ELTeach™

Teacher’s Reference Book

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 1
Table of Contents
I. NATIONAL GEOGRAPHIC LEARNING WEBSITE ............................................................................ 4
Website Address ................................................................................................................................................................................4
Website Navigation ..........................................................................................................................................................................4
In Each Unit: Content, Grades, Resources ......................................................................................................................... 5
CONTENTS ........................................................................................................................................................................................ 5
GRADES .............................................................................................................................................................................................. 5
RESOURCES ..................................................................................................................................................................................... 6
Research Briefs for EFT Units ............................................................................................................................................... 7
Download the National Geographic Online Practice App for your Smart Phone ..................................8
Technical Questions .........................................................................................................................................................................8
II. ENGLISH FOR TEACHING .....................................................................................................................11
Unit 1: Managing the Classroom A ........................................................................................................................................ 11
Unit 1: Lesson 1: Greeting Students .................................................................................................................................. 11
Unit 1, Lesson 2: Discussing the Date and the Weather ................................................................................... 12
Unit 1, Lesson 3: Taking Attendance............................................................................................................................... 13
Unit 1, Lesson 4: Reviewing and Collecting Student Work ............................................................................. 14
Unit 1, Lesson 5: Making Announcements A – Getting Students’ Attention, Announcing Tests
and Quizzes and Announcing Projects and Special Assignments ........................................................... 15
Unit 1, Lesson 6: Making Announcements B – Announcing Schedule Changes, Events, and
Extracurricular Activities ........................................................................................................................................................ 16
Unit 1, Lesson 7: Assigning Homework......................................................................................................................... 17
Unit 1, Lesson 8: 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 ................................... 23
Unit 2, Lesson 7: Disciplining ............................................................................................................................................. 24
Unit 2, Lesson 8: Checking Student Understanding .......................................................................................... 25
Unit 2, Lesson 9: Encouraging Participation ........................................................................................................... 26
Unit 2, Lesson 10: Motivating Students ....................................................................................................................... 27
Unit 3: Understanding Lesson Content............................................................................................................................ 28
Unit 3, Lesson 1: Instructions in Student Materials .............................................................................................. 28
Unit 3, Lesson 2: Understanding Listening Texts in Student Materials ................................................. 29
Unit 3, Lesson 3: Understanding Reading Texts in Student Materials ................................................... 30
Unit 3, Lesson 4: Writing Content from Student Materials ............................................................................ 31
Unit 3, Lesson 5: Review ........................................................................................................................................................ 32

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 Unit 4: Communicating Lesson Content ........................................................................................................................ 33
Unit 4, Lesson 1: Understanding and Communicating Lesson Goals ..................................................... 33
Unit 4, Lesson 2: Engaging Students in the Topic ............................................................................................... 35
Unit 4, Lesson 3: Explaining Lesson Context ........................................................................................................... 36
Unit 4, Lesson 4: Modeling and Giving Examples................................................................................................ 37
Unit 4, Lesson 5: Asking for and Writing Student Examples ........................................................................ 38
Unit 4, Lesson 6: Giving Activity Instructions A ..................................................................................................... 39
Unit 4, Lesson 7: Giving Activity Instructions B .................................................................................................... 40
Unit 4, Lesson 8: Organizing Students ......................................................................................................................... 41
Unit 5: Assessing Student Work ............................................................................................................................................ 42
Unit 5, Lesson 1: Identifying and Correcting Written Errors .......................................................................... 42
Unit 5, Lesson 2: Identifying and Correcting Spoken Errors ......................................................................... 43
Unit 5, Lesson 3: Assessing Student Comprehension ...................................................................................... 44
Unit 6: Giving Feedback ............................................................................................................................................................. 45
Unit 6, Lesson 1: Giving Positive Feedback ............................................................................................................... 45
Unit 6, Lesson 2: Encouraging Self-Correction A ..................................................................................................46
Unit 6, Lesson 3: Encouraging Self-Correction B .................................................................................................. 47
III. PROFESSIONAL KNOWLEDGE FOR ELT ..................................................................................... 48
Professional Knowledge for ELT: Learning Objectives and Glossary of Terms by Unit ....................48
Unit 1: Foundations of Language Learning A .........................................................................................................48
Unit 2: Foundations of Language Learning B ........................................................................................................48
Unit 3: Essentials of English ................................................................................................................................................49
Unit 4: Teaching Vocabulary ..............................................................................................................................................49
Unit 5: Teaching Grammar .................................................................................................................................................. 50
Unit 6: Teaching Speaking .................................................................................................................................................. 50
Unit 7: Teaching Listening .................................................................................................................................................... 51
Unit 8: Teaching Reading...................................................................................................................................................... 51
Unit 9: Teaching Writing....................................................................................................................................................... 52
Alphabetical Glossary of Terminology .............................................................................................................................. 53
A – B Terms .................................................................................................................................................................................... 53
C Terms ............................................................................................................................................................................................ 55
D-F Terms ....................................................................................................................................................................................... 57
G-I Terms ......................................................................................................................................................................................... 58
J-M Terms .......................................................................................................................................................................................60
N-P Terms ....................................................................................................................................................................................... 62
Q-R Terms ....................................................................................................................................................................................... 65
S-Z Terms ........................................................................................................................................................................................ 67

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I. NATIONAL GEOGRAPHIC LEARNING WEBSITE

Website Address
Go to https://learn.eltngl.com/ to log in.
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
app) for group communication and communication with your trainer.

B. Use the “breadcrumb” bar to help you move around the course.
• In the screenshot below, you can see that the “breadcrumb” bar shows you that you that you are in the
English for Teaching course, Unit 6, Lesson 3.

In the image above, 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.” For your course, there are some activities that do not have an
accurate score. These are the activities that you type your answers for. They are manually graded and
the score is not recorded. For this reason, we do not require that you reach a minimum score overall.
• You should try to get 90-100% on all of the activities that you do not type in the answer. This will ensure
you will get a passing grade on the final assessment.
• You may repeat activities if you do not get 90-100%. This will help you learn and do well on the final
assessment.

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RESOURCES = eBook plus Audio and Print Practice

The eBook: “Research Briefs” and extra 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. The screenshot below is the Research Brief for Unit 1.

To change the pages that you see, go to the lower right corner of the screen (see in the screenshot below). 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.

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 Download the National Geographic Online Practice App for your
Smart Phone
An alternative to logging into the Course on a web browser is to download the application for your smart phone.
Go to your app store and type “Online Practice-NGL” into the app store search bar. You should see the image
below.

Technical Questions
If you have a question about technical issues on the website, this section will help you find the answer by
yourself for many questions.

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

2. If you cannot find the answer below, post a message in your PLH 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.

Troubleshooting Advice
Message/ Technical
Solution
Issue

You cannot log in Click the “FORGOT PASSWORD”

Some activities, for example the ones when you have to record your own voice, will show
you the following message before you do the activity:
Manual Review “This activity requires manual review. You will not receive a score since the activity has not
been assigned to you.”

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 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!

Recording your voice/allowing your microphone

When you get to an activity that asks you to record your voice and listen, you may get a
message asking you to allow learn.eltngl to use your microphone.

Be sure to click “Remember this decision” and “Allow.”

Mic Not Found

If you get the following message, it means that your computer/laptop/phone is not
allowing learn.eltngl to use the microphone and you should change that.

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 TRY THIS: Google “microphone permissions” + [your browser – Chome, Firefox, Edge, etc.]
and follow the instructions.

For example: In Firefox browser, you would

do the following:
• Go to Settings > Privacy >
Permissions > Microphone
• Then search for
https://learn.eltngl.com
• Change the status to “Allow” and
“Save changes”

Also, close your browser and try again. It will probably ask you to allow your mic.

If you get one of these multiple times, you should update and/or change your browser. For
example, if you are using Chrome, you should use Firefox, Edge or something else.

Also, try restarting your computer, laptop and/or phone.

System
maintenance /
Unhandled error
occured

Missing features, Update your browser (Chrome, Edge, Firefox, Opera, Safari).
such as the
Resources tab, in If that doesn’t work or you aren’t sure if your browser is up-to-date, delete the browser
the phone version then add it to your phone again.
of the course

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II. ENGLISH FOR TEACHING

Unit 1: Managing the Classroom A

Unit 1: Lesson 1: Greeting Students

Words to know Phrases to learn

afternoon Hi, everyone.

break Hello, everyone.
morning
summer Good morning, everyone.
vacation Good morning, class.
weekend Good morning, [student name].
Good morning, students.
Situations to respond to Good morning, children.
Good morning, boys and girls.
It is 8:00 AM. Greet your class. Good morning, [teacher’s name]
A student says, “How are you?” You reply:
Good afternoon, class.
You are happy to see a student. You say: Good afternoon, everyone.
It is the first day after a vacation. You ask: Good afternoon, [student name].
Good afternoon, students.
Ask the class how they are doing. Good afternoon, children.
You say “good morning’ to your class. Then you say: Good afternoon, boys and girls.

It is Monday morning. You ask: How are you?

A student has just returned from a trip. You ask: How are you [teacher’s name]?
How are you [student’s name]?
A student asks, “how was your weekend?” You reply: 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?

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

Words to know Phrases to learn

Days of the week: What day is today?

Today is Monday.
Sunday, Monday, Tuesday, Wednesday, Thursday,
Today’s Monday.
Friday, Saturday
What day is tomorrow?
Months:
Tomorrow is Thursday.
January, February, March, April, May, June, July,
August, September, October, November, December What day was yesterday?
Yesterday was Sunday.
Ordinal numbers:
What’s the month?
first, second, third, fourth
It’s January.
Seasons:
What’s the date?
spring, summer, fall, autumn, winter What’s today’s date?
What’s the date today?
Weather:
cloudy, cold, cool, dry, hot, overcast, raining, snowing, It’s April 1.
sunny, warm, wet, windy It’s May 2.
It’s June 3.
Situations to respond to
Today is Monday, April 2.
Tell students what day it is. Yesterday was Wednesday.
Tomorrow is Friday.
Students just came in from outside. You ask:
A student wants to know the date. He asks: What season is it?

