main stress. In the word independent, for example ‘pen’ takes the main stress. Strong forms: see stress. Syllable 音节
A part of a word that usually contains a single vowel sound, e.g. pen = one syllable; teacher = two syllables – teach/er; umbrella = three syllables – um/bre/lla.
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Unvoiced sound: see voiced/unvoiced sound. Voiced sound/unvoiced sound 浊音及非浊音
A voiced sound is a way of pronouncing sounds with vibration (voiced) or without vibration (unvoiced) in the throat. In English, vowels are usually voiced. Many sounds differ only because they are either voiced, e.g. /b/ or unvoiced, e.g. /p/.
Vowel 元音
One of the sounds shown by the letters a, e, i, o u and sometimes y. See consonant. Weak forms: see stress. Word stress: see stress.
FUNCTIONS 功能
Candidates should already be familiar with common functions such as asking, telling, replying, thanking and suggesting.
Appropriacy noun appropriate/inappropriate adj 适合的
Language which is suitable or correct in a particular situation. See register. Colloquial 口语的
Language used in informal conversations or writing. Declining, refusing an invitation 拒绝邀请
To refuse or decline an invitation, e.g. I’m sorry but I can’t. Enquiring 要求
To ask for information, e.g. What time does the train leave? Express 表达式
To show or make known a feeling or an opinion in words. Expressing ability, e.g. I can swim. 表达能力
Expressing intention, e.g. I’m planning to visit him next year. 表达意图 Expressing necessity, e.g. He needs to get a new passport. 表达需求 Expressing obligation, e.g. You must wear a seatbelt. 表达职责 Expressing permission, e.g. Can I have a look at your book? 表达许可 Expressing preference, e.g. I’d rather have coffee than tea. 表达喜好 Expressing probability, e.g. He should be in later. 表达可能性 Formal (language): see register. Formality (level of): see register. Function
The reason or purpose for communication, e.g. making a suggestion; giving advice. Functional exponent
A phrase which is an example of a function and shows the purpose of the speaker, e.g. Let’s... . This phrase is one way to make a suggestion. It is an example (or exponent) of the function of suggesting. See function. Greeting 问候
To welcome someone, often with words, e.g. Hello, how are you? Inappropriate: see appropriacy.
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Informal (language): see register. Informality (level of): see register. Instructing
To order or tell someone to do something, e.g. Please turn to page 12 and do exercise 1. Negotiating 协商用语
To have a discussion with someone to reach an agreement, e.g. If you help me now, I’ll help you next week.
Neutral 中性语
A style of speaking or writing that is neither formal nor informal, but in-between. It is appropriate for most situations. Predicting 预测
To say what you think is likely to happen, e.g. I think the story will end happily. Register
The formality or informality of the language used in a particular situation. Formal register or language is used in serious or important situations, e.g. in a job application. Informal register or language is used in relaxed or friendly situations, e.g. with family or friends. Requesting, making a (polite) request 提出要求
To ask someone politely to do something, e.g. Please could you open the window? Speculating 推测
To guess something, e.g. I think it might be an easy test.
Concepts and terminology for describing language skills 对于描述语言技能的概念及术语
Accuracy 准确性
The use of correct forms of grammar, vocabulary and pronunciation. In an accuracy activity, students typically give more attention to correctness. See fluency. Authenticity: see authentic material. Context 上下文
1. The situation in which language is used or presented in the classroom.
2. The words or phrases before or after a word which help a student to understand that word. Deduce meaning from context 从上下文中推断意思
To guess the meaning of an unknown word by using the information in a situation and/or around the word to help, e.g.
I drove my van to the town centre and parked it in the central car park. Van must be some kind of vehicle because you drive it and park it. Develop skills 开发技能
To teach students how to do activities like listening, and help them to understand how to listen. Draft noun + verb, re-draft verb 草拟，草案
A draft is a piece of writing that is not yet finished, and may be changed. A writer drafts a piece of writing. That is, they write it for the first time but not exactly as it will be when it is finished. When the writing is changed, it is redrafted. Edit 编辑
To correct mistakes in a piece of writing, and perhaps shorten or change the words of some parts of the text to make it clearer or easier to understand. Extensive listening/reading 泛读、泛听
Listening to or reading long pieces of text, such as stories. You may listen to or read some parts in detail and may skim other parts. See intensive listening/reading.
Extract 摘录 Part of a text.
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Fluency, oral fluency 流利度
The use of connected speech at a natural speed without hesitation, repetition or self-correction. In a fluency activity,students typically give more attention to the communication of meaning, rather than correctness. See accuracy.
Infer attitude, feeling, mood 感情及情绪
To decide how a writer or speaker feels about something from the way that they speak or write, rather than from what they actually and openly say or the words they use. Intensive listening/reading 精读，精听
Reading or listening to focus on how language is used in a text. See extensive reading/listening. Interaction noun, interact verb, interactive strategies 互动
Interaction is ‘two-way communication’. Interactive strategies are the means used, especially in speaking, to keep people involved and interested in what is said, e.g. eye contact, use of gestures, functions such as repeating, asking for clarification. 归类 Layout 布局
The way in which parts of a text are organised and presented on a page. Certain texts have special layouts, e.g. letters and newspaper articles. Listen/read for detail 阅读获得更多的细节
To read or listen to a text in order to get meaning out of every word. Listen/read for gist 主旨性阅读
To read or listen to a text to understand its general meaning or purpose. See skim. Listen/read for mood 情感阅读
To read or listen to a text in order to identify the feelings of the writer or speaker. See infer attitude/feeling/mood.
