| INTRODUCTION |
The means by which you
get a student to understand a word or structure - see "Introduction
techniques". |
| DRILL |
Getting a student to repeat
a given word or structure to make him remember it. |
| REPLACEMENT DRILL |
Getting a student to repeat
a sentence with a single change in it (word or structure). |
| SUBSTITUTION DRILL |
Another term for Replacement
drill. |
| MASKING |
If a student is to repeat
a phrase after his teacher, that phrase should be the last thing he
hears from the teacher. Intervening phrases "mask" the phrase
he is to repeat. |
| KEY QUESTIONS "W"
questions |
Questions beginning with
WHO, WHAT, WHY, WHEN, HOW, WHICH, etc. |
| AQ TECHNIQUE |
Giving the student an
answer to which he has to formulate an appropriate question. |
| QAQ TECHNIQUE |
Asking a student a question,
letting him answer it and then getting him to ask the same question. |
| "I DON'T KNOW"
TECHNIQUE |
Asking a student a question
he can't answer so that you can get him to ask it himself. |
| REPORTED SPEECH |
Prefacing any sentence
with "He said ...", "She asked me ..." etc. |
| "AND" QUESTIONS
|
A way of getting a student
to give two answers, often an affirmative and a negative, in response
to a single question. |
| DOUBLE QUESTIONS |
As above plus some variants.
A similar effect can be obtained with "we" and "they"
questions, for example. |
| SHORT ANSWERS |
Answers beginning "Yes"
or "No" followed by the appropriate modal. (Yes, I did -
No, he hadn't, etc.) |
| SKIT |
A sort of mini-Role Play
often used to introduce situational expressions like "excuse
me" or "just a moment please" which are incomprehensible
outside their contexts. |
| ROLE PLAYS |
Acted-out situations. |
| INVERSION (Yes/no) QUESTIONS
|
The kind of question answered
by Yes or No. |
| PROMPTS |
The first word or few
words of the phrase you want your student to say, said, or sometimes
whispered, to get him going. |
| CUES |
Same as prompts. Can include
words which a student is to integrate into a sentence. |
| TO CUE (OR KEY) IN A STUDENT
|
Using prompts and cues. |
| CUE RESPONSE |
What you should hear when
a cue works properly. |
| TRANSFER TECHNIQUE |
Getting a student to repeat
what you said, either as such or with some adaptation. |
| LEAD IN |
Getting a student on the
right "wavelength" before introducing a new structure. |
| PROPS, ENVIRONMENTAL SITUATION
|
Anything useful for your
lesson that you can see in or from the classroom. |
| SUBSTITUTION |
(Replacement) drill Student
repeats a phrase with ONE change in the sentence. |
| PASSIVE VOCABULARY |
Words a student can recognise
or understand even though he can't use them himself. |
| ACTIVE VOCABULARY |
Words the student can
use and integrate into his conversation. |
| MODES |
Question mode, repeat
mode, adapt mode. The drill pattern the student is following at any
given moment. |