A student asks, “What’s the date?” You reply: It’s winter.

A student wants to know the day. He asks: It’s spring.
It’s summer.
A student wants to know if it’s fall or winter. He asks: It’s fall.
You are practicing the days of the week. You say, It’s autumn.
“Today is Monday. Tomorrow is Tuesday.” Next, you
ask: What’s the weather like?
How’s the weather?
A student just answered, “Tuesday.” What did you ask How’s the weather today?
her?
A student has just sad, “It’s snowing.” What did you It’s hot.
ask him? 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.

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Unit 1, Lesson 3: Taking Attendance

Words to know Phrases to learn

absent Where is Ana?

call your name
ill Is everyone here?
late Is Pedro here today?
present Are Pedro and Ana here today?
raise your hand
Who’s absent today?
sick
Who’s not here today?
take attendance
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.

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Unit 1, Lesson 4: Reviewing and Collecting Student Work

Words to know Phrases to learn

exchange Let’s check your homework.

hand in Let’s check your quizzes.
homework
paper Let’s go over your homework together.
quiz Let’s go over your quizzes together.
test Let’s go over your tests.
workbook
worksheet 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.

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.

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Unit 1, Lesson 5: Making Announcements A – Getting Students’ Attention,
Announcing Tests and Quizzes and Announcing Projects and Special Assignments

Words to know Phrases to learn (continued)

announcement Remember that we have a test tomorrow.

assignment Remember that we have a quiz tomorrow.
chapter
The test is on Lesson 6.
due
The test is on Tuesday.
group
The test is on Chapter 2.
pair
The test is on family words.
quiz
The test is on past tense verbs.
report
lesson Don’t forget to study for the test.
Don’t forget to study for the quiz.
Situations to respond to Don’t forget to study Chapter 7.

You want students’ attention. You say: Remember to study Chapter 7 for the test.
You are beginning an announcement. You Remember to study colors for the test.
say: Remember to study Lesson 9 for the test.
You want students to remember your Remember to study pages 8 to 10 for the test.
announcement. You say: Remember to review past tense verbs for the test.
Tell students when the quiz is.
The test will take 20 minutes.
Remind students about a test.
The test will take until the end of class.
Announce an upcoming project.
You want students to write about their Don’t forget about the test on Tuesday.
families. You say: Don’t forget about the quiz on Tuesday.
Tell students when their report is due. Don’t forget about the test tomorrow.
You want students’ work at the end of next
week. You say: We are going to do a project on family.
You are assigning work for the weekend. You We are going to do a report about food.
say: You will do a project on clothing.
You will do a report on clothing.
Phrases to learn
You will do a project on homes.
I have something to tell you. You will do a project on your family next week.
The project is due on May 30.
Next meeting will be ___________.
The report is due on May 30.
Please copy from the board. The project is due on Monday, May 29.
Please look at the board.
You should finish the report by June 1.
I have some important information for you. You have to finish the report by June 1.
You should finish the report by Friday.
Please listen carefully.
Work on your own.
Please write it down. Work in pairs.
Please write them down. Work in groups.
Work with a partner.
I have an announcement to make.
I have some announcements to make. There’s a new due date for the project.
There’s a new due date for the report.
We will have a test tomorrow.
We will have a quiz tomorrow. Can you repeat that please?
The quiz is on family vocabulary.
There will be a test on June 7. Does everyone have a pencil and a notebook?
There will be a quiz on June 7. Review family vocabulary.
There will be a test on July 8. There will be a quiz tomorrow, May 16.
There will be a test on Monday. The quiz is on family vocabulary, right?
There will be a text next week. When is it due?
The test has 10 questions.

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Unit 1, Lesson 6: Making Announcements B – Announcing Schedule Changes,
Events, and Extracurricular Activities

Words to know Phrases to learn (continued)

break There will be a parent meeting on Monday, January

concert 6.
guest There will be a class trip on Monday, January
holiday 6.
invitation There will be a concert on Monday, January 6.
meeting There will be a parent meeting next week.
notice
recess We’re going to have a visitor on Tuesday.
trip We’re going to have a guest on Tuesday.
visitor We’re going to have a visitor tomorrow.
We’re going to have a visitor on February 10.
Phrases to learn
Don’t forget about the concert tonight.
There’s a change in the schedule. Don’t forget about Facebook. You need to
On Thursday, there is a change in the post and respond by________.
schedule. Don’t forget about the class trip tonight.
Don’t forget about the parent meeting
We are going to finish class early tomorrow. tonight.
We are going to finish class at 10:00 AM Don’t forget about the concert next week.
today. Don’t forget about the concert tomorrow
We will finish class early on Thursday. night.
We will have a visitor today.
We will have lunch early today. Tell your parents about the parent meeting
tomorrow.
A visitor is coming tomorrow.
A visitor is coming on Tuesday. Give this notice to your parents.
Give this invitation to your parents.
There will not be recess today.
On September 15, we will go to the zoo.
We will not have a break today. Next week, we will go to the zoo.
Tomorrow we will go to the zoo.
Recess will be shorter today. On September 15, we will see a play.
The break will be shorter today. On September 15 we will visit a museum.
On September 15 we will go to the library.
We are going to read first today. On September 15 we will go to the theater.
We will read first today.
We are going to write first today. We are coming back at 2:00 PM.
We are coming back at 11:00 AM.
Tomorrow there’s no class because it’s a holiday.
On Friday, there’s no class because it’s a Is that clear?
holiday. Please use the time to study for the quiz.
Tomorrow there’s no test because it’s a When are we coming back?
holiday. Who’s the visitor?
Tomorrow there will be no recess because Ms. Santos is coming to talk about the City Garden
it’s a holiday. Project.
Tomorrow there’s no class because we have a There will be a class trip to see a play.
class trip.
Tomorrow there’s no class because there’s a
parent meeting.

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Unit 1, Lesson 7: Assigning Homework

Words to know Phrases to learn (continued)

article For homework, complete the exercise on page 7 in

assign the workbook.
assignment For homework, complete the activity on page
complete 7 in the workbook.
conversation For homework, complete the exercise on page
dialog 7 in the book.
interview
letter For our next class, please listen to the dialog on page
paragraph 20.
review For our next class, please listen to the
interview on page 20.
Situations to respond to For our next class, please listen to the
conversation on page 20.
Tell students when to hand in their homework.
Tell students where to find their homework in Your homework is to read the text, then answer the
their book. questions.
Tell students what to do for homework. Your homework is to read the article, then
You are giving a vocabulary quiz tomorrow. You answer the questions.
say: Your homework is to read the letter, then
A student asks, “What’s the homework?” You answer the questions.
reply: Your homework is to read the interview, then
A student asks, “What do we have to do?” You answer the questions.
reply: Your homework is to read the text, then do the
You want students to practice new vocabulary. exercise.
You say: Your homework is to read the text, then fill in
Assign a reading activity to students. the blanks.
Assign homework for tomorrow.
A student came to class without his homework. Your assignment is to practice the dialog on page 10.
You say:
Next time, don’t forget to bring your homework.
Phrases to learn
Next time don’t forget to bring your book.
Your assignment is on page 16.
What’s the homework?
Your homework is due next class. Page 10 in the workbook. Listen to the dialog and
Your assignment is due next class. complete Exercises A.
Your assignment is due tomorrow. What do we have to write?
Your homework is due on Monday. Is the homework for tomorrow?
Also, please review the words on page 7 for the quiz
Review the vocabulary for a quiz. on Friday.
Study the vocabulary for a quiz. Your assignment is due tomorrow and study for the
Review the verbs for a quiz. quiz on Friday.
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.

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Unit 1, Lesson 8: Dismissing the Class

Words to know Phrases to learn

Goodbye.
area
Bye.
desk
dismiss
See you tomorrow.
put away
See you Friday.
table
See you next week.
weekend
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.

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.

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 Unit 2: Managing the Classroom B
Unit 2, Lesson 1: Using Classroom Materials

Words to know Phrases to learn (continued)

blackboard Hand in your papers.

flashcard Hand in your papers when you finish.
turn in
borrow Use the dictionary to check new words.
middle
turn over Close your books.
bottom
smartboard The exercise is at the top of page 28.
whiteboard The dialog is at the top of page 28.
The example is at the top of page 28.
Phrases to learn The text is at the top of page 28.
The exercise is at the bottom of page 28.
Do you have a pencil? The exercise is in the middle of page 28.
Do you have your book?
Do the exercise at the bottom of page 23.
Does everyone have their books? Do the exercise at the top of page 23.
Does everyone have a pencil? Do the exercise in the middle of page 23.

Please take out your book. Read the example in the middle of page 15.
Please take out your notebook. Read the dialog in the middle of page 15.
Please take out your dictionary. Read the text in the middle of page 15.
Read the words in the middle of page 15.
Open your books. Read the example at the top of page 15.
Please open your books to page 10. Read the example at the bottom of page 15.
Please turn to page 27.
Is everyone ready?
Please turn the page. Please read the words at the top of the page.
Please write “apple” on the board.
Please look at the handout. Look at the board, everyone. Is that right?
Please look at the worksheet. Continue reading the sentences.
Please look at the blackboard. I don't have the handout.
Please look at the whiteboard. I don’t understand “skip.”
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.

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.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 19
Unit 2, Lesson 2: Teaching Classroom Language

Words to know Phrases to learn

bathroom Please ask me in English.

mean
repeat Repeat after me, please.
slowly
spell You can say, “May I have a pencil, please?”
understand You can say, “May I have a book, please?”

Situations to respond to You can say, “Can you repeat that, please?”

