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| Pronoun | A word which is used instead of a noun perhaps because you have already talked about the person or thing, eg I, they, which.
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| Verb | A word which describes an action or a state of being, eg eat, like, know.
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| Adverb | A word which describes or gives more information about a verb or an adjective, eg he walked quickly, she danced well.
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| Adjective | A word which describes something or someone, eg beautiful, happy, long.
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| Preposition | A word which is used with a noun or pronoun to show time, place or direction, eg at, on, in.
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| Conjunction | A word which connects words and phrases in a sentence, eg but, and, although.
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| Determiner | A word which is used before a noun to show which particular example of the noun you are referring to, eg this pencil, your shoes.
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| Interjection | An interjection is a word that is used to express emotion, eg Oh no! Gosh! Ow!
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| Part of speech | Learners need to know what type of word (noun, verb, adjective) they are learning so that they know how to put it into a sentence.
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| Meaning | What idea the word shows and what contexts the word applies to.

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| Pronunciation | Learners need to know how to say the word, how many syllables there are and which is stressed, eg ed-u-CA-tion.
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| Spelling | Learners need to know how to write the word.
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| Connotation | Learners need to know if the word has a positive or a negative sense to it. For example, the words ‘slim’ and ‘skinny’ both mean thin but one has a positive connotation (slim) and the other (skinny) doesn’t.
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| Collocation | Learners need to know which words go with the word they are learning. For example, we make beds but do housework.
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| Word families | Learners need to know other words that are formed from the same word, for example, kind, unkind, kindness, kindly.
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| Register | Learners need to know if the word should be used in formal or informal situations. For example, assist and help have the same meaning but assist is more formal than help.
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| Syllable | A part of a word that usually contains a vowel sound, eg pen = one syllable; teacher = two syllables – teach/er; umbrella = three syllables – um/brell/a. | Connected speech | Spoken language in which the words join to form a connected stream of sounds. In connected speech some sounds in words may be left out or some sounds may be pronounced in a weak way or some words might join together, eg Is he busy? /ɪzibɪzi/.
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| Phoneme | The smallest sound unit which can make a difference to meaning eg /p/ in pan, /b/ in ban. Phonemes have their own symbols (phonemic symbols), each of which represents one sound.
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| Phonemic symbols | The characters we use which represent the different sounds or phonemes, eg /ɜː/, /tʃ/, /θ/. Words can be written in phonemic script (usually the International Phonetic Alphabet or IPA), eg /dɒktə/ = doctor.
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| Consonant | A sound in which the air is partly blocked by the lips, tongue, teeth etc., eg /θ/ in ‘thing’, /b/ in ‘boy’.
|   | Any letter of the English alphabet which represents consonant sounds, eg d = /d/, c = /k/.
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| Diphthong | Diphthongs are vowel sounds. They are a combination of two single vowel sounds said one after the other to produce a new sound; eg /aɪ/ as in ‘my’ is pronounced by saying /æ/ and /ɪ/ together. There are eight diphthongs in English: /iə/(eg ear), /eɪ/(eg play), /ʊə/(eg tourist), /ɔɪ/(eg boy), /əʊ/ (eg go), /eə/(eg air), /aɪ/(eg life), /aʊ/ (eg now).
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| Vowels | A sound in which the air is not blocked by the tongue, lips, teeth etc., eg /i:/ (eat), /ə/ (about), /e/ (egg), /ʌ/ (fun). Movement or vibration is felt in the throat because the voice is used.
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| Intonation | The way the level of a speaker’s voice changes to show meaning such as how they feel about something; eg the level of your voice when you are angry is different from the level of your voice when you are pleased. Intonation can be rising or falling or both.
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| Stress | Pronouncing part of a word (syllable) or part of a sentence louder and longer than other parts, eg VEGetable, I LOVE baNAnas. Some parts of words and sentences are stressed (those in capital letters in these examples) and some are unstressed.
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| Sentence stress | Sentence stress is about the way some words in a sentence are stressed and some are unstressed. The stressed words are usually the information-carrying words or content words such as nouns, verbs, adjectives and adverbs. For example, It was a LOVely EVEning, and the TEMperature was PERfect (the parts of the words in capitals are stressed).
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| Word stress | Word stress is about which syllable of a word is pronounced louder and longer – eg umBRELLa /ʌmˈbrelə/.
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| Phonemic chart | A poster or diagram of the phonemic symbols arranged in a particular order. Phonetic Alphabet or IPA

