Scribd
Upload
51 views

Met 4

The document provides definitions for various terms related to English language teaching and learning. It defines 11 terms: analytic/holistic assessment, collocation, connotation, inferring meaning, input, open pairs, pre-teaching, assimilation, clause, cognitive, and coherence. Each definition is 1-2 sentences and provides a concise explanation of the term.

Uploaded by

Nicole Hernández
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
51 views

Met 4

The document provides definitions for various terms related to English language teaching and learning. It defines 11 terms: analytic/holistic assessment, collocation, connotation, inferring meaning, input, open pairs, pre-teaching, assimilation, clause, cognitive, and coherence. Each definition is 1-2 sentences and provides a concise explanation of the term.

Uploaded by

Nicole Hernández
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 15

ELT GLOSSARY

1. ANALYTIC/HOLISTIC: ANALYTIC

AND HOLISTIC ASSESSMENT ARE TWO


WAYS OF EVALUATING THE PERFORMANCE OF LEARNERS IN ORDER TO
GIVE GRADES. IN ANALYTIC ASSESSMENT, SEPARATE GRADES ARE
AWARDED TO DIFFERENT TYPICAL FEATURES OF A PERFORMANCE,
WHEREAS IN HOLISTIC ASSESSMENT MARKERS GIVE A GRADE BASED ON
THEIR EVALUATION OF A LEARNERS OVERALL PERFORMANCE.

1. COLLOCATION: TWO

OR MORE WORDS THAT OCCUR TOGETHER MORE


OFTEN THAN ON A RANDOM BASIS ARE SAID TO COLLOCATE OR TO BE
COLLOCATIONS. COLLOCATIONS MAY BE STRONG E.G. BLOND HAIR. IN
STRONG COLLOCATIONS THE WORDS CAN RARELY, IF EVER, BE
REPLACED BY OTHER WORDS. OTHER COLLOCATIONS ARE WEAKER OR
WEAK E.G. GREY HAIR. THE TERM IS SOMETIMES USED
INTERCHANGEABLY WITH CHUNK. IN THIS SENSE COLLOCATION CAN
COVER E.G.: PHRASAL VERBS, COMPOUND WORDS, IDIOMS, FIXED
EXPRESSIONS

2. CONNOTATION: A

CONNOTATION IS THE EMOTIONAL ASSOCIATION


ATTACHED TO A WORD COLLECTIVELY OR BY AN INDIVIDUAL. FOR
EXAMPLES, DOGS IN SOME CULTURES HAVE THE CONNOTATION OF
BEING SOFT, LOYAL CREATURES. IN OTHER CULTURES THEY ARE
CONSIDERED DANGEROUS AND DIRTY. KNOWING THE CONNOTATION OF
A WORD IS PART OF KNOWING A WORD.

3. INFERRING

MEANING: WHEN WE INFER MEANING WE WORK OUT FROM


LINGUISTIC AND CONTEXTUAL CLUES WHAT A WORD, GROUP OF WORDS
OR SENTENCE MIGHT MEAN. WE DO THIS FOR DIFFERENT TYPES OF
MEANING E.G. DENOTATION, CONNOTATION, ATTITUDE.

4. INPUT: THE

LANGUAGE IN THE LEARNERS ENVIRONMENT THAT THE


LEARNER IS EXPOSED TO THROUGH HEARING OR READING AND WHICH
IS AVAILABLE FOR INTAKE IN ORDER TO DRIVE LANGUAGE LEARNING.

5. OPEN

PAIRS: THIS TERM IS USED TO REFER TO A CLASSROOM


INTERACTION PATTERN IN WHICH TWO STUDENTS TALK TO ONE
ANOTHER ACROSS THE CLASS SO THAT OTHER STUDENTS CAN LISTEN
TO WHAT THEY ARE SAYING. THIS PATTERN IS USED PARTICULARLY TO
DEMONSTRATE HOW TO CARRY OUT AN ACTIVITY OR TASK, OR TO ACT
AS FEEDBACK ON AN ACTIVITY OR TASK JUST COMPLETED.

6. PRE-TEACHING: THIS IS A STAGE IN A LESSON IN WHICH THE TEACHER


INTRODUCES VOCABULARY THAT THE LEARNERS WILL NEED IN
FOLLOWING STAGES OF THE LESSON. THIS STAGE IS OFTEN ASSOCIATED
WITH READING, LISTENING OR INTEGRATED SKILLS LESSONS BUT CAN
ALSO OCCUR BEFORE SPEAKING OR WRITING ACTIVITIES. THE TEACHER
GENERALLY SETS UP THE CONTEXT OF THE FOLLOWING ACTIVITIES
THEN INTRODUCES THE NEW VOCABULARY WITHIN THAT CONTEXT.
THE IDEA BEHIND PRE-TEACHING VOCABULARY IS TO LESSEN THE
LOAD OF UNKNOWN WORDS THE LEARNER HAS TO DEAL WITH LATER
ON IN THE LESSON.