Note-taking noun, take notes verb
Note-taking is one of the subskills of writing. To take notes means to write down ideas in short form. Oral fluency: see fluency. Paragraph noun + verb 段落
A paragraph is part of a longer piece of writing such as an essay, which starts on a new line and usually contains a single new idea. When a writer is paragraphing, he/she is creating paragraphs. See topic sentence.
Paraphrase noun + verb 转述
To say or write something in a short and clear way, using different words. If a learner is not sure of the exact language they need to use, they can paraphrase, i.e. explain their meaning using different language.
Prediction noun, predict verb
A technique or learner strategy students can use to help with listening or reading. Students think about the topic before they read or listen. They try to imagine what the topic will be or what they are going to read about or listen to.This makes it easier for them to understand what they read or hear. Process noun
A series of actions performed in order to do, make or achieve something. Process writing 写作流程
An approach to writing, which looks at writing as a process and includes different stages of writing such as planning,
drafting, re-drafting, editing, proofreading. 草拟，修改，编辑，校正
Productive skills 输出技能
When students produce language. Speaking and writing are productive skills. See receptive skills. Proofread
To read a text checking to see if there are any mistakes in spelling, grammar etc. Re-draft: see draft.
Receptive skills 输入技能
When students do not have to produce language; instead they read or listen to a text. See productive skills.
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Scan 速读
To read a text quickly to pick out specific information. Skill, subskill 技能
The four language skills are listening, speaking, reading and writing. Each skill can be divided into
smaller subskills that are all part of the main skill, e.g. identifying text organisation (reading); identifying word stress (listening). Skim 跳读
To read a text quickly to get a general idea of what it is about. Subskill: see skill. 小技能 Summary noun, summarise verb 归纳
To take out the main points of a long text, and rewrite them in a short, clear way, using full sentences. Text structure 文本结构
The way a text is organised. For example, an essay typically has an introduction, main section and conclusion. Topic 话题
The subject of a text or lesson. Topic sentence 主题句
A sentence that gives the main point or subject of a paragraph. This is usually the opening sentence in a paragraph.
Background to language learning 语言学习的背景
Achievable target, goal 可以达到的目标
An aim that is not too difficult for the learner to reach. Acquisition noun, acquire verb 获取
To learn a language without studying it, just by hearing and/or reading and then using it. This is the way we all learn our first language. Attention span 注意力集中时限
How long a student is able to concentrate at any one time. Auditory learner: see learning style. 听觉学习者 Cognitive (processes) 认知过程
The mental processes involved in thinking, understanding or learning. Confidence 自信心
The feeling someone has when they are sure of their ability to do something well. Teachers often do activities that help students to feel more confident about their own ability. Conscious (of) 意识到
To know that something exists or is happening, or to have knowledge or experience of something; to be aware.
Deductive learning 演绎式学习方法
An approach to learning in which students are first taught the rules and given all the information they need about the language. Then they use these rules in language activities. See inductive learning.
Demotivate: see motivation. 失去学习动力 Developmental error: see error. 发展性错误 Error 错误
A mistake that a learner makes when trying to say something above their level of language or language processing.
A developmental error is an error made by a second language learner which could also be made by a young person learning their mother tongue as part of their normal development, e.g. I goed there last week (I went there last week). See slip.
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Expectation noun 期望
A belief that something will happen, e.g. He has an expectation that he will win. Exposure noun, expose verb 暴露
When learners listen to or read language without being consciously aware of it. Factor 因素
A fact or situation which influences the result of something, e.g. the factors which decide whether someone learns a language successfully or not. First language: see mother tongue, L1. 母语 Focus on form 注重形式
To pay attention to language by identifying and practising it. Goals 目标
Aims that a student or teacher may have. Guidance 指示
Help given by a teacher with learning, or with doing a task. Ignore (errors) 忽略错误
To choose not to pay attention to something such as an error made by a student. A teacher may do this if they want to help the student with fluency, not accuracy. Independent study 独立学习
Studying without a teacher present. This can be done at home, in a library etc. Inductive learning 引导式学习
An approach to learning in which students are not first taught the rules of grammar. They work out the rules for themselves by using the language. See deductive learning. Interference 干涉
When the learner’s mother tongue influences their performance in the target language. A learner may make a mistake because they use the same grammatical pattern in the target language as they use in their mother tongue.
The L1 grammatical pattern is not appropriate in L2. Interlanguage 中间语
Learners’ own version of the second language which they speak as they learn. Interlanguage is constantly changing and developing as learners learn more of the second language. Kinaesthetic learner: see learning style. 运动感觉学习者 L1/L2 母语/第二语言
L1 is the learner’s mother tongue or first language; L2 is the learner’s second or other language. Language awareness 语感
Understanding the rules of how language works.
Learner autonomy noun, autonomous adj, learner independence 学习自主性
When a student does not need a teacher to learn, but can set their own aims and organise their own study they are autonomous and independent. Many activities in coursebooks help students to be more independent by developing 独立的 learning strategies and learner training. 学习技巧 Learner characteristics 学习者特性
The typical things about a learner or learners that influence their learning, e.g. age, L1, past learning experience,
learning style. 学习类型
Learner independence: see learner autonomy. 独立学习 Learner training 培训
The use of activities to help students understand how they learn and help them to become independent learners.
