Teacher Reference Book - PRINT

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ELTeach™ Teacher’s Reference Book
Contents
I. NATIONAL GEOGRAPHIC LEARNING WEBSITE ....................................................................................................... 3

Website Address ...................................................................................................................................................................... 3
Website Navigation................................................................................................................................................................. 3
In Each Unit: Content, Grades, Resources ................................................................................................................... 4
CONTENTS ............................................................................................................................................................................. 4
GRADES.................................................................................................................................................................................... 4
RESOURCES ........................................................................................................................................................................... 5
Research Briefs for EFT Units ...................................................................................................................................... 6
Technical Questions ............................................................................................................................................................... 6
II. ENGLISH FOR TEACHING.................................................................................................................................................... 9
Unit 1: Managing the Classroom A .................................................................................................................................. 9
Unit 1: Lesson 1: Greeting Students .......................................................................................................................... 9
Unit 1, Lesson 2: Discussing the Date and the Weather .............................................................................. 10
Unit 1, Lesson 3: Taking Attendance .................................................................................................................... 11
Unit 1, Lesson 4: Reviewing and Collecting Student Work ........................................................................ 12
Unit 1, Lesson 6: Making Announcements A ..................................................................................................... 13
Unit 1, Lesson 7: Announcing Schedule Changes, Events, and Extracurricular Activities......... 15
Unit 1, Lesson 8: Assigning Homework................................................................................................................ 17
Unit 1, Lesson 9: Dismissing the Class .................................................................................................................. 18
Unit 2: Managing the Classroom B ............................................................................................................................... 19
Unit 2, Lesson 1: Using Classroom Materials .................................................................................................... 19
Unit 2, Lesson 2: Teaching Classroom Language ........................................................................................... 20
Unit 2, Lesson 3: Directing Students...................................................................................................................... 21
Unit 2 Lesson 4: Giving Quiz and Test Instructions ....................................................................................... 22
Unit 2, Lesson 6: Getting Students’ Attention and Moving to a New Activity .................................. 24
Unit 2, Lesson 7: Disciplining .................................................................................................................................... 26
Unit 2, Lesson 8: Checking Student Understanding ....................................................................................... 27
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Unit 2, Lesson 9: Encouraging Participation ..................................................................................................... 28

Unit 2, Lesson 10: Motivating Students ............................................................................................................... 29
Unit 3: Understanding Lesson Content ..................................................................................................................... 30
Unit 3, Lesson 1: Instructions in Student Materials ....................................................................................... 30
Unit 3, Lesson 2: Understanding Listening Texts in Student Materials .............................................. 32
Unit 3, Lesson 3: Understanding Reading Texts in Student Materials ................................................. 34
Unit 3, Lesson 4: Writing Content from Student Materials ........................................................................ 35
Unit 3, Lesson 5: Review .............................................................................................................................................. 37
Unit 4, Lesson 1: Understanding and Communicating Lesson Goals .................................................... 38
Unit 4: Communicating Lesson Content.................................................................................................................... 40
Unit 4, Lesson 2: Engaging Students in the Topic ........................................................................................... 40
Unit 4, Lesson 3: Explaining Lesson Context ..................................................................................................... 41
Unit 4, Lesson 4: Modeling and Giving Examples ........................................................................................... 42
Unit 4, Lesson 6: Asking for and Writing Student Examples..................................................................... 43
Unit 4, Lesson 7: Giving Activity Instructions A .............................................................................................. 45
Unit 4, Lesson 8: Giving Activity Instructions B .............................................................................................. 47
Unit 4, Lesson 9: Organizing Students .................................................................................................................. 49
Unit 5: Assessing Student Work .................................................................................................................................... 50
Unit 5, Lesson 1: Identifying and Correcting Written Errors.................................................................... 50
Unit 5, Lesson 2: Identifying and Correcting Spoken Errors .................................................................... 51
Unit 5, Lesson 3: Assessing Student Comprehension ................................................................................... 52
Unit 6: Giving Feedback ..................................................................................................................................................... 53
Unit 6, Lesson 1: Giving Positive Feedback ........................................................................................................ 53
Unit 6, Lesson 2: Encouraging Self-Correction A ............................................................................................ 53
Unit 6, Lesson 3: Encouraging Self-Correction B ............................................................................................ 56
III. PROFESSIONAL KNOWLEDGE FOR ELT................................................................................................................. 58
Professional Knowledge for ELT: Glossary of Terms by Unit ........................................................................ 58
Alphabetical Glossary of Terminology....................................................................................................................... 59
A – B Terms ......................................................................................................................................................................... 59
C Terms ................................................................................................................................................................................. 62
D-F Terms ............................................................................................................................................................................ 64
G-I Terms ............................................................................................................................................................................. 66
J-M Terms ............................................................................................................................................................................ 68
N-P Terms ............................................................................................................................................................................ 71
Q-R Terms............................................................................................................................................................................ 74
S-Z Terms ............................................................................................................................................................................. 75
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I. NATIONAL GEOGRAPHIC LEARNING WEBSITE
Website Address
Go to https://learn.eltngl.com/ to login.
Login is the first part of your email before the @ mark, unless you receive a different email.
Website Navigation
A. At the top of the page, you will see COURSES, ASSIGNMENTS, MESSAGES. See the screenshot
below.
• Courses will take you to the two courses you are taking.
• Assignments may or may not be available for your course. You can see your progress here if it
is available.
• Messages are not to be used in your course. You will have a social media group (WhatsApp or
similar group) for group communication and communication with your trainer.
B. Use the “Breadcrumb” bar to help you move around the course.
• In the screenshot you can see that the breadcrumb bar shows you that you that you are in the
English for Teaching course, Unit 6, Lesson 3.
You can go back to Unit 6 to move to a different lesson by clicking on the part of the bar that says
“Unit 6: Giving Feedback,” or you can go back to all units by clicking on the ELTeach: English for
Teaching part of the bar.
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In Each Unit: Content, Grades, Resources

When you open each unit, you will see a menu on the left: Contents, Grades, Resources.
CONTENTS = The lessons you will do.
GRADES = A list of all the lessons in the unit. You can see what you have completed and your scores.
In the screenshot below, you can see a yellow bar across each lesson. That means you completed the
lesson. If the bar is black or has some black, you haven’t finished the lesson.
• There is a score under “Results.”
• Green = over 70%. You should get green every time
• Orange/Red = 70% or less
You can see that for Lesson 4/Practice 1, this teacher got 70% and it isn’t green. They should do that
activity again and get over 70%.
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RESOURCES: EBook plus Audio and Print Practice
Extra resources are available within each unit of the English for teaching course. There is an
eBook with an introduction to English for Teaching and useful Research Briefs about the
teaching principles that support the language used in the English for Teaching units.
Remember that there are extra practice activities and audio for each unit. The eBook is in each
unit, also, but you will find the entire eBook in each unit.
Click on the word, RESOURCES when the unit opens.
Next, you will find the full eBook and extra practice activities and audio recordings to review and
expand what you learned in Unit 1.
Research Briefs and theory related to the unit
Introduction to EFT and extra practice
Audio recordings from the unit have a speaker/sound icon:
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Research Briefs for EFT Units

Each unit has special practice activities and audio for the unit in Resources, but the eBook is
included as the full book in each unit. To see the pages related to the unit you want, see page
numbers below.
Unit 1: p. 2 Unit 3: p 94 Unit 5: p. 166

Unit 2: p. 48 Unit 4: p. 118 Unit 6: p. 186
Each unit begins with a two-page Research Brief that provides background theories connected to
the topic of the unit. Below is the Research Brief for Unit 1.
To change the pages that you see, go to the lower right corner of the screen. You can change the
pages two ways:
1. Type the page number you want to go to into the space that has numbers.
2. Click the arrows to go forward or back until you find the page you want.
Technical Questions
If you have a question about technical issues on the website:
1. Read the advice below to see if it helps you.
2. Post a message in your WhatsApp GROUP. Send the message to your group and not only your
trainer because if you are having trouble, other teachers in your group may also be having trouble.
Everyone can learn how to fix the problem when it is posted in the group. Additionally, your trainer
may not respond immediately, but someone in your group may be able to help you quickly.
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Manual Review Some activities, for example the ones when you have to record your
own voice, will show you the message before you do the activity:
“This activity requires manual
review. You will not receive a
score since the activity has not
been assigned to you.”
When you see this message, click on the X in the black circle in the
right corner and do the activity.
At the end of these activities, you will get a message that the
response has been submitted to your instructor.
You will not get a score for these activities. They will not be scored.
But remember we are interested in PROGRESS %, not score.
Doing the activity will increase your PROGRESS %--and your
learning!! Comparing your voice recording is great for learning!
If you receive this message:
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If you get these messages:

If you get one of these multiple times, you should change browsers. For
example, if you are using Chrome, you should use Firefox or Edge or
something else.
Also, restart your computer, laptop and/or phone.
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II. ENGLISH FOR TEACHING

Unit 1: Managing the Classroom A
Unit 1: Lesson 1: Greeting Students
Words to know
afternoon
break
morning
summer
vacation
weekend
Phrases to learn
Hi, everyone.
Hello, everyone.
Good morning, everyone.

Good morning, class.
Good morning, [student name].
Good morning, students.
Good morning, children.
Good morning, boys and girls.
Good morning, [teacher’s name]
Good afternoon, class.

Good afternoon, everyone.
Good afternoon, [student name].
Good afternoon, students.
Good afternoon, children.
Good afternoon, boys and girls.
How are you?

How are you [teacher’s name]?
How are you [student’s name]?
How are you doing?
How is everyone today?
Good to see you.

Fine, thanks.
Great, thanks.
Fine, thank you. And you?
How was your vacation?

How was your break?
How was your weekend?
How was your summer?
It was good.
How about you?
How was yours?
Situations to respond to
It is 8:00 AM. Greet your class.
A student says, “How are you?” You reply:
You are happy to see a student. You say:
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It is the first day after a vacation. You ask:

Ask the class how they are doing.
You say “good morning’ to your class. Then you say:
It is Monday morning. You ask:
A student has just returned from a trip. You ask:
A student asks, Who was your weekend?” You reply:
Unit 1, Lesson 2: Discussing the Date and the Weather
Words to know
days of the week:
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
months:
January, February, March, April, May, June, July, August, September, October, November,
December
ordinal numbers:
first, second, third, fourth
seasons:
spring, summer, fall, autumn, winter
weather:
cloudy, cold, cool, dry, hot, overcast, raining, snowing, sunny, warm, wet, windy
Phrases to learn
What day is today?
Today is Monday.
Today’s Monday.
What day is tomorrow?

Tomorrow is Thursday.
What day was yesterday?

Yesterday was Sunday.
What’s the month?

It’s January.
What’s the date?

What’s today’s date?
What’s the date today?
It’s April 1.
It’s May 2.
It’s June 3.
Today is Monday, April 2.

Yesterday was Wednesday.
Tomorrow is Friday.
What season is it?
It’s winter.
It’s spring.
It’s summer.
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It’s fall.
It’s autumn.
What’s the weather like?

How’s the weather?
How’s the weather today?
It’s hot.
It’s cold.
It’s raining.
It’s sunny.
It’s warm.
It’s snowing.
It’s raining today.

It’s December.
OK, everyone. Please look at the board.

Please raise your hands.
That’s right.
Very good.
Tell student what day it is.
Students just came in from outside. You ask:
A student wants to know the date. He asks:
A student asks, “What’s the date?” You reply:
A student wants to know the day. He asks:
A student wants to know if it’s fall or winter. He asks:
You are practicing the days of the week. You say, “Today is Monday. Tomorrow is Tuesday.” Next, you
ask:
A student just answered, “Tuesday.” What did you ask her?
A student has just sad, “It’s snowing.” What did you ask him?
Unit 1, Lesson 3: Taking Attendance
Words to know
absent
call your name
ill
late
present
raise your hand
sick
take attendance
Phrases to learn
Where is Ana?
Is everyone here?
Is Pedro here today?
Are Pedro and Ana here today?
Who’s absent today?

Who’s not here today?
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I’m going to take attendance now.
Please say “here” when I call your name.

Please say “present” when I call your name.
Raise your hand when I call your name.

Please listen.
Paula is sick today.
Paula is absent.
Paula is late.
He went to the restroom.
Unit 1, Lesson 4: Reviewing and Collecting Student Work
Words to know
exchange
hand in
homework
paper
quiz
test
workbook
worksheet
Phrases to learn
Let’s check your homework.
Let’s check your quizzes.
Let’s go over your homework together.

Let’s go over your quizzes together.
Let’s go over your tests.
Ana, please read the first sentence.

Ana, please read number 2.
Pedro, please write number on the board.
What’s your answer to question 1?
What did you write in the blank for sentence 1?
Please exchange papers with a partner.
Yes, that’s correct.

No, it’s not correct. Check again.
Please take out your homework.

Please take out your papers.
Please take out your workbooks.
Please take out your worksheets.
Please hand in your papers.

Please hand in your tests.
Please hand in your quizzes.
Please hand in your homework.
Please hand in your worksheets.
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Please put your homework on my desk.

Please put your tests on my desk.
Please put your quizzes on my desk.
Please bring your homework next time.

Please bring your homework next class.
Please bring your homework next week.
Please pass your papers to me.

Please pass your tests to me.
Please pass your quizzes to me.
Please pass your homework to me.
Please pass your worksheets to me.
Does everyone have their homework?

Does everyone have their workbook?
Does everyone have their worksheet?
Pedro will collect your homework.

Pedro will collect your tests.
Pedro will collect your quizzes.
Unit 1, Lesson 6: Making Announcements A

Getting Students’ Attention,
Announcing Tests and Quizzes and
Announcing Projects and Special Assignments
Words to know
announcement
assignment
chapter
due
group
pair
quiz
report
Lesson
Phrases to learn
I have something to tell you.
Next meeting will be ___________.
Please copy from the board.

Please look at the board.
I have some important information for you.
Please listen carefully.
Please write it down.

Please write them down
I have an announcement to make.

I have some announcements to make
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We will have a test tomorrow.

We will have a quiz tomorrow.
There will be a test on June 7.

There will be a quiz on June 7.
There will be a test on July 8.
There will be a test on Monday.
There will be a text next week.
Remember that we have a test tomorrow.

Remember that we have a quiz tomorrow.
The test is on Lesson 6.

The test is on Tuesday.
The test is on Chapter 2.
The test is on family words.
The test is on past tense verbs.
Don’t forget to study for the test.

Don’t forget to study for the quiz.
Don’t forget to study Chapter 7.
Remember to study Chapter 7 for the test.

Remember to study colors for the test.
Remember to study Lesson 9 for the test.
Remember to study pages 8 to 10 for the test.
Remember to review past tense verbs for the test.
The test will take 20 minutes.

The test will take until the end of class.
Don’t forget about the test on Tuesday.

