|
coursebook analysis
is when teachers look at a
coursebook in detail in order to decide whether
or not to consider it for adoption,
coursebook unit
- coursebooks are usually
divided into a number of units (say 16,
20
or 24). These each concentrate on different
structures,
v o c a b u l a r y
or
to p ic s .
cue
- the first stage in a
c u e - r e s p o n s e d r i l l .
cue-response drills
are when a teacher gives
a cue (or
s tim u lu s )
such as ‘question ... where
271
G lossary
. . ,
nom inates
a s t u d e n t, a n d t h e n o m i n a t e d
s t u d e n t o ffe rs a
response
s u c h as ‘W h e r e ’s t h e
s t a ti o n ? ’
Cuisenaire rods
a re s m a ll b lo c k s o f w o o d o f
d if f e r e n t siz es a n d c o lo u r s u s e d to d e m o n s t r a t e
t h in g s lik e s tr e s s p a t t e r n s a n d w o r d o rd e r,
cultural appropriacy
is w h e n a to p ic , e x e rc is e
o r m e t h o d o l o g y s u its t h e c u lt u r e o r c u l t u r a l
b a c k g r o u n d o f th e s t u d e n ts a n d / o r te a c h e r,
cultural background
is t h e c u lt u r e t h a t a
s t u d e n t h a s g r o w n u p o r liv e d in ( c u lt u r e h e r e
m e a n s c o u n tr y , r e g io n o r s o c ia l g r o u p ) .
D
data projector -
a p r o j e c to r t h a t a llo w s y o u to
p r o j e c t w h a t is o n a c o m p u t e r s c r e e n o n t o a b ig
s c r e e n o r i n t e r a c t i v e w h ite b o a r d .
debate
is t h e n a m e f o r a n u m b e r o f a c tiv itie s
in w h ic h s t u d e n ts a r e a s k e d t o d is c u s s o r a r g u e
d if f e r e n t p o i n t s o f v iew .
b a l l o o n d e b a te
deductive approach
is a n a m e g iv e n to
p r o c e d u r e s w h e r e s t u d e n ts firs t l e a r n r u le s
a n d t h e n t r y to m a k e s e n te n c e s o n t h e b a s is o f
t h o s e r u le s (se e f o r e x a m p le ppp). -+ i n d u c t i v e
a p p r o a c h
demonstrating
is w h e n te a c h e r s s h o w s t u d e n ts
h o w a n a c tiv ity w o r k s b y d o i n g it - s o t h a t th e y
w ill t h e n d o it c o rre c tly ,
describe and draw -
a n a c tiv ity w h e r e o n e
s t u d e n t g iv es a n o t h e r s t u d e n t i n s t r u c t i o n s so
t h a t t h e y c a n d r a w a p i c t u r e ( o f te n t h e s a m e
p i c t u r e t h a t t h e i n s t r u c t i n g s t u d e n t h a s , b u t
w h ic h t h e y d o n o t s h o w t o t h e i r p a r t n e r w h ile
t h e a c tiv ity is t a k i n g p la c e ) . -* i n f o r m a tio n - g a p
a c t i v it i e s
description of students
( s o m e tim e s c a lle d
‘s t u d e n t p r o f ile ’) - a n i n te g r a l p a r t o f m a n y
le s s o n p la n s , e s p e c ia lly w h e r e a le s s o n is to
b e o b s e r v e d b y a n o u ts id e r . T h e d e s c r i p t i o n
g iv es a n id e a o f in d iv i d u a l s t u d e n t s t r e n g th s
a n d w e a k n e s s e s as w e ll a s a p i c t u r e o f h o w th e
g r o u p b e h a v e s
as a group.
determiners
a r e w o r d s o r p h r a s e s t h a t a re u s e d
a t t h e b e g in n i n g o f n o u n p h r a s e s . T h e y i n c lu d e
a r t i c l e s , q u a n ti f i e r s , e tc . -> C h a p t e r
5
p a g e
65
developmental errors
a re e r r o r s t h a t o c c u r
n a tu r a ll y as l e a r n e r s g a in m o r e i n s ig h t i n to t h e
la n g u a g e s y s te m (e .g . s a y in g
‘I
s e e d ’ in s t e a d o f
‘I
s a w ’ b e c a u s e th e y h a v e l e a r n t t h e ‘- e d ’ p a s t te n s e
r u le ) . ->• m ista k e
dialogue - when two people talk to each other.
We often get students to listen to, write or
practise dialogues.
dictogloss - a technique where students try
to write down exactly what they have heard
(delivered at a faster speed than a dictation)
- and then compare their versions with the
original in order to see how they differ,
differentiation is when teachers give students
in the same class different tasks to do because
they are at different levels. ->
m ixed a b ility
direct test item - an item which tests the
students’ ability to do something, such as write
a letter or make a speech rather than testing
individual language points. Different from
INDIRECT TEST ITEM.
discourse is a term used to describe any stretch
of text (whether written or spoken) bigger than
a sentence or, usually, paragraph or utterance.
-> Chapter 5 pages 76-78
discourse communities are any groups that
share ways of communicating in terms of
established routines, writing formats, etc.
discourse markers are items of language that
explain the relationship between what went
before and what comes after (e.g. ‘Yeah, as I was
saying ...’, ‘Hold on a second’, ‘Furthermore’,
etc). -> Chapter 5 page 78
discovery activities are those where students
are shown language and asked to try to work
out how it works (rules, etc) for themselves
rather than being told by the teacher. -*■
INDUCTIVE APPROACH
discrete test item - an item that tests only one
thing (e.g. a verb form or the use of an
a r t i c l e )
at a time. Different from
i n t e g r a t i v e t e s t ite m .
discursive essay - a written composition in
which students argue the case in favour of and/
or against a certain point of view,
discussion - an activity in which students are
asked to give opinions about a
t o p ic
or
d e b a te
it.
distractors are the two or three wrong answers
in a
m u ltip le - c h o ic e
item,
drafting - the stage in the
w r i t i n g p ro c e s s
where we write out our first version of
something, knowing that we are probably going
to amend it later.
drill - a technique where the teacher asks
students to repeat words and phrases, either in
272
G lossary
ch oru s
o r in d iv id u a lly , a n d t h e n g e ts t h e m to
p r a c tis e s u b s t i t u t e d ( b u t s im ila r ) p h r a s e s , still
u n d e r t h e t e a c h e r ’s d ir e c tio n .
Do'stlaringiz bilan baham: |