Encourage students to use English in the following You can say, “Can you speak more slowly?”
situations:
• A student asks a question in her native You can say, “Can you write that on the board?”
language.
You can say, “May I go to the bathroom, please?”
• You are teaching the class how to ask a
question. When you don’t understand, ask: “What does it
• A student does not have a pencil, but is not mean?”
asking for one. When you don’t understand, say: “What does
• You see that your students did not understand it mean?”
what you just said.
When you want to know a word, say: “How do you
• A student tells you that you are speaking too
say this in English?”
fast.
• A student wants you to write the vocabulary When you want to write a word, say: “How do you
on the board. spell that?”
• A student raises his hand and points to the
door. These are important questions.
• Your student does not know the meaning of a When you don’t understand, please ask me in
word. English.
Repeat after me, please.
• Your student is pointing to a picture. She does Did you forget your book?
now know the word for the object in the Let’s review the worksheet.
picture.
• A student wants to write what you are saying,
but he doesn’t know how to write the word.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 20
Unit 2, Lesson 3: Directing Students

Words to know Phrases to learn

lunch Please sit down.

quiz Please stand up.
recess Stand up.
sentence Line up.
test Please clean up.
word
Go to your seats.
Situations to respond to
Please come to the front.
You cannot hear what your student is saying. You Please come to the board.
say:
You want students to take everything off their Push in your chairs.
desk. You say: Please remember to push in your chairs.
You want students to write down what is on the Please speak louder.
board. You say:
You ask a student to stand up. Then you say: Copy the words from the board.
Copy the paragraph from the board.
You want a student to write her sentence for the
Copy the sentences from the board.
class to see. You say:
You are ready to begin class. You say: Get ready for lunch.
The lesson is over. You say: Get ready for recess.
Get ready for the quiz.
You are getting students ready to go to lunch. You Get ready for the test.
say: Now, please get ready for lunch.
You want students to sit down. You say:
Line up and please be quiet.
You want students to go to their seats and write.
All right, everyone go to your seats, please.
You say:
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.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 21
Unit 2 Lesson 4: Giving Quiz and Test Instructions

Words to know Phrases to learn (continued)

aloud Pay attention to the instructions.

check Listen to the instructions.
clear
desk Remember to read the instructions carefully.
eraser
instruction Write your name on the test.
pay attention
put away You may use your dictionaries.
put down You may use your books.
quiet You may use your word lists.

Situations to respond to Do your own work.

You have just handed out a quiz. You say: No talking.

One student is looking at her classmate’s paper.
You say: Don’t talk.
Two students are talking as you are explaining
what to do. You say: You have five more minutes to finish the test.
You want students to clear their desks. You say: You have ten more minutes to finish the test.
You want to get students’ attention before a test. You have five more minutes to complete the
You say: test.
A student asks you what to do. You say: You have five more minutes to finish the quiz.
Students have no more time to complete the quiz. You have 15 minutes to finish the quiz.
You say:
You hear students talking during a test. You say: Please finish up.
You are ready to collect a test. You say:
You want to tell students that the test is almost Time’s up.
over. You say:
Stop writing.
Phrases to learn
Put your pencils down.
Now we’re going to have a quiz on family words.
Now we’re going to have a test on family Don’t forget to check your work again.
words. Remember to check your work again.
Now we are going to have a test on Lesson Don’t forget to check your answers again.
7. Don’t forget to check your responses again.
Now we’re going to have a quiz on telling
the time. Put away your books and clear your desks.
Now we’re going to have a quiz on past Did everyone study?
tense verbs. Are there any questions?
Can we use the dictionary?
You need a pencil. I need a test, please.
You need an eraser. Please be quiet.
You need a pencil and an eraser. Please don’t look at her paper. Do your own work.
I hear talking. Please be quiet.
Put away your books. Time’s up. Pencils down.
Clear your desks. You don't need your books. Clear your desks.
Clear your tables. How much time do we have?
What do I do first?
Please be quiet. You may use your word list.
Write clearly.
I’m going to read the instructions aloud. Check your answers.
I’m going to read the instructions again. When you finish, raise your hand.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 22
Unit 2, Lesson 6: Getting Students’ Attention and Moving to a New Activity

Words to know Phrases to learn (continued)

get started Now, let’s move on to the next activity.

move on Now, let’s move on to the workbook.
pay attention Now, let’s move on to Lesson 5.
start
We will now start a different activity.
Situations to respond to
Now, we will learn something new.
You are ready to start a new lesson. You say: Now, we will read.
You want to begin class with a game. You say: Now, we will start the quiz.
You want students to look in their books. You say: Now, we will check the homework.
It is the beginning of class. You say: Now, we will practice what we learned.
As you are giving students a book, you say: Now we are going to use the new vocabulary.
You want students to clear their desks. You say: Now we are going to learn something new.
You want to go over students’ assignments at the
beginning of class. You say: Help me collect the worksheets.
You are giving students a test. You say: Let’s get started. Please open your books.
You want to review students’ assignments. You Now we’re going to check the homework.
say: Attention, please. Pass your quizzed to me.
You have just finished teaching the material from What do we do?
Lesson 5. You say: What are we doing?
Let’s start with a game.
Phrases to learn I will read the instructions aloud.
OK!

All right.

Please listen.

Please pay attention.

Attention, please!

Can you pay attention, please?

Moving to a New Activity

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.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 23
Unit 2, Lesson 7: Disciplining

Words to know Phrases to learn

at a time Please listen.

attention Please be quiet.
discipline Please stop talking.
quiet Please take turns.
raise your hand
sit down One at a time.
take turns
Please pay attention.
Situations to respond to Please get to work.
Please raise your hand.
Students are talking. You want to begin the quiz. Please look at your own paper.
You say:
You asked the class a question. Many students call Sit down, please.
out answers. You say:
You have some cards on your tables…
You want to begin the lesson. Students are I’m explaining the instructions.
walking around the classroom. You say: Look at the cards on your tables.
You are explaining test instructions. Students are Look at the first picture. What is it?
not listening. You say: Do you have a question? Please raise your hand.
Please come to the board one at a time.
Students are playing a game. Several students I can’t hear Alicia read. Please be quiet.
want to go first. You say: Luis, you did not finish? Please get to work.
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:

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 24
Unit 2, Lesson 8: Checking Student Understanding

Words to know Phrases to learn (continued)

chart I’ll repeat the instructions.

clear I’ll reread the instructions.
example I’ll reread the explanation.
explain
explanation Let’s review the instructions.
instruction Let’s review the instructions together.
repeat
reread Are there any questions?
review Are there any questions on the exercise?
table
Do you have a question?
Situations to respond to Do you have a question about the activity?

A student asks a question when it is not his turn. If you have a question, please raise your hand.
You say:
You want to say the instructions again. You say: Let me explain the chart again.
You want to ask if the class understands. You say: Let me explain the table again.
Students don’t understand an explanation. You
say: Let me give you an example.
You need to show the class how to do something. Let me repeat the example.
You say:
You want to be sure students know the Are the examples clear?
assignment. You say:
A student doesn’t understand a chart. You say: Do you want another example?
The first example isn’t clear to students. You say: Do you want more examples?
You want to clarify the steps to an activity. You
say: …so what are you going to talk about?
Students are not playing a game correctly. You
say: ...so what are we going to do?
The class doesn’t know how to do the puzzle. You …so what are you going to do?
say: …so what are we going to do first?
Some students say, “how do we begin the writing …so what are you going to do next?
assignment?” You say:
A group asks what to write in the columns. You Not, let’s finish the worksheet.
say: I don’t understand number 3.
The class is reviewing the steps of an activity. You First, look at the pictures on the worksheet. The,
say: write the words from the box under the pictures.
Many students ask for information at the same So, what are you going to write under picture A?
time. You say: The instructions are, “Talk to a partner about foods
you like.” So what are you going to talk about?
Phrases to learn Let’s read the questions next. So what are we doing
to do next?
Is that clear? Let me give you an example. I’ll write it on the
Is everything clear? board.
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?

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 25
Unit 2, Lesson 9: Encouraging Participation

Words to know Phrases to learn

encourage Please raise your hand.

help Please speak louder.
louder Please read aloud.
participate
pass out Who wants to volunteer?
read aloud Who can help me?
volunteer Who wants to read?
Who wants to come to the board?
Situations to respond to Who wants to help?

A student is reading in a low voice. You say: Who knows the answer?
You need a student to clean the board. You say: Who knows the answer to question 3?
Who knows the answer to question 3 in the
You need a student to pass out papers. You say: workbook?
You want a student to help you. You say:
Luis, do you know 1?
You want Luis to read the story to the class. You
say: Do you want to try?
You asked the class a comprehension question. Do you want to try number 2?
You say:
Alicia, do you know the answer to question number
You want to encourage Alicia to participate. You 2?
say:
You are reviewing a grammar exercise. You say: Luis, can you read, please?
Luis, can you write the answers on the board,
The class is practicing a conversation. You say: please?
The whiteboard need to be cleaned. You say: 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.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 26
Unit 2, Lesson 10: Motivating Students

Words to know Phrases to learn

difficult Good job!

encouragement
give up Keep trying!
motivate
take your time Don’t give up!
trouble
worry You can do it.

You’re doing great.

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.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 27
 Unit 3: Understanding Lesson Content
Unit 3, Lesson 1: Instructions in Student Materials

Words to know Phrases to learn (continued)

alternative Circle the correct verb.

correct Circle the alternative.
definition
false Match the questions with the answers.
line Match the words with the answers.
missing Match the vocabulary with the answers.
own Match the questions with the pictures.
paragraph Match the questions with the definitions.
table Match the vocabulary with the definitions.
title
true Answer the questions.
Answer True or False.
Phrases to learn Answer Yes or No.

Work in pairs. Answer with complete sentences.

