1.

PRONUNCIATION

● Recognition phase: The stage where learners listen to and notice a

specific sound difference without producing it.
● Production phase: The stage where learners actively practice speaking
and producing the target sounds themselves.
● Sounds: The individual vowels and consonants (phonemes) that make up
a language.
● Stress: The relative emphasis or loudness given to a specific syllable in a
word or a word in a sentence.
● Intonation: The way the pitch of the voice rises and falls to convey
meaning, emotion, or sentence type (e.g., questions).
● Minimal pairs: A pair of words that differ by only one single sound
(e.g., ship and sheep).
● Intuitive-Imitative approach: A teaching method where learners listen
to audio and mimic the pronunciation naturally without explicit
grammatical rules.
● Analytic-Linguistic approach: A teaching method that uses explicit
phonetic information, charts, and rules to consciously analyze how
sounds are formed.
● Phonemic chart: A visual chart containing the symbols representing all
the distinct sounds of a language.
● Tongue-twisters: Sentences or phrases that are intentionally difficult to
articulate properly, used to practice specific target sounds.

2. VOCABULARY

● Content words: Words that carry the main meaning in a sentence, such
as nouns, verbs, adjectives, and adverbs.
● Structure words: Words that serve a grammatical purpose to connect
parts of a sentence, such as prepositions, articles, and conjunctions.
● Active vocabulary: Words that a learner understands and can accurately
use when speaking or writing.
● Passive vocabulary: Words that a learner recognizes and understands
when reading or listening, but does not yet use spontaneously.
● Collocation: Words that naturally and frequently go together in a
language (e.g., make a mistake, heavy rain).
● Denotation: The literal, objective, dictionary definition of a word.
● Connotation: The emotional or cultural meaning/association attached to
a word beyond its literal definition (e.g., slim vs. skinny).
● Lexical approach: A language teaching method based on the idea that
learning language consists of learning chunks of multi-word
 combinations (lexical units) rather than isolated words and grammar
rules.
● Context: The surrounding words, sentences, or situation that help clarify
the exact meaning of an unfamiliar word.
● Visual techniques: Using pictures, flashcards, real objects (realia), or
gestures to teach vocabulary without translation.
● Verbal techniques: Using definitions, synonyms, antonyms, or
illustrative sentences to explain a new word.
● Translation technique: Translating a target language word directly into
the student's native language (L1) to give an immediate meaning.
● Consolidation: Activities designed to practice and fix newly learned
vocabulary into long-term memory.
● Mnemonics: Memory aids, tricks, or rhymes used to help learners
remember spelling or definitions.
● Presenting meaning: The step where the teacher conveys what a new
vocabulary word means.
● Presenting form: The step where the teacher demonstrates how the word
is spelled, pronounced, or its part of speech.
● Presenting use: The step where the teacher shows how the word behaves
in a sentence or in social contexts.
● Concept-checking: Asking targeted questions (Concept Questions) to
verify that students truly understand the core meaning of a word without
asking "Do you understand?".

3. GRAMMAR

● Deductive approach: A top-down method where the teacher explicitly

gives the grammar rule first, followed by examples and practice.
● Inductive approach: A bottom-up method where students look at
examples of language first and figure out the underlying grammar rule
themselves.
● Functional approach: Teaching grammar based on the communicative
purpose it serves (e.g., using "Can I...?" to teach making requests).
● Eclectic approach: Combining the best elements of various teaching
methods depending on the needs of the students and the lesson target.
● Contrasting Structure: Comparing two different grammar points side-
by-side to highlight differences in meaning or form (e.g., Present Simple
vs. Present Continuous).
● Presenting meaning / form / use: Similar to vocabulary, ensuring
students understand what a grammar structure signifies, how it is
physically put together, and when it is appropriate to use it.
● Drill: Highly repetitive, teacher-led oral practice designed to build
muscle memory and accuracy for a specific structure.
 ● Repetition Drill: Students repeat a phrase or sentence exactly after the
teacher.
● Substitution Drill: Students repeat a sentence but substitute a specific
word given by the teacher (e.g., Teacher: "I like apples. Bananas." ->
Student: "I like bananas.").
● Transformation Drill: Students change the form of a sentence according
to instructions (e.g., turning an affirmative sentence into a negative one).
● Individual drill: Asking a single student to repeat or manipulate a target
structure to check individual accuracy.
● Controlled Practice: Accuracy-focused exercises where students have
very limited choices and must use the specific target grammar (e.g., gap-
fills).
● Free Practice: Fluency-focused exercises where students use the target
grammar naturally alongside other language to communicate freely (e.g.,
roleplays).

4. LISTENING

● Listening for gist: Listening to an audio text to catch the main idea or
overall message without worrying about specific details.
● Listening for details: Listening carefully to catch specific facts, figures,
names, or pieces of information.
● Pre-listening: Warm-up activities before listening (e.g., looking at
pictures, predicting topics) to activate prior knowledge.
● While-listening: Tasks completed while listening to the audio to guide
comprehension (e.g., ticking items, filling in a grid).
● Post-listening: Follow-up tasks after the audio finishes (e.g., discussing
opinions on the topic, analyzing language used).
● Interactive listening: Listening during an active conversation where the
learner must respond, clarify, and interact with a speaker.
● Intensive listening: Short, focused listening aimed at deep text analysis,
pronunciation features, or specific grammar elements.
● Extensive listening: Listening to longer, easy texts over a period of time
primarily for pleasure or general comprehension, without explicit tasks.
● Genre analysis: Examining the typical structure, layout, and style
characteristics of a specific type of spoken audio (e.g., a news broadcast
vs. a casual phone conversation).
● Bottom-up: Processing audio by building from the smallest details
(sounds, individual words) up to the overall meaning.
● Top-down: Processing audio by using prior background knowledge,
context, and expectations to make sense of the text.

