14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК
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Brainstorming |
6.1.; |
6.3. |
Breakdown in communication |
2.3. |
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Burn-out |
6.3. |
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Buzz groups |
6.1. |
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Changeable stages of lesson |
5.2. |
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Channel of communication |
2.1. |
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Choir work |
2.4. |
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Classroom interaction |
6.3. |
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Classroom management |
6.1. |
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Closed pair work |
5.3. |
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Cognition |
1.4. |
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Cognitive psychology |
1.4. |
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Cognitive |
1.4. |
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Coherence |
4.4. |
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Cohesion |
4.4. |
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Collaborative learning |
6.3. |
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Collaborative skills |
6.1. |
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Collocation |
3.3. |
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Common Reference Levels |
1.2. |
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Communication/ to communicate |
2.1.; |
4.2. |
Communicative activity |
4.2. |
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Communicative Approach |
1.3.; |
2.2.; 4.4. |
Communicative competence |
2.3. |
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Communicative function |
2.2. |
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Communicative language teaching |
2.2. |
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Communicatively-oriented English lesson |
5.3. |
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Community Language Learning |
1.3. |
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Competence/performance |
5.4. |
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Comprehensive classroom management |
6.2.; |
6.3. |
Conductor/director |
6.2. |
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Connotation |
3.3. |
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Content of pronunciation teaching |
3.4. |
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Controlled practice |
1.5.; |
2.4. |
Controlled-to-Free Approach |
4.4. |
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Controller |
6.2. |
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Cooperation |
4.2.; |
6.3. |
Cooperative /collaborative interaction |
5.3. |
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Cooperative learning |
4.2.; |
5.2. |
Cross-over groups |
6.1. |
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Current /boundary testing |
6.4. |
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Curriculum |
1.2. |
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Deductive learning or approach |
3.2. |
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Denotation |
3.3. |
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Developmental function |
6.4. |
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Diagnostic test |
6.4. |
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Dialects |
3.4. |
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Dialogue |
4.2. |
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Direct Method |
1.3.; |
1.5. |
Discourse |
4.2.; |
4.4. |
Discourse competence |
2.3. |
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Discrimination exercise |
3.4 |
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Drill |
1.5. |
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Educational/teaching process |
1.1 |
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Effective classroom interaction |
6.3. |
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Elicitation |
3.2. |
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ELT |
1.1 |
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Error |
3.2. |
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Evaluation function/function of grading |
6.4. |
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Exercise |
2.4. |
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Existential competences |
2.3. |
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Extensive reading |
4.3. |
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Face-to-face interaction |
6.3. |
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Facilitator |
6.1.; |
6.2. |
False beginner |
5.4. |
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Feedback function |
6.4. |
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Feedback |
5.1. |
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FL |
1.1 |
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FLT |
1.1 |
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Fluency |
4.2. |
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Form |
3.2. |
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Formal assessment or testing |
6.4. |
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Formal grammar |
3.2. |
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Formative test |
6.4. |
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Free practice |
2.4. |
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Free-Writing Approach |
4.4. |
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Frequency |
3.3. |
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Full autonomy of learners |
5.4. |
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Function of an utterance |
3.3 |
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Functional competences |
2.3. |
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Functional grammar |
3.2. |
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Functional view of language |
1.4. |
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Functional vocabulary |
3.3. |
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Game |
5.4. |
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General proficiency tests |
6.4. |
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Gist |
4.3. |
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Global questions |
4.3. |
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Goals |
5.1. |
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Grading |
5.4. |
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Grammar Translation Method |
1.3.; |
1.5. |
Grammar |
3.2. |
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Grammar-Syntax Organization Approach |