Learning resources 学习资源
The materials or tools which help students learn, e.g. books, computers, cassettes etc.
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Learning strategies 学习技巧
The techniques which a student consciously uses when learning or using language, e.g. deducing the meaning of words from context; predicting content before reading. Learning style 学习类型
The way in which an individual learner naturally prefers to learn something. Auditory learner 听觉学习者
A learner who remembers things more easily when they hear them spoken aloud. This type of learner likes the teacher to say a new word aloud as well as writing it on the board. Kinaesthetic learner 运动感觉学习者
A learner who learns more easily by physically doing things. This type of learner likes to move around or move objects while learning. Visual learner 视觉学习者
A learner who finds it easier to learn when they can see things written down or in a picture. This type of learner likes the teacher to write a new word on the board as well as saying it aloud. Linguistic 语言学的
Connected with language or the study of language. Maturity noun, mature adj 成熟
Fully grown or developed. If a learner is mature in attitude, they behave in an adult way. A learner’s maturity (physical, emotional and mental) influences a teacher’s approaches and/or decisions. Memorable 难忘的
Describes something which is easy to remember. Memorise 记忆
To learn something so that you can remember it later. Mother tongue 母语
The very first language that you learn as a baby, which is usually the language spoken to you by your parents. Also
called L1 or first language.
Motivation noun, motivate verb 动力
Motivation is the thoughts and feelings which make us want to do something and help us continue doing it.
Demotivate verb demotivated adj 失去动力 To make someone lose motivation.
Unmotivated adj 没有动力的 Without motivation; having no motivation. Natural order 自然顺序
The order in which learners naturally learn some items in their first or other languages. Some language items are learnt before others and it can be difficult for teachers to influence this order. Needs 需求
The language, language skills or learning strategies a student still has to learn, or the conditions they need to help them learn.
Participation noun, participate verb 参与
To take part in something, e.g. a lesson or classroom activity. Personalisation noun, personalise verb 个性化
When a teacher helps a student to connect new words, topics, texts or grammar to their own life. Pick up: see acquisition. 语言学习 Processing language 语言处理
The way in which the brain works on language, consciously or unconsciously, in order to learn or understand it.
Proficient 精通
To be very good at something because of training and practice, e.g. speaking English.
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Silent period 沉默期
The time when students who are beginning to learn a first or second language prefer to listen (or read)
for some time before producing the language. Slip 失误
When a student makes a language mistake that they are able to correct themselves without help from the teacher.See error.
Target language culture 目标语言文化
The traditions and culture of the country whose language is being studied. Work language out 弄明白第二语言的用法
When students try to understand how and why particular language is used. See inductive learning. Unmotivated: see motivation. Visual learner: see learning style.
Background to language teaching
PRESENTATION TECHNIQUES, APPROACHES AND INTRODUCTORY 语言教学的背景
ACTIVITIES 教学活动
Activity-based learning 基于教学活动的学习
A way of learning by doing activities. The rules of language are looked at either after the activity or not at all.
Communicative Approach 沟通交流方法
A way of teaching which is based on the principle that learning a language successfully involves communication rather than just memorising a series of rules. Teachers try to focus on meaningful communication, rather than focusing on accuracy and correcting mistakes all the time. See Grammar-Translation method. Concept checking 概念检查
The technique of asking concept questions or other techniques to check that students have
understood a new structure or item of lexis. A concept question is a question asked by the teacher to make sure that a student has understood the meaning of new language, e.g. the new language structure – used to – He used to live in Paris.
Concept question – Does he live in Paris now? Answer – No. Concept questions: see concept checking. Content-based learning 基于内容的学习
When a subject, e.g. maths or history, is taught through the second language. Contextualise 有上下文关系
To put new language into a situation that shows what it means, e.g. The music in the disco was very loud. See set the scene, context. Definition noun, define verb 定义
An explanation of the meaning of a word, e.g. in a dictionary. Elicit 提取
When a teacher asks careful questions to get students to give an answer. Emphasis noun, emphasise verb 强调
When special force is given to a word when it is said because the word is important, e.g. I want to start the lesson at six o’clock not seven.
Functional Approach 功能功能学习法
A way of teaching which uses a syllabus based on functions rather than on grammatical structures. Gesture noun + verb
A movement with part of the body, e.g. hand, head.
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Grammar-Translation method 语法翻译教学法
A way of teaching in which students study grammar and translate words into their own language. They do not practise communication and there is little focus on speaking. A teacher presents a grammar rule and vocabulary lists and then students translate a written text from their own language into the second language. See communicative approach. 交流学习法 Guided discovery 指导性探索活动
A way of teaching in which teachers provide examples of the target language and then guide the students to work out the language rules for themselves. Ice-breaker 破冰活动
An introductory activity that a teacher uses at the start of a new course so that students can get to know each other.
Illustrate meaning 举例说明意思
To show what something means, e.g. I was nervous when I got on the plane because I hate flying. Introductory activity 介绍性活动（包括课程预热及导入）
An activity which takes place at the beginning of a lesson. Introductory activities often include warmers and lead-ins.
