英语教学术语库
Introduction to Online Courses
导论
adapt/adaptation 改编
advancement 前进， 进步
aim 总目标，教学的基本目的
alternative 可供选择的
applied linguistics 应用语言学
approach 教学路子，教学方针
assessment 评估
attitude 态度
audio material 听力材料
autonomy 自主，独立
awareness 意识
bank 语料库
classroom management 课堂组织
collaboration 合作
common core 语言共核
common sense 常识
communication 交际
communicative skills 交际技能
conceptualize 概念化
constructivism 构建主义
course content 课程内容
cultivate independence 培养独立性
custom-built 定制的
demonstrate 示范
design 设计
domain 领域
educational experiment 教育实验
ELT=English Language Teaching 英语教学
evaluation 评价
explicit 显形的
expertise 专业性，专业知识或技能
exploration 探索
facilitate 帮助，减少困难
feedback 反馈
fringe approach 边缘方法，非主流方法
general proficiency 综合水平
glossary 术语表
implicit 隐性的
individualized teaching 因材施教
information access 得到信息的便利条件
in-service training 在职培训
insight 见解
integrate 结合
interest 兴趣
intuition 本能
issue 问题，议题
justify 表明（某人/某事）是正当的
learner-centered 以学生为中心的
learning effect 学习效果
language form 语言形式
lesson planning 备课
life enhancing 终生有益的
linguistic competence 语言能力
menu 菜单
methodology 教学法
methods 教学方法
modular structure 由独立单元组成的，可供学生选修的模式 motivation 动机
multi-perspective 多视角的
normal pattern 常规模式
objective 具体教学目标
operation 操作
outside classroom activity 课外活动
overlap 重叠
pedagogical skill 教学技能
policy making 决策
practical training 实用的训练
practicing teacher 在职教师
pre-service training 职前培训
principle 原则
prior knowledge 已有知识
privacy 私下
process 过程
processor 加工人/器
product 产品
professionalism 专业技能，职业特性 qualification 资格，资历
rationale 理论基础
recycling 循环
reflection 反思
relaxing environment 轻松的环境
research method 研究方法
research projects 科研项目
resource sharing 资源共享
self-contained 独立的
situated learning 有情景的学习
skill-getting 获得技能
skill-using 使用技能
strategies 策略
subject 科目
Suggestopedia 暗示法
supervise 监控，指导
syllabus 大纲
target language 目的语
target user 用户
teacher education 教师专业教育
teacher training 教师（技能）培训 teacher-trainer 培训者
teaching aids 教具
technical terms 术语
technique 技术
TEFL=Teaching English as a Foreign Language testing 测试
The Silent Way 沉默法
trainee 受训者
trend 倾向
tutorial 指导课
unknown area 未知领域
user-friendly 便于使用的
user-orientated 为使用者专门设计的 visual material 视觉教材
web site 网址
web-based instruction 网络教学
well-developed 发达的
英语作为外语的教学法
supervise 监控，指导
syllabus 大纲
target language 目的语
target user 用户
teacher education 教师专业教育
teacher training 教师（技能）培训
teacher-trainer 培训者
teaching aids 教具
technical terms 术语
technique 技术
TEFL=Teaching English as a Foreign Language
testing 测试
The Silent Way 沉默法
trainee 受训者
trend 倾向
tutorial 指导课
unknown area 未知领域
user-friendly 便于使用的
user-orientated 为使用者专门设计的
visual material 视觉教材
web site 网址
web-based instruction 网络教学
well-developed 发达的
英语作为外语的教学法
The Teaching of Phonetics
语音教学
1. allophonic : 音位变体的，语音变体的。
2. articulation: 发音动作，发音。
3. consonant clusters 辅音
4. content words 实词
5. contraction: 缩略形式。
6. discrimination: 辨别。
7. form words 虚词
8. homophones: 同音异形词
9. inflection: 变音；转调；语音的抑扬变化。
10. jingle: 叠韵的诗句。
11. lateral consonant 边辅音
12. linking of souds 音的连读
13. mimicry 模仿
14. minimal pair: 最小对立体。
15. nasals 鼻音
16. ongoing 持续的
17. oral cavity 口腔
18. phoneme：音位（语音的最小单位）；音素。
19. prosodic feature: 韵律特征。
20. remedial teaching (此处为)纠音教学法
21. rhythm: 节奏。
22. segment: 单位；切分成分。
23. segmental phoneme：切分音位。
24. sight words: 同形异音词
25. soft palate 软腭
26. super segmental phoneme: 超切分音位
27. utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。
28. vibration 振动 共鸣
29. willy-nilly:不管愿不愿意。
The Teaching of Vocabulary
词汇教学
acquire 习得（语言）
adjective 形容词
adverb 副词
affixation 加词缀（法）
antonym 反义词
brainstorming （为发挥成员积极性以解决难题而举行的）集体自由讨论
chorus repetition 齐声朗读
collocation 搭配
conjunction 连词
connotation 内涵意义
connotative meaning 内涵意义
context 上下文
contextual meaning 上下文意义
crossword
definition 定义
denotation 指示意义
denotative meaning 指示意义
interjection 感叹词
intermediate level 中级水平
morpheme 词素
mother tongue acquisition 母语习得
noun 名词
part of speech 词类
polysemy 多义现象；多义性
prefix 前缀
preposition 介词
pronoun 代词
root 词根
speech sound 言语语音
suffix 后缀
synonym 同义词
verb 动词
vocabulary expansion 单词扩充
word formation 构词，构词法
Teaching of Grammar
语法教学
comprehensible input : 有意义输入
cue : 提示词
chain drill : 链式操练
deductive method : 演绎法
function : 功能
inductive method: 归纳法
morpheme : 词素
multi- slot substitution : 多成分替换
morphology : 词法
syntax : 句法
the Grammar Translation Method : 语法翻译法
transformation drill : 转换练习
single-slot substitution : 单一成分替换
The Teaching of Listening
听力教学
backgroud knowledge 背景知识
bottom-up processing 自下而上认识法
communicative competence交际能力
decode解码
encode编码
information input/output信息输入/输出
interactional purpose 互动目的
lead-in导入
linguistic competence语言能力
phatic寒暄
top-down processing自上而下认识法
transactional purpose 信息传递目的
Bottom-up processing: It refers to an understanding of an aural message with a successive procedure, i.e. from the "bottom"---sound, then up to words, phrases, sentences, paragraphs, and finally to the whole discourse. It is a process of language decoding from the smaller units to bigger units of meaning.
