146 Glossary
effective Irfektrvl a. works well, gives the result you want. presentation Iprezan1Wanl n. to give an oral presentation
adv. effectively
e.g. Ii: Q3UI for example (abbreviation)
elicit Irlyrtl v. to ask careful questions to get children to
answer. In language learning you are finding out if the
children can use language (special term)
exchange IrkstJernd31 n. a short conversation between
pupil and teacher which often consists of a question,
a response, and a follow-up comment (also has
other meanings)
focus I faukasl v. to direct all the children's attention
towards something in particular
f-rleze Ifri:zl n. a long piece of paper often put on classroom
walls with pictures or words, e.g. an alphabet frieze
has the alphabet written on it with helpful pictures
(special term)
gesture Id3estJa(J)1 n. a movement with part ofthe body,
e.g. the hands, the head
gist Id3rstl n. general meaning
handle Ihamdal! v. to deal with (has other meanings)
interaction Irnta~nl n. a two-way communication
between people by speaking, listening, gestures,
questions, and answers, etc. (special term)
intonation Irnta~anl n. the rise and fall of your voice
while you are speaking -
key words Iki:W3:(J)dzl n. the most important words
label Ileiball v. to write information about something on
a piece of paper. You can then see the information when
•you look at the thing, picture, etc. Also n. : label. A piece
of paper next to something, with it s name on
language input I J.gmgwrd3 rnput! n. the language that
someone hears spoken or sees written down
mime Imarml v. to act silently, without speaking
mind map Imarnd ma!pl n. a diagram that shows how you
can organize your thoughts about a topic or plan
mirror Imrra(J)1 v. to copy, do or say what someone else
does or says (has other meanings)
non-verbal Inonv3:(J)ball a. a way of communicating
without using language, e.g. with gestures, actions,
movement
odd one out lod WAn aut! n. the one that is different
from the others in a group
phrase Ifrerzl n. a short group of words people often say;
it may be easy to remember, e.g. It doesn 't matter
play-dough IQ!§deul n. soft coloured clay used by
children to make models
plasticine Ipla!strsi:nl n. material very like play-dough
and also used by children to make models
predict Iprrdrktl v. to say what will happen next.
prediction n
Acknowledgements
Some ofthese definitions are taken or adapted from the
Oxford Wordpower Dictionary.
is to talk to an audience about a topic in order to tell
them about it
prompt Ipmmptl v. to encourage someone to continue
by helping them
recast lri:ka:stl v. in this book we use this term to mean to
repeat in English what a child has said in their mother
tongue
rephrase Iri:frerzlv. to repeat children's speech in a
different way, e.g. in better English
revise I rrvarzJ v. to go over something again in order to
learn it more effectively
roughly IUlfirl adv. generally, approximately.
routine I ru:ti:nl n. the usual order or way in which you do
things
schedule lfudju:11 or I~dju:l/n. a plan ofthings that will
happen or work to be done
set Iset! n. a group ofthings that belong together
set expressions Iset rks~anzl n. useful phrases that
children remember as a whole, e.g. I've finished. They can
use them over and over again for particular situations,
e.g. greetings
small-scale Ism):1skerll a. not very big
spontaneously Isponternraslil adv. speaking or writing
naturally and freely without planning and without
being asked
stimulate Istrmjulert! v. to encourage, prompt, elicit
stress Istresl n. emphasis. v. to put force or emphasis on a
word when you say it. Stressed words or parts of words
are more clearly heard
summarize I SAmararzl v. to give a short version, paying
more attention to main pOints than to details
sustained Isasterndl a. continuous, without interruption,
e.g. sustained talk involves saying more than just a few
words or phrases
syllable Isrlaball n. a part of a word that has a single vowel
sound. Some words have only one syllable but others
have two, three, even four or five - e.g. the (I), even (2),
syllable (3). co-operation (5)
trace Itr§sl n. to draw over lines to make them clearer.
In many children's writing books letters are written
in broken lines that they join up by tracing over them.
Also in schools children often trace by putting a piece
of transparent paper over a picture or lines and
drawing over this
version 1v3:(Jlranl n. something spoken or written that you
have changed to suit what you want
volume IYQ]ju:ml n. how loud a sound is
yucky 10kil a. unpleasant or disgusting (informal)
yummy 10mil a. pleasant or delicious tasting (informal)