Lexical Approach 词汇教学法
A way of analysing language that is based on lexical items such as words, multi-word units, collocations and fixed expressions rather than grammatical structures. Some ELT books and materials organise their syllabuses around the Lexical Approach. Meaningful 有意义的 1. something which shows the meaning of language. 2. something which has a value for students in the real world. Mime noun + verb 哑剧表演
Body movements used to convey meaning without using words. Presentation noun, present verb 介绍新词汇 To introduce new language.
Presentation, Practice and Production (PPP) 介绍新词汇、练习、使用教学法
A way of teaching new language in which the teacher presents the language, gets students to practise it in exercises or other controlled practice activities and then asks students to use the same language in a communicative way in their practice.
Situational presentation 情景演示
A way of presenting new language through a simple story or situation. The teacher may use pictures or other aids to help them create the situation. Structural Approach 结构教学法
A way of teaching which uses a syllabus based on grammatical structures. The order that the language is presented is usually based on how difficult it is thought to be. Task-based Learning (TBL) 基于任务的学习
A way of teaching in which the teacher gives students meaningful tasks to do. The teacher may ask students to think about the language they have used to do the tasks, but the main focus for students is on the task itself. Project work is task-based. Teaching strategy 教学技巧
The procedure or approach used by a teacher in the classroom, e.g. a teacher may choose to give thinking time to students before they speak.
Test-teach-test 测试、教授、测试教学法
A way of teaching new language. The teacher asks students to do a task without giving them any help, to see how well they know a certain piece of language (this is the first test). The teacher then presents the new language to the students (teach), then asks the students to do another task using the new language correctly (this is the second test).
Total Physical Response (TPR) 完全用肢体语言进行应答
A way of teaching in which the teacher presents language items as instructions and the students have to do exactly what the teacher tells them, e.g. Open the window! Stand up! This method is very meaningful and good for beginners when they start to learn a new language, as they have a silent period and can make fast progress.
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Warmer noun, warm up verb 课程预热
An activity that a teacher uses at the beginning of a lesson to give the class more energy. See energy levels.
PRACTICE ACTIVITIES AND TASKS 实践活动及任务
Brainstorm noun + verb 头脑风暴
To think of ideas (usually quickly) about a topic (often noting these down). This is often done as preparation before writing or speaking. Categorisation noun, categorise verb 分类
To put things into the group (category) to which they belong. For example, students might categorise a list of different foods into groups such as fruit and vegetables. Chant noun + verb 反复吟唱
To repeat a phrase, sentence or poem, usually with others, in a regular rhythm. Choral drill: see drill. Communicative activity
A classroom activity in which students need to communicate to complete the activity. Controlled practice: see practice. 制约形练习 Drill 反复练习
A technique teachers use for encouraging students to practise language. It involves guided repetition or practice. In a choral drill the teacher says a word or sentence and the students repeat it together. 集体练习
In an individual drill the teacher says a word or sentence and one student repeats it alone. 个人练习 In a substitution drill the teacher provides a sentence and a different word or phrase which the student must use (or substitute) in exactly the same structure, 替换练习 e.g. Teacher: I bought a book. Pen. Student: I bought a pen.
In a transformation drill the teacher says a word or a sentence and the student answers by changing the sentence into a new grammatical structure, e.g. 转换练习 Teacher: I bought a pen. Student: I didn’t buy a pen. Teacher: I went to the cinema. Student: I didn’t go to the cinema. Extension task 扩展任务
An activity which give students further practice of the target language or the topic of the lesson. Freer practice: see practice. 自由练习 Gap-fill 填空
An activity in which students fill in the spaces in sentences or texts. This is often used for restricted practice or for testing a specific language point. This is different from a cloze test which can focus on reading ability or general language use. See cloze test.
Guided writing 指导性写作
A piece of writing that students produce after a lot of preparation by the teacher. The teacher may give the students a plan to follow, or ideas for the language to use. Individual drill: see drill. 个人练习 Information-gap activity 补充信息练习
A classroom activity in which students work in pairs or groups. Students are given a task, but they are given different information and to complete the task, they have to find out the missing information from each other.
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Jigsaw listening/reading 组合式听力、阅读练习
A text which is divided into two or more parts. Students have to listen to or read their part, then share their information with other students in order to complete the task. In this way, the text is made into an information-gap activity.
Jumbled paragraphs, pictures, sentences 段落、图片、句子排序
A text in which the paragraphs or sentences are not in the correct order, or a series of pictures that are in the wrong order. The students have to put the text or pictures into the correct order. Label 添加标签
To match the name of an object to the object. Students are often asked to label pictures of objects with the correct name.
Less controlled practice: see practice. 半自由练习 Mind map: see word map.
Picture stories 图片演示 Stories that are in pictures instead of words. Practice
Controlled practice, restricted practice
When students practise the target language in restricted situations in which they have little or no choice of what language they use. The teacher focuses on accurate use of the target language. 目标语言
Less controlled, freer practice
When students practise the target language more freely, with more choice of what they say and what language they use. Prioritising: see rank ordering. 优先级排序 Problem solving 问题解决
Students work in pairs or groups to find the solution to a problem. Problem-solving activities usually help to develop fluency.
Project work 特定项目工作
An activity which focuses on completing a task on a specific topic. Students often work in groups to create something such as a class magazine. Students sometimes have to do some work by themselves, sometimes outside the classroom. Rank ordering 优先级排序
An activity in which students have to put things into order of importance for a given situation, e.g. they have to decide which four things to take on holiday with them (passport, toothbrush, money etc.) from a list of ten. This is also known as prioritising. Restricted practice: see practice. Revision noun, revise verb 复习
When a student or teacher looks at language or skills that have already been taught again in order to remember this language better. Teachers often do this in the classroom to help students to prepare for a test.