Top-down processing: It refers to an understanding of a listening material by using one's background knowledge. It starts from the "top"---making an expectation, and then down to the actual utterance to confirm it. Usually, top-down processing, together with bottom-up processing, functions at the same time when a listener is trying to understand a message.
Interactional: Interactional uses of language are those in which the primary purposes for communication are social. The emphasis is on creating harmonious interactions between participants rather than on
communicating information. The goal for the participants is to make social interaction comfortable and non-threatening.
Transactional: Transactional uses of language are those in which language is being used primarily for communicating information. In comparison with the vagueness of interactional language, transactional language requires accuracy, coherence, explicitness, directness, and confirmation that the message has been understood.
Phatic response: Phatic response is a kind of response in speech, esp. in conversation. It is used to establish social contact and to express social rather than specific meaning.
Teaching of Speaking
口语教学
Conversion drill 转换练习
Decode 解码
Demonstration：示范
Encode 编码
Information gap 信息沟
Inhibition 约束，抑制
Interaction 交互作用，互动
Mechanical drills 机械操练
Motivation 动力
Nonverbal 非言语的
Pantomime 哑剧，用手势表达
Participation 参与
Receptive 接受性的
Scenario 剧本
Stimulate 激发
Stimulus 刺激，促进因素
Substitution drills 替换练习
Target language 目标语，指要学习的语言
Unpredictability 不可预见性
Teaching of Reading
阅读教学
#A1 code 语码
a system of words, letters, numbers, etc.
#A1 decode 解码
to discover the meaning of a code
#A1 encoding 编码
putting … into a code
#A1 decoding 解码
discovering the meaning of a code
#A1 Skimming 掠读
Skimming means reading quickly to get the gist, i.e. the main idea of the text.
It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important points. After that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace.
#A1 Scanning 略读
Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etc. The key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading.
#A2 Top-down approach 自上而下模式
It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.
#A2 Bottom-up approach 自下而上模式
It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.
#A1 Distinguishing 辩识
finding the main idea from supporting details
#A1 Predicting 预测
guessing what is coming next
#A2 SQ3R Strategy SQ3R阅读策略
SQ3R is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.
The first step is to survey the material for content and organization to create a mental map of the text and selective reading;
The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later; The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;
The fourth step is to recite to actively make mental connections among main ideas and details;
Finally, review the entire chapter or article to see how the information fits together.
#A2 PQ4R Strategy PQ4R阅读策略
PQ4R Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing.
The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;
The second step is to predict questions that may be answered by the material;
The third stage is to carefully read the complete text, unlike SQ3R to read section by section, recording notes in the margin or underlining important information that answers the predicted questions. In this stage, reflection phase, information from the entire chapter or article is linked together. The reader should attempt to develop insight into the topic and make associations among the important material noted while reading. The fourth stage, recitation, involves summarizing the main points and supporting details of the complete text.
In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood.
#A2 RAP Strategy RAP阅读策略
The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to
understand main ideas and supporting details by emphasizing paraphrasing skills.
Read one paragraph of the text at a time;
Ask oneself what the main idea of the paragraph is, then;
Paraphrase the identified details supporting the main idea finally and record them.
#A2 REAP Strategy REAP阅读策略
The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas.
The first step of the strategy is to read the text.
After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step.
Annotation of a text that explains and/or critique the text is made in the third step. Different aspects of the text are handled differently when writing annotations. All together there're ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.
In the fourth step the student evaluates (ponder) the annotation for accuracy and completeness. The teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.
#A2 SNIPS Strategy SNIPS阅读策略
The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aids. The steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone.
The first step is to start with questions like "Why am I looking at this visual aid?" The reader then asks questions to determine what kinds of
information on which to focus, depending on the type of visual aid presented.
In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colors. And activate prior knowledge as it relates to the subject.
Identify the main idea of the graphic in the third step.
Plug the important matter into the chapter in the fourth step. Consider how the visual aid relates to the main ideas of the chapter or article. In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.
#A2 PRSR Strategy PRSR阅读策略
PRSR stands for preview, read, self-test, and review. Text organization, paraphrasing, and self-evaluation are stressed in PRSR strategy.. In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the text. Examine the illustrations for additional information. Look at the words in italics or bold print. Read the summary and then skim any review questions or discussion questions at the end of the chapter.
In reading stage, form the headings into questions and then read with the goal of answering those questions. Identify important points by underlining or taking notes. Clarify meanings further with visual imagery.
In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the text. Use summaries to organize important information. Try explaining key ideas and concepts to another person. For reviewing check answers to review questions against the text.
Reconsider information that was forgotten or misunderstood. Repeat the self-test and review stages until the material is mastered. Then review periodically to keep the information in long-term memory.
#A2 PROR Strategy PROR阅读策略
The PROR Strategy involves pre-reading, reading, organizing and reviewing. In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide reading. Recall prior knowledge related to the
subject to form more questions.
In the second stage, read with the goal of answering the questions. Annotate key concepts, supporting details, and examples. Consider how illustrations relate to the text.
In organizing stage, develop rehearsal strategies to organize the
important information and commit it to memory. Answer the questions aloud. Compare the text to lecture material.
Last, reduce the information to the bare essentials. Target the
information that was unclear. Talk through the material to yourself or another student.
#A2 PARTS Strategy PARTS阅读策略
The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learning. The five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships.
For the perform goal setting stage, consider the reason you are analyzing the text parts.
In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and words. Analyze one part at a time. Explain the information included in each part. Then, based on one part, predict what the next part will discuss. After reading all parts, tie them together. During the review big parts stage, review the introduction and summary of the text. Search for signal words, such as "the most important" or "the purpose is," that indicates the main ideas. Decide what the author's main goal or purpose is. Relate the new information to knowledge you have already read about the subject. Paraphrase the main ideas into your own words.
In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictions. Check the questions at the end of the text.
For the last stage, state relationships, consider how the text relates to other texts in the unit. Consider how the text relates to the course objectives indicated on the syllabus. Consider how the text relates to what you already know about the subject.
#A2 DISSECT Strategy DISSECT阅读策略
DISSECT stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root
word, check with someone, and try the dictionary. It is a word identification strategy.
