|
APPENDIX
Phonemic sym bols
Consonants
Vowels
P
pen, happy, publish
i:
sheep, breathe, these
b
bed, cab, blackboard
i
ship, bit, started
t
time, little, watched
e
when, breath, any
d
dance, played, advance
ae
pat, back, m arry
k
cup, kind, pack
a:
arm , rather, heart
g
good, mug, toggle
D
clock, what, because
t j
chin, chatter, arch
o:
floor, law, caught
3
pleasure, vision, decision
u
wood, would, wom an
d3 July, geometry, judge
u:
shoe, school, July
f
fan, life, photograph
A
uncle, son, rough
V
very, live, advance
3 :
first, journey, earth
e
think, path, thank
3
again, photograph, teacher
5
then, m other, that
e i
play, rage, great
s
sail, cell, boats
ago, tow, though
z
zen, lens, lends
a i
climb, kite, buy
J
shell, mesh, ship
a u
house, m outh, clown
h
he, hym n, hand
01
spoil, buoy, enjoy
m
meet, bom b, immense
19
cheer, clear, weird
n
no, can, another
e s
chair, where, their
q
ring, singer, playing
pure, lure, fewer
1
let, sell, lullaby
r
ring, wring, tom orrow
j
yes, yacht, opinion
w
when, what, wait
267
GLOSSARY
This glossary contains entries for all the terms
cited in bold in
How to Teach English.
In the
case of Chapter 5, however, only main entries
(e.g. noun, verb) are given.
Explanation
In the following entry the main heading
(appropriacy) is in bold. Because proximity and
formal are written in small capitals, this means
there are entries for them in the glossary too.
The symbol -* means that you should (also)
look at that entry - in this case ‘proximity’,
appropriacy (
1
) - establishing the right
professional relationship with students in
classrooms ->
p ro x im ity . (2 )
- choosing
language that is not just correct but also
appropriate to the situation (in terms of who
we are talking to, how
f o r m a l
or
i n f o r m a l
we
want to be, etc).
Where you see this -> Chapter 5 pages 59-80, it
means you will find more details in Chapter 5.
A
accuracy is the degree of correctness which
a student achieves when using grammar,
vocabulary and pronunciation,
achievement test - a test taken at the end of a
course of study to see how well students have
learnt what they have been studying. See also
EXIT TEST.
acquisition
is a s u b c o n s c io u s p ro c e s s ; t h e
e ffo rtle s s m a s te r y o f l a n g u a g e t h r o u g h b e in g
e x p o s e d t o it, r a t h e r t h a n c o n s c io u s ly l e a r n i n g
it.
acting out is when students perform
d ia lo g u e s ,
etc as if they were in a play,
activate/activation is what happens when
students try to use all and/or any language to
complete some kind of a task. It is putting their
a c q u i s i t io n
and
l e a r n i n g
into action. ->•
esa
active sentences ->■
v e rb s
adaptability is the teacher’s ability to respond
to unforeseen events in a lesson; the ability to
adapt lessons to suit particular individuals or
groups.
adjectives are words like ‘big’, ‘old’, ‘exciting’,
‘expensive’, ‘lovely’ which are used to describe
things, places, people, events, etc. Used with
n o u n s
(‘a lovely concert’) and
p r o n o u n s
(‘It’s
very big’). Adjectives have comparative forms
(‘bigger’, ‘more expensive’) and superlative
forms (‘biggest’, ‘most exciting’). ->• Chapter 5
page
68
adult is a word generally used to mean anyone
who is over 18, though in ELT terms some
material is designed for ‘adults and young
adults’ which tends to mean anyone from 16
onwards.
advanced is the level students get to usually
after about 500+ hours of classroom English. It
is equivalent to
a l t e
levels Cl and C
2
.
adverbs are words used to say when or how
something happens. Adverbs of time say when
something happens (‘tomorrow’, ‘at ten o’clock’,
‘in three minutes’); adverbs of manner say how
something happens (‘quickly’, ‘languidly’, ‘in a
flash’); adverbs of place say where something
happens (‘at home’, ‘in Australia’, ‘three doors
away’). There are many other kinds of adverb,
too. -> Chapter 5 pages 72-73
affect - the emotional factors which influence
language learning.
agency - we say an individual has agency when
they take responsibility for their decisions
or have some
l e a r n e r a u to n o m y
or decision
making power.
aims are what teachers hope the students will
achieve as a result of their teaching; they are
usually indicated/detailed at the beginning
of a lesson plan. The term is often used
synonymously with
o b je c tiv e s .
ALTE/ALTE - Association of Language Testers
of Europe. There are six ALTE levels from A1
(equivalent to beginners) to C2 (equivalent to
higher advanced).
analyse coursebook ->
c o u r s e b o o k a n a ly s is
anaphoric reference is when we use words
to refer to something that has already been
mentioned (e.g. ‘He picked up the stick and
threw it for the dog’). -> Chapter 5 page 77
anticipated problems - these are the potential
difficulties which teachers think may arise in
a lesson. Usually included in a lesson plan,
especially to show observers that the teacher
has thought carefully about what might happen
in the lesson.
antonyms are words with opposite meanings
(e.g. ‘hot’ - ‘cold’). Different from
sy n o n y m s. ->
Chapter 5 page 61
268
G lossary
Do'stlaringiz bilan baham: |
