| Term | Meaning |
|---|---|
| Aim (main / subsidiary / personal / stage) | What learners will achieve; supporting aims; the teacher's own development goal; the purpose of a stage |
| Anticipated problems | Likely difficulties with meaning, form, pronunciation or tasks, and planned solutions |
| Aspect | Simple, continuous (progressive), perfect, perfect continuous: how an action is viewed in time |
| Authentic material | Texts made for real communication, not for learners |
| Back-chaining | Drilling a long phrase from the end backwards |
| Board plan | Planned layout of the board |
| CCQ | Concept-checking question: checks understanding of meaning |
| Cloze | Text with words removed at regular intervals |
| Collocation | Words that naturally go together (make a decision, heavy rain) |
| Controlled / freer practice | Practice with limited, predictable language vs practice where learners choose their language |
| Delayed correction | Correcting errors after an activity rather than during it |
| Drilling | Repetition of a model (choral, individual, substitution) |
| Elicit | Draw information or language from learners rather than tell them |
| Feedback (content / language) | Discussing task results; correcting language |
| Gist | The general meaning of a text |
| Guided discovery | Learners work out rules from examples, guided by questions |
| ICQ | Instruction-checking question |
| Interaction patterns | T-Ss, S-S, Ss-Ss, individual |
| L1 / L2 | First language / second (target) language |
| Lead-in | Opening stage that creates interest and context |
| Lexis / lexical set | Vocabulary / a group of words on one topic |
| Meaning, form, pronunciation (MFP) | The three parts of language analysis |
| Minimal pair | Two words differing in one sound (ship/sheep) |
| Monitoring | Listening to and observing learners during tasks |
| Nominate | Choose a particular learner to answer |
| Phoneme | A distinctive sound in a language; shown in phonemic script /ʃ/ |
| PPP / TTT / TBL | Presentation-practice-production / test-teach-test / task-based learning |
| Realia | Real objects brought into class |
| Recast | Teacher reformulates the learner's utterance correctly |
| Scanning / skimming | Reading for specific information / for gist |
| Schwa | /ə/, the most common unstressed vowel |
| Sentence (nuclear) stress | The main stress that shows the key information |
| STT / TTT | Student talking time / teacher talking time |
| Sub-skills | Parts of a skill: for reading, gist, detail, inference, deducing meaning |
| Target language (TL) | The language item(s) the lesson focuses on |
| Timeline | Diagram showing the time reference of a tense |
| Weak form | Unstressed pronunciation of function words (/tə/ for to) |
| Word stress | Which syllable of a word is stressed (phoTOgraphy) |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.