Teaching Practice

2. vocabulary that students consciously "pick up"
6. usefull technique to illustrate actions such as brushing teeth, riding a bike, painting a wall, among others.
8. syllabus which combines certain grammatical structures with the functions though most useful for students at a particular lever
10. working on this area is important because helps students understand the spoken English they hear, and to help them make their own speech more comprehensible to others.
12. defines whether a word have a positive or negative meaning in a given language.
13. when this approach is used, a context is established first from which the target structure is drawn.
15. can provide a natural context for language exploration and a pool from which particular language items and structures can be drawn, analised, and practised.

1. are a spoken text which we listen to, although for teaching and learning purposes we also look at them in their written or transcribed form.
3. each language has its own set of individual sounds. English has 44
4. syllabus in which the vocabulary items and the order in which words and expressions are introduced will have been considered by the authors of a coursebook.
5. vocabulary can be "picked up" by students who listen to and read authentic language.
7. are questions you ask students to check whether they understand the meaning of a language item.
9. is a pattern of rise and fall in the level of the voice.
11. in two or more syllables, one syllable is pronounced louder than the other one.
14. when this apporach is used an examole of a structure and the grammatical structure is given first, and the practises