It emphasizes the systematic analysis of a word using context and word element clues.
#A2 CSSD Strategy CSSD阅读策略
The CSSD strategy is a four-step procedure combining a number of
approaches for learning vocabulary words and meanings. SCCD stands for context, structure, sound and dictionary.
The first step is to consider the context of the word.
The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes.
The third step is to analyze the word phonetically by breaking it into units of sound.
If these methods do not work, consult the dictionary in the last step. #A2 VOCAB game 词汇游戏
The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).
The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.
#A4 The Patterned Language Approach 模式语言策略
The patterned language approach is to practice word identification skills with an emphasis on word meaning.
It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards. #A4 The Creative Mapping Strategy 图式阅读策略
The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text.
#A2 guided reading 指导性阅读
Guided reading refers to timed reading conducted in class under the control and guidance of the teacher
#A2 pre-reading activities 阅读前活动
We mean tasks/activities that students do before they read the text in detail.
#A3 a transition device 转换方式
A transition device is the way to transfer information from one form to another
#A2 referential words 指示词
Referential words are words such as pronouns to refer to people or things already mentioned previously in the context
#A2 making inferences 推理
Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.
#A2 Role-play 角色表演
Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play. #A1 subvocalization 默念
Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.
The Teaching of Writing
写作教学
#A anticipate 预测
#A brainstorm 集思广益
#A chunk 片语
#A2 coherent unity 前后一致的整体
#A command 命令句
#A competence 能力
#A compile 收集
#A2 comprehensive recognition 理解性认知
#A conjunction 连接词
#A context 语境，上下文
#A coordinator 协调连词
#A2 Creative writing 创造写作
#A cursive 手写体
#A diagram 图表，图集，文图
#A diction 语言风格
#A exclamation 感叹句
#A feedback 反馈
#A framework 框架
#A2 gap filling 填空
#A genre 风格，体裁
#A highlight 标明
#A incorporate 包括，纳入
#A2 information explosion 信息爆炸
#A interaction 交流，合作
#A2 interior relation 内在的联系
#A2 Jigsaw writing 割画写作
#A linker 连接词
#A2 Matching words 词组填空
#A morphology 形态
#A muddled 乱序的
#A OHP overhead projector 投影仪
#A2 Pattern drills 句型练习
#A2 Picture writing 看图写话
#A2 pie chart 饼型图表
#A proofread 审读
#A punctuation 标点
#A readership 读者
#A3 Rearranging scrambled sentences 乱句重组
#A reference. 注解
#A2 resulting text 完成稿
#A revise 校订
#A2 rhetorical purposes 修辞目的
#A semantic 语义的
#A2 Sentence chains 句子连接
#A2 sentence combining 句子组合
#A2 sentence completion 完成句子
#A4 Sentence judging and making 判断句子和造句
#A2 Sentence linking 连句成段
#A sequencer 顺序词
#A statement 陈述句
#A2 structurally complete 结构完整
#A2 substantial guidance 大量的指导
#A syntax 句法
#A transcend 超越
#A transformation 转换
#A transition 过渡连接
#A2 treasure hunt 寻宝
Teaching of Translation
翻译教学
acquire 习得
active L2 vocabulary 积极外语词汇
bilingual 双语的
classification 分类
communicative ability 交际能力
communicative function 交际功能
a communication-oriented activity 以交际为中心的活动
comparison and contrast 比较和对照
cross lingual technique 跨语言（教学）法
equivalent expression 相对应的表达
FLT(foreign language teaching) 外语教学
free interpretation 自由口译
functional equivalent 功能对应的表达
grammar formula 语法公式
initial 首字母缩写词
L2 proficiency 外语水平
language proficiency 语言水平
plural noun 复数名词
privacy 隐私
reference system 参照系统
similarities and differences 异同点
style 风格
taboo 禁忌
target culture 目标语文化
teaching/learning technique 教/学方法
third person singular 单数第三人称
word list 单词表
The Organization and Management of Classroom Activities
课堂组织与活动设计
active listening积极聆听
agenda议程
attention span注意力
automatic reaction机械反应
classroom interaction课堂互动
classroom routine课堂常规
communicating style传播风格
communication model交际模式
consultant咨询者
cyclical (sequence)循环次序
facilitator协助者
follow-up跟踪练习
group work activities小组活动
half dialogue补全对话
information gap信息沟
instructor指导者
linear sequence线性次序
loss of control（课堂）失控
motivation动机
questioner提问者
remedial teaching纠错教学
rhetorical devices修辞手法
pair work activities结对活动
personalizing个体化
prompts提示
repetition dialogue重复对话
substitution dialogue替换
sequencing次序安排
supervising监督，管理
the need to communicate交际需求
transmission model传授模式
whole class work activities全班活动
The Use of Blackboard and Simple Drawing
黑板与简笔画运用
blackboard arrangement 黑板布局
board writing 板书
dynamic person 动态人物画
full cursive 草体
inanimate object 静物
main board writing 主板书
minor board writing 副板书
printing style 印刷体
simple blackboard drawing 黑板简笔画
simple cursive 简单草体；行体
simple picture 简笔画
static image 静物画
stick figure 简笔人物画
writing style 书体，字体
web 网状图形
Making Teaching Aids
教具制作
alphabet chart 字母表
authentic printed material 原文材料
flip chart 浏览图表
grammar chart 语法图表
JEFC 初中英语
model 模型
object visual 实物教具
phonetic chart 语音图表
picture flash card 图画卡片
questionnaire 问卷
sentence building card 组句卡
sentence building grid 组句表格
speech organ 发音器官
syllable wheel 音节风车
teaching aids 教具
visuals 可视教具
wall picture 墙画
wall poster 墙贴
word building card 组词卡