Don’t forget about the quiz on Tuesday.
Don’t forget about the test tomorrow.
We are going to do a project on family.

We are going to do a report about food.
You will do a project on clothing.

You will do a report on clothing.
You will do a project on homes.
You will do a project on your family next week.
The project is due on May 30.

The report is due on May 30.
The project is due on Monday, May 29.
You should finish the report by June 1.

You have to finish the report by June 1.
You should finish the report by Friday.
Work on your own.

Work in pairs.
Work in groups.
Work with a partner.
There’s a new due date for the project.
There’s a new due date for the report.
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Can you repeat that please?

The quiz is on family vocabulary.
Does everyone have a pencil and a notebook?
Review family vocabulary.
There will be a quiz tomorrow, May 16.
The quiz is on family vocabulary, right?
When is it due?
The test has 10 questions.
You want students’ attention. You say:
You are beginning an announcement. You say:
You want students to remember your announcement. You say:
Tell students when the quiz is.
Remind students about a test.
Announce an upcoming project.
You want students to write about their families. You say:
Tell students when their report is due.
You want students’ work at the end of next week. You say:
You are assigning work for the weekend. You say:
Unit 1, Lesson 7: Announcing Schedule Changes, Events, and Extracurricular Activities
Words to know
break
concert
guest
holiday
invitation
meeting
notice
recess
trip
visitor
Phrases to learn
There’s a change in the schedule.
On Thursday, there is a change in the schedule.
We are going to finish class early tomorrow.

We are going to finish class at 10:00 AM today.
We will finish class early on Thursday.
We will have a visitor today.
We will have lunch early today.
A visitor is coming tomorrow.

A visitor is coming on Tuesday.
There will not be recess today.
We will not have a break today.
Recess will be shorter today.

The break will be shorter today.
We are going to read first today.
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We will read first today.

We are going to write first today.
Tomorrow there’s no class because it’s a holiday.

On Friday, there’s no class because it’s a holiday.
Tomorrow there’s no test because it’s a holiday.
Tomorrow there will be no recess because it’s a holiday.
Tomorrow there’s no class because we have a class trip.
Tomorrow there’s no class because there’s a parent meeting.
There will be a parent meeting on Monday, January 6.

There will be a class trip on Monday, January 6.
There will be a concert on Monday, January 6.
There will be a parent meeting next week.
We’re going to have a visitor on Tuesday.

We’re going to have a guest on Tuesday.
We’re going to have a visitor tomorrow.
We’re going to have a visitor on February 10.
Don’t forget about the concert tonight.

Don’t forget about Facebook. You need to post and respond by________.
Don’t forget about the class trip tonight.
Don’t forget about the parent meeting tonight.
Don’t forget about the concert next week.
Don’t forget about the concert tomorrow night.
Tell your parents about the parent meeting tomorrow.
Give this notice to your parents.

Give this invitation to your parents.
On September 15, we will go to the zoo.

Next week, we will go to the zoo.
Tomorrow we will go to the zoo.
On September 15, we will see a play.
On September 15 we will visit a museum.
On September 15 we will go to the library.
On September 15 we will go to the theater.
We are coming back at 2:00 PM.

We are coming back at 11:00 AM.
Is that clear?
Please use the time to study for the quiz.
When are we coming back?
Who’s the visitor?
Ms. Santos is coming to talk about the City Garden Project.
There will be a class trip to see a play.
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Unit 1, Lesson 8: Assigning Homework
Words to know
article
assign
assignment
complete
conversation
dialog
interview
letter
paragraph
review
Phrases to learn
Your assignment is on page 16.
Your homework is due next class.

Your assignment is due next class.
Your assignment is due tomorrow.
Your homework is due on Monday.
Review the vocabulary for a quiz.

Study the vocabulary for a quiz.
Review the verbs for a quiz.
Review the vocabulary on page 33.
Practice the conversation on page 19.

Practice the dialog on page 19.
Practice the conversation in the book.
Write five sentences using the vocabulary.

Write a paragraph using the vocabulary.
Write five sentences using the verbs in Lesson 4.
Write five sentences using the vocabulary in Lesson 2.
For homework, complete the exercise on page 7 in the workbook.

For homework, complete the activity on page 7 in the workbook.
For homework, complete the exercise on page 7 in the book.
For our next class, please listen to the dialog on page 20.
For our next class, please listen to the interview on page 20.
For our next class, please listen to the conversation on page 20.
Your homework is to read the text, then answer the questions.

Your homework is to read the article, then answer the questions.
Your homework is to read the letter, then answer the questions.
Your homework is to read the interview, then answer the questions.
Your homework is to read the text, then do the exercise.
Your homework is to read the text, then fill in the blanks.
Your assignment is to practice the dialog on page 10.
Next time, don’t forget to bring your homework.

Next time don’t forget to bring your book.
What’s the homework?

Page 10 in the workbook. Listen to the dialog and complete Exercises A.
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What do we have to write?

Is the homework for tomorrow?
Also, please review the words on page 7 for the quiz on Friday.
Your assignment is due tomorrow and study for the quiz on Friday.
Tell students when to hand in their homework.
Tell students where to find their homework in their book.
Tell students what to do for homework.
You are giving a vocabulary quiz tomorrow. You say:
A student asks, “What’s the homework?” You reply:
A student asks, “What do we have to do?” You reply:
You want students to practice new vocabulary. You say:
Assign a reading activity to students.
Assign homework for tomorrow.
A student came to class without his homework. You say:
Unit 1, Lesson 9: Dismissing the Class
Words to know
area
desk
dismiss
put away
table
weekend
Phrases to learn
Goodbye.
Bye
See you tomorrow.

See you Friday.
See you next week.
See you next class.
See you next week.
See you next month.
Class is finished.
You can go now.
Good job today.
Have a good afternoon.

Have a good evening.
Have a good weekend.
Our workshop is finished. Good job today. Have a good afternoon.
It’s time to clean up.

It’s time to put away your books.
Please clean up your area.

Please clean up the desks.
Please clean up the tables.
Please put away your books.
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Please put your books away.
You can finish this exercise at home.

You can finish this activity for next class.
You can finish it at home.
Did everyone finish?

Did you finish the worksheet?
Pedro, can you help me?
Pedro will collect your papers.
Can we go?
First, put away your books.
Unit 2: Managing the Classroom B
Unit 2, Lesson 1: Using Classroom Materials
Words to know
blackboard
flashcard
turn in
borrow
middle
turn over
bottom
smartboard
whiteboard
Phrases to learn
Do you have a pencil?
Do you have your book?
Does everyone have their books?

Does everyone have a pencil?
Please take out your book.

Please take out your notebook.
Please take out your dictionary.
Open your books.

Please open your books to page 10.
Please turn to page 27.
Please turn the page.
Please look at the handout.

Please look at the worksheet.
Please look at the blackboard.
Please look at the whiteboard.
Please look at the smartboard.
Please come to the front.

Please come to the board.
Put away your notebooks.

Put away your books.
Put away your pencils.
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Write your name on your paper.

Write the date on your paper.
Use the flashcards to review.

Use the flashcards study.
Use the flashcards practice.
Turn over your paper.
Hand in your papers.

Hand in your papers when you finish.
Use the dictionary to check new words.
Close your books.
The exercise is at the top of page 28.

The dialog is at the top of page 28.
The example is at the top of page 28.
The text is at the top of page 28.
The exercise is at the bottom of page 28.
The exercise is in the middle of page 28.
Do the exercise at the bottom of page 23.

Do the exercise at the top of page 23.
Do the exercise in the middle of page 23.
Read the example in the middle of page 15.

Read the dialog in the middle of page 15.
Read the text in the middle of page 15.
Read the words in the middle of page 15.
Read the example at the top of page 15.
Read the example at the bottom of page 15.
Is everyone ready?
Please read the words at the top of the page.
Please write “apple” on the board.
Look at the board, everyone. Is that right?
Continue reading the sentences.
I don't have the handout.
I don’t understand “skip.”
Unit 2, Lesson 2: Teaching Classroom Language
Words to know
bathroom
mean
repeat
slowly
spell
understand
Phrases to know
Please ask me in English.
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Repeat after me, please.
You can say, “May I have a pencil, please?”

You can say, “May I have a book, please?”
You can say, “Can you repeat that, please?”
You can say, “Can you speak more slowly?”
You can say, “Can you write that on the board?”
You can say, “May I go to the bathroom, please?”
When you don’t understand, ask: “What does it mean?”

When you don’t understand, say: “What does it mean?”
When you want to know a word, say: “How do you say this in English?”
When you want to write a word, say: “How do you spell that?”
These are important questions.

When you don’t understand, please ask me in English.
Repeat after me, please.
Did you forget your book?
Let’s review the worksheet.
Encourage students to use English in the following situations:
A student asks a question in her native language.
You are teaching the class how to ask a question.
A student does not have a pencil, but is not asking for one.
You see that your students did not understand what you just said.
A student tells you that you are speaking too fast.
A student wants you to write the vocabulary on the board.
A student raises his hand and points to the door.
Your student does not know the meaning of a word.
Your student is pointing to a picture. She does now know the word for the object in the picture.
A student wants to write what you are saying, but he doesn’t know how to write the word.
Unit 2, Lesson 3: Directing Students
Words to know
lunch
quiz
recess
sentence
test
word
Phrases to know
Please sit down.

Please stand up.
Stand up.
Line up.
Please clean up.
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Go to your seats.
Please come to the front.

Please come to the board.
Push in your chairs.

Please remember to push in your chairs.
Please speak louder.
Copy the words from the board.

Copy the paragraph from the board.
Copy the sentences from the board.
Get ready for lunch.

Get ready for recess.
Get ready for the quiz.
Get ready for the test.
Now, please get ready for lunch.
Line up and please be quiet.

All right, everyone go to your seats, please.
What do I do?
What should I do?
Where do I go?
Do you like to play tennis?
Yes, I do. How about you?
It’s time to begin class. Go to your seats.
It’s 12:15. Get ready for lunch.
Please stand up and read number three for the class.
Class is finished. Please line up at the door.
Please come to the board and write the answers.
This is your homework. Copy the sentences from the board.
Sangwoo, where are you going? Please go to your desk and sit down in your chair.
Get ready for recess. Please wear your coats. It’s cold today.
You cannot hear what your student is saying. You say:
You want students to take everything off their desk. You say:
You want students to write down what is on the board. You say:
You ask a student to stand up. Then you say:
You want a student to write her sentence for the class to see. You say:
You are ready to begin class. You say:
The lesson is over. You say:
You are getting students ready to go to lunch. You say:
You want students to sit down. You say:
You want students to go to their seats and write. You say:
Unit 2 Lesson 4: Giving Quiz and Test Instructions
Words to know
aloud
check
clear
desk
eraser
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instruction
pay attention
put away
put down
quiet
Phrases to learn
Now we’re going to have a quiz on family words.
Now we’re going to have a test on family words.
Now we are going to have a test on Lesson 7.
Now we’re going to have a quiz on telling the time.
Now we’re going to have a quiz on past tense verbs.
You need a pencil.

You need an eraser.
You need a pencil and an eraser.
Put away your books.
Clear your desks.

Clear your tables.
Please be quiet.
I’m going to read the instructions aloud.

I’m going to read the instructions again.
Pay attention to the instructions.

Listen to the instructions.
Remember to read the instructions carefully.
Write your name on the test.
You may use your dictionaries.

You may use your books.
You may use your word lists.
Do your own work.
No talking.
Don’t talk.
You have five more minutes to finish the test.

You have ten more minutes to finish the test.
You have five more minutes to complete the test.
You have five more minutes to finish the quiz.
You have 15 minutes to finish the quiz.
Please finish up.
Time’s up.
Stop writing.
Put your pencils down.
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Don’t forget to check your work again.

Remember to check your work again.
Don’t forget to check your answers again.
Don’t forget to check your responses again.
Put away your books and clear your desks.

Did everyone study?
Are there any questions?
Can we use the dictionary?
I need a test, please.
Please be quiet.
Please don’t look at her paper. Do your own work.
I hear talking. Please be quiet.
Time’s up. Pencils down.
You don't need your books. Clear your desks.
How much time do we have?
What do I do first?
You may use your word list.
Write clearly.
Check your answers.
When you finish, raise your hand.
You have just handed out a quiz. You say:
One student is looking at her classmate’s paper. You say:
Two students are talking as you are explaining what to do. You say:
You want students to clear their desks. You say:
You want to get students’ attention before a test. You say:
A student asks you what to do. You say:
Students have no more time to complete the quiz. You say:
You hear students talking during a test. You say:
You are ready to collect a test. You say:
You want to tell students that the test is almost over. You say:
Unit 2, Lesson 6: Getting Students’ Attention and Moving to a New Activity
Words to know
get started
move on
pay attention
start
Phrases to learn
OK!
All right.
Please listen.
Please pay attention.
Attention, please!
Can you pay attention, please?
Moving to a New Activity
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Let’s get started.
Turn to page 31.
OK, everybody. Let’s start an exercise in Lesson 5.

OK, everybody. Let’s start a game.
OK, everybody. Let’s start an activity on page 35.
Let’s look at the picture on page 37.
Please look at the picture at the bottom of the page.

Please look at the one at the bottom of the page.
Now, let’s move on to the next activity.

Now, let’s move on to the workbook.
Now, let’s move on to Lesson 5.
We will now start a different activity.
Now, we will learn something new.

Now, we will read.
Now, we will start the quiz.
Now, we will check the homework.
Now, we will practice what we learned.
Now we are going to use the new vocabulary.
Now we are going to learn something new.
Help me collect the worksheets.

Let’s get started. Please open your books.
Now we’re going to check the homework.
Attention, please. Pass your quizzed to me.
What do we do?
What are we doing?
Let’s start with a game.
I will read the instructions aloud.
You are ready to start a new Lesson. You say:
You want to begin class with a game. You say:
You want students to look in their books. You say:
It is the beginning of class. You say:
As you are giving students a book, you say:
You want students to clear their desks. You say:
You want to go over students’ assignments at the beginning of class. You say:
You are giving students a test. You say:
You want to review students’ assignments. You say:
You have just finished teaching the material from Lesson 5. You say:
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Unit 2, Lesson 7: Disciplining
Words to know
at a time
attention
discipline
quiet
raise your hand
sit down
take turns
Phrases to learn
Please listen.
Please be quiet.
Please stop talking.
Please take turns.
One at a time.
Please pay attention.