2. ASSIMILATION: THIS

IS A TERM FROM PHONETICS. IT REFERS TO A


PROCESS THAT OCCURS IN CONNECTED SPEECH TO ENABLE THE SOUNDS
IN SPEECH TO FLOW MORE SMOOTHLY. IN ASSIMILATION ONE SOUND IS
INFLUENCED BY A NEARBY SOUND AND BECOMES LIKE IT IN SOME WAY.

3. CLAUSE: CLAUSE IS A GRAMMATICAL TERM THAT REFERS TO A


SENTENCE OR PART OF SENTENCE CONTAINING IN ENGLISH A SUBJECT
AND A FINITE VERB AT LEAST. A CLAUSE MAY BE MAIN OR
SUBORDINATE.
4. COGNITIVE: RELATED TO MENTAL ABILITIES OR SKILLS. COGNITIVE IS
THE ADJECTIVE FROM COGNITION WHICH REFERS TO THE MENTAL
PROCESSES OF PERCEPTION AND THINKING THAT OUR BRAINS ENGAGE
IN.

5. COHERENCE: IN ENGLISH

LANGUAGE TEACHING COHERENCE REFERS


TO THE WAYS IN WHICH A PIECE OF DISCOURSE MAKES SENSE
THROUGH LINKS IN MEANING. IT DOES THIS BY USING VARIOUS
INTERNAL DEVICES SUCH AS LOGICAL SEQUENCING, ADHERENCE TO A
PARTICULAR GENRE, ACCEPTED FORMS OF TEXT STRUCTURING, BUT
ALSO BY REFERRING TO ACCEPTED EXTERNAL CONVENTIONS AND
WAYS OF THINKING AND EXPERIENCING IN THE OUTSIDE WORLD, SUCH
AS ADHERENCE TO ONE TOPIC, RELEVANCE BETWEEN TOPICS, SHARED
KNOWLEDGE.

6. COHESION: THIS IS THE WAY IN WHICH LANGUAGE IS USED IN WRITTEN


OR SPOKEN DISCOURSE TO MAKE IT LINK TOGETHER. COHESION IS
ACHIEVED BY USING LEXICAL OR GRAMMATICAL DEVICES SUCH AS
LEXICAL FIELDS, SUBSTITUTION, ELLIPSIS, LINKING WORDS, DISCOURSE
MARKERS, BACK (ANAPHORIC) AND FORWARD (CATAPHORIC)
REFERENCE.

7. COLLABORATE: THIS SIMPLY MEANS WORKING


OTHERS. LEARNERS CAN WORK TOGETHER TO

TOGETHER WITH
ACHIEVE THEIR
LEARNING AIMS BY SUPPORTING ONE ANOTHER IN VARIOUS WAYS.
TEACHERS CAN ALSO COLLABORATE E.G. COLLEAGUES WORKING
TOGETHER ON ASSESSMENT, LESSON PLANNING OR COURSE BOOK
SELECTION.

8. SEGMENTAL

AND SUPRASEGMENTAL: THESE TERMS REFER TO


FEATURES OF PRONUNCIATION. THE SEGMENTAL FEATURES ARE THE
PHONEMES OR INDIVIDUAL SOUNDS WHEREAS THE SUPER-SEGMENTAL
ARE RHYTHM, STRESS AND INTONATION.

9. TOP

DOWN/BOTTOM UP: THESE TERMS ARE USED TO REFER TO


STRATEGIES WE USE WHEN LISTENING AND READING IN ORDER TO GET
MEANING FROM A TEXT. TOP DOWN SKILLS INVOLVE USING OUR
KNOWLEDGE OF THE WORLD, SUCH AS TOPIC KNOWLEDGE,
FAMILIARITY WITH THE SPEAKER, FAMILIARITY WITH THE GENRE, TO
MAKE SENSE OF WHAT WE ARE HEARING OR READING. BOTTOM UP
SKILLS INVOLVE USING THE LANGUAGE IN THE TEXT, SUCH AS THE
MEANING OF WORDS OR THE GRAMMAR OF A SENTENCE, TO MAKE
SENSE OF WHAT WE ARE HEARING OR READING. GOOD READERS OR
LISTENERS ARE BELIEVED TO MAKE USE OF THE TWO STRATEGIES
INTERACTIVELY.

10.

WORD

FORM: A WORD FORM IS A LEXICAL TERM REFERRING TO


THE DIFFERENT FORMS THAT DERIVE FROM A BASE WORD (LEMMA) E.G.
TAKE, TAKES, TAKING, TOOK, TAKEN FROM THE BASE WORD TAKE.
WORD FORM REFERS TO FORM AND NOT TO MEANING.

11.

WAIT

TIME: THIS IS THE AMOUNT OF TIME TEACHERS GIVE


STUDENTS TO ANSWER QUESTIONS. RESEARCH INDICATES THAT
LEAVING MORE TIME LEADS TO MORE STUDENTS WANTING TO ANSWER,
FULLER ANSWERS AND MORE QUESTIONS FROM OTHER STUDENTS, TOO.