word flash card 单词卡片
word map 联想图表
word slide 单词滑梯
work card 练习卡
work sheet 分发材料
The Organization of Outside Class Activities
课外活动设计
affirmative answer 肯定回答
allocation of roles 角色分配
assessment 评估
assessor 评估者
bilabial 双唇音
brainstorm 集思广益/大脑风暴
Chinese Pinyin 汉语拼音
closed pairs 练习式结对活动
designing 设计
communicative ability 交际能力
communicative function 交际功能
content feedback 内容反馈
consonant clusters 辅音连缀
compulsory course 必修课
classroom teaching 课堂教学
demonstration 示范，演示
demonstrator 示范者，演示者
diphthong 双元音
elicitation 诱导，引出
evaluation 评价
exponents 范例
feedback 反馈
form feedback 形式反馈
falling tone 降调
fluency practice 流利度训练
group work 小组活动
information gap 信息沟
instructor 指导者
intensive reading 精读
interactional language 交际性语言
intonation 语调
indoor activities 室内活动
jazz chants 爵士乐
jigsaw games 拼图游戏
language units 语言单位
language input 语言输入
language proficiency 语言熟练度
manners of articulation 发音方法
mime 模拟, 模仿
monitor 监督者，监督者
nasals 鼻音
noughts and crosses 拼字游戏
open pairs 演示性接对活动
organizer 组织者
outdoor activities 室外活动
pair work 结对活动
participation 参与
places of articulation 发音部位
practice stage 实践阶段
procedure 步骤
prompts 提示性语言
pronunciation practice 语音练习
quiz 知识小测验
remedial measures 补救性措施
rhyme 韵律
rhythm 节奏
rising tone 声调
received pronunciation 标准语音
role plays 角色扮演
safety coefficient 安全系数
scan 略读
skim 快读
supplementary form 补充形式
supervisor 督促者
stress 重音
structure practice 结构练习
teaching syllabus for full-time secondary schools 全日制中学教学大纲 tongue twisters 绕口念
vocal organs 发音器官
vocabulary practice 词汇练习
Lesson-plan Writing
教案撰写
1. language learning objective 语言学习目标
2. curriculum 课程目标
3. action and interaction 作用和相互作用
4examination prescription 考试指南
5. philisophy of teaching 教学观念
6. practicality 实用性
7. pragmaticality 实效性
8. motivational drive 动力驱动
9. reality 现实性
10. learning strategy 学习策略
11. terminal objective 结果目标
12. enabling objective 过程目标
13. evaluation 评价
14. formative assessment 形成性测试
15. assignment 作业布置
16. language acquisition 语言习得
17. individual difference 个体差异
18. auditory 听觉
19. scientificity 科学性
20. variety. 多样性
21. flexibility 灵活性
22. creativity 创造性
23. learner-centered 学生中心
24. awareness of syllabus 大纲意识
25. contextualized setting 语境
The Meaning and Functions of Assessment
学习效果评估
achievement assessment 成绩评估 achievement test 成绩考试
alternative options 选择项
analytic scoring 分解评分法
anecdotal notes 笔记
anecdotal records 笔记
aptitude assessment 学能评估
aptitude test 学能考试
assessment method 评估方法
assessment result 评估结果
assessment technique 评估技巧
attainment test 成绩测试
backwash 反拨作用
checklist 清单
class assignment 课堂作业
classroom test 自编考试
cloze test 完形填空
comparing function 比较功能
conference 讨论会
criterion 标准
criterion-referenced test 标准参照考试 diagnostic assessment 诊断评估
diagnostic test 诊断考试
dialogue journal 日记
dictation with competing noise 干扰听写 direct testing 直接考试
discrete point test 分离式测试
distracter 干扰项
elicited dictation 复述听写
essay test 作文式试题
evaluation 评价
feedback 反馈
final achievement test 结业成绩考试 final exam 期末考试
formative test 形成性考试
grade 评分等级
grade 评分
group project 集体项目
holistic scoring 整体评分法
home assignment 家庭作业
homework 家庭作业
impression-based scoring 印象评分法 impressionistic scoring 印象评分法 indirect testing 间接考试
information transfer 信息转换
informational function 信息功能 instructional function 教学功能 instrumental function 工具功能 integrative test 综合性测试
interview 面试
key, answer, correct option 正确答案 learning function 学习功能
matching items 配对题
measurement 测量
mid-term exam 期中考试
motivation 动机
motivational function 动机功能 multiple choice 多项选择题
non-standardized test 非标准化考试 norm 常模
norm-referenced test 常模参照考试 objective test 客观型考试
observation 观察
open-ended question 开放式试题 options 选择项
partial dictation 填空听写
performance testing 行为测试
placement test 分班考试，摸底考试 portfolio 文件包
pragmatic test 语用测试
process 过程
product 结果
proficiency test 水平考试
proficiency assessment 水平评估
progress achievement test 成绩进展考试 project 项目
questionnaire 问卷
regulatory function 调节功能
reinforcement 强化
reliability 信度
remedial teaching 补救教学
selection test 选拔考试
self-assessment 自我评估
spot dictation 定点听写
standard dictation 标准听写
standardized test 标准化考试
stem 题干
subjective test 主观型考试
summary cloze 概要完形填空
summative test 总结性考试
teaching objective 教学目标
teaching procedure 教学步骤
true or false items 正误选择题，判断题 validity 效度
Doing Language Teaching Research
教学技巧的研究与开发
Cluster Sampling 整群抽样
Cohort Design 类似群体设计
Control Variable 控制变量
Criterion Group Design 标准组设计
Dependent Variable 依变量
Expectancy Effect 期望效应
Experimental Mortality 实验死亡率
External Change 外部变化
External Validity 外部效度
History 历史
Independent Variable 自变量
Instability 不稳定性
Instrumentation 手段
Interaction of Several Factors 因素的交互组合
Internal Change 内部变化
Internal Validity 内部效度
Interrupted Time Series Design 间断时间次序设计
Maturation 成熟
Moderator Variable 调节变量
Non-Designs 前实验设计
Nonequivalent Dependent Variables Design 非等值依变量设计 Observational Techniques 观察技巧
one-group posttest-only design 一组实验后测试设计 one-group pretest-posttest design 一组实验前后测试设计 Operational Definition 操作定义
Outcome Variable 结果变量
posttest-only control group design 只有实验后测试的控制组设计 Prestest-posttest control group design 实验前后测试的控制组设计 Pretesting 前测试
Quasi-Experimental Designs 准实验设计
Questionnaire 问卷调查
Quota Sampling 定额抽样
Random Sampling 随机抽样