Please get to work.
Please raise your hand.
Please look at your own paper.
Sit down, please.
You have some cards on your tables…

I’m explaining the instructions.
Look at the cards on your tables.
Look at the first picture. What is it?
Do you have a question? Please raise your hand.
Please come to the board one at a time.
I can’t hear Alicia read. Please be quiet.
Luis, you did not finish? Please get to work.
Students are talking. You want to begin the quiz. You say:
You asked the class a question. Many students call out answers. You say:
You want to begin the lesson. Students are walking around the classroom. You say:
You are explaining test instructions. Students are not listening. You say:
Students are playing a game. Several students want to go first. You say:
You are giving the lesson. Alicia is sleeping. You say:
The class is taking a quiz. Luis is looking at Alicia’s paper. You say:
The class is doing an activity. Some students are confused. You say:
The class is taking a test. Two students are talking. You say:
You are making an announcement. Students are not listening. You say:
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Unit 2, Lesson 8: Checking Student Understanding
Words to know
chart
clear
example
explain
explanation
instruction
repeat
reread
review
table
Phrases to learn
Is that clear?
Is everything clear?
Please read the instructions.
Do you understand the instructions?

Do you understand how to play the game?
Do you understand what you have to do?
I’ll repeat the instructions.

I’ll reread the instructions.
I’ll reread the explanation.
Let’s review the instructions.

Let’s review the instructions together.

Are there any questions on the exercise?
Do you have a question?

Do you have a question about the activity?
If you have a question, please raise your hand.
Let me explain the chart again.

Let me explain the table again.
Let me give you an example.

Let me repeat the example.
Are the examples clear?
Do you want another example?

Do you want more examples?
…so what are you going to talk about?
...so what are we going to do?

…so what are you going to do?
…so what are we going to do first?
…so what are you going to do next?
Not, let’s finish the worksheet.
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I don’t understand number 3.

First, look at the pictures on the worksheet. The, write the words from the box under the pictures.
So, what are you going to write under picture A?
The instructions are, “Talk to a partner about foods you like.” So what are you going to talk
about?
Let’s read the questions next. So what are we doing to do next?
Let me give you an example. I’ll write it on the board.
A student asks a question when it is not his turn. You say:
You want to say the instructions again. You say:
You want to ask if the class understands. You say:
Students don’t understand an explanation. You say:
You need to show the class how to do something. You say:
You want to be sure students know the assignment. You say:
A student doesn’t understand a chart. You say:
The first example isn’t clear to students. You say:
You want to clarify the steps to an activity. You say:
Students are not playing a game correctly. You say:
The class doesn’t know how to do the puzzle. You say:
Some students say, “how do we begin the writing assignment?” You say:
A group asks what to write in the columns. You say:
The class is reviewing the steps of an activity. You say:
Many students ask for information at the same time. You say:
Unit 2, Lesson 9: Encouraging Participation
Words to know
encourage
help
louder
participate
pass out
read aloud
volunteer
Phrases to learn
Please raise your hand.
Please speak louder.
Please read aloud.
Who wants to volunteer?

Who can help me?
Who wants to read?
Who wants to come to the board?
Who wants to help?
Who knows the answer?

Who knows the answer to question 3?
Who knows the answer to question 3 in the workbook?
Luis, do you know 1?
Do you want to try?
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Do you want to try number 2?
Alicia, do you know the answer to question number 2?
Luis, can you read, please?

Luis, can you write the answers on the board, please?
Luis, can you write number 2 on the board?
Alicia, can you do question number in the workbook?

Alicia, can you do question number on the worksheet?
I need a volunteer to read the dialog.

I need Luis to read the dialog.
I need two volunteers to read the dialog.
I need a volunteer to read the answers aloud.
I need a volunteer to pass out papers.
I need a volunteer to write the answers on the board.
Alicia will write it on the board.
A student is reading in a low voice. You say:
You need a student to clean the board. You say:
You need a student to pass out papers. You say:
You want a student to help you. You say:
You want Luis to read the story to the class. You say:
You asked the class a comprehension question. You say:
You want to encourage Alicia to participate. You say:
You are reviewing a grammar exercise. You say:
The class is practicing a conversation. You say:
The whiteboard need to be cleaned. You say:
Unit 2, Lesson 10: Motivating Students
Words to know
difficult
encouragement
give up
motivate
take your time
trouble
worry
Phrases to learn
Good job!
Keep trying!
Don’t give up!
You can do it.
You’re doing great.
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Just do your best
You can say that in English.

You can ask me in English.
Try that in English.
Don’t worry; take your time.
Don’t worry; I’ll explain it again.
Let’s go over the answers.
I’m sorry. I’m trying to do it.

This activity is difficult. I can’t do it.
I only know how to say this in our language.
Unit 3: Understanding Lesson Content
Unit 3, Lesson 1: Instructions in Student Materials
Words to know
alternative
correct
definition
false
line
missing
own
paragraph
table
title
true
Phrases to learn
Work in pairs.
Work in a group.
Work in groups of three.
Work with your partner.

Work with a classmate.
Check your answers with a partner.
Check the following words in your dictionary.
Ask your partner about his or her family.

Ask your partner about your classmates.
Ask you classmate questions about her family.
Fill in the blanks using the new vocabulary.

Fill in the chart using the new vocabulary.
Fill in the missing letters using the new vocabulary.
Fill in the blanks with the new vocabulary.
Fill in the blanks using the chart.
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Practice the dialog.

Practice the conversation.
Practice saying the vocabulary.

Practice giving the date.
Practice saying the words with a partner.
Give examples.
Give instructions.
Give each paragraph a title.
Draw a picture in your notebook.

Draw lines in your notebook.
Underline the vocabulary.
Underline the verbs.
Underline the sentences.
Underline the correct word.
Circle the correct verb.

Circle the alternative.
Match the questions with the answers.

Match the words with the answers.
Match the vocabulary with the answers.
Match the questions with the pictures.
Match the questions with the definitions.
Match the vocabulary with the definitions.
Answer the questions.

Answer True or False.
Answer Yes or No.
Answer with complete sentences.

Answer with your own information.
Choose one of the following activities.

Choose an alternative.
Choose words from the table.
Use the vocabulary to write sentences.

Use the information to answer the questions.
Use the chart to answer the questions.
Repeat the sentences.

Repeat the names.
Repeat the instructions.
Repeat the conversations.
Guess the word.

Guess the animal.
Guess the name of the person.
Take turns reading the dialog.

Take turns writing the words.
Take turns talking about your family.
Take turns reading the text.
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Take notes about your partner.

Take notes on the reading.
Take note on your partner’s family.
Tell your partner about your family.

Tell the class about your family.
Tell your classmate about your family.
Tell your partner about your photo.
Tell your partner about your weekend.
Unit 3, Lesson 2: Understanding Listening Texts in Student Materials
Words to know
answer key
audio script
blank
chart
dictation
listening text
passage
Phrases to learn
Listen to the conversation. Answer the questions.
Listen and answer.

Listen and answer the questions.
Listen to the people describe where they live. Circle True or False. Write the correct answer for the false
statements.
Listening texts
Text 1
Birthdays are a lot of fun for most children. Around the world children do different things for their
birthdays. In Mexico, they celebrate birthdays with piñatas. A piñata is a container filled with treats and
candy. The birthday child’s eyes are covered. Then the child hits the piñata with a stick until it breaks
and all the candy falls out. All the children at the party run to get the candy. What do you do on your
birthday?
Text 2
Alice: Hi, William
William: Hi, Alice
Alice: Do you wan tot join a club with me this year?
William: Yes, I do.
Alice: Which club do you want to join?
William: The Sports Club. How about you, Alice?
Alice: I want to join the Chess Club. Do you like Chess?
William: No, I don’t. Do you like music?
Alice: Yes, I like music. I like singing and playing instruments.
William: Me too. Let’s join the Music Club.
Alice: OK!
Text 3
My name is Cassie. I live in an apartment. It has two bedrooms and one bathroom. It has a small kitchen
and a large living room. It doesn't have a yard.
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My name is Tom. I live in a house. It has four bedrooms and two bathrooms. I have to share the
bathroom with my sister. The house has a yard. I like to play in my yard.
Text 4
Eating Healthy
It is important to eat healthy food. The reason? Healthy food makes a healthy body. Today many people
eat too much junk food. Some examples of junk food are cookies, candy, and chips. Fast food, such as
burgers and french fries, is also not very good for your body. People need to eat more fruits and
vegetables. Healthy snacks include carrots and apples.
Text 5
Mistakes are bad, right? Not always! Believe it or not, many inventions were actually mistakes at first.
The potato chip was created by mistake at a restaurant in New York. One of the customers at the
restaurant didn’t want to eat the chef’s french fries. The customer complained that they were too thick.
After trying many times to please the customer, the chef got mad and sliced the potatoes really thin
and fried them. The customer and everyone else loved them. That is how the potato chip was invented.
Text 6
Matthew: Hi, Allison
Allison: Hi, Matthew.
Matthew: Do you want to get together on Saturday?
Allison: Yes. What do you want to do?
Matthew: Do you want to go to a football match?
Allison: I don’t like football. It’s boring. How about going shopping?
Matthew: No, I don’t want to go shopping. I went shopping last weekend.
Allison: How about going to the cinema?
Matthew: Yes, let’s go to the cinema.
Allison: What do you want to see?
Matthew: Let’s see an action film.
Allison: Sounds good!
Text 7
Interviewer: Today, I am talking to Jane. She has twins. Jane, what are their names?
Jane: Michael and Maurice. And yes, they’re twins.
Interviewer: Tell us, do they like the same things?
Jane: No, they don’t like the same things.
Interviewer: Can you give us an example?
Jane: Well, for example, Michael likes cricket, but Maurice likes swimming.
Interviewer: I see. What about hobbies?
Jane: Michael collects coins, but Maurice collects stamps.
Interviewer: Interesting! How about food?
Jane: Michael likes fish and chips, but Maurice likes pizza.
Interviewer: Fascinating!
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Unit 3, Lesson 3: Understanding Reading Texts in Student Materials
Words to know
answer key
article
blog
chart
definition
letter
paragraph
passage
website
Reading Texts
Text 1
Faye: Hi, Alex. How do you like your new secondary school?
Alex: I like it a lot.
Faye: Have you got a uniform?
Alex: Yes, I do. I have to wear blue trousers and a white shirt.
Faye: Does your school have a canteen?
Alex: Yes, it does. We can buy lunch there or bring our own.
Faye: What do you usually do?
Alex: I usually bring my own lunch.
Faye: Do you ever buy lunch?
Alex: Yes, I buy lunch on pizza day!
Text 2
Penguins
Penguins are a type of bird. They are different from other birds because they cannot fly. Penguins spend
much of their time under water, and they are excellent swimmers. Penguins eat fish and other sea life.
There are eighteen different kinds of penguins in the world. The Fair Penguin is the smallest and
weights only two pounds. The Emperor Penguin is the largest. It can weigh up to ninety pounds.
Text 3
Dear Linda,
How are you? I'm fine. Friday was my last day of school. I am on holiday now. I am going to go
swimming all summer long!
My family is also going to go on a trip. We are going camping. This will be my first time sleeping in a
tent. I am very excited.
I miss you very much. Please come visit me soon. Maybe you can come camping with us!
Sincerely,
Susie
Text 4
Sam’s Pets
I am lucky because I have two pets. I have a bird and a cat. My bird's name is Charlie. He is small and
has long feathers. He has lots of energy. I play with him in my room. We have fun together. He is a good
friend. My cat's name is Tabby. She is big and has short fur. She sleeps on a blanket. She likes to stay
warm. Sometimes she plays in my room. She is a good friend. I love both of my pets.
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Text 5
Conversation
Henry: Hi Sara. Are you going to the Chess Club?
Sara: Hi, Henry. I don't think so.
Henry: Why not? Are you busy?
Sara: I feel ill. I have a headache and a sore throat.
Henry: What are you going to do?
Sara: I'm going home.
Henry: You should have a cup of tea and rest.
Sara: Really?
Henry: Yes. My mum gives me a cup of tea, and it always makes me feel better.
Sara: OK. Thanks for the advice.
Text 6
Ways to Keep in Shape
Exercise is very important. Exercise helps keep you in shape, and it also keeps you healthy. Everyone
should exercise for thirty minutes every day. There are many fun ways to exercise.
Walking
One of the easiest ways to keep in shape is to walk. You can walk with friends, family, or just by
yourself. You don't need anything special to walk. Just wear some comfortable shoes and take some
water with you. Walking is great for your heart. Get out there and start walking!
Yoga
Yoga is a relaxing way to keep in shape. You stretch your body in different directions and learn to
breathe in and out slowly. Yoga helps you stay healthy and focused. It's good for your mind and your
body. Try yoga today!
Sports
There are many sports that help you keep in shape. Basketball, tennis, swimming, and volleyball are just
a few. Some are team sports, and some are individual sports. Be sure to warm up and stretch before
you play to prevent injuries. Have fun, but be safe!
Unit 3, Lesson 4: Writing Content from Student Materials
Words to know
explanation
instruction
phrase
textbook
vocabulary
worksheet
Texts
Text 1: Example sentences for teaching a grammar lesson on the past continuous are underlined.
1. The most exciting thing about my trip to the beach was the day I saw a shark!
I was at the beach with my family. I was very hot, so I went in the water. I was
swimming when a man yelled, “Shark!” So I got out of the water very fast!
2. My brother and I were visiting our grandparents. They have a cat named Whiskers.
One day my brother opened the back door and Whiskers ran out. We looked for her
all afternoon. She didn’t come home for three days! We were so worried.
3. The last time I was at the airport I went to get my bag. I was waiting for my bag
when I saw someone take it! I said, “Excuse me!” The man turned and asked me
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what was wrong. He showed me the bag. It was not really mine. My bag came out
a couple of minutes later. I was very embarrassed.
4. Last Sunday, I went for a walk. It was sunny and warm, so I didn’t bring an
umbrella or raincoat. I walked to the big hill near my house. Then the sky got very
dark. While I was walking up the hill, it started to rain very hard. I got really wet
Text 2: A close activity created by taking out the underlined place names.
Monday, June 17
Dear Diary,
Today I took the bus to the city. First I got two books at the library. Then I went to the
bank to get some money for lunch. I ate a sandwich at my favorite café. After that, I walked to the
post office to send a letter. Finally I went to the bus stop to go home. The bus came, and I
looked for my wallet, but it was gone! I went back to the post office to find it, but it wasn’t there. I ran
to the police station and found my wallet. A kind person gave my wallet to the police. I was lucky. What
a happy ending!
Text 3: A vocabulary activity: find the color and clothing words in the conversation.
Conversation: Family Photos

Kim: Hey, Paul. Is that your camera?
Paul: Yeah. I got it for my birthday. Do you want to see some pictures of my family?
Kim: Sure.
Paul: Here’s one of us at my birthday party. That’s my sister in the green shirt, and that’s my brother
next to her.
Kim: I see him. He’s the one with the white baseball cap and the red jacket. Who’s this wearing the
orange shirt?
Paul: That’s my cousin, Steve. And behind him, in the yellow dress, that’s my Aunt Marta.
Kim: Where are you?
Paul: It’s hard to see me. I’m in the back, wearing a blue sweater.
Text 4: Jobs Worksheet: Write the jobs in the blanks.
1. A doctor heals sick people.