Work in a group. Answer with your own information.
Work in groups of three.
Choose one of the following activities.
Work with your partner.
Choose an alternative.
Work with a partner.
Choose words from the table.
Work with a classmate.

Check your answers with a partner. Use the vocabulary to write sentences.
Check the following words in your dictionary. Use the information to answer the questions.

Ask your partner about his or her family. Use the chart to answer the questions.
Ask your partner about your classmates.
Ask you classmate questions about her Repeat the sentences.
family. Repeat the names.
Repeat the instructions.
Fill in the blanks using the new vocabulary.
Repeat the conversations.
Fill in the chart using the new vocabulary.
Fill in the missing letters using the new
Guess the word.
vocabulary.
Guess the animal.
Fill in the blanks with the new vocabulary.
Guess the name of the person.
Fill in the blanks using the chart.

Practice the dialog. Take turns reading the dialog.

Practice the conversation. Take turns writing the words.
Take turns talking about your family.
Practice saying the vocabulary. Take turns reading the text.
Practice giving the date.
Practice saying the words with a partner. Take notes about your partner.
Give examples. Take notes on the reading.
Give instructions. Take note on your partner’s family.
Give each paragraph a title.
Tell your partner about your family.
Draw a picture in your notebook. Tell the class about your family.
Draw lines in your notebook. Tell your classmate about your family.
Tell your partner about your photo.
Underline the vocabulary. Tell your partner about your weekend.
Underline the verbs.
Underline the sentences.
Underline the correct word.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 28
Unit 3, Lesson 2: Understanding Listening Texts in Student Materials

Words to know Listening texts (continued)

Text 4
answer key
audio script
Eating Healthy. It is important to eat healthy food.
blank The reason? Healthy food makes a healthy body.
chart Today many people eat too much junk food. Some
dictation examples of junk food are cookies, candy, and chips.
listening text Fast food, such as burgers and french fries, is also
passage not very good for your body. People need to eat
more fruits and vegetables. Healthy snacks include
Phrases to learn carrots and apples.
Text 5
Listen to the conversation. Answer the questions.
Mistakes are bad, right? Not always! Believe it or
Listen and answer. not, many inventions were actually mistakes at first.
Listen and answer the questions. The potato chip was created by mistake at a
Listen to the people describe where they live. Circle restaurant in New York. One of the customers at the
True or False. Write the correct answer for the false restaurant didn’t want to eat the chef’s french fries.
statements. The customer complained that they were too thick.
After trying many times to please the customer, the
Listening texts chef got mad and sliced the potatoes really thin and
fried them. The customer and everyone else loved
Text 1
them. That is how the potato chip was invented.
Birthdays are a lot of fun for most children.
Around the world children do different things for Text 6
their birthdays. In Mexico, they celebrate Matthew: Hi, Allison
birthdays with piñatas. A piñata is a container Allison: Hi, Matthew.
filled with treats and candy. The birthday child’s Matthew: Do you want to get together on Saturday?
eyes are covered. Then the child hits the piñata Allison: Yes. What do you want to do?
with a stick until it breaks and all the candy falls Matthew: Do you want to go to a football match?
out. All the children at the party run to get the Allison: I don’t like football. It’s boring. How about
candy. What do you do on your birthday? going shopping?
Matthew: No, I don’t want to go shopping. I went
Text 2
shopping last weekend.
Alice: Hi, William
Allison: How about going to the cinema?
William: Hi, Alice
Matthew: Yes, let’s go to the cinema.
Alice: Do you want to join a club with me this
Allison: What do you want to see?
year?
Matthew: Let’s see an action film.
William: Yes, I do.
Allison: Sounds good!
Alice: Which club do you want to join?
William: The Sports Club. How about you, Alice? Text 7
Alice: I want to join the Chess Club. Do you like Interviewer: Today, I am talking to Jane. She has
Chess? twins. Jane, what are their names?
William: No, I don’t. Do you like music? Jane: Michael and Maurice. And yes, they’re twins.
Alice: Yes, I like music. I like singing and playing Interviewer: Tell us, do they like the same things?
instruments. Jane: No, they don’t like the same things.
William: Me too. Let’s join the Music Club. Interviewer: Can you give us an example?
Alice: OK! Jane: Well, for example, Michael likes cricket, but
Text 3 Maurice likes swimming.
My name is Cassie. I live in an apartment. It has Interviewer: I see. What about hobbies?
two bedrooms and one bathroom. It has a small Jane: Michael collects coins, but Maurice collects
kitchen and a large living room. It doesn't have a stamps.
yard. Interviewer: Interesting! How about food?
Jane: Michael likes fish and chips, but Maurice likes
My name is Tom. I live in a house. It has four pizza.
bedrooms and two bathrooms. I have to share the Interviewer: Fascinating!
bathroom with my sister. The house has a yard. I
like to play in my yard.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 29
Unit 3, Lesson 3: Understanding Reading Texts in Student Materials

Words to know Reading texts (continued)

Text 4
answer key
Sam’s Pets
article
I am lucky because I have two pets. I have a bird and
blog
a cat. My bird's name is Charlie. He is small and has
chart
long feathers. He has lots of energy. I play with him
definition
in my room. We have fun together. He is a good
letter
friend. My cat's name is Tabby. She is big and has
paragraph
short fur. She sleeps on a blanket. She likes to stay
passage
warm. Sometimes she plays in my room. She is a
website
good friend. I love both of my pets.
Reading texts
Text 5
Text 1 Conversation
Faye: Hi, Alex. How do you like your new secondary Henry: Hi Sara. Are you going to the Chess Club?
school? Sara: Hi, Henry. I don't think so.
Alex: I like it a lot. Henry: Why not? Are you busy?
Faye: Have you got a uniform? Sara: I feel ill. I have a headache and a sore throat.
Alex: Yes, I do. I have to wear blue trousers and a Henry: What are you going to do?
white shirt. Sara: I'm going home.
Faye: Does your school have a canteen? Henry: You should have a cup of tea and rest.
Alex: Yes, it does. We can buy lunch there or bring Sara: Really?
our own. Henry: Yes. My mum gives me a cup of tea, and it
Faye: What do you usually do? always makes me feel better.
Alex: I usually bring my own lunch. Sara: OK. Thanks for the advice.
Faye: Do you ever buy lunch?
Alex: Yes, I buy lunch on pizza day! Text 6
Ways to Keep in Shape
Text 2
Exercise is very important. Exercise helps keep you
Penguins
in shape, and it also keeps you healthy. Everyone
Penguins are a type of bird. They are different from
should exercise for thirty minutes every day. There
other birds because they cannot fly. Penguins
are many fun ways to exercise.
spend much of their time under water, and they
are excellent swimmers. Penguins eat fish and Walking
other sea life. There are eighteen different kinds of One of the easiest ways to keep in shape is to walk.
penguins in the world. The Fair Penguin is the You can walk with friends, family, or just by yourself.
smallest and weights only two pounds. The You don't need anything special to walk. Just wear
Emperor Penguin is the largest. It can weigh up to some comfortable shoes and take some water with
ninety pounds. you. Walking is great for your heart. Get out there
and start walking!
Text 3
Dear Linda, Yoga
Yoga is a relaxing way to keep in shape. You stretch
How are you? I'm fine. Friday was my last day of your body in different directions and learn to
school. I am on holiday now. I am going to go breathe in and out slowly. Yoga helps you stay
swimming all summer long! healthy and focused. It's good for your mind and
your body. Try yoga today!
My family is also going to go on a trip. We are going
camping. This will be my first time sleeping in a Sports
tent. I am very excited. There are many sports that help you keep in shape.
Basketball, tennis, swimming, and volleyball are just
I miss you very much. Please come visit me soon.
a few. Some are team sports, and some are
Maybe you can come camping with us!
individual sports. Be sure to warm up and stretch
Sincerely, before you play to prevent injuries. Have fun, but be
Susie safe!

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 30
Unit 3, Lesson 4: Writing Content from Student Materials

Words to know Texts (continued)

Text 3: A vocabulary activity: find the color and clothing
explanation
words in the conversation.
instruction
phrase Conversation: Family Photos
textbook Kim: Hey, Paul. Is that your camera?
vocabulary Paul: Yeah. I got it for my birthday. Do you want to see
worksheet some pictures of my family?
Kim: Sure.
Texts Paul: Here’s one of us at my birthday party. That’s my sister
Text 1: Example sentences for teaching a grammar in the green shirt, and that’s my brother next to her.
lesson on the past continuous are underlined. Kim: I see him. He’s the one with the white baseball cap
and the red jacket. Who’s this wearing the orange shirt?
1. The most exciting thing about my trip to the Paul: That’s my cousin, Steve. And behind him, in the
beach was the day I saw a shark! I was at the yellow dress, that’s my Aunt Marta.
beach with my family. I was very hot, so I went Kim: Where are you?
in the water. I was swimming when a man Paul: It’s hard to see me. I’m in the back, wearing a blue
yelled, “Shark!” So I got out of the water very sweater.
fast!
Text 4: Jobs Worksheet: Write the jobs in the blanks.
2. My brother and I were visiting our
grandparents. They have a cat named 1. A doctor heals sick people.
Whiskers. One day my brother opened the 2. A student studies at school.
back door and Whiskers ran out. We looked for 3. An architect designs buildings.
her all afternoon. She didn’t come home for 4. A waiter serves food and drinks.
three days! We were so worried. 5. A teacher helps students learn.
6. An artist paints pictures.
3. The last time I was at the airport I went to get
7. A taxi driver takes people places.
my bag. I was waiting for my bag when I saw
8. A pilot flies an airplane.
someone take it! I said, “Excuse me!” The man
9. A police officer keeps the city safe.
turned and asked me what was wrong. He
10. A musician plays an instrument.
showed me the bag. It was not really mine. My
bag came out a couple of minutes later. I was Text 5: Example sentences for teaching the simple present
very embarrassed. (to be) are underlined.
4. Last Sunday, I went for a walk. It was sunny Hi! My name is Gabriel. I am from Rio de Janeiro, Brazil. I
and warm, so I didn’t bring an umbrella or like sports. In my free time I play soccer and basketball. I
raincoat. I walked to the big hill near my have a sister. She is 15 years old. She goes to high school.
house. Then the sky got very dark. While I was We are different. She doesn’t like sports. She is an artist.
walking up the hill, it started to rain very hard. She likes painting and drawing. My parents have hobbies,
I got really wet too. They both like reading. My father reads magazines and
my mother reads books. They are really smart.
Text 2: A close activity created by taking out the
underlined place names. Text 6: Sort the bold-faced nouns into two groups: count
and non-count nouns.
Monday, June 17
Hi Amanda,
Dear Diary, 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
Today I took the bus to the city. First I got two
great food. We’re making burgers. And my mom is baking
books at the library. Then I went to the
bread and her special cookies. I hope you can come. Let
bank to get some money for lunch. I ate a
me know!
sandwich at my favorite café. After that, I walked
Nicholas
to the post office to send a letter. Finally I went to
the bus stop to go home. The bus came, and I Hi Nicholas,
looked for my wallet, but it was gone! I went back Of course I can come! I just have to finish my homework
to the post office to find it, but it wasn’t there. I first. What should I bring? Would you like me to make
ran to the police station and found my wallet. A some pasta? Or maybe I can bring some drinks. How about
kind person gave my wallet to the police. I was some juice? I could bring a couple of bottles. I can’t wait.
lucky. What a happy ending! See you there!
Amanda

