1.

Personalisation noun, personalise verb

When a teacher helps a learner to connect new words, topics, texts or grammar to
their own life.
2.Relevance noun, relevant adjective
The degree to which something is related to or useful in a situation.
3. Outcome
Result. This is what the teacher hopes will be the result in terms of learning at the
end of the lesson.
4. Authentic material
Written or spoken texts which a first language speaker might read or listen to. They
may be taken from newspapers, radio etc. The language in the texts is not adapted
or made easier for learners or the language learning process.
5. Collocation
Words which are regularly used together. The relation between the words may be
grammatical, e.g when certain verbs collocate with particular prepositions, e.g.
depend on, good at or when a verb like make or do collocates with a noun, e.g. do
the shopping, make a plan. Collocations may also be lexical when two content
words are regularly used together, e.g. We went the wrong way NOT We went the
incorrect way.
6. Drill (choral drill)
A technique teachers use for encouraging learners to practise language. It involves
guided repetition or practice.
In a choral drill the teacher says a word or sentence and the learners repeat it
together as a class.
7. Mime (noun + verb)
Body movements used to convey meaning without using words.
8. Chunk
Any pair or group of words commonly found together or near one another, e.g.
phrasal verbs, idioms, collocations, fixed expressions.
9. Cognitive (processes)
The mental processes involved in thinking, understanding or learning.
10. Over generalisation
When a learner uses a grammatical rule he/she has learned, but uses it in situations
when it is not needed or appropriate, e.g. a learner says, There were three girls
(correct plural form used for most nouns) and two mans. (incorrect plural form –
not appropriate for man).
11. Consolidate
To return to something in order to allow learners to understand and remember it
more completely. For example, learners can consolidate a grammar point by doing
extra practice.
12. Reformulation noun, reformulate verb
When a teacher corrects what a learner has said by repeating the sentence correctly,
but without drawing the learners’ attention to their mistake. This is usually the way
parents ‘correct’ their young children’s language mistakes.
13. Interference
When the learner’s mother tongue affects 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, but the L1 grammatical
pattern is not appropriate in L2.
14.Concept checking
Concept checking is the technique of asking concept questions or using other
techniques to check that learners have understood a new structure or item of lexis.
15. Contextualise
To put new language into a situation that shows what it means. See set the scene,
context.
16. Survey
Learners find out information from others by asking questions or using
questionnaires in order to practise speaking skills and/or specific language.
17. Prioritising,Rank ordering
Putting things in order of importance. In the classroom, a prioritising or rank
ordering activity is a communicative activity in which learners are given a list of
things to put in order of importance. It involves discussion, agreeing/disagreeing
and negotiating.
18. Infer attitude, feeling, mood
To decide how a writer or speaker feels about something from the way that they
speak or write, rather than from what they openly say.
19. Informal assessment
When a teacher decides whether a learner is doing well or not, or whether a course
is successful or not, by observing learners rather than setting a test or writing an
official report or giving a grade.
20. Language awareness
A learner’s understanding of the rules of how language works and his/her ability to
notice language.
Raise awareness
To help learners to start to understand something that they may not already know
by drawing attention to it. For example, if you teach learning strategies, it can raise
learners’ awareness of how to learn.
21. Portfolio
A collection of work that a learner uses to show what he/she has done during a
particular course. A purposeful document, regularly added to that may be part of
continuous assessment.
22. Summary noun, summarise verb
To take out the main points of a long text, and rewrite or retell them in a short,
clear way.
23.Proofreading
Proofreading means carefully checking for errors in a text before it is published or
shared. It is the very last stage of the writing process, when you fix minor spelling
and punctuation mistakes, typos, formatting issues and inconsistencies.
24. Clue
A piece of information that helps someone to find the answer to a problem, e.g. a
teacher could give the first letter of a word she is trying to elicit as a clue to
learners to help them find the word.
25. Elicit
When a teacher thinks that some learners will know a piece of language or some
information, rather than giving the class the information, he/she asks targeted
questions or gives clues to get learners to give the information.
26. Cohesive device
A feature in a text which provides cohesion, e.g. use of topic-related vocabulary
throughout a text, of sequencing words (then, next, after that etc.), of referencing
words (pronouns – he, him, etc.), of conjunctions (however, although etc.).
27. Motivation noun, motivate verb
Motivation is the thoughts and feelings which make us want to do something and
help us continue doing it.
28. Cloze test
A task-type in which learners read a text with missing words and try to work out
what the missing words are. 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. It is different from a gap-fill activity, which can focus on
practising or testing a specific language point.
29. Accuracy
The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an
accuracy activity, teachers and learners typically focus on using and producing
language, spelling correctly.