2. A student studies at school.
3. An architect designs buildings.
4. A waiter serves food and drinks.
5. A teacher helps students learn.
6. An artist paints pictures.
7. A taxi driver takes people places.
8. A pilot flies an airplane.
9. A police officer keeps the city safe.
10. A musician plays an instrument.
Text 5: Example sentences for teaching the simple present (to be) are underlined.
Hi! My name is Gabriel. I am from Rio de Janeiro, Brazil. I like sports. In my

free time I play soccer and basketball.
I have a sister. She is 15 years old. She goes to high school. We are different.
She doesn’t like sports. She is an artist. She likes painting and drawing.
My parents have hobbies, too. They both like reading. My father reads
magazines and my mother reads books. They are really smart.
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Text 6: Sort the bold-faced nouns into two groups: count and non-count nouns.
Hi Amanda,
How are you? Can you come to my party on Saturday? A lot of friends from school are coming. There
will be a lot of great food. We’re making burgers. And my mom is baking
bread and her special cookies. I hope you can come. Let me know!
Nicholas
Hi Nicholas,
Of course I can come! I just have to finish my homework first. What should I bring? Would you like me
to make some pasta? Or maybe I can bring some drinks. How about some juice? I could bring a couple
of bottles. I can’t wait. See you there!
Amanda
Unit 3, Lesson 5: Review
Texts
Text 1: Reading comprehension
I am John, and I love to climb! When I was young, my mother told me that I climbed to the roof of my
house! I am now a rock climber. I use big, strong ropes to hold me as I climb the side of a mountain. My
friend holds the rope for me on the ground. When I get to the top of the mountain, I rappel down.
Rappel means to go down. It is a lot of fun, and the view from the top is beautiful!
Text 2: Reading comprehension
Dear Aunt Sally,

I’m having a great time in England. We saw the sights in London yesterday. I liked the castles and
churches. Today we went to Stonehenge. It’s a mystery! It was build thousands of years ago and
nobody knows how! Tomorrow we go to Oxford to see one of the oldest universities. I’m excited to go,
and I might even go punting down the river, too. Punting is when you sit in a boat and use a pole to
make the boat go. I wish you were here!
Text 3: A grammar activity: underline the prepositions in this conversation.
Conversation: Where is the library?

Visitor: Excuse me. Can you tell me where the library is?
Student: Yes. It's between the music room and the office.
Visitor: Is it on the left side of the hallway?
Student: No, it's not on the left. It's on the right.
Visitor: So the library is behind the office?
Student: Oh, no; it's not behind it. It's in front of it.
Visitor: OK. I see the music room first then I see the library. I understand!
Text 4: A grammar activity: underline the adverbs in the text.
Last night I walked in the woods. The moon was big and full. An owl hooted. I could hear it clearly. I
walked slowly on my way. Then a bat flew silently by! I ran out of the woods quickly, looking carefully
all around until I got home!
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Unit 4, Lesson 1: Understanding and Communicating Lesson Goals
Words to know
communicate
finally
furniture
previous
review
room
sequence
summarize
Phrases to learn
Reviewing from the previous class
Let’s review yesterday’s lesson.
Let’s review these words.
Let’s review today’s lesson.
Let’s review what you learned.
What did we do yesterday?

What did we learn yesterday?
Who can tell me what we talked about yesterday?

Who can tell me what we did yesterday?
Who can tell me what we learned yesterday?
Who can tell me what we studied yesterday?
Who remembers what we talked about last class?

Who remembers what we did last class?
Who remembers what we studied last class?
Who remembers what we learned last class?

Are there any questions about ordering food?
Are there any questions about the past tense?
Are there any questions about the words for rooms in a house?
Sequencing Lesson Goals

Today, we’re going to continue our Lesson.
Today, we’re going to do a project.
Today, we’re going to listen to a conversation.
Today, we’re going to practice the new words.
Today, we’re going to learn how to say likes and dislikes.
Today, we are going to start a project.
Today we will continue learning words for rooms in a house.

Today we will read a story.
Today we will play a game.
Today we will write a story.
Today we will begin a project.
Today we will start a new Lesson.
Today we will continue this lesson.
Today we will practice the new words.
Today we will review the vocabulary.
In this Lesson, you are going to study words about the house.
In this Lesson, you are going to practice the past tense.
In this Lesson, you are going to learn how to ask for help.
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In this Lesson, you are going to review the past tense.
In this lesson, you’re going to work on talking about houses.

In this lesson, you’re going to look at the present tense.
In this lesson, you are going to learn words for furniture.
In this lesson, we will learn adjectives.
First, we are going to review the vocabulary.

First, we are going to do an activity.
First, we are going to read about food around the world.
First, you will read a story.
First, we will listen to a conversation.
First, we will look at the future tense.
Then, we are going to practice the past tense.

Then, we are going to look at the homework.
Then, we are going to learn new words for furniture.
Then, we are going to review the future tense.
Then, you are going to answer questions.
Then, you are going to talk about your favorite food.
Next, we are going to read a story about Tommy’s house.

Next, we are going to practice the conversation.
Next, you are going to write a conversation.
Next, you are going to write about your favorite food.
Finally, we will write sentences.

Finally, we will read a story.
Finally, we are going to play a game to practice all of the new words.
Finally, we are going to write sentences with the future tense.
Finally, you are going to practice the conversation with a partner.
Finally, you will begin a project on food.
Summarizing the Day’s Lesson

What did we learn today?
I want to go over what we learned today.
Let’s review what we learned today.

Let’s review what we learned today about furniture.
Today we talked about words for rooms.

Today we learned new words.
Today we reviewed the past tense.
Today we worked on ordering food.
Let’s look at that vocabulary again.

Let’s look at the past tense again.
Let’s look at making introductions again.
Is living room one word or two?

It is two words.
What is in a living room?
Please name the room where food is prepared.

Please name the room where you sleep.
A chair is a type of furniture.
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You are reviewing from before. You say:
You are reviewing from the previous lesson. You say:
You begin from where you stopped yesterday. You say:
You are summarizing the lesson goals. You say:
Tell students the order of the lesson. You say:
You want students to remember from before. You say:
Tell students what they will learn.
You are summarizing the lesson. You say:
Tell students what they will do.
Unit 4: Communicating Lesson Content
Unit 4, Lesson 2: Engaging Students in the Topic
Words to know
animal
chicken
cow
engage
farm
giraffe
horse
lion
panda bear
zoo
Phrases to learn
Think about animals in a zoo.
Think about animals in Africa.
Think about your favorite animals.
What do you know about zoo animals?

What do you know about panda bears?
What words do you know?

What animals do you know?
Can you tell me other animals?

Can you tell me about the zoo?
Can you tell me where they live?
Have you ever seen a lion?

Have you ever gone to a zoo?
Have you ever been to Africa?
Were you ever on a farm?
Did you ever see a panda bear?

Did you ever go to a farm?
Did you ever see this animal in a zoo?
Look at the pictures. What do you see?
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You want students to focus on a picture. You say:

You want students to describe what they see. You say:
You want students to list the words they know. You say:
You want to know who has seen a panda bear. You say:
You want students to list farm animals they know. You say:
You want to engage students in the topic of lions. You say:
You want to engage students in the topic of farms. You say:
You want to engage students in the topic of animals. You say:
You want students to talk about zoo animals they know. You say:
You want students to think about places animals live. You say:
Unit 4, Lesson 3: Explaining Lesson Context
Words to know
fork
future
knife
past
seed
spoon
stem
utensil
vegetable
Phrases to learn
This is a banana.
This is an orange.
That is an apple.
That is a table.
A banana is a fruit.
Apples are fruit.
Carrots are vegetables.
It is a fruit.
It is red.
It is big.
It has seeds.
It has a stem.
It has a yellow peel.
They are forks.

They are spoons.
This means small.

This means very good.
This is how you end a sentence.

This is how you write “utensils”.
You use this to talk about the future.

You use a period to end a sentence.
You use an –s after nouns to mean more than one.
You use a knife to cut food.
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You use an –s after nouns to make the word plural.
We say “is sleeping” when we talk about what is happening now.

We say “excellent” when something is very good.
We use –ed after a verb when we talk about the past.

We use -ing after a verb when we talk about something that is happening right now.
We use “will” with a verb to talk about the future.
We use the word “are” when we have a verb that ends in ‘ing.
We use “in” after “sleep” to mean “sleep late”.
When we want to say, “You’re welcome,” we say “Don’t mention it.”

When we want to say that it is happening right now, we say, “He is reading.”
When we want to talk about tomorrow, we use the future.
When we want to talk about something in the past, we use –ed.
Look at the picture. What is happening?

Try adding –ing.
What is the boy in the tree doing?
“I will study.” This means that I am going to do it in the future, not now.
How many bananas do you see in this picture?
Why does this say –ed at the end?
This is how you form the past tense.
You are showing students pictures of different fruit. You say:
Tell students what category bananas belong to.
You want to give an example of a vegetable. You say:
You want to give an example of a fruit. You say:
You want to define a word. You say:
Tell students how to use punctuation at the end of a sentence.
Tell students how to talk about things that haven’t happened yet.
Tell students how to talk about things that already happened.
Tell students how to talk about things that are happening at this moment.
Tell students two ways to say the same phrase. (such as “You’re welcome.”)
Unit 4, Lesson 4: Modeling and Giving Examples
Words to know
dialog
location
model
occupation
preposition
Phrases to learn
Please repeat after me.
Class, please repeat the example after me.
Please repeat after the recording.
Please repeat the sentence after the recording.
Please read the sentences.

Please read the words.
Please read the dialog.
Please read the examples.
Please read the conversation.
Please read the example of a preposition.
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Please listen to the example.

Please listen to the example of the past tense.
Please listen to the examples of prepositions.
Please listen to these examples.
Here’s an example.
Here is an example of a preposition.

Here is an example of an occupation.
Here is an example of how to say “good-bye”.
Let me give you an example of a preposition.
Look at these examples on the board.

Look at this example of a preposition.
Look at these examples of prepositions in the book.
Look at these examples on page 45.
Jack, please read the example.

Jack, please read the next example of a preposition.
Let’s watch Anne and Jack.

Let’s watch Anne and Jack point to something that is next to them.
Let’s review yesterday’s lesson on prepositions.

Today we’re going to use the word “can.” Let me give you an example. “I can swim.”
Can you write the example?
Here’s another example. “I can ride a bicycle.”
You want students to repeat. You say:
A student says, “Can you give an example?” You reply:
You are going to read and example to students. You say:
You are playing a CD for the class. You say:
You want the class to read examples you wrote. You say:
You want one student to read the example. You say:
You want two students to model. You say:
You want students to read from the text. You say:
You want to show your students a preposition. You say:
You want a student to give an example of a job. You say:
Modeling
Combining sentences using because: I like reading because it’s interesting.
Making comparisons: John runs faster than Harry.
Making contrasts with “but”: The movie is funny but long.
Asking questions with “can”: Can the baby walk?
Making a noun plural: She has many cats.
Using adjectives: She has a new, blue pencil.
Using the superlative (-est): He is the tallest boy.
Using “always”: I always do my homework.
Using the possessive (-‘s): That is Mary’s book.
Questions in the past tense: Did Jenny eat lunch?
Unit 4, Lesson 6: Asking for and Writing Student Examples
Words to know
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adjective
breakfast
brush
compliment
cook
furniture
greeting
routing
tooth
Phrases to learn
Give me an example of part of your morning routine.
Give me an example of a greeting.
Give me an example of the past tense.
Give me another example of an occupation.

Give me another example of a compliment.
Give me another example of the future tense.
Give me another example of part of your morning routine.
Can you think of an example of a preposition?

Can you think of an example of furniture?
Can you think of an example of how to say “good-bye”?
Can you think of another example of a fruit?

Can you think of another example of a plural noun?
Can you think of another example of how to order food?
Who can give an example of an adjective?

Who can give an example of a zoo animal?
Who can give an example of how to introduce yourself?
Who can give another example of an animal?

Who can give another example of a verb?
Who can give another example of how to say “sorry”?
Now we are going to talk about what you do in the morning.
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You want students to describe what they do in the morning. You say:
You want students to name some prepositions. You say:
You want students to describe a lion. You say:
You want your students to name different jobs. You say:
You want students to give you more examples. You say:
You are teaching ways to say “hello.” You say:
You are teaching ways to apologize. You say:
You are teaching ways to say “farewell.” You say:
Unit 4, Lesson 7: Giving Activity Instructions A
Words to know
alone
alternative
article
choose
expression
guess
partner
table
title
Phrases to learn
Look at the picture.
Look at the list.
Look at the title.
Look at the text.
Look at the table.
Look at the article.
Look at page 20.
Look at Exercise 5.
Work with a partner

Work alone.
Work in pairs.
Work in a group.
Work with a classmate.
Give information.
Give examples.
Give instructions.
Give each paragraph a title.
Play a game in pairs.

Play in teams.
Play in groups of four.
Play a guessing game.
Think about your family.

Think about an object.
Think about your favorite book.
Think about a famous person.
Guess the word.

Guess the name.
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Guess the people.

Guess the student.
Take turns to read the paragraph.

Take turns to read the words.
Take turns to read the dialog.
Take turns to read the sentences.
Take turns reading the paragraph.
Draw your ideas.

Draw a picture of your classroom.
Circle the correct word.

Circle the verb.
Circle the photo.
Circle the alternative.
Find a student.
Find a classmate.
Find an example.
Find the answers.
Find the information.
Check your paper with a partner.

Check your ideas with a partner.
Check the things on the page with a partner.
Check the order of the sentences with a partner.
Choose a title for the article.

Choose an object.
Choose an alternative.
Choose words from the table.
Choose one of the following activities.
Match the questions and answers.

Match the sentences to the people.
Match the expressions with the pictures.
Practice saying the description.

Practice giving the date.
Practice reading the dialog.
Practice introducing yourself.
Use your notes to write a paragraph.

Use the picture to write a paragraph.
Use the words to write a paragraph.
Use complete sentences to write a paragraph.
Use the vocabulary in the text to write a paragraph.
Use the information from the chart to write a paragraph.
You have 10 minutes.

Can you write the instructions, please?
We need more time.
You can have five more minutes.
When you finish, use the information in the paragraph to answer these questions.
Work alone to complete them.
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You want students to pay attention to a picture. You say:

You want students to find a partner and play a game. You say:
You want students to circle the right word. You say:
You want students to put the question with its answer. You say:
You want students to talk about their parents. You say:
You want students to read the paragraph one by you. You say:
Students have just read and article without a title. You say:
A student asks, “What do we practice?” You reply:
You had students take out their notes. Now you say:
Unit 4, Lesson 8: Giving Activity Instructions B
Words to know
chart
check
conversation
favorite
hobby
information
interview
paragraph
poem
sport
Phrases to learn
Listen to the teacher.
Listen to the description.
Listen to the information.
Listen to the instructions.
Listen to the conversation.
Listen and repeat.

