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Сайт: Модульне середовище навчання К-ПНУ імені ІВАНА ОГІЄНКА Курс: English Language Teaching Methodology Bachelor's Level (English LT Methodology) Глосарій: Glossary

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41 views3 pages

Сайт: Модульне середовище навчання К-ПНУ імені ІВАНА ОГІЄНКА Курс: English Language Teaching Methodology Bachelor's Level (English LT Methodology) Глосарій: Glossary

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Anni Rinshuk
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вівторок 3 грудень 2019 10:50

Сайт: Модульне середовище навчання К-ПНУ імені ІВАНА ОГІЄНКА


Курс: English Language Teaching Methodology Bachelor's Level (English LT Methodology )
Глосарій: Glossary
A
accuracy

the ability to do something without making mistakes. Accuracy is the use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity, teachers and learners usually focus on using and producing language correctly   

achievement, achive, achievable

something you succeed in doing usually by making an effort; something done successfully, e.g. Sarah worked hard and passed her exam.  This was an achievent. Something which is achievable for learners is something they can succeed in

acquire, acquisition

to learn a language without studying it, just by hearing and/or reading it and then using it. This is the way people usually learn their first language

activate previous knowledge

to get learners to think about and to say what they know about a topic. Teachers activate learners' previous knowledge when they are preparing learners to read or listen to a text. For example, a teacher could prepare learners for a text about cooking by asking learners what kind of food they can
cook. Research has shown that when learners' previous knowledge is activated, reading and listening comprehension is increased.  

 
active role

taking part and being involved and interested in something. When learners think about their own learning and what their own needs are and try to do things themselves to learn more, they are taking an active role in their learning. 

 
activity-based learning

an approach to learning by doing activities and focusing on the activity rather than focusing on grammar and vocabulary. Learners do an activity in groups; e.g. they solve a problem, draw or paint a picture or make or build something. The rules of language used in the activity are looked at either after
the activity or not at all. An activity-based learning is more common with school-aged children 
adjective

An adjective describes or gives more information about a noun or pronoun, e,g, a  cold day.

·        A comparative adjective compares two things, e.g. He is taller than she is.

·        A demonstrative adjective shows whether something is near or far from the speaker, e.g. this(near) book is interesting,  that  window (not near) is open.

·        An -ing/-ed adjective describes things or feelings. An -ing adjective describes things or people, e.g. The book is very interesting.  An -ed adjective describes feelings, e.g. I am very interested  in the book.
·        A possessive adjective shows who something belongs to, e.g. It's  my book.

·        A superlative adjective compares more than two things, e.g. He is the tallest boy in the class. 

adverb

an adverb describes or gives more information about how, when, where, how much or how well is done, e.g. he worked  quickly and well.

affix

a letter or letters added o the beginning or end of a word to make a new word, which can be a different part of speech from the original word, e.g. interview, interviewer; 'er' is an affix added to interview to make the new word interviewer.  Affixation is the process of adding letters
at the beginning (prefix) or end of a word (suffix) to make a new word

aids

aids are the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what aids they will need to help learners understand things more easily

 Контакти
See all

1. n the Classroom: The Grammar Translation Method (p. 15-16);


2. In the Classroom: Gouin and Berlitz - The First Reformers (p. 43 - 48);
3. In the Classroom: The Audiolingual Method (p. 73-75);
4. In the Classroom: The 'Designer' Methods of the 1970s (p. 103-105);
5. Strategies (p. 122-130);
6. In the Classroom: Putting Methods into Perspective (p. 169-172);
7. In the Classroom: Toward a Principled Approach to Language Pedagogy (p. 201-203);
8. In the Classroom: A Model for Error Treatment (p. 239-241);
9. In the Classroom: Communicative Language Teaching (p. 266-267);
10. Out on a Limb: The Ecology of the Language Acquisition (p. 294-296)

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