Key Terms

Classroom management: the ability to control and inspire a class is one of the
fundamental skills of teaching./ consists of routines and procedures the teacher
uses to make learning more effective (starting and finishing a lesson, giving clear
instructions, organizing pairs and groups, timing, monitoring, checking, discipline
and praise, handling visual aids, setting and collecting homework).
Rough-tuning: one of the crucial teachers skills is to use more exaggerated
tones of voice and unconsciously speak with less complex grammatical structures,
more restricted vocabulary uses.
Learning-based teaching: focuses on encouraging learners express to their
ideas freely and working collaboratively/ all class activities can be done using
information that the learners themselves bring to the class.
Report back stage: learners play particular attention in their preparing materials
and wish to see how their work has been exploited.
Linguistic responses: sentences, texts, etc.
Non-linguistic response: pictures, actions, etc.
Pair-compare: occurs when students are given a chance to compare responses in
pair during breaks during the listening or reading.
Objective: what the students will learn.
Technique: various activities that either students or teacher perform in class/ the
basic procedures.
Data: language samples and visuals used with the technique.
Guide: ways of guiding students attention in the data: questions, grids, key
words, pattern on the board, etc.
Response: student behavior produced by the technique: written answers, grids
filled in, pictures arranged in order, blanks in a passage filled, etc.
Work arrangement: how students are arranged to do the technique
(individual/solo, pair, small group, t/wc).
Time: how long the technique takes in action.
Performance/product/learning objective: statement of what learner is
expected to know or be able to do after completing all or parts of an educational
program.
Process/management objective: activities that students should undertake in
the classroom to achieve productive objectives, course goals, and so on.
Thematic strands: one way to approach a sequence of lessons is to focus on
different content in each individual lesson.
Warm-up technique: is a technique to liven up the students at the beginning of a
lesson.
Cool-down technique: is a technique to get the students quiet after a lively
classroom language game.
Gauging difficulty: it requires using your experience of conducting the lesson to
figure out in advance how easy or difficult certain techniques will be or taking a
good deal of cognitive empathy to put yourself in your students shoes and
anticipating their problem areas.

Seating arrangement: if the classroom has movable desk-chairs, consider

patterns of semi-circle, U-shape (horseshoe) so that it makes interaction among
students more feasible.
Syllabus: a specification of what is to be taught in a language program and the
order of which it is to be taught.
Presentation: means of introducing Ss to the form of a word and the meaning
that is associated with it.
Vocabulary: a series of words and phrases which need to be taught in class. It is
uncountable noun.
Morphology: the rules for making words.
Gist: main ideas
Control: means how much freedom the teacher and the technique give the
students to use their own language and ideas and to manage the procedure
themselves.
Drill: typical language activity involving fixed patterns of teacher prompting and
student responding, usually with repetition, substitution, and other mechanical
alterations.
Meaningful drill: drill activity involving responses with meaningful choices, as in
reference to different information.
Information transfer: application from one mood (e.g., visual) to another (e.g.,
writing), which involves some transformation of the information (e.g., students fill
out diagram while listening to description.)
Information exchange: task involving two-way communication as in informationgap exercises, when one or both parties must share information to achieve some
goal.
Problem-solving: activity involving specified problem and limitations of means to
resolve it; requires cooperation on part of participants in small or large group.
Simulation: activity involving complex interaction between groups and individuals
based on simulation of real-life actions and experiences.
Wrap-up: brief teacher- or student-produced summary of point/and or items that
have been practiced or learned.
Cued narrative/dialogue: student production of narrative or dialogue following
cues from miming, cue cards, pictures, etc.
Propos: conversation or other socially oriented interaction/speech by teacher,
students, or even visitors, on general real-life topics.
Interview: a student is directed to get information from another student or
students.
Syntax: the rules for putting words in correct order.
Word: refers to one-word form associated with one-word meaning; refers to a
lexical item with more than one part, such as a phrasal verb.
Lexical words = content words: are words which refer to a thing, quality, state
or action and which have meaning (lexical meaning) when the words are used
alone.
Common/high frequency words: words that occur frequently and appear in
many different types of texts and topics.

