ELT

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Across
  1. 3. A particular way, in which a learner perceives, processes and learns new information or skill. It can depend on learner’s sensory preferences or aptitudes (“intelligences”).
  2. 4. Producing language that is adequately accurate in terms of grammar, vocabulary use, and pronunciation.
  3. 6. An activity that involves focus on meaning and less controlled language production; learners make use of their own language (solve a problem, find info, draft a plan, make a decision, etc.)
  4. 8. Language user’s level of knowledge of grammar, vocabulary and pronunciation and their ability to use it appropriately and effectively in speech and writing to express themselves and communicate with others. Such levels can be found, for example, in the Common European Framework of Reference for Languages (CEFR).
  5. 11. Stage or part of a lesson where students use language more freely and combine new items with what they already know for oral and written real-life communication (e.g. students have to write an invitation to a party after having studied relevant grammar and vocabulary and read examples of invitations; or students have to do a job interview, etc.)
  6. 12. A system of teaching a language which is based on a certain theory of language or theory of learning and involves particular learner and teacher roles, materials and activities.
  7. 13. An activity that involves the controlled manipulation of the forms of the language; focus on practice of a pre-selected item of language (gap-fill, matching, ordering, transformation, etc.)
Down
  1. 1. Stage or part of a lesson where new language items are introduced; their meaning and form are explained and demonstrated orally and in writing using different resources (blackboard, flashcards, pictures, course books, etc.).
  2. 2. Stage or part of a lesson where new language items are used and produced in a controlled and restricted context (e.g. students have to transform positive sentences in the Past Simple into negative sentences and questions).
  3. 5. Producing language without unnecessary pauses, false starts or repetitions to convey a message
  4. 7. When learning a new grammatical pattern, we have to understand the … (use/function) of this structure in addition to the form.
  5. 9. The learning outcome of the lesson, a series of lesson or a course.
  6. 10. When learning a new word, we have to memorise and be able to recall the oral and written … of the word in addition to the meaning.
  7. 11. A method for teaching reading and writing by demonstrating the relationship between the sounds of the spoken language (phonemes), and the letters or groups of letters (graphemes) or syllables of the written language. Students can learn individual sounds and their corresponding letters (e.g., the word cat has three letters and three sounds c - a - t, whereas the word flower has six letters but four sounds: f - l - ow - er, or learn the sounds of groups of letters (in words) such as rimes (e.g. hat, mat and sat have the same rime, "at"), or consonant blends (also consonant clusters in linguistics) (e.g. bl as in black and st as in last), or syllables (e.g. pen-cil and al-pha-bet).