Role-play 角色扮演
A classroom activity in which students are given roles to act out in a given situation. Substitution drill: see drill. 替换练习 Survey 调查
Students find out information from others by asking questions or using questionnaires in order to practise.
Target language 目标语言
1. The language which is the focus of the lesson or a part of the lesson. It could be grammar, lexis, functions or pronunciation. 2. The language being studied, L2.
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Task 任务
An activity which students complete which has a definite result. For example, problem-solving activities or
information-gap activities are tasks. 信息填空 Task-type 任务类型
A set of questions that are all of one kind which are used to assess students, e.g. multiple choice, gap-fill, matching.
Transformation drill: see drill. 转换练习 Visualize, visualization 形象化
To form a mental picture of something. Visualisation can help students to remember new words or can be used for creative story-telling. Word map 词汇群
A way of recording vocabulary on the same topic in a diagram. This is also known as a mind map.
ASSESSMENT 评估
Achievement test: see test. 测验 Assessment noun, assess verb 评估 Continuous assessment 连续评估
A type of testing which is different from a final examination. Some or all of the work that students do during a course is part of the final mark. Formal assessment, evaluation 正式测试
When a teacher judges students’ work through a test and then gives a formal report or grade to students, to say how successful or unsuccessful they have been. Formative assessment, evaluation 格式化评估
When a teacher gives students feedback on their progress during a course, rather than at the end of it so that they can learn from the feedback. See summative test. Informal assessment, evaluation 非正式评估
When a teacher decides whether a student is doing well or not, or whether a course is successful or not, but without a test or an official report or grade. Peer assessment, evaluation 同伴互评
When students give feedback on each other’s language.
Self-assessment, evaluation 自我评估
When students decide for themselves if they think their progress or language use is good or not. Assessment criteria 测评标准
The qualities against which a student’s performance is judged for assessment. For example, assessment criteria for judging students’ writing may be: accuracy of grammar, use of vocabulary, spelling and punctuation; organisation of ideas. Cloze test 完型填空
A type of task in which students read a text with words missing and try to work out the missing words. The missing words are removed regularly from the text, e.g. every seventh word. A cloze test is used for testing reading ability or general language use. This is different to a gap-fill activity which can focus on testing a specific language point. See gap-fill. 填空
Continuous assessment: see assessment.
Diagnostic test noun, diagnose verb: see test. 诊断性测试 Evaluation
When a teacher collects information about students’ performance and abilities. See assessment. Formal assessment: see assessment.
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Formative assessment: see assessment. Informal assessment: see assessment. Item 条目
1. A piece of language, e.g. a vocabulary or a grammar item. 2. The parts of a test to which a student has to respond. Learner profile 学习者描述
A description of a student, including their ability and their needs. Matching task 配对练习
A type of task in which students are asked to pair related things together, for example, match two halves of a sentence, or a word with a picture. Multiple-choice questions 多选题
A type of task in which students are given a question and have three or four possible answers. They choose the correct answer.
Objective test: see test. 客观性测试 Open comprehension questions 开放性问题
A type of task in which students read or listen to a text and answer questions using their own words. Oral test 口试 A test of speaking ability.
Peer assessment: see assessment. Placement test: see test. 入门测试
Portfolio 个人文档
A collection of work that a student uses to show what they have done in preparation for a particular course or exam.
Proficiency test: see test .熟练度测试 Progress test: see test. 进展性测试 Self-assessment: see assessment. 自我评估 Sentence completion 完成句子
A type of task in which students are given parts of a sentence and are asked to complete the sentence, using specific target language. Sentence transformation 句子转换
A type of task in which students are given a sentence and have to complete a second sentence so that it means the same as the first, e.g. It’s too cold to play tennis.
It ____________ to play tennis. (enough) It isn’t warm enough to play tennis. Subjective test: see test. 主观性测试 Summative test: see test. 综合测试
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Test 测试
A formal assessment of a student’s language.
An achievement test is used to see how well students have learnt the language taught in class. Achievement tests are often at the end of term or end of the year and test the main points of what has been taught in that time.
A diagnostic test is used to identify problems that students have with language. The teacher diagnoses the language problems students have. It helps the teacher to plan what to teach in future. 诊断性测试
An objective test is marked without using the examiner’s opinion, e.g. true/false questions, multiplechoice 多选题
questions. There is a clear right answer.
A placement test is used at the beginning of a course to identify a student’s level of language and find the best class for them. 入门测试
A proficiency test is used to see how good students are at language, or use of the language. The contents of a proficiency test are not chosen according to what has been taught, but according to what is needed for a particular purpose, e.g. English for hotel receptionists, English for studying at university. 熟练度测试
Cambridge ESOL
First Certificate in English (FCE) and IELTS are examples of proficiency tests.
A progress test is used during a course in order to assess the learning up to that point. 课程进展形测试
A subjective test is marked using the examiner’s opinion about the quality of the answer. The answer is not simply right or wrong, e.g. marking written stories, compositions, interviews, conversations, story-telling. 主观性测试
A summative test is used at the end of a course. See formative assessment/evaluation. 综合测试 True/false questions
A type of task in which students read or listen to a text and decide whether statements are correct (true) or not correct (false). Tutorial 小组或个人指导
When a teacher talks to a student individually or a small group of students to give feedback on their progress in the class.
