To focus on words or structures that have been taught before, for revision and more practice.

To think about a lesson after teaching it or to think about learning in order to decide what worked, what did not work and how to improve teaching/learning in the future.

When a learner tells the whole class what was discussed in group or pairwork

A basic plan of what a teacher will teach for a number of lessons. Its aim is to try to ensure that lessons fit logically together, to give the teacher clear goals and to try to ensure a balance of language, skills, topics and activities over a number of weeks or months.

A basic plan of what a teacher will teach for a number of lessons. Its aim is to try to ensure that lessons fit logically together, to give the teacher clear goals and to try to ensure a balance of language, skills, topics and activities over a number of weeks or months.

To give learners a question to answer or a task or test to do

To explain or present the context of something learners will read, hear, talk or write about, to make the situation clear for them, e.g. before playing a recording a teacher might tell learners who the people are on the recording and where they are.

A clear and exact description of something, e.g. aims. Aims are specified at the beginning of a lesson plan and for individual stages in the lesson

A section of a lesson. Lessons work through different _______ as lead-in, presentation, controlled practice etc

To encourage learners to talk about something. This can be done in different ways such as through a text or a picture.

When the learners are at the centre of the activities and have the chance to work together, make choices and think for themselves in a lesson

The total time in a lesson that a teacher speaks, compared with the total time the learners speak

When the teacher is at the centre of most stages of the lesson, controlling the lesson often from the front of the classroom

How a lesson fits logically into a sequence of lessons; how what goes before a particular lesson links to, and helps learners with, the following lesson.

The likely time different activities or stages in a lesson plan should take. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.

To introduce different things such as different types of activities or tasks, language skills, interaction patterns, pacing or timing into a lesson. Teachers try to include it in their lesson, so that learners stay interested.

This uses translation from one language into another language for definitions and examples

To get advice or information from someone or something, e.g. teachers and learners might consult a dictionary or grammar book

A note that tells the reader of a book to go to another place in the book to get more information

An item, for example a piece of information that is written or printed in a dictionary about a word

A word whose meaning is explained in a dictionary. It usually appears in bold at the top of a dictionary

This uses only the target language for headwords, definitions, examples etc. .

A poster or large diagram of the phonemic symbols arranged in a particular order

The materials which teachers and learners can use to find or check information, e.g. grammar books, dictionaries or CD-ROMS

A type of dictionary in which words with similar meanings are grouped together

To change a text or other material, so that it is suitable to use with a particular class.

Written or spoken texts which a first language speaker might read or listen to. They may be taken from newspapers, radio etc. The language in the texts is not adapted or made easier for learners or the language learning process.

A game played by two or more players on a board using dice. Players throw the dice and move around squares on the board