Listen and complete the sentences.
Listen and check the words you hear.
Listen and choose the correct answer.
Listen and repeat the conversation.
Read about the family.

Read about the sport.
Read about the teacher.
Read about Tom’s hobbies.
Read the description.

Read the text.
Read the letter.
Read the poem.
Read the interview.
Read and answer the questions.

Read and draw a picture.
Read and underline the vocabulary words.
Answer the questions in complete sentences.

Answer yes or no.
Answer true or false.
Answer the questions on a piece of paper.
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Repeat the sentences.

Repeat the instructions.
Repeat the conversation.
Underline the verbs.

Underline the title.
Underline the main idea.
Underline all of the sentences with adjectives.
Fill in the blanks.

Fill in the chart.
Fill in the missing letters.
Tell your classmates.

Tell the class.
Tell your partner.
Say the word.

Say the letters.
Say yes or no.
Say true or false.
Ask your partner.

Ask each other.
Ask your teacher.
In pairs, talk about your family.

With your classmates, talk about your family.
Talk to your partner about yourself.

Talk to your partner about your answers.
Talk to your partner about the descriptions.
Talk to your partner about the things in Activity 4.
Talk to your partner about the people in the pictures.
Discuss the following questions.

Discuss the answers.
Discuss what to do.
Discuss your favorite movie.
Write a description.
Write a list.
Write a letter.
Write the words in the spaces.
Rewrite the paragraph.
In your notebook, write sentences about the pictures.

On a piece of paper, write sentences about the pictures.
On a piece of paper, write a description of your favorite sport.
Now, we’re going to listen to descriptions of different sports around the world. Listen to the
information. Then, fill in the blanks.
Can we listen again please?
Ask your partner the questions in the book about sports.
Then, discuss your favorite sport with your partner.
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Unit 4, Lesson 9: Organizing Students
Words to know
alone
by yourself
discussion
divide
group
pair
partner
until
together
Phrases to learn
Please work by yourself.
Please work alone.
Please work on your own.
Find a partner.
Pair up.
You can work together.

You can work in pairs.
You have to get into groups of three.

You have to get into pairs.

Get into groups of four.
Work in groups of five.
Count off by twos.

Count off by threes.
Count off by fours.
Sara, please work with Paul.
Sara and Paul, work together, please.
Sit in a circle.
Sit side by side.
Face the board.

Face each other.
Take turns reading the dialog.

Take turns answering the questions.
You have five more minutes.

You have another ten minutes.
You have until 9:00 to finish this activity.

You have until 10:30 to finish this activity.
Paul, you are A. Sara, you are B.
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This half of the class is A. This half is B.
OK, let’s check. Who is A?
Today we are going to read a conversation.

Can we work together?
Can I work alone?
How much time do we have?
Unit 5: Assessing Student Work
Unit 5, Lesson 1: Identifying and Correcting Written Errors
Words to know
capitalization
nationality
period
plural
punctuation
shy
spelling
thin
vacuum
Correcting grammar
Correct sentences written with simple past of the verb be.
Affirmative Negative
I
He/She was was not
It
We/You/They were were not
Correcting spelling, punctuation, and capitalization
Remember!
Spelling:
• Add -s to make most nouns plural
• Add -es to words ending in sh and ch to make plurals
• Drop silent e before adding -ing
Punctuation:
• Use a period (.) at the end of a sentence.
Capitalization:
• Capitalize the first word of a sentence.
• Capitalize names of people and special places.
Student writing to correct

1. Correct errors in use of simple past of the verb be
Anna was in high school.
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Your parents sports fans.

Their friends were no in class.
Jeff and Debra was in Scotland.
2. Correct any spelling, punctuation, and capitalization errors

My sister vacuums the floor ofen.
i never wash the dishs.
My brother takes out the trash?
We are making the bed now.
3. Find and correct 10 errors in the text

My To Friends
I have two good freinds. their names are Meryem and Nebila. Meryem having long, brown
hair. She is taller and thiner than Nebila. she is also quieter. Nebila's hair was shorter and
darker then Meryem's hair? Nebila is funnyer than Meryem. I like Meryem and Nebila very
much.
4. Rewrite the sentences correctly. If the sentence is correct, write a capital “C” by it.
My sister likes to drawing.
We liking singing.
I like playing computer games.
My parents like dansing.
Out teacher likes playing sport.
Abdullah don’t like skateboarding.
My freinds and I don’t like studying.
Aisha likes bakeing cakes.
We like having parties.
Mohamed doesn’t like listen to music when he is studying.
5. Rewrite the sentences correctly. If the sentence is correct, write a capital “C” by it.
Lingling is from China. She is Chinese.
Brian from Canada he canadan.
Lucy was from Australia. She is Australian.
Said is Morroco. He is Morrocan.
Mikkel is from Denmark. He is Danish.
Katia Brazl. She is Brailian
Juan is from chile. He chilan.
Jung-Hwa is from Korea. She is Corean
Fatima is from Algeria. She is Australian.
Jeannine is from France She is French
Unit 5, Lesson 2: Identifying and Correcting Spoken Errors
Words to know
missing
model
preposition
pronoun
pronunciation
Student language to correct

Decide if 1) a word is incorrect, 2) a word is missing or 3) the word order is incorrect. Then restate the
sentence correctly.
We are happiness.
This is new computer.
It’s a blue, new pen.
My name Julia.
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How old you are now?

How much does cost?
Did you went?
It’s warm and sun.
She cats doesn’t like.
She not like to skate.
I no have a brother.
Does Mohamed sports?
Aisha going to the party.
We are going shopping?
We visited museum this afternoon.
Do you have any brother?
I one brother have.
What his name?
It’s a green, big snake.
The door has open.
Which jacket you like?
That is a yellow, new sweater.
We watched movie.
My tooth hurt since one week.
He and me are students.
I very am hungry.
We eat more apples you.
Unit 5, Lesson 3: Assessing Student Comprehension
Words to know
burning
cage
coin
danger
drawing
fire
germ
gorilla
orally
summarize
Reading Texts
1. The Lion and the Mouse
One day, a lion caught a mouse. The mouse asked the lion to let him go, but the lion refused. Just
before the lion was going to eat the mouse, the mouse yelled, “Wait! Don’t eat me! I can be helpful to
you someday.” The lion replied, “How could you be helpful to me? I am a big, strong lion and you are a
small, weak mouse. You could never help me.” The mouse said, “Let me go and I promise you that
someday I will help you.” The lion thought this was funny, and so he decided to let the mouse go. The
next day, the lion got caught in a hunter’s net. The lion thought that this was the end of his life, but
soon came along the little mouse that he had released the day before. The little mouse started chewing
the net and finally chewed a big hole and the lion escaped. The lion thanked the mouse and realized
that even small creatures can be helpful.
2. My Coin Collection
by Bill Jones
I have over 700 coins! They are from faraway countries that my father visits. Some are square. Some
have holes in the middle! Some have pictures of queens, kings, presidents, or even animals. One from
Australia has a koala bear on it. I put all of my coins in a coin book. The book protects them, and it’s
easier to see them all.
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3. Stay Healthy
It is not fun being sick. You have to stay home. You can’t play with your friends. Do these things to stay
healthy.
1. Wash your hands often. Use hot water and soap. Wash for 20 seconds to kill germs.
2. Get sleep. Get 7-8 hours every night to help your body fight sickness.
3. Never sneeze in your hand! Germs go on anything you touch. If you get a cold, sneeze
into your arm to keep your family and friends healthy.
4. Gloria the Gorilla is a Hero!
Gloria the Gorilla was asleep in her cage at the zoo. Four-year-old Bobby Benson slipped through the
bars of Gloria’s cage. Everyone was scared. They thought that the gorilla would hurt him. Instead, Gloria
picked up Bobby and held him like a baby. The zookeeper came and got Bobby out. Gloria got an extra
treat in her food bowl that night. She was a hero!
Unit 6: Giving Feedback
Unit 6, Lesson 1: Giving Positive Feedback
Words to know
everyone
feedback
irregular
past tense
positive
ready
verb
workbook
Phrases to learn
Good!
Good job!
Very good.
Great.
Excellent.
Nice work.
Well done!
OK!
Right!
That’s right!
Nice work. Now, let’s review the irregular verbs from the homework. When I say a verb, you will tell me the past
tense form
Unit 6, Lesson 2: Encouraging Self-Correction A
Words to know
encourage
example
extra
incomplete
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incorrect
missing
self-correct
Phrases to learn
That isn’t correct.
That’s incorrect.
That’s not quite right.
This word is wrong.

Your verb is wrong.
This answer is wrong.
This sentence is wrong.
Something is missing.
A word is missing.
The verb is missing.
Add another word.

Add another verb.
Add a sentence.
Add information.
Use another verb.

Use another word.
Use the past tense.
Don’t add another word.

Don’t use “the”.
There’s an extra word here.
There are extra words here.
What does this mean?
Do you mean “like” or “liked”?
I think you’re trying to say “liked,” not “likes.”

I think you’re trying to say “going,” not “goes.”
Remember we’re talking about the past.

Remember we’re talking about animals.
There’s a problem with this sentence.

There’s a problem with these words.
There’s a problem with this paragraph.
This sentence is incomplete.

This word is incomplete.
This answer is incomplete.
This sentence is wrong.
This sentence is not clear.
This sentence is incorrect.
Don’t forget to follow the word order in the example.

Remember to follow the word order in the example.
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Don’t forget to add “more”.

Don’t forget to follow the chart.
Don’t forget to follow the example.
Don’t forget to follow the instructions.
Don’t forget to use “liked” to talk about the past.
Now we are going to practice plurals.

Try adding –es.
Good, but there is one more problem.
Student language to correct

The student says: You respond:
There are two boxs. Add –es.
I three book. There’s a word missing.
The man put. This sentence is incomplete.
We have the fun. Don’t add “the”.
I have two balles. Don’t use –es.
She are happy. Use “is” with “he” or “she”.
Tired apples. What does this mean?
She have two cups. There’s a problem with this verb.
The girls has a doll. Do you mean “girl” or “girls”?
They visit four city. Remember to use –ies for words ending in –y.
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Unit 6, Lesson 3: Encouraging Self-Correction B
Words to know
chart
compare
encourage
information
model
order
self-correct
tense
Phrases to learn
What’s missing?
There’s a word missing.

There’s a verb missing.
What is wrong with this sentence?

What is wrong with this word?
What is wrong with this answer?
What is wrong with this example?
What is wrong with this question?
Does this verb look right?

Does this word sound right?
Try adding another word.

Try adding a verb.
Try using another tense.

Try using a different word.
Please look at this sentence again.

Please look at this list again.
Please look at this chart again.
Please look at this word again.
Please look at this answer again.
Please look at this example again.
Please look at this question again.
Look at the difference between “like” and “likes.”

Compare “like” and “likes.”
This sentence is off topic.

This paragraph is off topic.
Pay attention to the verbs.

Pay attention to the example.
Pay attention to the word order.
Pay attention to the instructions.
Pay attention to the information in the chart.
Remember the irregular form.

Don’t forget the irregular form.
Compare your work to the example.

Compare your sentence to the example.
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Check spelling.
Check the verbs.
Check the chart.
Check word order.
Check the example.
Check the instructions.
Please revise this sentence.

Please review your verbs.
Please rewrite this paragraph.
Please compare this to the chart.
You need to pay attention to the model.

You need to review the example.
You need to rewrite this sentence.
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III. PROFESSIONAL KNOWLEDGE FOR ELT
Professional Knowledge for ELT: Glossary of Terms by Unit

Unit 1: Foundations of Language Learning A
Fluency Extrinsic motivation Motivation

Context Accuracy Autonomous
IRF vs IRE Readiness Self-assess
Developmental stages External factors Learning outcomes
Intrinsic motivation Positive feedback anxiety
Unit 2: Foundations of Language Learning B
Audio-Lingual Method Summative assessment Activity

Can-do statement Formative assessment Learning aim
Task-based learning Communicative language teaching Circumlocution
Grammar translation Needs assessment PPP lesion sequence
Methodology Direct Method PDP lesion sequence
Constructed response Assessment Learning outcome
Rubric Selected response
Unit 3: Essentials of English
Connected speech A word family Singular

Root Collocations Punctuation
Compound nouns SVO language Plural
Suffix Prefix Superlative
Tenses World Language Function Words
Idioms Appropriate Comparative
Content words Irregular
Unit 4 Teaching Vocabulary
Homonyms Antonyms Recycle

High-frequency words Connotation Output
Passive vocabulary Controlled Activities Explicit
Language chunks Open-ended activities Acquire
Synonyms Active vocabulary Input
Word form Learner autonomy Vocabulary notebook
Produce Register
Unit 5: Teaching Grammar
Use Metalanguage Timeline

Context Explicit Personalize
Inductive Form Realia
Implicit Deductive Produce
Receptive Meaning Open-ended
Corrective Controlled Mode of communication
Notice Positive
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Unit 6: Teaching Speaking
Register Phoneme A controlled

Sentence stress Role-play Word stress
Formulaic language Comprehensible A mixer
Talk time Communicative strategy Consonant cluster
Intonation Minimal pair Accuracy
Communicative function Information gap Fluency
Body language Risk-taking
Unit 7: Teaching Listening
Pre-listening Bottom-up Predictions

Can-do statement Listening logs Sound system
Interactive processing Inferences Phonemes
Application Top-down Two-way listening
Listening Fluency Listening strategies Gist
Intensive listening One-way listening Activate background knowledge
Cloze Extensive listening
Unit 8: Teaching Reading
Bottom-up processing Background knowledge Interactive processing

Reading rates Application Realia
Decoding Intensive reading Summarize
Scanning Top-down processing Authentic texts
Gist Extensive reading Interpret
Reading fluency Predict PDP lesson
Genres Manipulatives
Unit 9: Teaching Writing
Purpose Appropriate Sub-skills