30.Observing
Monitoring, observing and collecting information about learner performance,
behaviour, contribution and effort and progress. Keeping a written record of
learners’ work.
31.Realise
Become fully aware of (something) as a fact; understand clearly.
32. Board game
A game played by two or more players on a board using dice. Players throw the
dice and move around squares on the board. By writing different instructions in the
squares, teachers can use board games for controlled language practice or oral
fluency, e.g. when a learner lands on a square, they say a daily routine using the
present simple.
33. Monitor, self-monitor
1.To watch over learners in order to make sure that they are doing what they have
been asked to do, and help them if they are having problems.
2.To listen to/read your own language to see if it is accurate and effective.
34. Procedure
The details of exactly what is going to happen in each stage of a lesson, e.g.
learners practise the language of complaints in a role-play in pairs.
35. Mingle (noun + verb)
A mingle is an activity which involves learners having to walk round the classroom
talking to other learners to complete a task.
36. Chart
Information in the form of diagrams, lists or drawings often placed on the
classroom wall for learners to refer to such as irregular verb forms or prepositions.
37. Multiple-choice questions
A task-type in which learners are given a question and three or four possible
answers or options. They choose the correct answer from the options they are
given.
38. Lexical set
A group of words or phrases that are about the same content topic or subject, e.g.
weather – storm, to rain, wind, cloudy.
39. Facial expression
A person can show how they feel through their face, e.g. smiling, showing surprise.
40. Less controlled, freer practice
When learners use the target language but have more choice of what they say and
what language they use.
41. Gesture (noun + verb)
A movement with part of the body, e.g. hand, head, which is used to convey
meaning.
42. Solution noun, solve verb
An answer to a problem.
43. Acquisition noun, acquire verb
To learn a language without studying it, just by hearing and/or reading and then
using it. This is the way people usually learn their first language.
44. Exposure noun, expose verb
When learners listen to or read language without being consciously aware of it.
45.Transformation drill
In a transformation drill the teacher says a word or a sentence and the learner
answers by changing the sentence into a new grammatical structure, e.g.
Teacher: I bought a pen. Didn’t
Learner: I didn’t buy a pen.
Teacher: I went to the cinema. Didn’t
Learner: I didn’t go to the cinema.
46.Subsidiary aim
A subsidiary aim is the secondary focus of the lesson, less important than the main
aim. It could be the language or skills learners must be able to use 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.
47. Role-play
A classroom activity in which learners are given roles to act out in a given
situation, e.g. a job interview role-play where one learner would be the interviewer
and the other learner would be the interviewee. Role-plays are usually done in
pairs or groups.
48. Listen/read for detail
To listen to or read a text in order to understand most of what it says or particular
details.
49. Finger correction
This is a way of drawing attention to where a learner has made a mistake. The
teacher counts out the words a learner has said on her fingers. The fingers represent
words and the teacher can show clearly in which word (finger) the mistake was
made. A teacher may use her fingers to show that a mistake has been made with
word or sentence stress, word order, grammar, pronunciation of sounds etc.
50. Discourse
Spoken or written language in texts or groups of sentences.
51. Word map, mind map
A diagram which is used to make a visual record of vocabulary on the same topic.
52. Overhead projector (OHP)
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.
53. Supplementary material noun, supplement verb
The books and other materials which teachers can use in addition to a coursebook,
e.g. pronunciation practice materials.
54. Self-access centre, learning centre
A place with learning resources such as books, computers and cassettes where
learners can study by themselves.
55. Learner autonomy noun, autonomous adjective, learner independence
When a learner can set his/her own aims and organise his/her own study, they are
autonomous and independent. Many activities in coursebooks help learners to be
more independent by developing learning strategies and focusing on learner
training.
56. Graded reader
A book which has language that has been made easier for learners.
57. Cue card, prompt card
A card on which there is/are (a) word(s) or picture(s) to prompt or encourage
learners to produce particular language, often during a controlled practice activity
or drill, e.g. a teacher presenting I like + ing / I don’t like + ing could have a
number of picture cue cards with different activities (swimming, reading etc).
Learners have to respond to the cue card using I like + ing or I don’t like + ing.
58. Demotivate verb demotivated adjective
To make someone lose motivation.
59. Praise
To tell someone they have done well, e.g. That’s excellent. Well done!
60. Adapt (material)
To change a text or other material, so that it is suitable to use with a particular
class.
61. Deduce meaning from context
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.
62. Sequence (noun + verb)
A sequence is a series of things, which follow each other in a logical order.
Learners can sequence pictures in a story, i.e. put them in order.
63. Proficiency noun, proficient adjective
Level of ability; to be very good at something because of training and practice, e.g.
speaking English.