4.4. |
Grammatical competence |
2.3. |
Gricean maxims |
2.1. |
Group dynamics |
6.1. |
Grouping |
6.1. |
Habit |
1.1 |
Habit formation |
3.1. |
Heterogeneous groups |
6.3. |
Holistic approach |
2.2. |
Homogenious groups |
6.3. |
Homonymy |
3.3. |
Homophones |
3.3. |
Humanistic approaches |
1.2. |
Hyponymy |
3.3. |
IATEFL |
1.1 |
Icebreakers |
2.4. |
Identification exercise |
3.4 |
Imitation exercise |
3.4 |
Imprint effect |
5.4. |
Individual forms |
5.3. |
Individualized instruction |
5.4. |
Inductive learning or approach |
3.2. |
Informal assessment |
6.4. |
Information gap |
2.2. |
Initial/ early-school stage |
5.4. |
Input |
4.1. |
Integrated skills |
5.2. |
Integration |
3.4 |
Intelligibility |
3.4 |
Intensive reading |
4.3. |
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Interact |
4.2. |
Interaction |
5.2. |
Interactional language |
4.2. |
Interactional view of language |
1.4. |
Interactive activities |
2.4. |
Interactive model of instruction |
5.2. |
Interactive principles |
6.3. |
Interlanguage |
6.3. |
Intonation |
3.4 |
Investigator/researcher |
6.2. |
Jigsaw reading |
4.3. |
Jumbled paragraphs |
4.3. |
Junior stage |
5.4. |
L1 |
1.1 |
L2 |
1.1 |
Language acquisition |
1.4. |
Language competence |
2.3. |
Language input |
1.4. |
Language learning |
1.4. |
Language proficiency |
1.2. |
Language-culture connection |
6.3. |
Layout of lesson |
5.1. |
Lead-in |
5.2. |
Learner-based teaching |
5.3. |
Learner-centered instruction |
6.1. |
Learner-centred teaching |
1.2. |
Learner's autonomy |
1.2. |
Learning strategy |
6.1. |
Learning style |
6.1. |
Lesson |
5.2. |
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Lexical competences |
2.3. |
Lexis |
3.3. |
Linguistic competence |
2.3. |
Main activity |
5.2. |
Manipulated activities |
2.4. |
Meaning |
3.3. |
Meaningful drill |
1.5. |
Mechanical drill |
1.5. |
Method |
1.4. |
Mingle activity |
5.3. |
Mistake |
4.4. |
Mistake |
3.2. |
Mixed-ability class |
5.4. |
Mixed-ability groups |
6.3. |
Mode of interaction |
2.4. |
Model (modeling) |
6.2. |
Monitor |
6.2. |
Monitoring |
6.1. |
Monologue |
4.2. |
Motivation |
5.2. |
Needs analysis |
5.2. |
Non-verbal communication |
2.1. |
Notional categories |
2.2. |
Notional Functional Approach |
2.2. |
Notional grammar |
3.2. |
Object of Methods of FLT |
1.1 |
Object of teaching |
5.2. |
Objective |
5.1. |
Observation |
5.2. |
On-task behavior |
2.4. |
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Open pair work |
5.3. |
Oral |
3.1. |
Organizer |
6.2. |
Paragraph-Pattern Approach |
4.4. |
Passive model of teaching |
5.2. |
Passive vocabulary |
3.3. |
Perception/perceptive skills |
3.1. |
Personalization |
3.2. |
Placement/entry test |
6.4. |
Plenary mode of interaction |
5.3. |
Polysemy |
3.3. |
Positive interdependence |
6.3. |
Potential vocabulary |
3.3. |
Practicality |
6.4. |
Practice |
3.1. |
Pragmatic competences |
2.3. |
Presentation, Practice, Production (PPP) |
1.4. |
Presenting language in context |
3.2. |
Pre-teach |
4.1. |
Problem-solving activity |
2.4. |
Procedure |
5.1. |
Process approach |
4.4. |
Product approach |
4.4. |
Production |
3.1. |
Productive vocabulary |
3.3. |
Progress tests |
6.4. |
Prompter |
6.2. |
Proprioceptive language learning method 1.3.
Rapid reading |
4.3. |
Rapport |
2.4. |
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Reading approach |
1.3. |
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Reading method |
4.3. |
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Realia |
2.2. |
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Received Pronunciation (RP) standard |
3.4 |
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Reception |
3.1.; |
4.1. |
Receptive skills |
4.1. |
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Receptive vocabulary |
3.3. |
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Recognition exercise |
3.4 |
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Recognition vocabulary |
3.3. |
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Re-grouping activities |
2.4. |
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Reliability |
6.4. |
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Repair |
4.2. |
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Reproduction |
3.1. |
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Resource |
6.2. |
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Retention |
3.3. |
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Risk-taking |
6.3. |
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RP |
3.4 |
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Scanning |
4.3. |
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Self-assessment |
6.4. |
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Self-instruction |
5.4. |
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Semantic competences |
2.3. |
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Simulation |
2.4. |
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Skill |
1.1.; |
3.1. |
Skill-integrated character of lesson |
5.3. |
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Skills integration |
1.2. |
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Skills/subskills |
4.1. |
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Skimming |
4.3. |
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Sociolinguistic competence |
2.3. |
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Speech activity |
2.1.; |
2.4. |
Speech competence |
2.3. |
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259 |
Speed reading |
4.3. |
SQ3R technique |
4.3. |
Stable stages of lesson |
5.2. |
Staging a lesson |
5.1. |
Strategic competence |
2.3. |
Strategic investment into interaction |
6.3. |
Strategy |
4.4. |
Structural view of language |
1.4. |
Structuralism |
1.5. |
STT |
5.3. |
Subject of Methods of FLT |
1.1 |
Substitution exercise |
3.4 |
Suggestopedia |
1.3. |
Summative tests |
6.4. |
SWOT analyses |
1.5. |
Syllabus |
1.2. |
Synonymy: |
3.2. |
Task |
2.4. |
Task-Based Learning (TBL) |
1.4. |
Task-based materials |
2.2. |
Teacher‘s management skills |
6.2. |
Teacher-dominated teaching |
1.2. |
Teacher-dominated classroom |
6.1. |
Teaching aids |
1.1 |
Teaching materials |
1.1 |
Technique |
1.4. |
TEFL |
1.1 |
TENL |
1.1 |
TESL |
1.1 |
Test |
6.4. |
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260 |
Text-based materials |
2.2. |
The Silent Way (SW) |
1.3. |
Top-down process |
4.1. |
Total Physical Response (TPR) |
1.3. |
Training/practising function |
6.4. |
Transactional language |
4.2. |
Transformation exercise |
3.4 |
True-beginner |
5.4. |
TTT |
5.3. |
Usage |
3.2. |
Use |
3.2. |
Validity |
6.4. |
Varieties |
3.4. |
Verbal communication |
2.1. |
Warmer/warming-up activity |
5.2. |
Washback effect |
6.4. |
Whole person learning |
2.2. |
Working in chain |
2.4. |