The mental framework of knowledge and experiences stored in the brain. - SCHEMA, Encouraging students to use what they already know to understand a new topic. - ACTIVATE SCHEMATA, What a learner already knows about a topic before reading or learning about it. - PRIOR KNOWLEDGE, The first stage of a lesson where teachers help students connect to the topic. - LEAD-IN STAGE, Linking lesson topics to students’ experiences to make learning meaningful. - PERSONALIZATION, Teachers can help students understand this by providing a clear ... or presenting the word in ... to show how it is used naturally - definition, cotext, FORM is about the way the word is structured. This includes its ... , how it changes in different grammatical forms, and its ... to ensure correct writing. - syllables, spelling, PRONUNCIATION focuses on how the word is said. Teachers should highlight important features such as ... , which parts of the word are emphasized, and ..., which are the individual sounds that make up the word. - stress, phonemes, APPROPRIACY is about when and where a word is appropriate to use. This includes understanding .... , which refers to the level of formality, and knowing if a word is suitable for professional, casual, or informal situations. - register, Whole-class practice - Use CHORAL DRILLING (the whole class repeats after you), Check each student's pronunciation - Use INDIVIDUAL DRILLING (nominate individuals), Long and difficult words/ phrases - Use BACKCHAINING (drill supercalifragalisticexpialidocious by drilling each syllable from the end to the beginning), Help distinguish similar sounds - Use MINIMAL PAIRS (drill a pair of words that contain 1 different sound - CAR/FAR, CUT/COT, SEA/SHE), Students are very shy - Use WHISPER DRILLING (drill in silence or whispers), Master each sound or improve enunciation - Use PHONEMIC DRILLING (drill each syllable from the beginning)Master each sound or improve enunciation, the act of pronouncing words or parts of words clearly - enunciation, Engage group participation from young learners - Use CHAIN DRILLING (each student repeats another), Practice connected speech and multiple words at once - Use SUBSTITUTION DRILLING (each student replaces one word in the sentence - It’s likely that she knows. > It’s unlikely that she knows. > It’s certain that she knows.) ,

terms CELTA

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