64. Rationale
The reason for doing something, e.g. the rationale for pre-teaching vocabulary
before learners read a text is to help learners read the text more easily. When
teachers plan a lesson, they think about a rationale for activities and procedures.
65. Timing
The likely time 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.
66. Information-gap activity
A classroom activity in which learners work in pairs or groups. Learners 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.
67. Visualisation noun, visualise verb
To form a mental picture of something. Visualisation can help learners to
remember new words or can be used for creative story-telling. A classroom activity
where learners close their eyes and create mental images.
68. Gap-fill
An activity in which learners fill in spaces or gaps in sentences or texts. This is
often used for restricted practice or for focusing on a specific language point. This
is different from a cloze test which can focus on reading ability or general
language use.
69. Ice-breaker
An introductory activity that a teacher uses at the start of a new course so that
learners can get to know each other.
70. Timetable fit
How a lesson fits logically into a sequence of lessons; how what goes before a
particular lesson links to, and helps learners with, the following lesson.
71. Visual (aid)
A picture, a diagram or anything else the learners can look at which can help
teachers illustrate form or meaning.
72. Reference materials, resources
The materials which teachers and learners can use to find or check information,
e.g. grammar books, dictionaries or CD-ROMS.
73. Sentence completion
A task-type in which learners are given parts of a sentence, e.g. the beginning or
the end, and are asked to complete the sentence, using specific target language, e.g.
At the weekend, I love … ; In the evenings, I enjoy … .
74. Scaffolding noun
Scaffolding is the temporary support that teachers (and parents) give to learners to
help them to do a task, solve a problem, communicate or understand. Scaffolding
can be through the use of teacher language to help learners understand language
and use of language, e.g. using language at the learners’ level; asking questions;
using gestures and actions when speaking; using L1 when necessary. Scaffolding
can also be through the use of teaching strategies, e.g. providing language models
or prompts; using substitution tables and language frames. Scaffolding is
temporary support which is gradually taken away so that learners can eventually
work without it.
75.Concept question
A concept question is a question asked by the teacher to make sure that a learner
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.
76. Tapescript, audio script, transcript
The written version of the words learners hear when doing a listening activity.
These can often be found in a teacher’s book or at the back of the learner’s book.
77. Flashcard
A card with words, sentences or pictures on it. A teacher can use these to explain a
situation, tell a story, teach vocabulary etc.
78. Anticipate (language) problems
When teachers are planning a lesson, they think about what their learners might
find difficult about the language or skills in the lesson so that they can help them
learn more effectively at certain points in the lesson. They may also think about
how learners’ previous learning experience may affect their learning in a specific
lesson.
79. Exponent
An example of a grammar point, function or lexical set.
80. A summative test is used at the end of a course. A mark or grade is given, but
no other feedback.
81. Assessment criteria
The qualities against which a learner’s performance is judged for assessment. For
example, assessment criteria for judging learners’ writing may be: accuracy of
grammar, use of vocabulary, spelling and punctuation, organisation of ideas.
82. A progress test is used during a course in order to assess the learning up to a
particular point in the course.
83. In a substitution drill the teacher provides a sentence and a different word or
phrase which the learner must use (or substitute) in exactly the same structure, e.g.
Teacher: I bought a book. Pen.
Learner: I bought a pen.
84. An achievement test is used to see how well learners have learned the
language and skills 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.

85. Continuous assessment

A type of testing which is different from a final examination. Some or all of the
work that learners do during a course is considered by the teacher on a regular
basis and contributes to the final grade given to learners. May also include regular
monitoring of classroom performance and contribution.
86. An objective test is marked without using the examiner’s opinion, e.g.
true/false questions, multiple-choice questions. There is a clear right answer.
87. Phonemic chart
A poster or large diagram of the phonemic symbols arranged in a particular order.
88. Pie chart
A pie chart shows information in a circle which is divided into sections. Each
section represents a quantity. Teachers use pie charts to help learners remember
new information by making thinking visual -below is an example.
89. Controlled practice, restricted practice
When learners use the target language repeatedly and productively in situations in
which they have little or no choice of what language they use. The teacher and
learners focus on accurate use of the target language.
90. Categorisation noun, categorise verb, category noun
To put things into the group (category) to which they belong. For example, learners
might categorise a list of different foods into groups (categories) such as fruit and
vegetables.
91. A diagnostic test is used to identify problems that learners have with language
or skills. The teacher diagnoses the language problems learners have. It can also be
used to diagnose learner strengths. It helps the teacher to plan what to teach, or
what not to teach, in future.
92. Formative assessment
When a teacher uses information on learners’ progress during a course to adapt
their teaching or to give learners feedback on their learning.
93. 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.
94. Label (noun + verb)
To match the name of an object to the object.