Brainstorm Sound-symbol relationships Supporting sentences
Audience Rubrics Genres
Mechanics Correction sheets Register
Accurate First draft Topic Sentence
Balanced feedback Organization Models
Graphic organizers Template
Alphabetical Glossary of Terminology
A – B Terms
Word DEFINITION
(n) a distinctive way of pronouncing a language that is often associated with a country
accent
or region
(adj) describes a student who takes responsibility for making sure their work is done
accountable The students worked in a group. Each student in the group was accountable for
something. One had to write the sentences. One had to check the spelling. And the
last had to check that the simple past was used correctly.
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(n) the ability to communicate without making noticeable mistakes; when they are
accurate, students may communicate slowly, but most of what they say will be
accuracy
correct.
accurately (adv)
(adj) describes something (spoken or written language) that is without mistakes
accurate
accurately (adv)
(v) to learn a word or structure so that you can use it in the same way that a native
speaker of the language uses it
acquire
People acquire vocabulary words after seeing them many times.
activate
background (v) to stimulate students to think about everything they might know about a topic
knowledge
active vocabulary (n) words that learners can use effectively in communication.
activity (n) a part of a lesson in which students can learn about and practice language skills
(v) to change or modify activities, materials, or textbooks to better meet students'

adapt
language-learning needs
adjective (n) a word that describes a noun or pronoun, such as pretty, funny, sad, or happy
(n) a word that describes or modifies a verb, an adjective, or another adverb, for
example:
adverb He eats quickly. (modifies verb eat)
That's an incredibly big TV. (modifies adjective big)
The student speaks very quickly. (modifies adverb quickly)
(n) a word part that can go at the beginning or the end of a word to modify its
affix
meaning. Both prefixes and suffixes are affixes
(n) a word with an opposite meaning to another word; for example, hot is an antonym
antonym
of cold.
anxiety (n) a feeling of fear or nervousness
(n) the use of information in a practical way; for example, using information heard in a
application
listening text to solve a problem
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(n) the condition of being right or proper for a particular situation; it is important to
appropriacy
know the appropriacy of different words and grammar structures in English .
(adj) suitable; being right or proper for a situation; for example, an email to a friend will
appropriate
be more informal and less carefully organized than a job application letter
(v) to evaluate, test, or judge what a learner does; you assess your students either
assess
formally or informally to check their progress or evaluate their learning
(n) a range of methods that teachers use to judge whether students have reached some
assessment desired or targeted level of knowledge; tests, quizzes, pop-quizzes (surprise quizzes),
and projects or research papers are some common forms of assessment.
(n) the person or people to whom one is speaking; in writing, the person who is going to
read the letter, essay, memo, or other written communication; the audience could be
audience
the teacher or another person. For example, when a student writes an email to a friend,
the friend is the audience.
Audio-Lingual (n) a methodology of language learning in which students learn language through
Method (ALM) memorizing and repeating dialogues
(n) someone who learns best through listening to lectures, or having discussions and
auditory learner
conversations
(n) written or spoken English language texts produced for native speakers that teachers
authentic
use in the classroom; for example, newspapers, blogs, or magazines (written), or radio
materials
programs, podcasts, or TV shows (spoken)
(n) an activity that mirrors language people use outside of the classroom; for example,
when you ask students to write a postcard as a writing activity or when you ask students
authentic task
to call a movie theater for information on movie times, you are assigning authentic
tasks.
(adj) independent; if learners are autonomous, they are able to learn on their own.
autonomous
Teachers can show students ways to become more autonomous.
(n) also known as a ‘helping verb’; auxiliary verbs help the main verb. Be, do, have, and
will are common auxiliary verbs when they are followed by another verb, for example:
auxiliary verb
I am working.
He can't play soccer.
(n) knowledge that students already have based on life experience or previous language
background
classes; students often use this knowledge to make predictions before they read or
knowledge
listen. They also use this knowledge to understand the meaning of a text.
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(n) feedback that has about the same amount of positive and critical comments; for
balanced
example, a teacher highlights three things that are positive about a student’s writing and
feedback
two or three things the student can improve. This feedback is balanced.
(n) the form of the verb before it is conjugated for person or tense; for example: eat, sleep,
base form
go, walk are in the base form.
body (n) the process of communicating nonverbally, using movement of the body, gestures, and
language facial expressions
(n) (for listening) when listeners use language Lessons such as sounds (phonemes),
bottom-up grammar, and the organization of the speaker’s message to understand what they hear;
processing (for reading) when readers use language Lessons such as letters and words, grammar, and
text organization to understand what they read
(v) to get ideas and information by thinking alone or in a group;
brainstorm
students will often brainstorm ideas before writing an essay.
C Terms
(n) a definition of a student’s ability in terms of what the student can typically do in
can-do statement English at a specific level. For example, the student can read and understand basic
notices, instructions or information.
choral repetition (n) when a group of people repeat words together

(n) a communication strategy which uses an indirect or descriptive way to express
circumlocution meaning; for example, a person may not know the word for "zebra," so he or she
may say, “It’s like a horse with black and white stripes.”
(n) a part of a sentence with a subject and finite verb (or a verb that agrees with
the subject); a simple sentence is an independent clause; words such as after,
clause
because, though, and when mark the beginning of dependent clauses (When she
studies hard, she does well in school.)
(n) an activity in which words are deleted from a passage, leaving blanks for
students to fill in; the words are deleted at regular intervals, for example, every
seventh word. Cloze activities are often used to assess reading or listening ability,
or general language ability.
cloze activity
Example:
Listen and complete the sentences.
Every week I __ to a movie. I love movies. __ weeks ago I saw a really __ movie.
(n) A group of words that are commonly or naturally used together; fast food, a
collocation
quick shower, and save time are examples of collocations.
(n) a strategy one learner can use to communicate when they have limited
communication knowledge of grammar or vocabulary; for example, learners might use their hands
strategy to describe an unknown word, or learners might invent a word as a substitute for
an unknown word
(adj) describes an activity that allows students to practice language that is
appropriate for the setting, the topic, and the mode of communication; these
communicative
activities give students a reason to interact by simulating common everyday
situations.
(n) types of things we do with language. For example, some functions are:
communicative
requesting, promising, complaining, asking for directions, giving instructions. (also
function
called speech functions)
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Communicative (n) a methodology of language learning in which students focus on communicating

Language Teaching in everyday situations; the activities create a need for the students to
(CLT) communicate.
communicative
(n) the reason for communicating with others
purpose
(adj) the form of an adjective used to compare one thing to another. My cat is
comparative
smaller than my dog. She is busier than I am.
competence (n) the ability to produce certain language and perform certain language skills
(n) speakers who can communicate effectively in a language; speakers who
competent speakers
understand other speakers, and are easily understood by others
(n) a noun made of two nouns that are connect, such as homework, timeline, and
compound noun
classroom
comprehensible (adj) able to be understood without difficulty, easy to understand
conjunction (n) a word that functions as a connector, such as and, but, and because
(n) the way sounds combine when spoken together in words and sentences; for
example, speakers often link the end of one word with the beginning of the next:
connected speech bad day, black car.
Contractions are another example of connected speech (didn’t, hasn’t).

(n) the feeling or idea of a word in addition to its meaning; skinny and slender both
connotation
mean thin, but slender has a more positive connotation
(n) the consonants of English are represented by the following letters and
consonant combinations of the letters: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z. There
are 2consonant sounds in English.
(n) two or more consonant sounds occurring together at the beginning or end of a
syllable; for example, there are three consonant sounds together at the end of next
consonant cluster
(/kst/); a group of consonants without a vowel between them, for example, /spr/ in
the word spring
(n) a type of test item that requires students to create the response themselves;
constructed response they are not given any choices. Constructed response tests include fill-in-the-blank,
short answer, and projects
(n) information on performance that is given in a helpful way; suggestions or
questions about ideas, language, or organization to help a student’s thinking; this
constructive feedback
feedback uses positive and respectful language to help students improve their
language skills.
(n) the meaning or message of speech or writing; the ideas (thoughts, opinions,
content beliefs, arguments, . . .) and information (facts, descriptions, . . .) in speech or
writing
(n) nouns, verbs, adjectives, and adverbs are content words; they give meaning to a
content word
sentence.
(n) the event or situation in which language is used or taught (giving directions is a
context context for teaching commands such as Turn left. Go straight.); the circumstances
or situation that form the setting for an event or interaction
(n) in English, this refers to the ability of a speaker to change the meaning of a
sentence by changing the pattern of stress; for example:
1. He gave me a yellow rose? (The woman questions that the rose was bought for
contrastive stress her.)
2. He gave me a yellow rose? (She shows surprise about the color. Maybe she
expected a red rose.)
3. He gave me a yellow rose? (She did not expect the man to buy it.)
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(adj) used to describe activities that ask students to use a limited amount of
controlled language; students usually have a limited set of responses; drills, multiple-choice,
and cloze activities are examples of controlled activities.
(n) an activity that asks students to use a limited amount of language; students
controlled activity usually have a limited set of responses; drills, multiple-choice, and cloze activities
are examples of controlled activities.
(n) a copy of the correct answers to an activity that students use to correct their
correction sheet
own and other students’ work
corrective feedback (n) information given to a student that shows him or her how to correct mistakes
(n) standards of quality that teachers use when assessing students' work; for
example, criteria used to assess a written assignment might be "began all
criteria
sentences with capital letters" or "started with a topic sentence."
criterion (sing.)
(n) the customs, social institutions, traditions, and general ways that people do
culture
things that form a country, people, or other group
(n) a plan for a course of study; it is like a map that shows the teacher how to
curriculum achieve specific learning outcomes over a period of time such as a term or
semester
(n) a style of writing; it is meant for writing quickly by hand; the letters in a word
cursive
are connected.
D-F Terms
(v) to determine the meaning of a group of symbols; in language learning, students learn to
recognize and understand the letters and punctuation of the writing system often as the first step
decode
in learning to read. For example, students recognize the letters b-o-o-k represent the word book.
decoding/decoding skills (n)
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(adj) describes a traditional method of teaching that is more teacher-centered; first, the
teacher presents new language and explains the meaning or patterns. The teacher might
use a chart or diagram to illustrate a pattern, such as a grammar chart or a timeline. The
deductive
teacher then gives several example sentences to show how the pattern works. Finally,
the students practice the new language. This differs from inductive teaching, where
students discover the patterns and rules themselves.
(n) an adjectival word that comes before a noun or descriptive adjective. These include
determiner
articles a, an, and the and words such as some, your, and each.
(n) the steps in the language learning process; learners of a language learn certain
developmental
vocabulary and structures before they learn others; this order is similar for both Land L2
stages
learners
(n) a type of dictation where the text is read once or twice, students listen and take notes
dictogloss of key words and ideas, and then in small groups they use their notes to construct a text
as close to the original as possible
(n) two vowels that merge together into a single sound, such as ow as in cow or oy as in
diphthong
boy.
(n) a methodology in which students learn language directly, unaided by Ltranslations;

Direct Method
the teacher conveys ideas and concepts with objects and gestures.
(n) a test where each question focuses on only one point; for example, a discrete-item
test on grammar might focus only on the present simple such as in the following:
discrete-item
Complete the sentences using the correct form of the present simple.
test
1. My sister rides her bike to school every day. (ride)
2. Julie ____ breakfast at 6 A.M. every day. (eat)
(n) a student’s attempt to produce a piece of writing; often students write two or more
draft drafts (first draft, second draft, final draft) of a piece of writing before it is ready for the
audience to read.
(n) a type of practice activity where students say or write the same types of words,
drill
phrases, or grammatical structures repeatedly
(n) a short yes/no question that repeats the verb or auxiliary verb from the first speaker’s
sentence, used to show interest or surprise; for example:
A: I’m going on vacation next week.
echo question
B: Are you?
A: She went to Paris last year.
B: Did she?
(v) to look carefully for problems in accuracy, poor organization, and lack of clarity in a
edit
piece of writing; students correct the problems they find and rewrite
(v) to build on an activity or use the activity for additional activities; for example, if
expand on students write a letter or postcard, you can expand on this activity by having them write
a response to other students' letters or postcards
(adj) describes a style of teaching where rules are explained in words, not just shown
from examples; describes teaching about something, or drawing attention to something
explicit when you teach; for example, when a teacher tells students how to scan a text and why
they do it
explicitly (adv)
exposure (n) when someone experiences (sees or hears) something, for example, a new word
extensive
(n) listening to longer texts, usually for pleasure; the focus is on the main ideas
listening
extensive
(n) reading longer texts, usually for pleasure; the focus is on the main ideas
reading
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(n) things that affect learning both positively and negatively that are outside of the
external factors learner; for example, the number of students in a class, the teacher’s style, and the class
materials
extrinsic (n) a need to learn that comes from outside a learner, such as employment or school
motivation graduation requirements
(n) information teachers provide students about their language use; this information can
feedback tell students if their language use is correct or incorrect. It can also suggest ways to
improve.
finite verb (n) a verb that agrees with the subject; for example: He goes. They go
(n) the ability to speak, write, listen, and/or read naturally; when they are fluent,
students can use language at a natural speed or with few delays. In activities that focus
fluency on fluency, the focus is on the meaning and the organization of ideas, not accuracy. (See
accuracy.)
fluent (adj); fluently (adv)
form (n) the grammatical structure of words and sentences
(adj) polite or official, related to situations with people who are socially important or
formal
people you don't know well
(n) ongoing assessment of student learning during a course that provides information
formative about what students have, or have not, learned; this information can help promote
assessment student learning. Observations, peer and self assessments, and teacher feedback are
examples of formative assessments.
formulaic
(n) fixed chunks of language; for example, How are you?, Fine, thanks., What do you do?
language
(n) a word that does not carry much meaning, but clarifies or shows relationships of
function word
content words; examples are conjunctions, determiners, and prepositions.
G-I Terms
(n) a type of text with a specific social and communicative purpose; for example, stories, newspaper
genre articles, invitations, a shopping list, and an advertisement are different genres of written text.
Genres of spoken text include speeches, conversations, telling a story, and so on.
gist (n) the basic or general meaning of something
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(n) a number or letter that shows the quality of a student’s work or the progress their work
demonstrates
grade
(v) to read student work and decide on a percentage, number, or letter (A, B, C, D, F)
depending on how well the work meets the standards
(n) a methodology in which students learn language mainly through memorizing
Grammar
grammatical rules and translating texts between the Land English. Classes are primarily
Translation
taught in the L1.
(n) a tool to generate and organize thoughts, ideas, and information visually; students can
graphic
organize information they hear (or read) into a graphic organizer. An outline, a Venn
organizer
diagram, and a compare/contrast chart are all examples of graphic organizers.
(n) the instructional use of small groups so that students work together to maximize their
group work own and each other’s learning; for example, a teacher may put students in a group to plan
a presentation or speech.
(v) to guess the meaning of an unfamiliar word by using the words and sentences before
guess meaning and after the unknown word; for example, students can guess that irate means very angry
from context in these sentences: The students did not have their homework. The teacher was irate. She
gave the students extra homework to do over the weekend.
guided (n) an activity type in which students are given the vocabulary to use but they create the
conversation grammatical sentences that form the conversation
(adj) involving active participation; students are involved, often by using their hands or
hands-on
doing something
high-frequency
(n) words that are used the most commonly
words
(n) words that have the same sound but are spelled differently; for example, there, their,
homonyms
and they’re, or sea and see
(n) a language chunk that becomes a common expression; the meaning of an idiom is
idiom different from the meaning of the individual words in the idiom. For example, the idiom to
be in hot water means to be in trouble.
(n) a sentence structure used for commands or making requests; there is no visible subject
in an imperative—the subject is understood to be you.
imperative
Give me the paper.
Tell me the answer.
(adj) describes teaching by introducing students to the meaning and use of new language
implicit
through example, without giving them the meaning or use directly
(adj) describes a method of teaching that is student-centered; first, the teacher gives
students examples of new language to look at. Next, students try to figure out the patterns
or meaning of new language based on the examples they see. The teacher may help or
inductive
direct their attention as necessary, but students are meant to discover the language. This
differs from deductive teaching, where the teacher gives students the information about
the language.
(n) the base form of a verb; for example: go, see, eat, think, believe; to infinitive includes
infinitive
the word to; for example: to go, to see, to eat,…
(adj) friendly or casual, related to situations with people that you know well, such as family
informal
and friends
(n) an activity where each student has information that the other student does not have;
information-gap
the students must communicate to get the information they need to complete the activity
activity
or task.
(v) to practice by combining two or more skills; for example, reading and writing or
integrate skills
listening and speaking
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intensive (n) listening to shorter texts; listeners pay attention to language to become more aware of
listening specific information. Most textbook activities involve intensive listening.
intensive (n) reading shorter texts; readers pay attention to language to become more aware of how
reading it works. Most textbook activities involve intensive reading.
interact (v) to communicate with another person in some way or for some reason
interaction (n) when two or more people come together to communicate for some reason
interaction
(n) the different ways students interact with one another, for example, in groups or pairs
patterns
(n) when listeners use a combination of bottom-up and top-down processing to
interactive
understand what they hear; when readers use a combination of bottom-up and top-down
processing
processing to understand what they read.
(n) a classroom display board that allows the teacher and students to interact with it;
interactive
teachers can show activities from textbooks and students can often write answers on the
whiteboard
board and have their answers corrected.
(n) things that affect learning both positively and negatively that come from within the
internal factors
learner; for example, a desire to learn, personality characteristics, and learning styles
interpret (v) to determine the meaning of something that may not be explicitly stated
(n) the rise or fall of a person’s voice; for example, rising intonation is often used to ask a
intonation
question.
intrinsic
(n) a desire to learn that comes from within a learner
motivation
(n) (Initiation, Response, Evaluation) a common communication pattern in classrooms in
which the teacher initiates, or begins, with a question or prompt; the student responds, or
answers; and then the teacher evaluates the student’s response with feedback like “Very
good.” or “Try again.” This does not model natural conversation.
IRE
An example of an IRE is:
Teacher: What day is it today? [INITIATION]
Student 1: Monday. [RESPONSE]
Teacher: Yes, good. [EVALUATION]
(n) (Initiation, Response, Follow-up) a common communication pattern in everyday speech;
it is also used in the classroom to extend, or lengthen, an interaction. The teacher initiates,
or begins, with a question or prompt; the student responds, or answers; and then the
teacher follows-up by asking another question or giving another opinion or idea for the
IRF student to respond to. This models natural conversation.
Teacher: What day is it today? [INITIATION]