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 31
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: Communicating Lesson Content
Unit 4, Lesson 1: Understanding and Communicating Lesson Goals

Words to know Sequencing lesson goals (continued)

In this lesson, you are going to study words about the
communicate
house.
finally
In this lesson, you are going to practice the
furniture
past tense.
previous
In this lesson, you are going to learn how to
review
ask for help.
room
In this lesson, you are going to review the past
sequence
tense.
summarize
In this lesson, you’re going to work on talking about
Situations to respond to houses.
In this lesson, you’re going to look at the
You are reviewing from before. You say: present tense.
You are reviewing from the previous lesson. You In this lesson, you are going to learn words for
say: furniture.
You begin from where you stopped yesterday. You In this lesson, we will learn adjectives.
say:
You are summarizing the lesson goals. You say: First, we are going to review the vocabulary.
Tell students the order of the lesson. You say: First, we are going to do an activity.
You want students to remember from before. You First, we are going to read about food around
say: the world.
Tell students what they will learn. First, you will read a story.
You are summarizing the lesson. You say: First, we will listen to a conversation.
Tell students what they will do. First, we will look at the future tense.

Phrases to learn Then, we are going to practice the past tense.

Then, we are going to look at the homework.
Reviewing from the previous class Then, we are going to learn new words for
Let’s review yesterday’s lesson. furniture.
Let’s review these words. Then, we are going to review the future tense.
Let’s review today’s lesson. Then, you are going to answer questions.
Let’s review what you learned. Then, you are going to talk about your favorite
food.
What did we do yesterday?
What did we learn yesterday? Next, we are going to read a story about Tommy’s
house.
Who can tell me what we talked about yesterday? Next, we are going to practice the
Who can tell me what we did yesterday? conversation.
Who can tell me what we learned Next, you are going to write a conversation.
yesterday? Next, you are going to write about your
Who can tell me what we studied yesterday? favorite food.
Who remembers what we talked about last class? Finally, we will write sentences.
Who remembers what we did last class? Finally, we will read a story.
Who remembers what we studied last class? Finally, we are going to play a game to
Who remembers what we learned last class? practice all of the new words.
Finally, we are going to write sentences with
Are there any questions?
the future tense.
Are there any questions about ordering
Finally, you are going to practice the
food?
conversation with a partner.
Are there any questions about the past
Finally, you will begin a project on food.
tense?

Are there any questions about the words for

rooms in a house?

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 Sequencing lesson goals Summarizing the day’s lesson
Today, we’re going to continue our Lesson. What did we learn today?
Today, we’re going to do a project.
I want to go over what we learned today.
Today, we’re going to listen to a
conversation. Let’s review what we learned today.
Today, we’re going to practice the new Let’s review what we learned today about
words. furniture.
Today, we’re going to learn how to say likes
Today we talked about words for rooms.
and dislikes.
Today we learned new words.
Today, we are going to start a project.
Today we reviewed the past tense.
Today we will continue learning words for rooms in Today we worked on ordering food.
a house. Let’s look at that vocabulary again.
Today we will read a story. Let’s look at the past tense again.
Today we will play a game. Let’s look at making introductions again.
Today we will write a story.
Today we will begin a project. Is living room one word or two?
Today we will start a new lesson. It is two words.
Today we will continue this lesson. What is in a living room?
Today we will practice the new words. Please name the room where food is prepared.
Today we will review the vocabulary. Please name the room where you sleep.
A chair is a type of furniture.

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Unit 4, Lesson 2: Engaging Students in the Topic

Words to know Phrases to learn

animal Think about animals in a zoo.

chicken Think about animals in Africa.
cow Think about your favorite animals.
engage
farm What do you know about zoo animals?
giraffe What do you know about panda bears?
horse
lion What words do you know?
panda bear What animals do you know?
zoo
Can you tell me other animals?
Situations to respond to Can you tell me about the zoo?
Can you tell me where they live?
You want students to focus on a picture. You say:
You want students to describe what they see. You Have you ever seen a lion?
say: Have you ever gone to a zoo?
You want students to list the words they know. Have you ever been to Africa?
You say: Were you ever on a farm?
You want to know who has seen a panda bear.
You say: Did you ever see a panda bear?
You want students to list farm animals they know. Did you ever go to a farm?
You say: Did you ever see this animal in a zoo?
You want to engage students in the topic of lions.
You say: Look at the pictures. What do you see?
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:

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Unit 4, Lesson 3: Explaining Lesson Context

Words to know Phrases to learn (continued)

fork They are forks.

future They are spoons.
knife
past This means small.
seed This means very good.
spoon
stem This is how you end a sentence.
utensil This is how you write “utensils”.
vegetable
You use this to talk about the future.
Situations to respond to You use a period to end a sentence.
You use an –s after nouns to mean more than
You are showing students pictures of different one.
fruit. You say: You use a knife to cut food.
Tell students what category bananas belong to. You use an –s after nouns to make the word
plural.
You want to give an example of a vegetable. You
say: We say “is sleeping” when we talk about what is
You want to give an example of a fruit. You say: happening now.
We say “excellent” when something is very
You want to define a word. You say: good.
Tell students how to use punctuation at the end of
a sentence. We use –ed after a verb when we talk about the past.
We use -ing after a verb when we talk about
Tell students how to talk about things that haven’t something that is happening right now.
happened yet. We use “will” with a verb to talk about the
Tell students how to talk about things that already future.
happened. We use the word “are” when we have a verb
that ends in ‘ing.
Tell students how to talk about things that are We use “in” after “sleep” to mean “sleep
happening at this moment. late”.
Tell students two ways to say the same phrase.
(such as “You’re welcome.”) When we want to say, “You’re welcome,” we say
“Don’t mention it.”
Phrases to learn When we want to say that it is happening right
now, we say, “He is reading.”
This is a banana.
When we want to talk about tomorrow, we
This is an orange.
use the future.
When we want to talk about something in the
That is an apple.
past, we use –ed.
That is a table.
Look at the picture. What is happening?
A banana is a fruit.
Try adding –ing.
Apples are fruit.
What is the boy in the tree doing?
“I will study.” This means that I am going to do it in
Carrots are vegetables.
the future, not now.
How many bananas do you see in this picture?
It is a fruit.
Why does this say –ed at the end?
It is red.
This is how you form the past tense.
It is big.

It has seeds.
It has a stem.
It has a yellow peel.

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Unit 4, Lesson 4: Modeling and Giving Examples

Words to know Phrases to learn

dialog Please repeat after me.

location Class, please repeat the example after me.
model Please repeat after the recording.
occupation Please repeat the sentence after the
preposition recording.

Situations to respond to Please read the sentences.

Please read the words.
You want students to repeat. You say: Please read the dialog.
A student says, “Can you give an example?” You Please read the examples.
reply: Please read the conversation.
You are going to read and example to students. Please read the example of a preposition.
You say:
You are playing a CD for the class. You say: Please listen to the example.
You want the class to read examples you wrote. Please listen to the example of the past
You say: tense.
You want one student to read the example. You Please listen to the examples of prepositions.
say: Please listen to these examples.
You want two students to model. You say:
You want students to read from the text. You say: Here’s an example.
You want to show your students a preposition.
You say: Here is an example of a preposition.
You want a student to give an example of a job. Here is an example of an occupation.
You say: Here is an example of how to say “good-
bye”.
Modeling
Let me give you an example of a preposition.
Combining sentences using because: I like reading
because it’s interesting. Look at these examples on the board.
Making comparisons: John runs faster than Harry. Look at this example of a preposition.
Making contrasts with “but”: The movie is funny Look at these examples of prepositions in the
but long. book.
Asking questions with “can”: Can the baby walk? Look at these examples on page 45.
Making a noun plural: She has many cats.
Using adjectives: She has a new, blue pencil. Jack, please read the example.
Using the superlative (-est): He is the tallest boy. Jack, please read the next example of a
Using “always”: I always do my homework. preposition.
Using the possessive (-‘s): That is Mary’s book.
Questions in the past tense: Did Jenny eat lunch? 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.”

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Unit 4, Lesson 5: Asking for and Writing Student Examples

Words to know Phrases to learn

adjective Give me an example of part of your morning routine.

breakfast Give me an example of a greeting.
brush Give me an example of the past tense.
compliment
cook Give me another example of an occupation.
furniture Give me another example of a compliment.
greeting Give me another example of the future tense.
routing Give me another example of part of your
tooth morning routine.