Repeated Treatment Design 反复处理设计
Research Hypothesis 研究假设
Selection 选择
Statistical Regression 统计回归
Systematic Sampling 系统抽样
True Experiment 真正的实验
Untreated Control Group Design with Pretest and Posttest
英语教学术语库
Introduction to Online Courses
导论
adapt/adaptation 改编
advancement 前进， 进步
aim 总目标，教学的基本目的
alternative 可供选择的
applied linguistics 应用语言学
approach 教学路子，教学方针
assessment 评估
attitude 态度
audio material 听力材料
autonomy 自主，独立
awareness 意识
bank 语料库
classroom management 课堂组织
collaboration 合作
common core 语言共核
common sense 常识
communication 交际
communicative skills 交际技能
conceptualize 概念化
constructivism 构建主义
course content 课程内容
cultivate independence 培养独立性
custom-built 定制的
demonstrate 示范
design 设计
domain 领域
educational experiment 教育实验
ELT=English Language Teaching 英语教学
evaluation 评价
explicit 显形的
expertise 专业性，专业知识或技能
exploration 探索
facilitate 帮助，减少困难
feedback 反馈
fringe approach 边缘方法，非主流方法
general proficiency 综合水平
glossary 术语表
implicit 隐性的
individualized teaching 因材施教
information access 得到信息的便利条件
in-service training 在职培训
insight 见解
integrate 结合
interest 兴趣
intuition 本能
issue 问题，议题
justify 表明（某人/某事）是正当的
learner-centered 以学生为中心的
learning effect 学习效果
language form 语言形式
lesson planning 备课
life enhancing 终生有益的
linguistic competence 语言能力
menu 菜单
methodology 教学法
methods 教学方法
modular structure 由独立单元组成的，可供学生选修的模式 motivation 动机
multi-perspective 多视角的
normal pattern 常规模式
objective 具体教学目标
operation 操作
outside classroom activity 课外活动
overlap 重叠
pedagogical skill 教学技能
policy making 决策
practical training 实用的训练
practicing teacher 在职教师
pre-service training 职前培训
principle 原则
prior knowledge 已有知识
privacy 私下
process 过程
processor 加工人/器
product 产品
professionalism 专业技能，职业特性 qualification 资格，资历
rationale 理论基础
recycling 循环
reflection 反思
relaxing environment 轻松的环境
research method 研究方法
research projects 科研项目
resource sharing 资源共享
self-contained 独立的
situated learning 有情景的学习
skill-getting 获得技能
skill-using 使用技能
strategies 策略
subject 科目
Suggestopedia 暗示法
supervise 监控，指导
syllabus 大纲
target language 目的语
target user 用户
teacher education 教师专业教育
teacher training 教师（技能）培训 teacher-trainer 培训者
teaching aids 教具
technical terms 术语
technique 技术
TEFL=Teaching English as a Foreign Language testing 测试
The Silent Way 沉默法
trainee 受训者
trend 倾向
tutorial 指导课
unknown area 未知领域
user-friendly 便于使用的
user-orientated 为使用者专门设计的 visual material 视觉教材
web site 网址
web-based instruction 网络教学
well-developed 发达的
英语作为外语的教学法
supervise 监控，指导
syllabus 大纲
target language 目的语
target user 用户
teacher education 教师专业教育
teacher training 教师（技能）培训
teacher-trainer 培训者
teaching aids 教具
technical terms 术语
technique 技术
TEFL=Teaching English as a Foreign Language
testing 测试
The Silent Way 沉默法
trainee 受训者
trend 倾向
tutorial 指导课
unknown area 未知领域
user-friendly 便于使用的
user-orientated 为使用者专门设计的
visual material 视觉教材
web site 网址
web-based instruction 网络教学
well-developed 发达的
英语作为外语的教学法
The Teaching of Phonetics
语音教学
1. allophonic : 音位变体的，语音变体的。
2. articulation: 发音动作，发音。
3. consonant clusters 辅音
4. content words 实词
5. contraction: 缩略形式。
6. discrimination: 辨别。
7. form words 虚词
8. homophones: 同音异形词
9. inflection: 变音；转调；语音的抑扬变化。
10. jingle: 叠韵的诗句。
11. lateral consonant 边辅音
12. linking of souds 音的连读
13. mimicry 模仿
14. minimal pair: 最小对立体。
15. nasals 鼻音
16. ongoing 持续的
17. oral cavity 口腔
18. phoneme：音位（语音的最小单位）；音素。
19. prosodic feature: 韵律特征。
20. remedial teaching (此处为)纠音教学法
21. rhythm: 节奏。
22. segment: 单位；切分成分。
23. segmental phoneme：切分音位。
24. sight words: 同形异音词
25. soft palate 软腭
26. super segmental phoneme: 超切分音位
27. utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。
28. vibration 振动 共鸣
29. willy-nilly:不管愿不愿意。
The Teaching of Vocabulary
词汇教学
acquire 习得（语言）
adjective 形容词
adverb 副词
affixation 加词缀（法）
antonym 反义词
brainstorming （为发挥成员积极性以解决难题而举行的）集体自由讨论
chorus repetition 齐声朗读
collocation 搭配
conjunction 连词
connotation 内涵意义
connotative meaning 内涵意义
context 上下文
contextual meaning 上下文意义
crossword
definition 定义
denotation 指示意义
denotative meaning 指示意义
interjection 感叹词
intermediate level 中级水平
morpheme 词素
mother tongue acquisition 母语习得
noun 名词
part of speech 词类
polysemy 多义现象；多义性
prefix 前缀
preposition 介词
pronoun 代词
root 词根
speech sound 言语语音
suffix 后缀
synonym 同义词
verb 动词
vocabulary expansion 单词扩充
word formation 构词，构词法
Teaching of Grammar
语法教学
comprehensible input : 有意义输入
cue : 提示词
chain drill : 链式操练
deductive method : 演绎法
function : 功能
inductive method: 归纳法
morpheme : 词素
multi- slot substitution : 多成分替换
morphology : 词法
syntax : 句法
the Grammar Translation Method : 语法翻译法
transformation drill : 转换练习
single-slot substitution : 单一成分替换
The Teaching of Listening
听力教学
backgroud knowledge 背景知识
bottom-up processing 自下而上认识法
communicative competence交际能力
decode解码
encode编码
information input/output信息输入/输出
interactional purpose 互动目的
lead-in导入
linguistic competence语言能力
phatic寒暄
top-down processing自上而下认识法
transactional purpose 信息传递目的
Bottom-up processing: It refers to an understanding of an aural message with a successive procedure, i.e. from the "bottom"---sound, then up to words, phrases, sentences, paragraphs, and finally to the whole discourse. It is a process of language decoding from the smaller units to bigger units of meaning.
