• proficiency: is the qualification or skills of a

language
example juans lack of proficiency in french made his
life in paris quite difficult
• captive: feels atract to something like to capt your
attention
• Increasingly:more and more
• Disability: cant do something
• Concerning: to be worry about something
• Assessment: evaluation
• positive outcomes: positive produtcs
• Engage: fits perfectly
• atheoretical: no theory – to be more practical
• Learners: students
• Approaches: the topics or things where we are
going to focus in
• Purposes: goals of the lessons
• Techniques: different ways to do something
• Task: the homework or missión to do
• Accurancy: to be precise
• task-based learning: the knowledge that we get
from tasks
• Performance: the way that someone work
• Learning process:
• Lesson plan:
• Subskills: sub destreza
• Neatly: too clean
• Convey: action of transmit
• Miming:
• Eliciting language: to provoke the language
• Warm up: activities at the beginning
• information – gap activities: An information gap activity is an activity
where learners are missing the information they need to complete a
task and need to talk to each other to find it.
• Break:
Example
Learner A has a biography of a famous person with all the place names
missing, whilst Learner B has the same text with all the dates missing.
Together they can complete the text by asking each other questions.
• Information gap activities are useful for various reasons. They provide
an opportunity for extended speaking practice, they represent real
communication, motivation can be high, and they require sub-skills such
as clarifying meaning and re-phrasing. Typical types of information gap
activities you might find include; describe and draw, spot the difference,
jigsaw readings and listenings and split dictations.
• labelling: to classify
• Rank: position
• Achievement: the things that we got of something – what we are
expecting to get because learners doing these need to produce
language. They are also known as active skills. They can be compared
with the receptive skills of listening and reading. Example:
Learners have already spent time practising receptive skills with a shape
poem, by listening to it and reading it. They now move on to productive
skills by group writing their own, based on the example.
• In the classroom Certain activities, such as working with literature and
project work, seek to integrate work on both receptive and productive
skills.
• Exercise : write another examples of productive skills and lets do it in
the classroom
• A product-oriented syllabus focuses on things learnt at the end of the learning
process (outcomes) rather than the process itself. It can be compared with a
process-oriented syllabus, which focuses on the processes of learning. Many
people have questioned the validity of separating syllabi into process- and
product-oriented and argue that most syllabi are, and must be, a combination of
processes and outcomes.
Example: Grammatical, functional and lexical syllabi are product-oriented as they
focus on grammatical, functional and lexical outcomes.
• In the classroom: Learners working with a product-oriented syllabus can be
supported with other approaches and techniques. For example, teachers can
incorporate elements of learner training and development from learner-centred
syllabi, or use activities from process-oriented syllabi such as task-based
learning.
• A proclaiming tone : is an intonation pattern that either rises and then falls, or
just falls. A proclaiming tone shows that the speaker is giving new information.
It can be compared to a referring tone, which shows that the speaker is referring
to something everybody already knows.
Example: In the sentence ‘That guy we met at the party is my new teacher', there is
a proclaiming tone on ‘is my new teacher' because it is new information.
• In the classroom: Proclaiming tones are often more difficult for learners to
produce than referring tones. Encouraging learners to exaggerate the falling
intonation and move their head and body downwards at the same time can
help.
• A process-oriented : syllabus focuses on the skills and
processes involved in learning language. It can be compared
with a product-oriented syllabus, which focuses on
completed acts of communication, the outputs.
Example: A process-writing syllabus would focus on the
processes writers use to complete their tasks, such as
collecting information, organizing ideas, drafting and revising,
rather than just the features of the products of writing, such
as letters, compositions, notes, reports etc.
• In the classroom: Working on the writing processes is hard
work for learners because it involves thinking, organising
and planning, but it is time well-invested in skills that will
enable the learner to become an autonomous writer. One
way to apply a process approach to tasks is to provide the
language they need on demand as they work, rather than
before they start. This can be done by the teacher, by
referring the learners to useful language lists or
dictionaries, or by other learners.
• Process writing: focuses learners on the different stages and aspects of
writing as they have been observed in good writers, and spend time on
each, led by the teacher. These are; planning, drafting, revising, editing
and considering the audience.
Example: The learners are at the editing stage of their writing work so spend
time identifying problems and correcting them, with the teacher helping.
• In the classroom: Process writing in its full form can take a lot of class
time. Some parts can be done in class, such as brainstorming and
discussion, leaving others for homework such as drafting.
• Prior knowledge: is the knowledge the learner already has before they
meet new information. A learner's understanding of a text can be
improved by activating their prior knowledge before dealing with the text,
and developing this habit is good learner training for them.
Example: A group of young learners are going to read about dolphins. First
they talk about what they already know in a brainstorm activity.
• In the classroom: Pre-task activities are a good way to explore and share
prior knowledge. Making predictions about content, answering true or
false questions, agree on ‘5 things you know about...' and class or group
brainstorming are all effective tools.
• prescriptive grammar: is a set of rules about language based on how
people think language should be used. In a prescriptive grammar there is
right and wrong language. It can be compared with a descriptive grammar,
which is a set of rules based on how language is actually used.
Example: A prescriptive grammar would reject ‘He goes...', meaning ‘He said',
as incorrect language.
• In the classroom: At higher levels it is useful to raise learner awareness of
differences between prescriptive grammars and use of language. This can
be done in an inductive approach, with learners identifying examples of
language that doesn't follow rules from authentic listening or written
texts. They can then produce their own ‘mini' descriptive grammars.
• drought, famine, disease, intolerable economic circumstances, ethnic
cleansing, and other forms of social conflict – crossing linguistic borders in
the process.
• The following abbreviations are used throughout english teaching :
• FL – foreign language
L1 – first, or native, language
L2 and SL – second language in the broad sense, including any additional
language to the L1
LT – language teaching
SLA – second language acquisition.