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MODULE 2 Lesson planning 备课
Achieve aims, objectives 目标
When a teacher succeeds in teaching what he/she has planned to teach. Aim 目标
What the teacher tries to achieve in the lesson or course.
The main aim is the most important aim, e.g. the teacher’s main aim in a lesson could be to teach the present perfect in the situation of travel. 主要目标
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be the language or skills students must be able to use well in order to achieve the main aim of the lesson or a skill or language area which is practised while focusing on the main aim. 补充性目标
A personal aim is what the teacher would like to improve on in his/her teaching, e.g. To reduce the time I 个人目标
spend at the whiteboard. Analyse language 分析语言
To think about language, e.g. what the form of the structure is and why it is being used in this way in this situation.
Anticipate language problems 预见可能会出现的语言问题
When teachers are planning a lesson, they think about what their students might find difficult about the language in the lesson so that they can help them learn more effectively at certain points in the lesson. Arouse, generate interest 激发兴趣
To make students interested in a task. Assumptions 假设
When teachers think about what they believe their students will or will not know or how they will behave in a particular lesson. For example, a teacher plans to teach present simple using the context of jobs and daily routines. The teacher makes the assumption that students will know basic job vocabulary and so will not spend time in the lesson presenting these words. Class profile 班级描述
A description of all the students in a class, including their age, ability etc. Components (of a lesson plan) 构成教案的元素
The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns, anticipated problems, assumptions. 假设 Consolidate 巩固
To return to something to understand and remember it more completely. For example, students can consolidate a grammar point by doing extra practice. Enable 使…能做某事
To make someone able to do something. A teacher can enable students to become independent learners by teaching them how to study by themselves. Encouragement noun, encourage verb 鼓励
When a teacher helps students to succeed by giving them confidence, e.g. ‘Of course you can do it! You are doing very well’.’ See confidence.
Feedback noun + verb, conduct, elicit or give feedback 反馈
1. To tell students how well they are doing. This could be at a certain point in the course, or after an exercise that students have just completed.
2. To communicate to a speaker that you understand (or not) what they are saying. Peer feedback 同伴给出的反馈
Feedback given to a student by another student in the class.
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Focus on 聚焦于
To direct someone’s attention to something. To make someone notice something. Highlight 强调
1. To mark words on paper or on a computer screen using a colour so that they are easier to notice. 2. To focus on something so that students realise it is important, e.g. to highlight a mistake by underlining it.
Lead-in noun, lead in verb 导入
The activity or activities used to prepare students to work on a text or main task. A lead-in often includes an introduction to the topic of the text or main task and possibly study of some new key language
required for the text or main task. Main aim: see aim. 主要目标 Pace 节奏
The speed of the lesson. Teacher can vary the pace in a lesson by planning different activities in order to keep the students’ attention. Peer feedback: see feedback. Personal aim: see aim. 个人目标 Pre-teach (vocabulary) 课前准备
Before introducing a text to students, the teacher teaches vocabulary from the text which they think the students do not already know. Procedure 过程
The details of what is going to happen in each stage of a lesson. Raise awareness 提高学习意识
To help students understand something that they may not already know. For example, if you teach learning strategies, it can raise students’ awareness of how they learn. 学习技巧 Recycle 循环练习
To teach words or structures that have been taught before, for revision and more practice. Reflect on teaching 课后反思 To think about a lesson after teaching it. Reinforce 加强性练习
To make a student’s understanding of the target language more complete by going over it again. See consolidate.
Scheme of work 工作计划
A basic plan of what a teacher will teach for a number of lessons. Sequence noun + verb 顺序
A sequence is a series of things, e.g. activities in a lesson. Students can sequence pictures in a story i.e. put them in order.
Set a question, task, test 设置问题、任务及测试 To give students a task or test to do or a question to answer. Set the scene, the context 设定场景、上下文。
To explain or present the context of something students will read, hear, talk or write about, to make the situation clear for them.
Specification noun, to specify (aims) verb 目标具体化
A clear and exact description of what the teacher wants students to learn. Aims are specified at the beginning of a lesson plan. Stage, step 步骤
A section of a lesson. Lessons work through different stages such as lead-in, presentation, controlled practice etc.
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Stimulate (discussion) 激励
To encourage students to talk about something. This can be done in different ways such as through a text or a picture.
Student-centred 以学生为中心
When the students are at the centre of the activities and have the chance to work together and think for themselves.
See teacher-centred. Subsidiary aim: see aim. Syllabus 课程提纲
This describes the language and skills to be covered on a course, and the order in which they will be taught.
Teacher talking time 教师教授时间
The total time in a lesson that a teacher speaks, compared with the total time the students speak. Teacher-centred 以教师为中心
When the teacher is at the centre of most stages of the lesson, controlling the lesson from the front of the classroom. See student-centred. Timing 时间设定
The likely time which different activities or stages in a lesson plan should take. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan. Variety noun, vary verb 多样性
To introduce different things such as different types of activities or tasks, language skills, interaction patterns,
pacing or timing into a lesson. Good teachers try to include variety in their lesson, so that students stay interested.