Top-down processing: It refers to an understanding of a listening material by using one's background knowledge. It starts from the "top"---making an expectation, and then down to the actual utterance to confirm it. Usually, top-down processing, together with bottom-up processing, functions at the same time when a listener is trying to understand a message.
Interactional: Interactional uses of language are those in which the primary purposes for communication are social. The emphasis is on creating harmonious interactions between participants rather than on
communicating information. The goal for the participants is to make social interaction comfortable and non-threatening.
Transactional: Transactional uses of language are those in which language is being used primarily for communicating information. In comparison with the vagueness of interactional language, transactional language requires accuracy, coherence, explicitness, directness, and confirmation that the message has been understood.
Phatic response: Phatic response is a kind of response in speech, esp. in conversation. It is used to establish social contact and to express social rather than specific meaning.
Teaching of Speaking
口语教学
Conversion drill 转换练习
Decode 解码
Demonstration：示范
Encode 编码
Information gap 信息沟
Inhibition 约束，抑制
Interaction 交互作用，互动
Mechanical drills 机械操练
Motivation 动力
Nonverbal 非言语的
Pantomime 哑剧，用手势表达
Participation 参与
Receptive 接受性的
Scenario 剧本
Stimulate 激发
Stimulus 刺激，促进因素
Substitution drills 替换练习
Target language 目标语，指要学习的语言
Unpredictability 不可预见性
Teaching of Reading
阅读教学
#A1 code 语码
a system of words, letters, numbers, etc.
#A1 decode 解码
to discover the meaning of a code
#A1 encoding 编码
putting … into a code
#A1 decoding 解码
discovering the meaning of a code
#A1 Skimming 掠读
Skimming means reading quickly to get the gist, i.e. the main idea of the text.
It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important points. After that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace.
#A1 Scanning 略读
Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etc. The key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading.
#A2 Top-down approach 自上而下模式
It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.
#A2 Bottom-up approach 自下而上模式
It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.
#A1 Distinguishing 辩识
finding the main idea from supporting details
#A1 Predicting 预测
guessing what is coming next
#A2 SQ3R Strategy SQ3R阅读策略
SQ3R is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.
The first step is to survey the material for content and organization to create a mental map of the text and selective reading;
The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later; The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;
The fourth step is to recite to actively make mental connections among main ideas and details;
Finally, review the entire chapter or article to see how the information fits together.
#A2 PQ4R Strategy PQ4R阅读策略
PQ4R Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing.
The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;
The second step is to predict questions that may be answered by the material;
The third stage is to carefully read the complete text, unlike SQ3R to read section by section, recording notes in the margin or underlining important information that answers the predicted questions. In this stage, reflection phase, information from the entire chapter or article is linked together. The reader should attempt to develop insight into the topic and make associations among the important material noted while reading. The fourth stage, recitation, involves summarizing the main points and supporting details of the complete text.
In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood.
#A2 RAP Strategy RAP阅读策略
The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to
understand main ideas and supporting details by emphasizing paraphrasing skills.
Read one paragraph of the text at a time;
Ask oneself what the main idea of the paragraph is, then;
Paraphrase the identified details supporting the main idea finally and record them.
#A2 REAP Strategy REAP阅读策略
The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas.
The first step of the strategy is to read the text.
After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step.
Annotation of a text that explains and/or critique the text is made in the third step. Different aspects of the text are handled differently when writing annotations. All together there're ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.
In the fourth step the student evaluates (ponder) the annotation for accuracy and completeness. The teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.
#A2 SNIPS Strategy SNIPS阅读策略
The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aids. The steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone.
The first step is to start with questions like "Why am I looking at this visual aid?" The reader then asks questions to determine what kinds of
information on which to focus, depending on the type of visual aid presented.
In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colors. And activate prior knowledge as it relates to the subject.
Identify the main idea of the graphic in the third step.
Plug the important matter into the chapter in the fourth step. Consider how the visual aid relates to the main ideas of the chapter or article. In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.
#A2 PRSR Strategy PRSR阅读策略
PRSR stands for preview, read, self-test, and review. Text organization, paraphrasing, and self-evaluation are stressed in PRSR strategy.. In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the text. Examine the illustrations for additional information. Look at the words in italics or bold print. Read the summary and then skim any review questions or discussion questions at the end of the chapter.
In reading stage, form the headings into questions and then read with the goal of answering those questions. Identify important points by underlining or taking notes. Clarify meanings further with visual imagery.
In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the text. Use summaries to organize important information. Try explaining key ideas and concepts to another person. For reviewing check answers to review questions against the text.
Reconsider information that was forgotten or misunderstood. Repeat the self-test and review stages until the material is mastered. Then review periodically to keep the information in long-term memory.
#A2 PROR Strategy PROR阅读策略
The PROR Strategy involves pre-reading, reading, organizing and reviewing. In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide reading. Recall prior knowledge related to the
subject to form more questions.
In the second stage, read with the goal of answering the questions. Annotate key concepts, supporting details, and examples. Consider how illustrations relate to the text.
In organizing stage, develop rehearsal strategies to organize the
important information and commit it to memory. Answer the questions aloud. Compare the text to lecture material.
Last, reduce the information to the bare essentials. Target the
information that was unclear. Talk through the material to yourself or another student.
#A2 PARTS Strategy PARTS阅读策略
The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learning. The five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships.
For the perform goal setting stage, consider the reason you are analyzing the text parts.
In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and words. Analyze one part at a time. Explain the information included in each part. Then, based on one part, predict what the next part will discuss. After reading all parts, tie them together. During the review big parts stage, review the introduction and summary of the text. Search for signal words, such as "the most important" or "the purpose is," that indicates the main ideas. Decide what the author's main goal or purpose is. Relate the new information to knowledge you have already read about the subject. Paraphrase the main ideas into your own words.
In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictions. Check the questions at the end of the text.
For the last stage, state relationships, consider how the text relates to other texts in the unit. Consider how the text relates to the course objectives indicated on the syllabus. Consider how the text relates to what you already know about the subject.
#A2 DISSECT Strategy DISSECT阅读策略
DISSECT stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root
word, check with someone, and try the dictionary. It is a word identification strategy.
