To get learners to think about and to say what they know about a topic. Teachers activate learners’ previous knowledge when they are preparing learners for a lesson or to read or listen to a text. Research has shown that when learners’ previous knowledge is activated, reading and listening comprehension and learning is increased.

Assumptions

When teachers think about what they believe their learners will or will not know or how they will behave in a particular lesson. For example, a teacher plans to teach a lesson on simple electrical circuits: the teacher may make the assumption that learners will know what the main components of a simple circuit are: battery, light bulb, switch, wire (because the teacher has already taught these terms in a previous lesson) and so knows he/she will not need to spend time in the lesson presenting these words.

Contraction

A shorter form of a group of words, which usually occurs in auxiliary verbs, eg you have = you’ve; it is = it’s.

Elicit

A teaching technique teachers use when they think that some learners know a piece of language or other information. He/she asks targeted questions or gives clues to get or prompt learners to give the target language or information rather than simply providing it to the class her/himself.

Higher order thinking skills (HOTS)

Skills such as analysing, evaluating and creative thinking. These develop reasoning skills, critical judgement and production of new ideas, eg how can we change the design of the building to make it more energy efficient? Higher order thinking involves the use of advanced language.

Learning objectives

What most learners will be able to know and understand, to do and be aware of by the end of a lesson, a unit or course.

Lower order thinking skills (LOTS)

Skills such as remembering, understanding and applying new subject knowledge. Learners develop LOTS, for example, when they recognise new vocabulary, classify, give examples and compare objects. Lower order thinking can involve the use of basic or advanced vocabulary.

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.

Stressed sounds

Parts of a word (syllables or sounds) which are pronounced louder and longer than other parts.

Stress-timed language

There are stress-timed languages and syllable-timed languages. In syllable-timed languages, such as Cantonese, French, Spanish and Turkish, every syllable in every word is equal. For example, Je suis Français has four syllables and all four are the same length (Je-suis-Fran-çais). In syllable-timed language, such as English and German, every syllable is not equal, some are stressed and some are unstressed. For example, I am English has four syllables but the only syllable we stress fully is Eng (I-am-Eng-lish), the other syllables are unstressed and are shorter.

Unstressed sounds

Parts of a words (syllables or sounds) which are not fully pronounced. They are shortened in a word or a sentence.

Visual organisers

Aids such as diagrams and charts which are used to help learners remember and understand new information by making it visual. Visual organisers involve reading, writing down or drawing ideas then seeing or making connections. Organisers can be simple or complex but all of them have connecting parts. 

2) For example, to know about different polygons. And another to do with communicative skills. For example, to be able to describe polygons and use maths language to do that. But I also like to include a third learning outcome related to learning to learn so that learners are going to work in a group and write a polygon challenge for another group. I like to keep the list of the learning objectives. And I keep that list at hand all the time so that throughout the lesson and at the end of the lesson I can give mental checks to all of the learning objectives. And sometimes I design specific activities or a certain rubric. It pretty much depends on the content.

3) But it's something that I think that we should also have at hand. At the end of the lesson it's always good to do a few activities to wrap up. And that, once again, depends on the content and the language level. I share learning objectives with learners, because I think it's a principle of good teaching, never to leave them in the dark about what the desired outcome of a particular unit or a lesson is. I think it increases their involvement, and it creates a certain amount of curiosity, which is quite helpful when it comes to actually setting out to work.


I think that:
"As I said in earlier I have a particular method for beginning my chemistry lessons. I introduce briefly the goal of lesson and I prepare a little and useful glossary for most commons terms in the class activity, the so-called key-words. Usually I title the slide of argument presentation "Before you start", this helps the students to focus on the main theme accents.
Afterwards I submit an activities as "Watch this video". At this point, in general, I propose at my students an lab activities "Fun with this activity" and I invite them to use applets and animations, previously choose by me, for their fun learning. 
I think this technique motivates the students and increases their curiosity and interest on the various arguments" Cecilia Fontanella