Student 1: Monday. [RESPONSE]
Teacher: Monday? It feels like Friday already! [FOLLOW-UP]
(adj) refers to verbs that do not follow the rules of inflection; for example, any verb that
irregular
doesn’t use –ed for past tense, such as went or ate, is irregular.
J-M Terms
(n) a jigsaw is a puzzle, where you put the pieces together to form a picture; in ELT, a jigsaw
reading or listening activity is a type of small group activity. You divide a text into different
jigsaw reading
pieces. Then, each member reads (or listens to) one of the pieces of the text. Finally,
activity
members tell each other what they read or heard. The idea is for everyone to understand
the complete text, and to communicate with each other in order to do so.
(n) someone who prefers to learn through physical movement; doing, moving, touching
kinesthetic
and a hands-on approach are helpful for this type of learner. They are able to concentrate
learner
better and learn more easily when moving.
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L (n) the first language you learn, usually the language your parents or caretakers speak
(n) the second language you learn; often students learn a second language, such as English,
L2
in school
(n) groups of words that students learn as one Lesson; idioms (Give me a break!), phrasal
language chunk verbs (give up, look up), and formulaic language (How are you? Do you have the time?) are
examples of language chunks.
language input (n) information/language students receive through listening or reading
language output (n) information/language students produce through speaking or writing
(n) the order in which information is written on a page; for example, the title of a story is at
layout
the top of the page
learner (n) when a student manages his or her learning; the student can plan, make goals, and
autonomy achieve learning objectives independently
learner-
generated (n) materials created by students; an example is a class cookbook or class book of stories.
materials
learning aim (n) the goal of an activity; what the students will learn
learning log (n) a record of words or phrases learned
learning (n) what teachers and/or institutions expect learners to be able to do at the end of a
outcome lesson, Lesson, or course
(n) the way people prefer to learn; for example, some students are visual and learn from
learning style reading text and looking at pictures. Other students are more auditory, and like to hear
text read aloud.
(v) to connect the final sound of a word with the beginning sound of the next word; linking
link is a type connected speech. For example, the /w/ sound that occurs when a word ending in
a /o/ or /u/ is followed by a word beginning with a vowel: go/w/away, two/w/apples
(n) a self-assessment tool that students can use to keep track of listening experiences; for
listening log
example, students may write what they listened to and what they understood.
listening (n) a technique or strategy used to manage the process of listening; listening strategies
strategy include making predictions before you listen and summarizing a text after you listen
(v) to draw conclusions about something or understand meaning about something that is
make inferences
not directly stated
make (v) to guess what might happen; to see or hear information or evidence and guess about a
predictions future event
(n) physical objects that are used to teach a concept; for example, students can use
manipulatives
different colored cards for different parts of speech in order to make and read a sentence.
meaning (n) the way grammar and words are understood
(n) aspects of writing, including forming letters, writing neatly, spelling correctly, and
mechanics
punctuating correctly
message (n) the ideas and information in a text
(n) terms that we use to talk about language; for example, we use the word noun to
metalanguage
categorize various types of things, ideas, people, and places
methodology (n) ways that people teach and the reasons why they teach that way
mind map (n) a visual tool used to organize ideas and show connections between them
(n) two words that differ by only one sound; a minimal pair is useful to give students
minimal pair practice recognizing the differences between two sounds that may not be familiar to them.
Some examples are: lake/rake, pet/bet, bit/beat, match/mash.
mixed-level (adj) describes a class where students have different levels of language skills
mixer activity (n) an activity in which the students stand up and move around the classroom
mnemonic (n) a tool that helps learners remember something; for example, a learner might make a
device mental picture of something, or they might use rhymes to remember lists of words.
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(n) an auxiliary or helping verb that adds a degree of certainty, possibility, and time to a
modal
verb (may, might, can, could, will, would, should)
mode of (n) the way that people communicate; two main modes are spoken and written forms of
communication communication
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(v) to give an example as a way of explaining something or showing students what they
are supposed to do, such as modeling the language to introduce oneself by saying,
“Hello, my name is X.”
model
(n) an example of writing that students read and analyze for content, organization, and
language before they write a similar text. For example, students read a postcard, they
talk about the information in it, how the content is organized, language the writer used,
and then write their own postcard.
(v) to watch and listen to students during an activity; monitoring gives the teacher a lot
monitor of information. For example, you will notice who needs help, who is not following
instructions, who is almost finished, or which pairs or groups work well together.
motivate (v) to increase the desire, interest, or willingness to learn or do something
motivated (adj) quality of having the desire, interest, or willingness to do something
motivation (n) the desire, interest, or willingness to learn or do something
N-P Terms
(n) a country’s official program of what children have to learn at school; for example, the
national national curriculum might say that all students will use a specific textbook, learn specific
curriculum grammar and vocabulary, practice specific skills, or be assessed at specific times
throughout their school years.
needs (n) a tool, like a survey or an interview, used to collect information about what students
assessment need in order to succeed in their language learning
notice (v) to identify a grammar structure or other aspect of the language
noticing
(n) activities that allow students to see the language in use before learning the rules
activities
(n) a person, place, thing, or idea; count nouns can be counted and made plural (for
noun example, rings, apples, or assignments). Noncount nouns do not have a plural form (for
example, jewelry, fruit, or homework).
(n) receives the action of the verb; a direct object can be a word, phrase, or clause that
receives the action of a transitive verb without the help of a linking preposition (to or
object for). In the sentence, “The student read a story to his classmates,” the story is the direct
object. An indirect object indicates to whom or for whom an action was done. In the
previous example, to his classmates is the indirect object.
(n) a situation in which the listener listens but does not have to respond orally or
one-way
interact with the speaker; an announcement or a radio broadcast involves one-way
listening
listening
open-ended (n) an activity that allows students to use their own ideas rather than just choosing from
activity a set of options; each student usually has a different answer
(n) speed of doing something (reading is often timed in language classrooms); how much
pace
text a student can read in a certain time is that student's reading pace.
(n) the instructional use of pairs so that two students work together to maximize their
pair work own and each other’s learning, for example, putting students in pairs to ask and answer
questions about their free time activities
(n) one of the categories that classify words based on how they function in sentences;
part of speech the eight common parts of speech are: noun, verb, adjective, adverb, conjunction,
determiner, pronoun, and preposition
participant (n) a person involved in communication
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(n) a grammatical classification of words that do not belong to other parts of speech;
particle particles in phrasal verbs look like prepositions and act like adverbs (for example, look
up, sit down, come over, find out).
(n) words that learners recognize but cannot yet use; a word is part of a student’s
passive
passive vocabulary when it no longer prevents them from comprehending a reading or
vocabulary
listening text.
(n) (Pre-During-Post) refers to the Pre- (before), During, and Post- (after) stages of a
lesson; it is a lesson sequence often used with receptive skills of reading and listening.
For example, before a reading task, students might answer questions that help them
PDP
think about the topic of the reading. During the reading task, students might take notes
on key ideas. After the reading, students might work in groups to answer
comprehension questions.
(n) when students give each other feedback and/or correct each other’s work; it helps
peer students develop awareness of mistakes they might be making. It also encourages
assessment collaboration and sharing between students and reduces the amount the teacher needs
to correct.
(n) an assessment that helps teachers score or rate the language that students are
performance producing; performance assessments have two parts: 1. an activity or prompt that
assessment provides a way for students to produce language, and 2. a way of scoring or assessing
the language.
(n) creating an opportLessony for students to use English structures and vocabulary to
personalization
talk about themselves or their lives
(v) to give students an opportLessony to use English structures and vocabulary to talk
personalize
about themselves or their lives
(n) the smallest Lesson of sound in a language; phonemes make a difference to meaning.
For example, in the words rot and lot the first consonants are different and so are the
phoneme
meanings. Students who have difficulty pronouncing /l/ and /r/ may have difficulty
communicating the meanings of these words.
phonemic (n) a written symbol of a sound (e.g. ð is the symbol for th in the). The International
symbol Phonetic Alphabet (IPA) is a well-known system of symbols.
(n) a language that has a close relationship between sounds and symbols. In Spanish, for
phonetic example, each sound is typically represented by only one symbol. English, on the other
language hand, is not a phonetic language because one sound can be represented by, at times,
many different symbols.
(n) the study of the sounds of languages and how they are physically produced in the
phonetics
vocal tract
phonology (n) the study of how sounds are organized and used in speech.
(n) a two- or three-word phrase that includes a verb and a particle; the meaning of the
phrasal verb root verb is changed by the addition of the particle. Line up, drive over, come down with,
and see through are examples of phrasal verbs.
(n) a group of words that does not include both a subject and a verb, and is therefore
phrase not a clause or sentence. Phrases include noun phrases, adjective phrases, verb phrases,
adverb phrases, and prepositional phrases.
pitch (n) how high or low a tone or voice is
(v) to think about how to organize ideas

plan
(n) a stage in the writing process
(adj) indicates more than one; plurals are usually formed by adding –s or –es to a
plural
singular noun, as in pencil/pencils or box/boxes.
(n) a collection of examples of students' work over a period of time that is used as a
portfolio
form of continuous assessment
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positive
(n) information provided to a student that shows what he/she is doing well or right
feedback
(adj) indicating possession or ownership; in English, the preposition of shows possession
possessive (the home of my family); it is also shown with an apostrophe and the letter s (my friend's
book) or with possessive pronouns such as his or my (my book).
(n) (Present-Practice-Produce) a standard lesson sequence that teachers often use; first
PPP is Present: the teacher presents language to the students. Next is Practice: the students
practice using the language. Last is Produce: students use the language freely.
(n) meaningful use of the structures and vocabulary being taught; the second part of the
practice PPP lesson sequence
(v) to use language in controlled writing or speaking activities
(n) refers to the way that the context influences the meaning of language; for example,
the phrase “Get out of here!” could express someone’s strong desire for another person
pragmatics
to leave or it could be used to show surprise at something that was said. The listener’s
ability to interpret the correct meaning depends on the context.
(n) the part of the sentence that contains the main (or finite) verb (The students love to
predicate
study English.)
(v) to guess what might happen; to see or hear information or evidence and guess about
predict
a future event
prediction (n) a guess about what might happen (often based on evidence)
(n) a word part that goes in front of the root word; in reread, re- is the prefix. A prefix
prefix changes the meaning of the root word; for example, re- (meaning again), un- (meaning
not), and pro- (meaning for).
(n) a word or words that describe relationships between nouns; prepositions show
space, time, direction, cause, and effect. The prepositions are underlined in the
preposition
following sentence:
The boy sat next to JoAnna at dinner.
(v) to introduce new language to students in some kind of meaningful context and
present explain the meaning and grammar rules; this is the first part of the PPP lesson sequence
that teachers often use.
present (tense) (adj) verb tense representing something that is true/factual
(v) to look at something quickly to get a general idea of what it will be about; previewing
preview a reading usually involves reading the title, looking at any pictures or graphs, and
possibly skimming for the general idea
print (n) a style of writing where the letters in a word are straighter and not connected
(n) the steps or stages in doing something; the writing process is the steps students go
through when they write something.
1. They think of ideas and find information.