Situations to respond to Can you think of an example of a preposition?

Can you think of an example of furniture?
You want students to describe what they do in the Can you think of an example of how to say
morning. You say: “good-bye”?
You want students to name some prepositions.
You say: Can you think of another example of a fruit?
Can you think of another example of a plural
You want students to describe a lion. You say: noun?
You want your students to name different jobs. Can you think of another example of how to
You say: order food?

You want students to give you more examples. Who can give an example of an adjective?
You say: Who can give an example of a zoo animal?
You are teaching ways to say “hello.” You say: Who can give an example of how to
introduce yourself?
You are teaching ways to apologize. You say:
You are teaching ways to say “farewell.” You say: 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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Unit 4, Lesson 6: Giving Activity Instructions A

Words to know Phrases to learn (continued)

alone Guess the word.

alternative Guess the name.
article Guess the people.
choose Guess the student.
expression
Take turns to read the paragraph.
guess
Take turns to read the words.
partner
Take turns to read the dialog.
table
Take turns to read the sentences.
title
Take turns reading the paragraph.
Situations to respond to Draw your ideas.
Draw a picture of your classroom.
You want students to pay attention to a picture. You
say: Circle the correct word.
You want students to find a partner and play a game. Circle the verb.
You say: Circle the photo.
You want students to circle the right word. You say: Circle the alternative.
You want students to put the question with its answer. Find a student.
You say: Find a classmate.
You want students to talk about their parents. You say: Find an example.
You want students to read the paragraph one by you. Find the answers.
You say: Find the information.
Students have just read an article without a title. You
say: Check your paper with a partner.
A student asks, “What do we practice?” You reply: Check your ideas with a partner.
You had students take out their notes. Now you say: Check the things on the page with a partner.
Check the order of the sentences with a partner.
Phrases to learn Choose a title for the article.
Choose an object.
Look at the picture. Choose an alternative.
Look at the list. Choose words from the table.
Look at the title. Choose one of the following activities.
Look at the text.
Look at the table. Match the questions and answers.
Look at the article. Match the sentences to the people.
Look at page 20. Match the expressions with the pictures.
Look at Exercise 5. Practice saying the description.
Work with a partner Practice giving the date.
Work alone. Practice reading the dialog.
Work in pairs. Practice introducing yourself.
Work in a group. Use your notes to write a paragraph.
Work with a classmate. Use the picture to write a paragraph.
Work in groups of three. Use the words to write a paragraph.
Give information. Use complete sentences to write a paragraph.
Give examples. Use the vocabulary in the text to write a
Give instructions. paragraph.
Give each paragraph a title. Use the information from the chart to write a
paragraph.
Play a game in pairs.
Play in teams. You have 10 minutes.
Play in groups of four. Can you write the instructions, please?
Play a guessing game. We need more time.
You can have five more minutes.
Think about your family. When you finish, use the information in the paragraph to
Think about an object. answer these questions.
Think about your favorite book. Work alone to complete them.
Think about a famous person.

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Unit 4, Lesson 7: Giving Activity Instructions B

Words to know Phrases to learn (continued)

chart Fill in the blanks.

check Fill in the chart.
conversation Fill in the missing letters.
favorite
hobby Tell your classmates.
information Tell the class.
interview Tell your partner.
paragraph
Say the word.
poem
Say the letters.
sport
Say yes or no.
Say true or false.
Phrases to learn
Ask your partner.
Listen to the teacher.
Ask each other.
Listen to the description.
Ask your teacher.
Listen to the information.
Listen to the instructions. In pairs, talk about your family.
Listen to the conversation. With your classmates, talk about your
family.
Listen and repeat.
Listen and complete the sentences. Talk to your partner about yourself.
Listen and check the words you hear. Talk to your partner about your answers.
Listen and choose the correct answer. Talk to your partner about the descriptions.
Listen and repeat the conversation. Talk to your partner about the things in
Activity 4.
Read about the family.
Talk to your partner about the people in the
Read about the sport.
pictures.
Read about the teacher.
Read about Tom’s hobbies. Discuss the following questions.
Discuss the answers.
Read the description.
Discuss what to do.
Read the text.
Discuss your favorite movie.
Read the letter.
Read the poem. Write a description.
Read the interview. Write a list.
Write a letter.
Read and answer the questions.
Write the words in the spaces.
Read and draw a picture.
Read and underline the vocabulary words. Rewrite the paragraph.
Answer the questions in complete sentences. In your notebook, write sentences about the
Answer yes or no. pictures.
Answer true or false. On a piece of paper, write sentences about
Answer the questions on a piece of paper. the pictures.
On a piece of paper, write a description of
Repeat the sentences.
your favorite sport.
Repeat the instructions.
Repeat the conversation. Now, we’re going to listen to descriptions of
different sports around the world. Listen to the
Underline the verbs.
information. Then, fill in the blanks.
Underline the title.
Can we listen again please?
Underline the main idea. Ask your partner the questions in the book about
Underline all of the sentences with
sports.
adjectives.
Then, discuss your favorite sport with your partner.

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Unit 4, Lesson 8: Organizing Students

Words to know Phrases to learn

alone Please work by yourself.

by yourself Please work alone.
discussion Please work on your own.
divide
group Find a partner.
pair
partner Work with a partner.
until
together 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.

Work in groups of three.

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.

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?

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 Unit 5: Assessing Student Work
Unit 5, Lesson 1: Identifying and Correcting Written Errors

Words to know Student writing to correct

capitalization 1. Correct errors in use of simple past of the verb

nationality be
period Anna was in high school.
plural Your parents sports fans.
punctuation Their friends were no in class.
shy Jeff and Debra was in Scotland.
spelling
thin 2. Correct any spelling, punctuation, and
vacuum capitalization errors
My sister vacuums the floor ofen.
Correcting grammar i never wash the dishs.
My brother takes out the trash?
Correct sentences written with simple past of the We are making the bed now.
verb be.
3. Find and correct 10 errors in the text
Affirmative Negative My To Friends
I I have two good freinds. their names are
He/She was was not Meryem and Nebila. Meryem having long,
It brown hair. She is taller and thiner than
Nebila. she is also quieter. Nebila's hair was
We/You/They were were not shorter and darker then Meryem's hair?
Nebila is funnyer than Meryem. I like
Meryem and Nebila very much.
Correcting spelling, punctuation and 4. Rewrite the sentences correctly. If the sentence
capitalization is correct, write a capital “C” by it.
Remember! My sister likes to drawing.
We liking singing.
Spelling: I like playing computer games.
My parents like dansing.
• Add -s to make most nouns plural Out teacher likes playing sport.
• Add -es to words ending in sh and ch to Abdullah don’t like skateboarding.
make plurals My freinds and I don’t like studying.
• Drop silent e before adding -ing Aisha likes bakeing cakes.
We like having parties.
Punctuation: Mohamed doesn’t like listen to music when
• Use a period (.) at the end of a sentence. he is studying.

Capitalization: 5. Rewrite the sentences correctly. If the sentence

• Capitalize the first word of a sentence. is correct, write a capital “C” by it.
• Capitalize names of people and special Lingling is from China. She is Chinese.
places. 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

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Unit 5, Lesson 2: Identifying and Correcting Spoken Errors

Words to know Student language to correct

missing Decide if 1) a word is incorrect, 2) a word is missing

model or 3) the word order is incorrect. Then restate the
preposition sentence correctly.
pronoun
pronunciation We are happiness.
This is new computer.
It’s a blue, new pen.
My name Julia.
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.

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Unit 5, Lesson 3: Assessing Student Comprehension

Words to know Reading texts (continued)

burning Text 2: My Coin Collection By Bill Jones

cage
I have over 700 coins! They are from faraway
coin
countries that my father visits. Some are square.
danger
Some have holes in the middle! Some have pictures
drawing
of queens, kings, presidents, or even animals. One
fire
from Australia has a koala bear on it. I put all of my
germ
coins in a coin book. The book protects them, and it’s
gorilla
easier to see them all.
orally
summarize Text 3: Stay Healthy

Reading texts It is not fun being sick. You have to stay home. You
can’t play with your friends. Do these things to stay
Text 1: The Lion and the Mouse healthy.
One day, a lion caught a mouse. The mouse asked 1. Wash your hands often. Use hot water and
the lion to let him go, but the lion refused. Just soap. Wash for 20 seconds to kill germs.
before the lion was going to eat the mouse, the
2. Get sleep. Get 7-8 hours every night to help
mouse yelled, “Wait! Don’t eat me! I can be
your body fight sickness.
helpful to you someday.” The lion replied, “How
could you be helpful to me? I am a big, strong lion 3. Never sneeze in your hand! Germs go on
and you are a small, weak mouse. You could never anything you touch. If you get a cold, sneeze
help me.” The mouse said, “Let me go and I into your arm to keep your family and friends
promise you that someday I will help you.” The healthy.
lion thought this was funny, and so he decided to
let the mouse go. The next day, the lion got Text 4: Gloria the Gorilla is a Hero!
caught in a hunter’s net. The lion thought that this Gloria the Gorilla was asleep in her cage at the zoo.
was the end of his life, but soon came along the Four-year-old Bobby Benson slipped through the bars
little mouse that he had released the day before. of Gloria’s cage. Everyone was scared. They thought
The little mouse started chewing the net and that the gorilla would hurt him. Instead, Gloria picked
finally chewed a big hole and the lion escaped. up Bobby and held him like a baby. The zookeeper
The lion thanked the mouse and realized that came and got Bobby out. Gloria got an extra treat in
even small creatures can be helpful. her food bowl that night. She was a hero!

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 Unit 6: Giving Feedback
Unit 6, Lesson 1: Giving Positive Feedback

Words to know Phrases to learn

Good!
everyone
Good job!
feedback
irregular
Very good.
past tense
Great.
positive
ready
Excellent.
verb
Nice work.
workbook
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.

