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Terms in this set (12)
a grammatical category which is used to indicate the time at which an action happens by changing the form of the finite verb. English has two: past and present, e.g. he walked and he walks
It is a way of looking at verb forms without looking specifically at the time of the action or event. It is about the way speakers view events, e.g. whether the event is long or short, whether it is complete or not, whether it is repeated or not, whether it is connected to the time of speaking or not. There are two in English, the continuous/progressive and the perfect.
concept checking questions
A diagram that shows learners the relationship between tense and time. It is often used in language teaching to present the use of a new tense or to correct learners when they use tenses wrongly.
added emphasis given to a specific word in a sentence due to the importance of that word in conveying meaning, or due to speaker intent.
An approach to teaching new language. The teacher asks learners to do a task to see how well they know a certain piece of language (this is the first test stage). The teacher then presents the language which is new for the learners (the teach stage).
Finally, the teacher asks the learners to do another task using the new language correctly (this is the second test stage). This way of teaching target language can be helpful if the teacher thinks the learners may already know some of the target language. It helps the teacher diagnose what the learners need to learn so that he/she can focus only on this in the teach stage.
grammar reference book
The materials that teachers and learners can use to find or check information about grammar.
A shorter form of a group of words, which usually occurs in auxiliary verbs, e.g. you have = you've; it is = it's.
The non-stressed pronunciation of some words. Most function words in English (of, at, to, can, must, was, have, and) have 2 possible pronunciations, depending on whether they are stressed or not.
inductive teaching / learning
Specific examples → Practice → General rule.
It's student-centred and allows learners to become deeply involved experiential learning (learning-and-doing) student-centred approach and makes use of a strategy known as 'noticing'.
deductive teaching/ learning
General rule → Specific examples → Practice teacher-fronted transmission-style
teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centred.
An approach to teaching in which a teacher provides examples of the target language and then guides the learners to work out the language rules for themselves.
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