Rare/low frequency words: occur rarely (one or twice in a chapter or whole

book), but could appear in a wide range of topics and situations because they are
wide-range words. They often have vague meanings, but they can be replaced by
common words.
Special/technical words: are limited to the English of specific subjects, topics, or
situations; narrow-range.
Charged words/loaded words (emotionally charged language): words which
have a degree of connotation (i.e. which carry either positive or negative opposed
to neutral meaning). For example, charged words: crazy, jock, fag; neutral words:
eccentric, athlete, homosexual
In-context technique: technique that involves a text.
Out-of-context technique: technique that does not involve a text.
Personalization: the use of language point to understand and express
information related to their own knowledge and experience.
Concept questions: questions used to check if students understand the meaning
of the target grammar pattern.
Activity balance: the balance of activities over a sequence of lessons is one of
the features which will determine the overall level of student involvement in the
course.
Monitoring: means the teacher moving around the class and really looking at and
listening to what students are doing as they do a technique.
Rapport: is the relationship or connection you establish with your students, a
relationship that built on trust and respect that leads to students feeling capable,
competent, and creative.
Classroom energy: is what you react to when you walk out of a class period and
say to yourself, Wow! This was a great class! or What a great group of
students!./ is electricity of many minds caught up in a circuit of thinking and
talking and writing./ aura of activity sparked by the interaction between students.
Skimming: reading a passage quickly to grasp the main idea or gist
Scanning: reading a passage quickly to find specific information
Contextual guessing: making guesses about the meaning of words by looking at
the surrounding words or situation.
Cloze exercise: fill-in-the-blank exercise, in which some words are omitted,
designed to measure how well the reader understands how a text linked together.
Outlining: note-taking technique designed to help the reader see the overall
organization of a text
Paraphrasing: the ability to say or write ideas in other words; measure the
readers understanding of the main ideas of a text.
Scrambled stories: also known as jigsaw reading. The reader re-orders the
mixed-up pieces of a text to show how a text fits together.
Information transfer: exercise which requires readers to transfer information
from the text to another form of related text or drawing (e.g. filling in a chart,
tracing a route on a map); designed to measure comprehension.
Making inferences: reading between the lines: the reader understands what is
meant but not stated in the passage

Intensive reading: reading carefully for complete, detailed comprehension (e.g.

main ideas, details, and vocabulary)
Extensive reading: reading widely in order to improve reading comprehension,
reading speed, and vocabulary
Passage completion: finishing a reading passage (orally or in writing); involves
predicting a logical or suitable conclusion based on a thorough understanding of
the text.
Affective factors: anxiety generated over the risks of blurting out things that are
wrong, stupid, or incomprehensible.
Language ego: the relation between peoples feelings of personal identity,
individual uniqueness, and value (e.g. their ego) and aspects of their first language
Interaction effect: difficulties that teachers encounter when speaking such as
learners do not know what to say, how to say things, when to speak, and other
discourse constraints.
Interlocutor effect: the difficulty of a speaking task as gauged by the skills of
ones interlocutor.
Performance variables (fillers): performance hesitations such as pauses,
backtracking, and corrections.
Colloquial language/speech (informal speech): the type of speech used in
everyday, informal situations when the speaker is not paying attention to
pronunciation, word choices, or sentence structure.
Collocation: the way in which words are used together regularly
Group work: a learning activity which involves a small group of learners working
together.
Realia: actual objects and items which are brought into a classroom as examples
or as aids to be talked about or written about and used in teaching.
Rate of delivery/rate of speech/ rate of utterance/speech rate: the speed at
which a person takes.
Extensive: monologue
Interpersonal dialogue: carried out more for the purpose of maintaining social
relationships than for the transmission of facts and information.
Transactional dialogue: carried out for the purpose of conveying or exchanging
specific information, and is an extended form of responsive language.
Cue: signal given by the teacher in order to produce a response by the students.
Message oriented: fluency/teaching language use
Language orientated: accuracy/teaching language usage