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Unit 6, Lesson 2: Encouraging Self-Correction A

Words to know Phrases to learn

encourage Don’t add another word.

example Don’t use “the”.
extra
incomplete There’s an extra word here.
incorrect
missing There are extra words here.
self-correct
What does this mean?
Student language to correct
Do you mean “like” or “liked”?
The student says: You respond:
There are two boxs. Add -es. I think you’re trying to say “liked,” not “likes.”
I three book. There’s a word missing. I think you’re trying to say “going,” not
The man put. The sentence is “goes.”
incomplete.
We have the fun. Don’t add “the”. Remember we’re talking about the past.
I have two balles. Don’t use -es. Remember we’re talking about animals.
She are happy. Use “is” with “he” or
“she”. There’s a problem with this sentence.
Tired apples. What does this mean? There’s a problem with these words.
She have two cups. There’s a problem with There’s a problem with this paragraph.
this verb.
The girls has a doll. Do you mean “girl” or This sentence is incomplete.
“girls”? This word is incomplete.
They visit four city. Remember to use –ies This answer is incomplete.
for words ending in –y. This sentence is wrong.
This sentence is not clear.
Phrases to learn This sentence is incorrect.
That isn’t correct. Don’t forget to follow the word order in the
That’s incorrect. example.
Remember to follow the word order in the
That’s not quite right. example.
Don’t forget to add “more”.
This word is wrong. Don’t forget to follow the chart.
Your verb is wrong. Don’t forget to follow the example.
This answer is wrong. Don’t forget to follow the instructions.
This sentence is wrong. Don’t forget to use “liked” to talk about
the past.
Something is missing.
A word is missing. Now we are going to practice plurals.
The verb is missing. Try adding –es.
Good, but there is one more problem.
Add another word.
Add another verb.
Add a sentence.
Add information.

Use another verb.

Use another word.
Use the past tense.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 46
Unit 6, Lesson 3: Encouraging Self-Correction B

Words to know Phrases to learn (continued)

chart Look at the difference between “like” and “likes.”

compare Compare “like” and “likes.”
encourage
information This sentence is off topic.
model This paragraph is off topic.
order
self-correct Pay attention to the verbs.
tense Pay attention to the example.
Pay attention to the word order.
Phrases to learn Pay attention to the instructions.
Pay attention to the information in the
What’s missing? chart.

There’s a word missing. Remember the irregular form.

There’s a verb missing. Don’t forget the irregular form.

What is wrong with this sentence? Compare your work to the example.
What is wrong with this word? Compare your sentence to the example.
What is wrong with this answer?
What is wrong with this example? Check spelling.
What is wrong with this question? Check the verbs.
Check the chart.
Does this verb look right? Check word order.
Does this word sound right? Check the example.
Check the instructions.
Try adding another word.
Try adding a verb. Please revise this sentence.
Please review your verbs.
Try using another tense. Please rewrite this paragraph.
Try using a different word. Please compare this to the chart.

Please look at this sentence again. You need to pay attention to the model.
Please look at this list again. You need to review the example.
Please look at this chart again. You need to rewrite this sentence.
Please look at this word again.
Please look at this answer again.
Please look at this example again.
Please look at this question again.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 47
III. PROFESSIONAL KNOWLEDGE FOR ELT

The purpose of Professional Knowledge for English Language Teachers is to empower you with professional
terminology in English to discuss the fundamental aspects of language acquisition and essential practices in
teaching English as a second language.

Professional Knowledge for ELT: Learning Objectives and

Glossary of Terms by Unit

Unit 1: Foundations of Language Learning A

Teachers can use professional terminology to explain what helps and what hinders students as they learn English
(such as personal characteristics, learning styes, and communication patterns).

1 Lesson 1 Learners and Language Learning

Teachers will learn about the role of context and purpose in language learning.

1 Lesson 2 Language Learning Factors

Teachers will learn about learning styles and a variety of other factors that affect learning.

1 Lesson 3 Language in the Classroom

Teachers will learn about different communication patterns in the classroom and how they can
support the development of accuracy and fluency.

1 Lesson 4 Review and Connect

Unit 1 Terms to know

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

Teachers can use professional terminology to explain communicative, learner-centered methods of teaching,
including discussing types of activities, summative and formative assessment, and frameworks for lesson
planning.

1 Lesson 1 ELT Methodologies

Teachers will learn about student and teacher roles and activity types found in some common ELT
methodologies.

1 Lesson 2 Essentials of Planning

Teachers will learn about using learning outcomes to guide both lesson planning and assessment.

1 Lesson 3 Essentials of Teaching

Teachers will learn about concepts such as organizing the four skills in the classroom and using
feedback to support learning.

1 Lesson 4 Working with Students

Teachers will learn about concepts such as using the L1 and English in the classroom, adapting and
personalizing language activities, and giving feedback.

1 Lesson 5 Essentials of Assessment

Teachers will learn about concepts such as linking assessment to learning outcomes and the purposes
and uses of summative and formative assessment.

1 Lesson 6 Review and Connect

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 48
 Unit 2 Terms to know
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 lesson sequence
Methodology Direct Method PDP lesson sequence
Constructed response Assessment Learning outcome
Rubric Selected response

Unit 3: Essentials of English

Teachers can use professional terminology to explain English Grammar including: the structure of English as a
world language, key elements of pronunciation, and how the English writing system works.

1 Lesson 1 Socio-cultural Aspects of Language Use

Teachers will learn about English as a world language and ways that social situations and culture
affect language use.

1 Lesson 2 Vocabulary
Teachers will learn about vocabulary concepts such as language chunks and word parts.

1 Lesson 3 Grammar
Teachers will learn about the form, meaning, and use of grammar and the metalanguage for teaching
grammar.

1 Lesson 4 Sounds and Symbols

Teachers will learn about key elements of pronunciation and the English writing system.

1 Lesson 5 Review and Connect

Unit 3 Terms to know

Connected speech A word family Singular

Root Collocations Punctuation
Compound noun SVO language Plural
Suffix Prefix Superlative
Tenses World language Function words
Idioms Appropriate Comparative
Content words Irregular

Unit 4: Teaching Vocabulary

Teachers can use professional terminology to explain the form, meaning, and use of vocabulary and ways to
teach it so students can use it in communication.

1 Lesson 1 Key Concepts

Teachers will learn about the form, meaning, and use of vocabulary and the process of learning
vocabulary.

1 Lesson 2 Planning and Assessing

Teachers will learn about identifying the learning aim of vocabulary activities and assessing
vocabulary learning.

1 Lesson 3 Teaching Vocabulary

Teachers will learn about teaching vocabulary using the Present-Practice-Produce lesson structure
and ways to help students expand their vocabulary.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 49
 1 Lesson 4 Techniques and Activities
Teachers will examine sample student book materials to learn about techniques and activities for
teaching vocabulary and ways to supplement vocabulary materials.

1 Lesson 5 Review and Connect

Unit 4 Terms to know

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

Teachers can use professional terminology to explain how to teach grammar so students can use it in
communication including use of form-focused, controlled, and open-ended activities.

1 Lesson 1 Key Concepts

Teachers will learn about teaching the form, meaning, and use of grammatical structures.

1 Lesson 2 Planning and Assessing

Teachers will learn about identifying the learning aim of grammar activities and assessing grammar
using formative and summative assessment.

1 Lesson 3 Teaching Grammar

Teachers will learn about using the Present-Practice-Produce lesson structure to teach the form,
meaning, and use of grammatical structures.

1 Lesson 4 Techniques and Activities

Teachers will examine sample student book materials to learn about form-focused, controlled, and
open-ended activities for teaching grammar.

1 Lesson 5 Review and Connect

Unit 5 Terms to know

Use Metalanguage Timeline
Context Explicit Personalize
Inductive Form Realia
Implicit Deductive Produce
Receptive Meaning Open-ended
Corrective Controlled Mode of communication
Notice Positive

Unit 6: Teaching Speaking

Teachers can use professional terminology to explain what students need to know to speak effectively in English
and ways to teach so they can improve their speaking skills.

1 Lesson 1 Key Concepts

Teachers will learn about key aspects of successful communication including knowledge of the sound
system and knowing how to use communication strategies.

1 Lesson 2 Planning and Assessing

Teachers will learn about sequencing speaking activities to help students achieve learning outcomes
and using rubrics and feedback to assess speaking.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 50
 1 Lesson 3 Teaching Speaking
Teachers will learn about teaching communicative functions and communication strategies and using
pair and group work to maximize students’ talk time.

1 Lesson 4 Techniques and Activities

Teachers will examine sample student book materials to learn about techniques and activities for
practicing speaking and pronunciation.

1 Lesson 5 Review and Connect

Unit 6 Terms to know

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

Teachers can use professional terminology to explain what students need to know to listen effectively in English
and ways to teach so they can improve their listening skills.

1 Lesson 1 Key Concepts

Teachers will learn about concepts such as one and two-way listening, top-down and bottom-up
listening, and listening strategies.

1 Lesson 2 Planning and Assessing

Teachers will learn about identifying the learning aim of listening activities and techniques for
assessing listening.

1 Lesson 3 Teaching Listening

Teachers will learn concepts such as top-down and bottom-up processing and about using the Pre-
During-Post lesson sequence to teach listening.

1 Lesson 4 Techniques and Activities

Teachers will examine sample student book materials to learn about a variety of techniques and
listening activities for teaching listening.

1 Lesson 5 Review and Connect

Unit 7 Terms to know

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

Teachers can use professional terminology to explain what students need to know to read effectively in English
and ways to teach so they can improve their reading skills.

1 Lesson 1 Key Concepts

Teachers will learn about concepts such as bottom-up and top-down reading and reading strategies.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 51
 1 Lesson 2 Planning and Assessing
Teachers will learn about identifying the learning aim of reading activities and techniques for
assessing reading.