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|   | You might also find it useful to look at the TKT (Teaching Knowledge Test) Glossary (attached below). The words and phrases in the TKT Glossary includes words and phrases for teaching knowledge connected to language, language use and the background to and practice of language teaching and learning as assessed in TKT.  TKT is a teaching qualification which shows teachers how they are developing as a teacher. It is ideal for people who want to prove their teaching knowledge with a globally recognised certificate.
| Intrinsic motivation | Motivation influenced by internal factors, such as a desire to communicate in a new language or an interest in a new culture.
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| Extrinsic motivation | Motivation influenced by external factors, such as the need to pass an exam or apply for a visa.
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| Learning preferences | These are also known as learning styles and describe the way individuals learn languages best. The most common categories are visual, auditory and kinaesthetic, but there are many others. Although some people dispute the fact that learners can be boxed into these categories, it is generally accepted that teachers need to accommodate different learning preferences in a class by providing a range of activity types.
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| Visual learner | Prefers to learn through images and pictures.
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| Auditory learner | Prefers to learn through listening.
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| Kinaesthetic learner | Prefers to learn through doing actions.
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| Interpersonal | Prefers to work in pairs or groups
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| Intrapersonal | Prefers to work independently
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| Experiential | Enjoys experimenting with language.
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| Differentiation | This is when teachers identify and address the different needs, interests or abilities of their learners by providing a range of activity types and using a range of approaches.
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| TTT | This is the commonly accepted abbreviation for teacher talk time and refers to the amount of time in a lesson that the teacher talks to the learners. It is important that TTT is helpful to the learners.
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| STT | This is the commonly accepted abbreviation for student talk time and refers to the amount of time in a lesson that the students talk. There needs to be a balance of TTT and STT in a language lesson.
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| Grading language | This is when teachers use language they know the students have already studied to ease the cognitive load. This can be done by avoiding informal, colloquial language or complex grammar structures.
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| Eliciting | When the teacher asks learners questions, or prompts them, to come up with ideas or language. It can be used to activate their existing knowledge of a language point in order to base new knowledge on what they already know.
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| Monitoring | When the teacher observes learners during an activity to check their understanding of the activity and assess their progress.
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| Feedback | This happens at the end of the activity cycle when the teacher gives the learners feedback on their performance by going through the answers with the class and/or finding out what they have talked about. This stage can be used for further clarification if the learners still need help with the language point.
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| Reading for gist/Skimming | Reading quickly to get a general understanding of a written text, eg reading a description of a city to find out if it sounds like somewhere you’d like to visit.
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| Reading for specific information/Scanning | Searching for a particular piece of information in a written text, eg reading a description of a city only to find out which country it’s in.
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| Reading/listening for detail | Reading or listening more carefully so that you get a full understanding of the text, eg reading a description of a city to find out everything about it.
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| Listening for gist | Getting a general understanding of something you hear, eg listening to the weather forecast and deciding you might need to take an umbrella when you go out.
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| Listening for specific information | Listening for a particular piece of information, eg listening to the weather forecast to find out what the temperature will be tomorrow.
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| Inferring meaning | Making guesses about what is not stated explicitly in a text, eg listening or reading a conversation and deciding that the people are brother and sister without them saying so.
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| Coherence | Organising ideas in a logical way when speaking or writing so that the listener or reader can follow our ideas.
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| Cohesion | Joining sentences together using words like and, but and because so our language flows more easily.
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| Interactive strategies | Strategies we use when we are speaking, eg showing you are listening to other people by saying things like, mmmm or uh-uh or oh!
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| Turn taking | An interactive strategy which is about knowing when you can join in a conversation and signalling when you think someone else should speak.
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| Fluency | For speaking; this is speaking without a lot of hesitation and too many long pauses. For writing; this means you can write without stopping for a long time to think about what to write.