Reference resources 参考资源
Bilingual dictionary 双语字典
This uses translation from the target language into another language for definitions and examples. See monolingual dictionary. Consult 商讨
To get advice or information from someone or something, e.g. a dictionary or grammar book. Headword 标题字
A word whose meaning is explained in a dictionary. It usually appears in bold at the top of a dictionary entry.
Monolingual dictionary 只有一种语言的字典
This uses only the target language for headwords, definitions, examples etc. See bilingual dictionary.
Phonemic chart 音位表
A poster or large diagram of the phonemic symbols. Reference materials, resources 参考资料
The materials which teachers and students can use to check information, e.g. grammar books, dictionaries or CDRoms.
Teaching materials and aids 教学资料及辅助工具
Activity book: see book. 课堂活动参考书 Adapt (material) 改编材料以适应课堂教学
To change a text or other material, so that it is suitable to use with a particular class. Audio script: see tapescript. 录音文本资料 Authentic material 原版资料
Written or spoken texts which a first language speaker would read or listen to. They may be taken from newspapers,
radio etc. The language is not made easier.
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Board game 棋盘游戏
A game played by two or more players on a board and often using dice. Teachers can use these for controlled language practice. Book
An activity book or workbook has extra practice and is often used for homework. It usually accompanies a coursebook. 课本
A coursebook or textbook is used regularly by students in the class. It generally contains grammar, vocabulary and skills work. A coursebook unit is a chapter of a coursebook.
A teacher’s book accompanies the coursebook, and contains teaching ideas, tapescripts and answers to 教师用书 coursebook activities. Brochure: see leaflet. 手册 Chart 图表
A drawing or graph that can be placed on the classroom wall and can show information such as irregular verb forms
or prepositions.
Coursebook: see book. Coursebook unit: see book. Crossword puzzle 纵横填字游戏
A word game in which students complete a grid. Students write the answers to definitions in the squares on the grid. It is often used to revise vocabulary. Dialogue 对话 A conversation between two people. Dice 骰子
Small blocks of plastic or wood with six sides and a different number of spots on each side. They are used in board games.
Exploit (material) 材料开发 To use material for a particular purpose. Flashcard 卡片
A card with words, sentences or pictures on it. A teacher can use these to explain a situation, tell a story, teach vocabulary etc.
Flipchart 翻转卡片
A pad of large sheets of paper fixed to a stand, which teachers use for presenting information to the class.
Graded reader 分级读物
A story book with language that has been made easier for students. Graph 图表
A drawing that uses a line or lines to show how two or more things are related to each other. Grid 格子
A pattern of straight lines that cross each other to make squares. Handout, worksheet 补充资料
A piece of paper with exercises, activities or tasks on it that a teacher gives to students for a range of reasons during a class.
Language laboratory 语言实验室
A room in a school where students can practise language by listening to tapes and by recording themselves speaking.
Leaflet, brochure 小册子
A piece of printed paper that gives information or advertises something. This is one example of realia. Learning centre: see self-access centre. 语言中心
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? UCLES Cambridge ESOL 2005 25 Overhead projector (OHP) 投影仪
A piece of equipment that makes images appear on a wall or screen. It can be used in a classroom instead of a whiteboard or blackboard.
Overhead transparency (OHT) 投影仪用塑料卡片
The plastic sheet a teacher can write on and use on an overhead projector (OHP). Puppet 木偶
A model of a person or animal that a teacher can move by putting their hand inside it, which is often used when teaching young learners. Realia 实物教具
Real objects such as menus, timetables and leaflets that can easily be brought into the classroom for a range of purposes.
Resources: see teaching aids, reference materials, resources, learning resources. 资源 Rubric 书面指令 Written instructions for a task.
Self-access centre, learning centre 自学中心
A place with learning resources such as books, computers and cassettes where students can study by themselves.
Supplementary material 补充材料
The books and other materials which teachers can use in addition to a coursebook, e.g. pronunciation practice materials.
Tapescript, audio script, transcript 听力视频材料文本资料
The written version of the words students hear when doing a listening activity. These can often be found in a teacher’s book. 教师用书 Teacher’s book: see book. Teaching aids 教具
Any materials or resources a teacher uses in the classroom, e.g. OHP, charts. See realia and learning resources.
Textbook: see book. Transcript: see tapescript. Video clip 录像视频 Part of a video that can be used in class. Visual (aid) 可视工具
A picture or a diagram that can help teachers illustrate meaning. Workbook: see book. 练习册 Worksheet: see handout.
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MODULE 3
Teachers’ and learners’ language in the classroom 教师及学习者课堂用语
Candidates should be familiar with common terms such as ask, tell, reply Ask for clarification 要求归类
To ask for an explanation of what a speaker means, e.g. What I mean is…. What do you mean? Clarify 阐明 To make clear what you mean. Convey meaning 表达意思
To express or communicate meaning. Teachers focus on conveying meaning when they present new language.
Facial expression 面部表情
A teacher can show how they feel through their face, e.g. smiling, showing surprise. Hesitate 犹豫
To pause before or while doing or saying something. Students often hesitate if they are trying to find the correct words to say, because they are nervous, or need more time to think. Model noun + verb 例子
A clear example of the target language for students to write down and save as a record. If a teacher is focusing on the target language of a lesson, they usually choose a model sentence, which they write on the board. The teacher often models the language as well, by saying it clearly before drilling the students. Narrate 叙述
To tell a story or talk about something that has happened. Teachers often narrate stories to young learners. Praise 表扬
To tell someone they have done well, e.g. That’s excellent. Well done! Prompt 提示
To help learners think of ideas or to remember a word or phrase by giving them a part of it or by giving another kind of
clue. See word prompt.