1 Lesson 3 Teaching Reading

Teachers will learn about concepts such as teaching specific reading strategies and using a Pre-
During-Post lesson sequence to teach reading.

1 Lesson 4 Techniques and Activities

Teachers will examine sample student book materials to learn about a variety of techniques and
activities for teaching reading.

1 Lesson 5 Review and Connect

Unit 8 Terms to know

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

Teachers can use professional terminology to explain what students need to know to write effectively in English
and ways to teach so they can improve their writing skills.

1 Lesson 1 Key Concepts

Teachers will learn about the writing process and the role of content, purpose, and accuracy in
written communication.

1 Lesson 2 Planning and Assessing

Teachers will learn about identifying the purpose of writing activities and using rubrics and correction
sheets to evaluate writing.

1 Lesson 3 Teaching Writing

Teachers will learn about writing sub skills and a framework for teaching writing.

1 Lesson 4 Techniques and Activities

Teachers examine sample student book materials to learn about techniques and activities for
teaching writing.

1 Lesson 5 Review and Connect

Unit 9 Terms to know

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

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 52
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.
(n) the ability to communicate without making noticeable mistakes; when they are
accuracy accurate, students may communicate slowly, but most of what they say will be 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
acquire speaker of the language uses it
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
(n) words that learners can use effectively in communication.
vocabulary
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 meaning.
affix
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
(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

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 (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.
(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
feedback
and 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,
base form
sleep, go, walk are in the base form.
(n) the process of communicating nonverbally, using movement of the body, gestures,
body language
and 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.

© The ELTeach material included is copyright by National Geographic Learning, 2015. It may not be used without permission. 54
C Terms

WORD DEFINITION
(n) a definition of a student’s ability in terms of what the student can typically do in
can-do
English at a specific level. For example, the student can read and understand basic
statement
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, because,
clause
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
cloze activity ability.
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 quick
collocation
shower, and save time are examples of collocations.
(n) a strategy one learner can use to communicate when they have limited knowledge
communication
of grammar or vocabulary; for example, learners might use their hands to describe an
strategy
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
communicative for the setting, the topic, and the mode of communication; these 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: requesting,
communicative
promising, complaining, asking for directions, giving instructions. (also called speech
function
functions)
Communicative
(n) a methodology of language learning in which students focus on communicating in
Language
everyday situations; the activities create a need for the students to communicate.
Teaching (CLT)
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 smaller
comparative
than my dog. She is busier than I am.
competence (n) the ability to produce certain language and perform certain language skills
competent (n) speakers who can communicate effectively in a language; speakers who understand
speakers 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

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 (n) the way sounds combine when spoken together in words and sentences; for
connected example, speakers often link the end of one word with the beginning of the next: bad
speech 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 combinations
consonant 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
consonant syllable; for example, there are three consonant sounds together at the end of next
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; they
constructed
are not given any choices. Constructed response tests include fill-in-the-blank, short
response
answer, and projects
(n) information on performance that is given in a helpful way; suggestions or questions
constructive
about ideas, language, or organization to help a student’s thinking; this feedback uses
feedback
positive and respectful language to help students improve their language skills.
(n) the meaning or message of speech or writing; the ideas (thoughts, opinions, beliefs,
content
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:

contrastive 1. He gave me a yellow rose? (The woman questions that the rose was bought for
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.)
(adj) used to describe activities that ask students to use a limited amount of language;
controlled 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 usually
controlled
have a limited set of responses; drills, multiple-choice, and cloze activities are examples
activity
of controlled activities.
(n) a copy of the correct answers to an activity that students use to correct their own
correction sheet
and other students’ work
corrective
(n) information given to a student that shows him or her how to correct mistakes
feedback
(n) standards of quality that teachers use when assessing students' work; for example,
criteria used to assess a written assignment might be "began all sentences with capital
criteria
letters" or "started with a topic sentence."
criterion (sing.)
(n) the customs, social institutions, traditions, and general ways that people do things
culture
that form a country, people, or other group

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 (n) a plan for a course of study; it is like a map that shows the teacher how to achieve
curriculum
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 are
cursive
connected.

D-F Terms

WORD DEFINITION
(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
decode first step in learning to read. For example, students recognize the letters b-o-o-k represent
the word book.
decoding/decoding skills (n)
(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 of
dictogloss 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 translations; the
Direct Method
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
test Complete the sentences using the correct form of the present simple.
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, phrases,
drill
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:

echo question A: I’m going on vacation next week.

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

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 (v) to build on an activity or use the activity for additional activities; for example, if students
expand on 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 when
explicit
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
(n) things that affect learning both positively and negatively that are outside of the learner;
external factors
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 on fluency,
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 people
formal
you don't know well
(n) ongoing assessment of student learning during a course that provides information about
formative what students have, or have not, learned; this information can help promote student
assessment 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 content
function word
words; examples are conjunctions, determiners, and prepositions.

G-I Terms

WORD DEFINITION
(n) a type of text with a specific social and communicative purpose; for example, stories,
newspaper articles, invitations, a shopping list, and an advertisement are different genres
genre
of written text. Genres of spoken text include speeches, conversations, telling a story, and
so on.
(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

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 (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 organizer organize information they hear (or read) into a graphic organizer. An outline, a Venn
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 listening
integrate skills
and speaking
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.
(n) reading shorter texts; readers pay attention to language to become more aware of how
intensive reading
it works. Most textbook activities involve intensive reading.

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 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 understand
interactive
what they hear; when readers use a combination of bottom-up and top-down processing to
processing
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

WORD DEFINITION
(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.
L (n) the first language you learn, usually the language your parents or caretakers speak

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 (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.
(n) a technique or strategy used to manage the process of listening; listening strategies
listening 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
(v) to guess what might happen; to see or hear information or evidence and guess about a
make 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

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 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.
(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
(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 of
monitor 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

WORD DEFINITION
(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 for).
object 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.
one-way (n) a situation in which the listener listens but does not have to respond orally or interact
listening with the speaker; an announcement or a radio broadcast involves one-way listening
open-ended (n) an activity that allows students to use their own ideas rather than just choosing from a
activity 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.

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 (n) the instructional use of pairs so that two students work together to maximize their own
pair work 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; the
part of speech eight common parts of speech are: noun, verb, adjective, adverb, conjunction, determiner,
pronoun, and preposition
participant (n) a person involved in communication
(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 listening
vocabulary
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 think
PDP
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
students develop awareness of mistakes they might be making. It also encourages
peer 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 provides
assessment
a way for students to produce language, and 2. a way of scoring or assessing the language.
(n) creating an opportunity for students to use English structures and vocabulary to talk
personalization
about themselves or their lives
(v) to give students an opportunity to use English structures and vocabulary to talk about
personalize
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 vocal
phonetics
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 root
phrasal verb 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 not a
phrase 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

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 (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 singular
plural
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 form
portfolio
of continuous assessment
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 is
PPP 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 to
pragmatics
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 a
predict
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 following
preposition sentence:
The boy sat next to JoAnna at dinner.
(v) to introduce new language to students in some kind of meaningful context and explain
present 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 a
preview 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.
process 2. They write a first draft.
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.

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 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
(n) skills that require students to produce language: speaking and writing are the
productive skills
productive skills. The speaker and writer create and communicate a message.
(n) improvement students make over time; for example, progress is when students make
progress 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
pronoun clause. Relative pronouns include who, whom, which, and what. Subject 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 of
punctuation
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 writing;
purpose
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

WORD DEFINITION
(n) abbreviated question forms that follow statements; a question tag is part of the same
question tags
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 students
reading fluency focus on reading rate and comprehension rather than text structure or other 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
(n) a technique or strategy used to manage the process of reading; reading strategies
reading 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 in
realia the classroom connects to everyday life. Examples of realia include cards, games, clothing,
photos, movie tickets, and so on.

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 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 are
receptive skills
the receptive skills
(v) to use again; for example, the teacher may use the same vocabulary word in different
recycle
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 (informal
register
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 is
review 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 first
rewrite 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 they
risk-taking 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.
(n) the alphabet of English and many languages of the world, including Spanish, German,
Roman 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.

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S-Z Terms

WORD DEFINITION
scan (v) to look at a reading text quickly to find specific information, such as names or numbers
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
self-assess using a checklist with items such as: uses a capital letter at the beginning of each sentence,
uses a period at the end of each sentence, and uses adjectives to describe nouns.
self-assessment (n) when students evaluate their own work
semantics (n) the study of the relationship between symbols (or letters and words) and their 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.
(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 order to
sub-skill
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 a
suffix 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

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 (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 to
activities 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 introduced
sentence 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 sing
SVO language
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; a
syllable 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
(n) a word that has the same meaning or definition as another word, for example,
synonym
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
take a risk about; 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 language (n) the language a teacher chooses as a learning goal for the lesson
Task-
(n) a methodology in which students learn language by doing tasks; each task has a clear
Based Learning
purpose and outcome
(TBL)
(n) the way a teacher teaches, showing his/her preferences for different styles,
teaching style approaches, or methodologies; for example, a teacher may lecture (a teacher-centered
class) or have 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
top-down (n) (for listening) when listeners use their background knowledge to understand what they
processing hear; this knowledge includes information about the world, the speakers, and the situation

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 or context. (for reading) Readers also use their background knowledge to understand what
they read; this knowledge includes information about the world, the type of text, and the
situation.
(n) a sentence that introduces the topic, purpose, or main idea of a paragraph; it usually
topic 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
use
different 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 diagram two large circles that overlap. The center area where the two things overlap contains their
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)
(n) someone who learns best when they see things or watch others do a task before trying
visual learner it themselves; visual representations of information such as graphs, pictures and diagrams
are 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
voice verb, then the 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
(n) a language that people speak to communicate internationally with others who do not
world language
speak the same first language

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