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IELTS Joint-funded Research Program Round 12: call for proposals

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http://www.cambridgeenglish.org/research-and-validation/fitness-for-purpose/

https://www.futurelearn.com/courses/explore-elt/3/steps/135661

https://www.toastmasters.org/Leadership-Central/District-Leader-Tools/Training/Club-Officer-Training-Materials

https://www.debretts.com

https://www.englisch-hilfen.de/en/grammar/tenses_table.pdf

http://writing.umn.edu/sws/assets/pdf/verb_tense_chart.pdf

https://www.thoughtco.com/english-grammar-tenses-chart-4123178

http://www.cristinacabal.com/intermediate/charttenses.pdf

http://cmapspublic.ihmc.us/rid=1KR5FCSNK-KZMSZW-4HQ/verb%20tense%20chart_2.pdf

http://www.chompchomp.com/handouts/irregularrules01.pdf

http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/main_http://www.inglestotal.com/wp-content/uploads/2014/02/los-tiempos-gramaticales-en-ingles.pdf changes_from_direct_speech_to_reported_speech.pdf

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| Published material  | Course books (e.g. Student’s book, Teachers book, CD Roms, DVDs), ebooks, supplementary materials made for ELT (e.g. books with listening, reading or grammar exercises).
| Authentic material | Newspapers, magazine, leaflets, brochures, menus from restaurants, YouTube videos, songs.
| Realia  | Real objects e.g. a bag of fruit (oranges, apples, bananas, pears, grapes); classroom items (pen, sharpener, shelf, stapler, etc.).
| Digital resources | Online games; Cambridge English website (materials for exam and non-exam classes, lesson plans, visual aids, texts, YouTube clips); teacher’s and learners’ mobile phones
| CELTA |  (Certificate in Teaching English to Speakers of Other Languages)
|   | An initial teaching qualification from Cambridge English Language Assessment. It’s frequently taken as a four-week intensive course, with input on methodology and assessed teaching practice.
| EAP |  (English for academic purposes)
|   | Teaching English to people who are preparing to take, or are taking, a university course in English. The course will cover things like essay writing, note-taking, reading skills and academic vocabulary.
| EFL |  (English as a foreign language)
|   | This is the subject of English when it is taught for work, study or pleasure. Learners may be studying in their own country or studying for a while in an English-speaking country before returning home. They do not intend to live permanently in an English-speaking country. EFL is the term used in European contexts.
| ESL |  (English as a second Language)
|   | This is the term used in the US and Canada to talk about the subject of English when it is not the learner’s first language. Learners may be in the US or Canada or they may be in their own countries.
| ESP |  (English for specific purposes)
|   | English for people who need a very specialised type of English often for their jobs. Big sectors within this are Business English, English for Tourism and English for Medicine.
| General English | General English
|   | Classes which aim to improve learners’ overall ability to communicate in English by studying the grammar, vocabulary and pronunciation of English and developing the skills of speaking, listening, writing and reading.
| IELTS |  (International English Language Testing System)
|   | Usually used by non-native speakers to prove language proficiency for university entrance, visa applications or job applications. Click here to visit the site.
| TEFL |  (Teaching English as a foreign language)
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|   | Teaching English to learners, both overseas and in the UK, who want to learn English for work, for study or pleasure but who do not normally live or work permanently in an English-speaking country. TEFL is the term used in European contexts.
| TESL |  (Teaching English as a second language)
|   | The term used in the US and Canada for teaching English. It is used for both learners studying in their own country and those studying in the US or Canada and it refers to both learners who live permanently in the US or Canada and those who don’t.
| TESOL |  (Teaching English to speakers of other languages)
|   | The term which is used to cover all forms of English teaching to non-English speakers. The term is widely used in North America, Australia and New Zealand.
| TOEIC | A test of a candidate’s language proficiency.
| TOEFL | This is a test of a candidate’s language proficiency (used to apply for visas, university admission, jobs that need English etc).
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TERMINOLOGY - a short checklist

PADLET – learning terminology tool

QUIZLET – terminology test

GRAMMERLY – check you English Language writing

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URL: www.marap.com

TWITTER: @marap, #marap

Email: marap@gmail.com

Note: these sites are not operational at this time

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The world is increasingly digital and global. Building and maintaining effective links to the whole world is challenging. Starting small, that is, with the people you do know, is one way to begin a community of interest that can grow over time, while providing a specific type/area of support to its members. In this case, the idea is to focus on English Language support and resources. This will be achieved by, 1) specifying role/s that the MARAP community wants to establish for itself, 2) set up dedicated an English Language Social Media community group, referred to as Marap, 3) contribute content to the website/Social Media sites, 4) engage in discussions of interest, 5) add appropriate resources to the website.

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Establish ongoing online learning support community for CELTA students in the current program to share ideas and resources, provide helpful feedback on each other’s progress, written and spoken grammar, contacts, ideas for work, country information re: EL work opportunities.

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Date
March - April 2017
Name of group

CELTA MARAP17