Response noun, respond verb 回答
A reply or reaction to communication such as a laugh, a smile, saying something. Teachers and students may respond to each other in writing, speech or in the form of a facial expression. Word prompt 单词提示
When a teacher suggests a word that the student hasn’t remembered, e.g. Student: I want to …… in an office Teacher: Work?
Student: Yes, I want to work in an office.
A teacher can also use a word prompt to correct a student, e.g. Student: He don’t like that. Teacher Grammar.
Student: Sorry – he doesn’t like that. See prompt.
Learners’ mistakes and correction strategies 学习者错误及改正技巧
Correction code 错误代码
A series of symbols a teacher may use to mark students’ writing so that they can correct mistakes by themselves, e.g.
P = punctuation mistake, T = tense mistake. Echo correct 复述错误
When a student makes a mistake, the teacher repeats the mistake with rising intonation so that students can correct themselves, e.g. Student: He don’t like it. Teacher: Don’t?
Student: He doesn’t like it.
Over-application of the rule 语法规则运用过度
When a student uses a grammatical rule too much, making an incorrect word or structure by following a regular pattern, e.g. a student says There were three girls (correct plural form) and two mans. (incorrect plural form)
Over-generalisation: see over-application of the rule. 概括过度 Reformulation noun, reformulate verb 错误重述
When a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students’ attention to their mistake. This is usually the way parents ‘correct’ their young children’s language mistakes. Repetition 复述
To say something again, often for practice. This is often done in drills. Self-correction 自我更正
When students are able to correct language mistakes they have made when asked without help from the teacher or other students. Time line 时间轴
A diagram that shows learners the relationship between tense and time. It is often used in language teaching to present the use of a new tense or to correct learners when they use tenses wrongly, e.g.
Past Now Future
--------------------------------------- Present perfect tense
See tenses.
Classroom management 课堂掌控
Active role, passive role 主动角色，被动角色
When students think about their own learning and what their own needs are and try to help themselves learn more, they are taking an active role. A passive role is the opposite of an active role. Classroom management 课堂掌控
The strategies used by a teacher to organise the classroom and the learners, such as seating arrangements, different types of activities, teacher roles, interaction patterns. Closed pairs 两人小组练习
When students do pairwork with the person sitting next to them and no one else listens. See open pairs.
Co-operation noun, co-operate verb, co-operative adj 合作
Working together and helping each other. In some group work activities students will co-operate to find the answer or solve a problem. Discipline noun + verb 纪律
The way a teacher keeps control of students in the classroom. Dominate verb, dominant adj 主导性地位
To have a very strong influence over what happens. If a particular student is dominant in class, then other students get less chance to participate actively. If a teacher dominates, the lesson is teacher-centred.
Energy levels 精力水平
The feeling in a classroom. If are interested and working hard, then the energy levels are high; if students are bored or tired then the energy levels are low. Get students’ attention 让学生集中注意力
To make students listen to the teacher, possibly after they have been doing group or pairwork. ______________________________________________________________________________________________
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Grade (language) 分级语言
To use language that is the correct level for the students and is not too difficult. See graded reader. Group dynamics 群体动力
The relationship between members of the class. Interaction patterns 互动模式
The ways in which students work together in class, such as open class, pairwork, group work and individual work.
Involvement 参与
Taking part in an activity, being involved in it. Learning contract 学习协议
An agreement between the teacher and the students about their roles and responsibilities (i.e. what the teacher will do and what the students will do to help the students to learn).
Mingle noun + verb 交互式练习
A mingle is an activity which involves students walking round the classroom talking to other students. Mixed ability, mixed level 不同学习能力混合
The different levels of language or ability of students studying in the same class. Monitor 课堂监控
To watch over students in order to make sure that they are doing what they have been asked to do, and help them if they are having problems. Nominate 点名
To choose and name one student to speak or do a particular task. One-to-one 一 对一教学
A teaching situation which involves only one teacher and one student. Open class 面向全班
When the teacher leads the class in an activity and each student is paying attention to what is happening. When students respond, they do so in front of everyone in the class. Open pairs 两人小组
In open pairs, one pair does a pairwork activity in front of the class. This technique is useful for showing how to do an activity and/or for focusing on accuracy. See closed pairs. Passive role: see active role.
Rapport, build rapport 教师和学员的和谐关系
The relationship between the teacher and students. Teachers try to build or create a good rapport or relationship with their students. Routine 常规
Something which is done regularly such as a teacher setting writing homework every Friday. Teachers try to develop some routine habits in the classroom, e.g. always asking students to record new words with their meaning and an example sentence. Seating arrangement 位子安排
The way the students sit in the classroom, e.g. in rows, in a circle around the teacher, in groups around different tables.
Seating plan 位子安排计划
A plan of where the students should sit in the classroom. Teacher role 教师角色
The way a teacher chooses to manage the classroom, e.g. a teacher can choose to take a controlling role, giving directions or instructions at the front of the class or to take a less controlling role, monitoring students as they work. Teaching space 教学空间
The areas in the classroom that can be used for teaching, e.g. the board, the walls, the desks, the open floor.