The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need.
aids
Dictionary extracts: jet-lag noun {U} What does the {U} mean?
this word cannot be used in the plural
Test grammatical knowledge, cohesion and awareness of collocation as sts. reorder words/chunks. Objective task-type, so easy to mark.
Jumbled Sentences
A basic plan of what a teacher will teach for a number of lessons. Its aim is to try to ensure that lessons fit logically together.
Scheme of work
This is all the information from the class, such as age, level or learning style.
Class profile
When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.
timing
The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs.
procedure
The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class.
interaction patterns
This describes the language and skills to be covered on a course, and the order in which they will be taught.
Syllabus
How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson.
timetable fit
A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc.
stage
tudents correct mistakes in a text, either highlighted on the text or spotting them themselves . Assesses learners' awareness of error. Highly realistic task, encouraging sts. to check their own written work.
Proofreading
An example of a grammar point, function or lexical set.
Exponent
Tests knowledge of grammatical structures and the relationships between them. Instructions might say: "Complete the 2nd sentence so that it means exactly the same as the 1st."
Sentence Transformation
Tests skills of spoken interaction. Creates a real need for communication between sts. A and B. Depending on the task, may produce quite controlled language and so be easy to mark.
Information-gap activity
Directly tests skills of spoken interaction. Can provide direct assessment of sts.' ability to take part in spontaneous dialogue, testing listening, turn-taking and other interactive skills.
Interview
The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim.
subsidiary aim
Putting text or pictures in the correct order. Tests comprehension of written/spoken text, esp. good for testing understanding of narrative. Quick and easy to mark.
Sequencing
when teachers are planning a lesson, they think about what their students 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.
anticipated problems and solutions
The most important aim, e.g. the teacher's main aim could be to teach the present perfect or develop listening skills
main aim
What information does this extrac taken from a grammar reference provide?
gives guidance on correct and incorrect forms of language
Phrases which are used for a particular communicative purpose or function, e.g. Let’s ..., Shall we ..., How about ...
Functional exponents
When teachers think about what they believe their students will know or how they will behave in a particular lesson.
assumptions
A book for learners to read containing simplified language
graded reader
What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.
personal aim
Every nth word is blanked out to test reading comprehension and knowledge of grammar and lexis. May be difficult to mark if gaps allow for more than one answer.
Cloze