2. They write a first draft.
process
3. They read and think about their first draft. Sometimes they ask classmates or a
teacher to read the first draft and give them feedback.
4. They write another draft.
5. They may do numbers 3-4 several times.
6. Finally, they produce a final draft.
produce (v) to use language in a less controlled way in speaking and writing
product (n) the final or finished piece of writing, such as an essay, a story, an article
production (n) in language learning, this is the ability to use language when speaking or writing
productive
(n) grammar that a student can use appropriately when speaking or writing
grammar
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productive (n) skills that require students to produce language: speaking and writing are the
skills productive skills. The speaker and writer create and communicate a message.
(n) improvement students make over time; for example, progress is when students
progress make fewer mechanical mistakes in the fourth writing task than in the first, or
communicate ideas more clearly and logically in the second activity than in the first.
(n) a word that takes the place of a noun; pronouns include her, they, and everybody.
Relative pronouns take the place of a noun mentioned earlier and introduce a
subordinate clause. Relative pronouns include who, whom, which, and what. Subject
pronoun pronouns take the place of the subject in the sentence, as in “He likes to eat oatmeal.”
Object pronouns take the place of the object of the sentence, as in “He likes to eat it
every day.”
pronunciation (n) a dictionary, either online or on computer, that gives a pronunciation model for
dictionary students to hear
(n) the system of symbols or characters used in writing to help make the meaning
clearer and represent the spoken language more accurately. The following are examples
punctuation
of common punctuation in English: comma (,), period (.), exclamation point (!),
possessive marker (‘).
(n) the reason for doing something (for example, someone’s reason for learning English,
or the reason for doing an activity); the reason for listening, speaking, reading, or
purpose
writing; someone listens to the weather report because they want to know whether to
wear a coat or bring an umbrella. Their purpose is to find out this information.
Q-R Terms
(n) abbreviated question forms that follow statements; a question tag is part of the
question tags
same sentence. ("You understand, don’t you?" "You don’t understand, do you?")
rate (n) the speed that language learning happens in a given amount of time
(n) the state of being prepared to learn something; for example, students are ready to
readiness
learn present progressive (continuous) after they have learned the present forms of be
(n) the ability to read naturally without hesitation; reading fluency activities have
reading
students focus on reading rate and comprehension rather than text structure or other
fluency
text analysis activities.
(n) a chart students use to record the information about what they are reading; it can
reading log include information such as the date, the type of text, the topic or main idea of the text,
and how long the student read.
reading rate (n) the speed at which a person reads
reading (n) a technique or strategy used to manage the process of reading; reading strategies
strategy include making predictions before you read and summarizing a text after you read
(n) real materials that teachers use to give students examples of how language learned
realia in the classroom connects to everyday life. Examples of realia include cards, games,
clothing, photos, movie tickets, and so on.
receptive
(n) grammar that a student can understand, but not necessarily produce
grammar
(n) skills that require students to understand or receive language; reading and listening
receptive skills
are the receptive skills
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(v) to use again; for example, the teacher may use the same vocabulary word in
recycle
different ways to help students practice and learn the word
(n) the style of language used in a particular setting or context; for example, formal
language (formal register) is used in a business meeting, and informal language
register
(informal register) is used among friends. How formal, informal, friendly, or casual, a
piece of writing is depends on audience, purpose, and genre.
(adj) refers to nouns or verbs that follow the normal rules of formation (such as, tense
regular
forms and pluralization)
(adj) related to something familiar or interesting to someone; a lesson is relevant to a
relevant
student when it relates to a subject or topic that the student knows or is interested in.
(n) a communication strategy in which the listener rephrases the information
understood from the speaker and as a question to confirm understanding, for example:
rephrasing
A: I went on a trip to Miami.
B: You went to Miami on a trip?
response (n) a reader’s reaction to someone’s writing
(v) to read one's own or a peer’s writing using a rubric to assess the writing. Peer review
review is a student giving another student feedback using a rubric; self review is a student using
a rubric for their own writing.
(v) to write a new draft or write part of a draft again to improve the writing. Students
rewrite first read and think about the writing, and then they rewrite it, making changes so the
message is clearer and the writing is correct.
(adj) describes when students are actively trying to use new words and structures that
risk-taking they are not confident about yet
take a risk (v)
(n) a part played by an actor; a particular social function where certain behavior is
role
expected
(n) a classroom activity where the teacher gives pairs or groups of students a role to act
role-play out using language they have learned; for example, one student may act as a shop clerk,
and the other someone shopping.
Roman (n) the alphabet of English and many languages of the world, including Spanish, German,
alphabet French, Portuguese, Dutch, and Italian
(n) the main part of a word that prefixes and suffixes can attach to; this is the part of the
root
word that carries the key meaning; in the word reread, read is the root
(n) a chart with a clear set of criteria, or standards of quality, that teachers use to assess
a specific assignment; it also informs students of what they need to be able to do. For
writing assignments, a rubric states the criteria (the overall effectiveness of the
message, the content, organization, use of language and form) and standards (how the
writing will be rated and the meaning of each word, number, or grade).
rubric
Rubrics are linked to learning outcomes. To use a rubric, the teacher, or a peer, reads
and rates a student’s work to see if it meets the criteria. For example, when a student
has no or only a few spelling mistakes, she gets a high rating (such as 5 out of 5, or 4 out
of 5) for “spelling.” It is very helpful for students to know the rubric before they write.
Knowing how they will be assessed can help them write more accurately and
appropriately.
S-Z Terms
(v) to look at a reading text quickly to find specific information, such as names or
scan
numbers
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segmental (n) a feature of the language that refers to specific sounds, such as vowel and consonant
feature sounds and their combinations in syllables
selected (n) a type of test item that requires the student to choose the best answer from two or
response more options; selected response tests include multiple choice, true/false, and matching.
(v) to assess one's own work; for example, a student might write a story and then read it
using a checklist with items such as: uses a capital letter at the beginning of each
self assess
sentence, uses a period at the end of each sentence, and uses adjectives to describe
nouns.
self
(n) when students evaluate their own work
assessment
(n) the study of the relationship between symbols (or letters and words) and their
semantics
meaning
(n) putting information or ideas in order in a paragraph, for example, from most to least
sequencing
important, from first to last in time, or from start to finish
setting (n) the place or time of certain events and the surrounding objects or things
(adj) only one; nouns usually have singular and plural forms, such as pencil/pencils or
singular
box/boxes.
skim (v) to read a text quickly in order to get a general understanding of the topic
socio-cultural (adj) combining social and cultural factors (factors related to one’s society and culture)
(n) the way that phonemes, intonation, and stress work together or are organized in the
sound system
oral form of a language
(n) the link between a sound and how it is shown in written text; for example, the /t/
sound-symbol
sound may be written with a t, as in cat, but with an -ed in some past verbs, such as
relationship
watched.
(n) saying a syllable or a word with more volume or length
word stress: A syllable of a word is pronounced more fully

stress
sentence stress: Certain words are pronounced more fully in a sentence.
contrastive stress: In English, this refers to the ability of a speaker to change the
meaning of a sentence by changing the pattern of stress.
stress pattern (n) pattern of stressed and unstressed syllables or words
(n) the grammar, vocabulary, mechanics, and organization students use in their writing;
style
audience, purpose, genre, and each student’s personality influence style
(n) the part of the sentence that contains the main noun or noun phrase; the subject
subject
generally comes before the main verb and determines its form.
(n) a conjunction that introduces a subordinating clause, such as when in the following
subordinator
sentence: She was busy when I called.
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(n) certain specific behaviors or abilities that help students acquire the main skills of
listening, speaking, reading, and writing; to skim or scan a text is an example of a
reading sub-skill. Writing sub-skills are aspects of writing that students need to learn in
sub-skill order to improve their writing skills. For example, being able to form letters, spell
words, and punctuate sentences correctly are sub-skills related to form. Being able to
choose and use appropriate content, vocabulary, and linking words are sub-skills related
to language use.
(n) a word part that goes at the end of the root word. A suffix changes the word form of
suffix a root word; for example, ize makes a noun into a verb as in energ-ize. Other common
suffixes are -ation, er, and –ly.
summarize (v) to retell a story using your own words and telling only the main points
(n) assessment that often occurs at the end of a Lesson or course and measures what
summative students have learned as a result of a period of instruction; Lesson tests, end-of-the-
assessment semester exams, and government-mandated exams are examples of summative
assessment.
(adj) the form of an adjective used to describe the highest degree of a quality. For
superlative
example: It is the biggest box. My cat is younger than her cat but his cat is the youngest.
(v) add to or change; a teacher can supplement the textbook by adding activities or
supplement
changing the activities in the book
supplemental (n) activities that provide additional practice; a teacher can use supplemental activities
activities to provide extra practice or different kinds of practice for students
supporting (n) one of the sentences in a paragraph that gives information about the topic
sentence introduced in the topic sentence; it may contain ideas, facts, arguments, and reasons
suprasegmental
(n) a feature of pronunciation, including intonation, stress, and connected speech
feature
(n) a language that mainly has an order where the subject (S) comes first, followed by a
verb (v), and, if there is one, an object (O). For example, in the sentence The children
SVO language
sing songs. S=The children; V=sing, and O=songs. The majority of languages in world
have either SVO or SOV sentence structure.
(n) A single Lesson of sound; one or more syllables make up a word. Syllables in English
have many possible structures. A syllable can be just one vowel sound, as in the word a;
syllable a consonant + vowel sound (CV), as in do; CVC (did); CCVC (stop); CVCC (past); CCVCC
(stops) and other combinations. Dictionaries show how these sounds are divided in
written words. For example, understand has three syllables (un-der-stand).
(n) a plan or outline of everything that will be covered in a course, showing what the
syllabus
students will have achieved by the end of the term
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synonym (n) a word that has the same meaning or definition as another word, for example, little/small
(n) the structure of phrases and sentences; the rules that must be followed to form
syntax
grammatical sentences
(v) to try, or experiment with, something new or something a person is not confident about;
take a risk making mistakes or failing is the risk.
risk-taking (adj)
talk time (n) the amount of time that a student or teacher talks during a class
target
(n) the language a teacher chooses as a learning goal for the lesson
language
Task-
Based (n) a methodology in which students learn language by doing tasks; each task has a clear
Learning purpose and outcome
(TBL)
(n) the way a teacher teaches, showing his/her preferences for different styles, approaches,
teaching
or methodologies; for example, a teacher may lecture (a teacher-centered class) or have
style
students work in groups (a student-centered class).
(n) a guide to help students learn the layout for different genres; templates tell students
template what to write, for example, ‘the date,’ ‘your signature,’ or ‘closing,’ and where on the page
to write it
(n) in grammar, the grammatical structure or form of the verb in a sentence; it shows the
tense
timeframe (present, past or future) of the sentence
(n) a line diagram that is used in the classroom to help explain the meaning of tenses, or to
timeline
show the stages of a story or narrative
(n) (for listening) when listeners use their background knowledge to understand what they
hear; this knowledge includes information about the world, the speakers, and the situation
top-down
or context. (for reading) Readers also use their background knowledge to understand what
processing
they read; this knowledge includes information about the world, the type of text, and the
situation.
topic (n) a sentence that introduces the topic, purpose, or main idea of a paragraph; it usually
sentence comes at the beginning of the paragraph, and is often a general statement.
transcribe (v) to make a written copy of spoken material
two-way (n) a situation in which the listener not only hears speech, but also has to respond to the
listening speaker; a conversation involves two-way listening.
(adj) spoken without the vibration of the vocal cord, for example, the typical sounds of the
unvoiced
letters, p, t, and k as heard in pop, tick, and kite
(n) refers to the way that grammar words and structures are used appropriately in different
use
contexts
(n) a type or kind, a different form than others in the same group; for example, British and
variety
American English
(n) a type of graphic organizer used to compare and contrast two things; usually there are
Venn
two large circles that overlap. The center area where the two things overlap contains their
diagram
similarities. The outer areas contain their differences.
(n) a word that shows action, gives a state, shows possession (run, eat, feel, stay, has). Verb
forms include:
base (go)
verb present (go/goes)
present participle (going)
past (went)
past participle (gone)
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(n) someone who learns best when they see things or watch others do a task before trying it
visual
themselves; visual representations of information such as graphs, pictures and diagrams are
learner
helpful for this type of learner.
(n) the relationship between the nouns (subjects and objects) and the main verb; sentences
are usually active voice or passive voice. If the subject does the action of the verb, then the
voice
sentence is in active voice (The cat ate the mouse.); if the subject receives the action from
the verb’s object, then the verb is in passive voice (The mouse was eaten by the cat.).
(adj) spoken with the vibration of the vocal cords; the consonants b, d, g, j, l, m, n, r, v, w, z
voiced
and all vowels are typically voiced.
(n) a sound in language formed by air moving without blockage through the vocal tract; the
vowel phonemic sounds of English are represented by the letters (and some combinations of the
letters): a, e, i, o, u, and sometimes y. There are over 16 different vowel sounds in English.
(n) all of the words related to a central word, known as the root word; a word family
word family contains all the related words of the root. For example, if assess is a root, then assesses,
assessed, assessment are in the same word family
word search (n) a game or puzzle-type activity where students look at a grid of letters to find and circle
activity words
world (n) a language that people speak to communicate internationally with others who do not
language speak the same first language
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ELTeach™ Teacher’s Reference Book

I. NATIONAL GEOGRAPHIC LEARNING WEBSITE ....................................................................................................... 3

Unit 2, Lesson 9: Encouraging Participation ..................................................................................................... 28

I. NATIONAL GEOGRAPHIC LEARNING WEBSITE

In Each Unit: Content, Grades, Resources

CONTENTS = The lessons you will do.

RESOURCES: EBook plus Audio and Print Practice

Click on the word, RESOURCES when the unit opens.

Research Briefs and theory related to the unit

Introduction to EFT and extra practice

Audio recordings from the unit have a speaker/sound icon:

Research Briefs for EFT Units

Unit 1: p. 2 Unit 3: p 94 Unit 5: p. 166

1. Read the advice below to see if it helps you.

If you get these messages:

Also, restart your computer, laptop and/or phone.

II. ENGLISH FOR TEACHING

Unit 1: Lesson 1: Greeting Students

Good morning, everyone.

Good afternoon, class.

How are you?

Good to see you.

How was your vacation?

It is the first day after a vacation. You ask:

Unit 1, Lesson 2: Discussing the Date and the Weather

What day is tomorrow?

What day was yesterday?

What’s the month?

What’s the date?

Today is Monday, April 2.

What season is it?

What’s the weather like?

It’s raining today.

OK, everyone. Please look at the board.

Unit 1, Lesson 3: Taking Attendance

Who’s absent today?

I’m going to take attendance now.

Please say “here” when I call your name.

Raise your hand when I call your name.

Unit 1, Lesson 4: Reviewing and Collecting Student Work

Let’s go over your homework together.

Ana, please read the first sentence.

Pedro, please write number on the board.

What’s your answer to question 1?

What did you write in the blank for sentence 1?

Please exchange papers with a partner.

Yes, that’s correct.

Please take out your homework.

Please hand in your papers.

Please put your homework on my desk.

Please bring your homework next time.

Please pass your papers to me.

Does everyone have their homework?

Pedro will collect your homework.

Unit 1, Lesson 6: Making Announcements A

Next meeting will be ___________.

Please copy from the board.

I have some important information for you.

Please listen carefully.

Please write it down.

I have an announcement to make.

We will have a test tomorrow.