5. READING
 ● Scanning: Glancing through a text rapidly to locate a specific piece of
information (e.g., a date or a keyword).
● Skimming: Reading quickly through a text to grasp the main ideas or
layout.
● Word-attack: Strategies used by readers to decode, sound out, or guess
the meaning of unfamiliar individual words.
● Text-attack: Strategies used to unpack sentence structures and paragraph
links to understand a text as a cohesive whole.
● Pre- / While- / Post-reading: Similar to the listening phases, steps taken
before, during, and after encountering a text to scaffold comprehension.
● Summarizing: Condensing a text down to its most vital main ideas using
one's own words.
● Guiding questions: Questions provided by the teacher before reading to
help focus the students' attention on key elements of the text.
● Authentic Text: Real-world text written for native speakers rather than
simplified or adapted for language learners (e.g., newspapers, real
menus).
● Intensive Reading: Reading short texts closely and carefully to study
language features or pull out deeply detailed meanings.
● Extensive Reading: Reading longer texts (like novels) for general
enjoyment to build reading fluency and vocabulary over time.
● Proof-reading: Reviewing a written text specifically to spot and fix
mechanical mistakes like spelling, punctuation, and grammar.
● Reading for gist / details / pleasure: The primary goals of reading—
catching the core message, gathering facts, or personal entertainment,
respectively.
● Silent reading: Reading text internally without vocalizing the words
aloud.
● Genre analysis / Bottom-up / Top-down: Identical concepts to the
listening section, applied instead to written structures and reading
processing styles.

6. SPEAKING

● Fluency: The ability to speak smoothly, naturally, and continuously

without excessive pausing or breakdowns in communication.
● Accuracy: The ability to speak correctly according to the rules of
grammar, vocabulary, and pronunciation.
● Connected Speech: The natural modifications sounds undergo when
spoken continuously in real phrases (e.g., linking, weak forms).
● Expressive devices: Using alterations in pitch, stress, speed, and volume
to convey precise emotions or emphasize key points.
 ● Negotiative language: Clarification strategies used when communication
stalls (e.g., "What I mean is...", "Could you repeat that?").
● Language processing: The cognitive speed and ability to retrieve words
and assemble correct sentences mentally while speaking.
● Interaction: Communicating dynamically with someone else, including
turn-taking and reacting appropriately to what they say.
● Error vs. Mistake: An error happens because a student does not know
the rule (lack of knowledge); a mistake is a slip of the tongue that the
student knows how to correct.
● Slip: A minor, accidental error in speech that a student can instantly self-
correct when noticed.
● Attempt: A student trying to express an idea using structures they have
not fully mastered yet, resulting in experimental language.
● Chain / Repetition / Substitution / Transformation / Q-A Drill:
Various speaking drill structures used in accuracy phases to lock in
sentence structures via teacher-guided practice.
● Reporting the finding: A task where students summarize and present the
conclusions or results of a group discussion to the class.
● Recording mistakes: Note-taking by the teacher during free-speaking
activities to use for delayed feedback sessions.

7. WRITING

● Mechanical Writing: Basic copywriting, handwriting, or spelling

exercises focused strictly on the physical manipulation of letters and
words.
● Meaningful Writing: Writing tasks where the focus is on
communicating real messages, thoughts, or creative concepts.
● Presentation: The phase where a model text is analyzed or writing
requirements are introduced.
● Practice: Short, structured exercises to practice specific writing
components (e.g., practicing topic sentences).
● Production: The phase where students independently write their own
extended, complete text based on a prompt.
● Writing-for-learning: Using writing as a tool to help remember
vocabulary or practice grammar points (e.g., writing sentences using new
words).
● Guided writing: Writing where the teacher provides partial support,
templates, or sentence starters to assist students.
● Instant writing: Short, spontaneous, or unedited writing prompts done
quickly in class to build fluid expression.
● Planning: Brainstorming ideas, selecting points, and structuring the
layout of a piece of writing before starting.
 ● Drafting: Writing out a rough, initial version of the text without
worrying about perfect mechanics.
● Reviewing: Re-reading the text to ensure the ideas flow logically and
address the prompt effectively.
● Editing: Modifying sentences, replacing vocabulary words, and cleaning
up grammatical and spelling mistakes in a draft.
● Genre analysis: Analyzing the format, conventions, and tone expected in
specific types of texts (e.g., formal essays vs. informal emails).

8. OVERVIEW

● Learning outcome: What students are expected to know, understand, or

be able to physically perform by the end of a lesson.
● Brainstorming: A quick group or individual technique to generate a
large volume of ideas on a topic without immediately filtering them.
● Memorizing: Rote learning techniques aimed at fixing specific items
firmly into long-term memory.
● Pairwork: An interaction pattern where two students work together to
complete a specific task.
● Groupwork: An interaction pattern where three or more students
collaborate together on an activity.
● Individual work: Tasks completed independently by a single student,
allowing for self-paced learning.
● Integrated-skill lesson: A lesson format that combines multiple skills
(e.g., reading a text and then writing a response) rather than isolating just
one skill.
● Personalization: A technique where learners apply a new language point
directly to their own lives, personal feelings, and real experiences.