What describes or gives more information about a noun or pronoun?
100
Chunks
Any pair or group of words commonly found together or near one another, e.g. phrasal verbs, idioms, collocations,
fixed expressions.
100
Word Stress
Is the pronunciation of a syllable with more force or emphasis than the surrounding syllables
which are said to be unstressed
100
Function
The reason or purpose for communication, e.g. making a suggestion; giving advice.
100
Accuracy
The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity, teachers and
learners typically focus on using and producing language, spelling correctly.
200
First person – the person speaking, e.g. I, we.
Second person – the person spoken to, e.g. you.
Third person – the person spoken about, e.g. he, she, they.
Types of persons in the sentence
200
Parts of speech
A way of categorizing words according to their grammatical function and meaning.
200
Diphthong
A vowel combination which is pronounced by moving from one vowel to another.
200
Colloquial
Language normally used in informal conversation but not in formal speech or writing.
200
Learning Style
The way in which an individual learner naturally prefers to learn something. There are many learning styles. Three of
them are below.
300
Intensifier
What is a word used to make the meaning of another word stronger
300
Word family
A group of words that come from the same root or base word.
300
Vowel
A sound in which the air is not blocked by the tongue, lips, teeth etc. Movement or vibration is felt in the throat
because the voice is used. The letters a, e, i, o, u and sometimes y are used to represent these sounds
300
Register
The formality or informality of the language used in a particular situation. Formal register or language is used in
serious or important situations, e.g. in a job application. Informal register or language is used in relaxed or friendly
situations, e.g. with family or friends.
300
Goal, Target
An aim that a learner or teacher may have.
400
Tense
Form of the verb that shows whether something happens in the past, present or future.
400
Collocation
Words which are regularly used together. The relation between the words may be grammatical. Collocations may also be lexical when two content words are regularly
used together.
400
Unvoiced sound
No voice is used, e.g. /p/ in pad, /t/ in tomorrow. No movement or vibration can be felt
in the throat.
400
Speculate
To guess something based on information you have, e.g. I think it might be an easy test.
400
Error
A mistake that a learner makes when trying to say something above their level of language or language processing.
A developmental error is an error made by a second language learner which could also be made by a young
person learning their mother tongue as part of their normal development, e.g. I goed there last week (I went
there last week).
500
Punctuation
What are the symbols or marks used to organize writing into clauses, phrases, and sentences to make the meaning clear?
500
Lexis, Vocabulary
Individual words or sets of words.
500
The /ә/ sound
Schwa
500
Functional exponent
A phrase which is an example of a function and shows the purpose of what the speaker is communicating,
e.g. Let’s ... This phrase is one way to make a suggestion.
500
Context
1. The situation in which language is used or presented, e.g. a story about a holiday experience could be used as
the context to present past tenses.
2. The words or phrases before or after a word in discourse which help someone to understand that word.
See deduce meaning from context.