A progress test is used during a course in order to assess the learning up to that point. 课程进展形测试
A subjective test is marked using the examiner’s opinion about the quality of the answer. The answer is not simply right or wrong, e.g. marking written stories, compositions, interviews, conversations, story-telling. 主观性测试
A summative test is used at the end of a course. See formative assessment/evaluation. 综合测试 True/false questions
A type of task in which students read or listen to a text and decide whether statements are correct (true) or not correct (false). Tutorial 小组或个人指导
When a teacher talks to a student individually or a small group of students to give feedback on their progress in the class.
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MODULE 2 Lesson planning 备课
Achieve aims, objectives 目标
When a teacher succeeds in teaching what he/she has planned to teach. Aim 目标
What the teacher tries to achieve in the lesson or course.
The main aim is the most important aim, e.g. the teacher’s main aim in a lesson could be to teach the present perfect in the situation of travel. 主要目标
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be the language or skills students must be able to use well in order to achieve the main aim of the lesson or a skill or language area which is practised while focusing on the main aim. 补充性目标
A personal aim is what the teacher would like to improve on in his/her teaching, e.g. To reduce the time I 个人目标
spend at the whiteboard. Analyse language 分析语言
To think about language, e.g. what the form of the structure is and why it is being used in this way in this situation.
Anticipate language problems 预见可能会出现的语言问题
When teachers are planning a lesson, they think about what their students might find difficult about the language in the lesson so that they can help them learn more effectively at certain points in the lesson. Arouse, generate interest 激发兴趣
To make students interested in a task. Assumptions 假设
When teachers think about what they believe their students will or will not know or how they will behave in a particular lesson. For example, a teacher plans to teach present simple using the context of jobs and daily routines. The teacher makes the assumption that students will know basic job vocabulary and so will not spend time in the lesson presenting these words. Class profile 班级描述
A description of all the students in a class, including their age, ability etc. Components (of a lesson plan) 构成教案的元素
The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns, anticipated problems, assumptions. 假设 Consolidate 巩固
To return to something to understand and remember it more completely. For example, students can consolidate a grammar point by doing extra practice. Enable 使…能做某事
To make someone able to do something. A teacher can enable students to become independent learners by teaching them how to study by themselves. Encouragement noun, encourage verb 鼓励
When a teacher helps students to succeed by giving them confidence, e.g. ‘Of course you can do it! You are doing very well’.’ See confidence.
Feedback noun + verb, conduct, elicit or give feedback 反馈
1. To tell students how well they are doing. This could be at a certain point in the course, or after an exercise that students have just completed.
2. To communicate to a speaker that you understand (or not) what they are saying. Peer feedback 同伴给出的反馈
Feedback given to a student by another student in the class.
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Focus on 聚焦于
To direct someone’s attention to something. To make someone notice something. Highlight 强调
1. To mark words on paper or on a computer screen using a colour so that they are easier to notice. 2. To focus on something so that students realise it is important, e.g. to highlight a mistake by underlining it.
Lead-in noun, lead in verb 导入
The activity or activities used to prepare students to work on a text or main task. A lead-in often includes an introduction to the topic of the text or main task and possibly study of some new key language
required for the text or main task. Main aim: see aim. 主要目标 Pace 节奏
The speed of the lesson. Teacher can vary the pace in a lesson by planning different activities in order to keep the students’ attention. Peer feedback: see feedback. Personal aim: see aim. 个人目标 Pre-teach (vocabulary) 课前准备
Before introducing a text to students, the teacher teaches vocabulary from the text which they think the students do not already know. Procedure 过程
The details of what is going to happen in each stage of a lesson. Raise awareness 提高学习意识
To help students understand something that they may not already know. For example, if you teach learning strategies, it can raise students’ awareness of how they learn. 学习技巧 Recycle 循环练习
To teach words or structures that have been taught before, for revision and more practice. Reflect on teaching 课后反思 To think about a lesson after teaching it. Reinforce 加强性练习
To make a student’s understanding of the target language more complete by going over it again. See consolidate.
Scheme of work 工作计划
A basic plan of what a teacher will teach for a number of lessons. Sequence noun + verb 顺序
A sequence is a series of things, e.g. activities in a lesson. Students can sequence pictures in a story i.e. put them in order.
Set a question, task, test 设置问题、任务及测试 To give students a task or test to do or a question to answer. Set the scene, the context 设定场景、上下文。
To explain or present the context of something students will read, hear, talk or write about, to make the situation clear for them.
Specification noun, to specify (aims) verb 目标具体化
A clear and exact description of what the teacher wants students to learn. Aims are specified at the beginning of a lesson plan. Stage, step 步骤
A section of a lesson. Lessons work through different stages such as lead-in, presentation, controlled practice etc.
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Stimulate (discussion) 激励
To encourage students to talk about something. This can be done in different ways such as through a text or a picture.
Student-centred 以学生为中心
When the students are at the centre of the activities and have the chance to work together and think for themselves.
See teacher-centred. Subsidiary aim: see aim. Syllabus 课程提纲
This describes the language and skills to be covered on a course, and the order in which they will be taught.
Teacher talking time 教师教授时间
The total time in a lesson that a teacher speaks, compared with the total time the students speak. Teacher-centred 以教师为中心
When the teacher is at the centre of most stages of the lesson, controlling the lesson from the front of the classroom. See student-centred. Timing 时间设定
The likely time which 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. Variety noun, vary verb 多样性
To introduce different things such as different types of activities or tasks, language skills, interaction patterns,
pacing or timing into a lesson. Good teachers try to include variety in their lesson, so that students stay interested.
Reference resources 参考资源
Bilingual dictionary 双语字典
This uses translation from the target language into another language for definitions and examples. See monolingual dictionary. Consult 商讨
To get advice or information from someone or something, e.g. a dictionary or grammar book. Headword 标题字
A word whose meaning is explained in a dictionary. It usually appears in bold at the top of a dictionary entry.