It emphasizes the systematic analysis of a word using context and word element clues.
#A2 CSSD Strategy CSSD阅读策略
The CSSD strategy is a four-step procedure combining a number of
approaches for learning vocabulary words and meanings. SCCD stands for context, structure, sound and dictionary.
The first step is to consider the context of the word.
The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes.
The third step is to analyze the word phonetically by breaking it into units of sound.
If these methods do not work, consult the dictionary in the last step. #A2 VOCAB game 词汇游戏
The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).
The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.
#A4 The Patterned Language Approach 模式语言策略
The patterned language approach is to practice word identification skills with an emphasis on word meaning.
It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards. #A4 The Creative Mapping Strategy 图式阅读策略
The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text.
#A2 guided reading 指导性阅读
Guided reading refers to timed reading conducted in class under the control and guidance of the teacher
#A2 pre-reading activities 阅读前活动
We mean tasks/activities that students do before they read the text in detail.
#A3 a transition device 转换方式
A transition device is the way to transfer information from one form to another
#A2 referential words 指示词
Referential words are words such as pronouns to refer to people or things already mentioned previously in the context
#A2 making inferences 推理
Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.
#A2 Role-play 角色表演
Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play. #A1 subvocalization 默念
Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.
The Teaching of Writing
写作教学
#A anticipate 预测
#A brainstorm 集思广益
#A chunk 片语
#A2 coherent unity 前后一致的整体
#A command 命令句
#A competence 能力
#A compile 收集
#A2 comprehensive recognition 理解性认知
#A conjunction 连接词
#A context 语境，上下文
#A coordinator 协调连词
#A2 Creative writing 创造写作
#A cursive 手写体
#A diagram 图表，图集，文图
#A diction 语言风格
#A exclamation 感叹句
#A feedback 反馈
#A framework 框架
#A2 gap filling 填空
#A genre 风格，体裁
#A highlight 标明
#A incorporate 包括，纳入
#A2 information explosion 信息爆炸
#A interaction 交流，合作
#A2 interior relation 内在的联系
#A2 Jigsaw writing 割画写作
#A linker 连接词
#A2 Matching words 词组填空
#A morphology 形态
#A muddled 乱序的
#A OHP overhead projector 投影仪
#A2 Pattern drills 句型练习
#A2 Picture writing 看图写话
#A2 pie chart 饼型图表
#A proofread 审读
#A punctuation 标点
#A readership 读者
#A3 Rearranging scrambled sentences 乱句重组
#A reference. 注解
#A2 resulting text 完成稿
#A revise 校订
#A2 rhetorical purposes 修辞目的
#A semantic 语义的
#A2 Sentence chains 句子连接
#A2 sentence combining 句子组合
#A2 sentence completion 完成句子
#A4 Sentence judging and making 判断句子和造句
#A2 Sentence linking 连句成段
#A sequencer 顺序词
#A statement 陈述句
#A2 structurally complete 结构完整
#A2 substantial guidance 大量的指导
#A syntax 句法
#A transcend 超越
#A transformation 转换
#A transition 过渡连接
#A2 treasure hunt 寻宝
Teaching of Translation
翻译教学
acquire 习得
active L2 vocabulary 积极外语词汇
bilingual 双语的
classification 分类
communicative ability 交际能力
communicative function 交际功能
a communication-oriented activity 以交际为中心的活动
comparison and contrast 比较和对照
cross lingual technique 跨语言（教学）法
equivalent expression 相对应的表达
FLT(foreign language teaching) 外语教学
free interpretation 自由口译
functional equivalent 功能对应的表达
grammar formula 语法公式
initial 首字母缩写词
L2 proficiency 外语水平
language proficiency 语言水平
plural noun 复数名词
privacy 隐私
reference system 参照系统
similarities and differences 异同点
style 风格
taboo 禁忌
target culture 目标语文化
teaching/learning technique 教/学方法
third person singular 单数第三人称
word list 单词表
The Organization and Management of Classroom Activities
课堂组织与活动设计
active listening积极聆听
agenda议程
attention span注意力
automatic reaction机械反应
classroom interaction课堂互动
classroom routine课堂常规
communicating style传播风格
communication model交际模式
consultant咨询者
cyclical (sequence)循环次序
facilitator协助者
follow-up跟踪练习
group work activities小组活动
half dialogue补全对话
information gap信息沟
instructor指导者
linear sequence线性次序
loss of control（课堂）失控
motivation动机
questioner提问者
remedial teaching纠错教学
rhetorical devices修辞手法
pair work activities结对活动
personalizing个体化
prompts提示
repetition dialogue重复对话
substitution dialogue替换
sequencing次序安排
supervising监督，管理
the need to communicate交际需求
transmission model传授模式
whole class work activities全班活动
The Use of Blackboard and Simple Drawing
黑板与简笔画运用
blackboard arrangement 黑板布局
board writing 板书
dynamic person 动态人物画
full cursive 草体
inanimate object 静物
main board writing 主板书
minor board writing 副板书
printing style 印刷体
simple blackboard drawing 黑板简笔画
simple cursive 简单草体；行体
simple picture 简笔画
static image 静物画
stick figure 简笔人物画
writing style 书体，字体
web 网状图形
Making Teaching Aids
教具制作
alphabet chart 字母表
authentic printed material 原文材料
flip chart 浏览图表
grammar chart 语法图表
JEFC 初中英语
model 模型
object visual 实物教具
phonetic chart 语音图表
picture flash card 图画卡片
questionnaire 问卷
sentence building card 组句卡
sentence building grid 组句表格
speech organ 发音器官
syllable wheel 音节风车
teaching aids 教具
visuals 可视教具
wall picture 墙画
wall poster 墙贴
word building card 组词卡
word flash card 单词卡片
word map 联想图表
word slide 单词滑梯
work card 练习卡
work sheet 分发材料