REFLECTION PAPER
This month I learned more about teaching. As a class, we
presented topics that we could demonstrate in class. It helps us
to understand better what we were doing as teachers. WE focus
our learning on lexis and grammar. So now, we are able to teach
grammar using several ways and games to involve our students.
Also, reinforcement class let us demonstrate what we learned in
the class. In my case (with my partner Karla), was kind of easy
to teach because we made a lesson plan, a good one that help
us how to manage the class.

12.

CLASS OBSERVATION REPORT 2

MET4
COURSE OBSERVED: Advanced 06
TEACHERS NAME: Ricardo Ros
STUDENT NAME: Mnica Hernndez

1.

ROOM: 404
DATE: June 19th, 2015

COURSE OBJECTIVES:
To talk about conditions and other ways to express unreality.

2.

ACTIVITIES DESCRIPTION:
The teacher stated the class by giving markers to the students to write
their homework on the board. After them finishing, the teacher correct
the exercises as a whole class. Then, the teacher asked for the other
homework and the process was similar (students write on the board the
exercises and the teacher correct them). To introduce the new topic the
teacher asked: What is the difference between use if only and I wish?
Then, he asked questions to the students to ensure the understood the
topic. After this, the teacher gave instructions for a speaking game (using
conditionals). While students were speaking, teacher was monitoring
each pair of students.

3.

WHAT DID YOU LIKE?


What I like from that class is the speaking game because students got
involved and they feel free to talk and express their ideas and knowledge
using the structure that the teacher asked. Also, the teacher explain the
topic and then let students practice.

4.

WHAT WOULD YOU HAVE DONE DIFFERENTLY?


I would have done differently the way the teacher give instructions but
also, set a time, so students could know and manage their time.

CLASS OBSERVATION REPORT 1

MET4
COURSE OBSERVED: Advanced 06
TEACHERS NAME: Ricardo Ros
STUDENT NAME: Mnica Hernndez

ROOM: 404
DATE: June 15th, 2015

1. COURSE OBJECTIVES:
To talk about humor and laughter using noun clauses.

2. ACTIVITIES DESCRIPTION:
At first, the teacher started writing the objective on the board as usual. While
students were talking about their weekend, teacher wrote on the board
statements as an example of the topic (noun clauses). When he finished it,
Mr. Ros started to explain the topic using the examples on the board. After
that, the teacher asked the students for homework, so he gave the marker
to each student to complete the homework on the board. Then, teacher
started to correct each statement on the board with the whole class. For the
next activity, the process was similar. After all these activities, teacher
started a new topic. In order to start it, teacher ask everyone to read one
paragraph of the article. After this, teacher explained briefly what the article
was about. So, for the next activity, the teacher gave some minutes to the
students to analyze the bumper stickers individually and then, join in groups
of 2 or 3 to discuss their ideas using noun clauses.

3. WHAT DID YOU LIKE?


What I like from that class is how the teacher manage the class. I mean, the
way he interact with the students and how the teacher explain a topic (with
examples on the board).
What I dont like is that the teacher forgot the instructions.

4. WHAT WOULD YOU HAVE DONE DIFFERENTLY?


I would have done differently how the teacher give instructions or ask for
them. I would ensure that the students understand what they have to do.

Prefixes
Prefixs are added to the beginning of a word to make a new word, eg mis+take. Some
common prefixes are 'mis', 'dis', 're', 'for', 'anti', 'ante', 'sub', 'un' and 'in'. New words are
made by placing a prefix in front of a word. It is helpful to know the meanings of prefixes.
Prefix 're' means again, therefore reappear means to appear again.
Common prefix meanings
pre - before
mis - bad(ly)
sub - under
inter - between
semi - half

The following prefixes of 'im', 'ir', 'il', 'in' and 'un' can be added to the beginning of words to
make them into a negative.
EXAMPLES
im + possible = impossible
ir + responsible = irresponsible
il + legal = illegal
in + active = inactive
un + happy = unhappy

Suffixes
Leters added to the end of a main word are called suffixes. Common suffixes are: 'ed', 'ful',
'ly', 'ing', 'able', 'ance', 'ence', 'ness'.
Example
harm + less = harmless

When 'full' is added to a word you drop the final 'l'. If you add 'ly' to any word ending with
'ful' you keep the 'l'.
EXAMPLE
hand + full = handful
rest + full = restful

COLLOCATION
A collocation is a combination of words that are commonly used together; the simplest way
of describing collocations is to say that they just sound right to native English speakers.
Other combinations that may mean the same thing would seem unnatural. Collocations
include noun phrases like stiff wind andweapons of mass destruction, phrasal verbs
such asto get together and other stock phrases such asthe rich and famous
It is important to learn collocations, because they are important for the naturalisation of
ones speech.

E-QUIZZES

You might also like