The Organization of Outside Class Activities
课外活动设计
affirmative answer 肯定回答
allocation of roles 角色分配
assessment 评估
assessor 评估者
bilabial 双唇音
brainstorm 集思广益/大脑风暴
Chinese Pinyin 汉语拼音
closed pairs 练习式结对活动
designing 设计
communicative ability 交际能力
communicative function 交际功能
content feedback 内容反馈
consonant clusters 辅音连缀
compulsory course 必修课
classroom teaching 课堂教学
demonstration 示范，演示
demonstrator 示范者，演示者
diphthong 双元音
elicitation 诱导，引出
evaluation 评价
exponents 范例
feedback 反馈
form feedback 形式反馈
falling tone 降调
fluency practice 流利度训练
group work 小组活动
information gap 信息沟
instructor 指导者
intensive reading 精读
interactional language 交际性语言
intonation 语调
indoor activities 室内活动
jazz chants 爵士乐
jigsaw games 拼图游戏
language units 语言单位
language input 语言输入
language proficiency 语言熟练度
manners of articulation 发音方法
mime 模拟, 模仿
monitor 监督者，监督者
nasals 鼻音
noughts and crosses 拼字游戏
open pairs 演示性接对活动
organizer 组织者
outdoor activities 室外活动
pair work 结对活动
participation 参与
places of articulation 发音部位
practice stage 实践阶段
procedure 步骤
prompts 提示性语言
pronunciation practice 语音练习
quiz 知识小测验
remedial measures 补救性措施
rhyme 韵律
rhythm 节奏
rising tone 声调
received pronunciation 标准语音
role plays 角色扮演
safety coefficient 安全系数
scan 略读
skim 快读
supplementary form 补充形式
supervisor 督促者
stress 重音
structure practice 结构练习
teaching syllabus for full-time secondary schools 全日制中学教学大纲 tongue twisters 绕口念
vocal organs 发音器官
vocabulary practice 词汇练习
Lesson-plan Writing
教案撰写
1. language learning objective 语言学习目标
2. curriculum 课程目标
3. action and interaction 作用和相互作用
4examination prescription 考试指南
5. philisophy of teaching 教学观念
6. practicality 实用性
7. pragmaticality 实效性
8. motivational drive 动力驱动
9. reality 现实性
10. learning strategy 学习策略
11. terminal objective 结果目标
12. enabling objective 过程目标
13. evaluation 评价
14. formative assessment 形成性测试
15. assignment 作业布置
16. language acquisition 语言习得
17. individual difference 个体差异
18. auditory 听觉
19. scientificity 科学性
20. variety. 多样性
21. flexibility 灵活性
22. creativity 创造性
23. learner-centered 学生中心
24. awareness of syllabus 大纲意识
25. contextualized setting 语境
The Meaning and Functions of Assessment
学习效果评估
achievement assessment 成绩评估 achievement test 成绩考试
alternative options 选择项
analytic scoring 分解评分法
anecdotal notes 笔记
anecdotal records 笔记
aptitude assessment 学能评估
aptitude test 学能考试
assessment method 评估方法
assessment result 评估结果
assessment technique 评估技巧
attainment test 成绩测试
backwash 反拨作用
checklist 清单
class assignment 课堂作业
classroom test 自编考试
cloze test 完形填空
comparing function 比较功能
conference 讨论会
criterion 标准
criterion-referenced test 标准参照考试 diagnostic assessment 诊断评估
diagnostic test 诊断考试
dialogue journal 日记
dictation with competing noise 干扰听写 direct testing 直接考试
discrete point test 分离式测试
distracter 干扰项
elicited dictation 复述听写
essay test 作文式试题
evaluation 评价
feedback 反馈
final achievement test 结业成绩考试 final exam 期末考试
formative test 形成性考试
grade 评分等级
grade 评分
group project 集体项目
holistic scoring 整体评分法
home assignment 家庭作业
homework 家庭作业
impression-based scoring 印象评分法 impressionistic scoring 印象评分法 indirect testing 间接考试
information transfer 信息转换
informational function 信息功能 instructional function 教学功能 instrumental function 工具功能 integrative test 综合性测试
interview 面试
key, answer, correct option 正确答案 learning function 学习功能
matching items 配对题
measurement 测量
mid-term exam 期中考试
motivation 动机
motivational function 动机功能 multiple choice 多项选择题
non-standardized test 非标准化考试 norm 常模
norm-referenced test 常模参照考试 objective test 客观型考试
observation 观察
open-ended question 开放式试题 options 选择项
partial dictation 填空听写
performance testing 行为测试
placement test 分班考试，摸底考试 portfolio 文件包
pragmatic test 语用测试
process 过程
product 结果
proficiency test 水平考试
proficiency assessment 水平评估
progress achievement test 成绩进展考试 project 项目
questionnaire 问卷
regulatory function 调节功能
reinforcement 强化
reliability 信度
remedial teaching 补救教学
selection test 选拔考试
self-assessment 自我评估
spot dictation 定点听写
standard dictation 标准听写
standardized test 标准化考试
stem 题干
subjective test 主观型考试
summary cloze 概要完形填空
summative test 总结性考试
teaching objective 教学目标
teaching procedure 教学步骤
true or false items 正误选择题，判断题 validity 效度
Doing Language Teaching Research
教学技巧的研究与开发
Cluster Sampling 整群抽样
Cohort Design 类似群体设计
Control Variable 控制变量
Criterion Group Design 标准组设计
Dependent Variable 依变量
Expectancy Effect 期望效应
Experimental Mortality 实验死亡率
External Change 外部变化
External Validity 外部效度
History 历史
Independent Variable 自变量
Instability 不稳定性
Instrumentation 手段
Interaction of Several Factors 因素的交互组合
Internal Change 内部变化
Internal Validity 内部效度
Interrupted Time Series Design 间断时间次序设计
Maturation 成熟
Moderator Variable 调节变量
Non-Designs 前实验设计
Nonequivalent Dependent Variables Design 非等值依变量设计 Observational Techniques 观察技巧
one-group posttest-only design 一组实验后测试设计 one-group pretest-posttest design 一组实验前后测试设计 Operational Definition 操作定义
Outcome Variable 结果变量
posttest-only control group design 只有实验后测试的控制组设计 Prestest-posttest control group design 实验前后测试的控制组设计 Pretesting 前测试
Quasi-Experimental Designs 准实验设计
Questionnaire 问卷调查
Quota Sampling 定额抽样
Random Sampling 随机抽样
Repeated Treatment Design 反复处理设计
Research Hypothesis 研究假设
Selection 选择
Statistical Regression 统计回归
Systematic Sampling 系统抽样
True Experiment 真正的实验
Untreated Control Group Design with Pretest and Posttest