Monophthong – only one pair of pants

Note-taking – a way of stopping budding classroom romances

Paragraphing – going beyond graphs

Phoneme – the smallest sound in the language, made by making the opening of your mouth tiny as if you are sucking a very thin straw

Post-reading tasks – “Ask me at least 5 more vocab questions about the text” (Please! We’ve got six minutes left and I’ve run out of material!)

Prefix –

before losing your tackle

Pre-reading tasks – “Open your books” and “Find the text on page 32”

Process writing – spending so much time thinking about how you are going to write something that you get zero down on paper by the due date

Productive skills – ones that make you money

Proof-reading – students deliberately giving their workbook or graded reader rabbit ears so it looks like they have been using it

Question tag – what Surrealists attach to their check in baggage

Reading for gist – not to be confused with reading for gism

Reading for specific information – a euphemism for just looking at the pictures

Receptive skill – the skills of being a receptionist , or being able to tune the radio

Scanning – the first stage of “writing” an article for homework for the average Southern European or East Asian student

Secondary stress – caused by teaching teenagers

Sentence stress – students getting more and more het up as they realise that they don’t know how to finish what they are saying

Skimming – like a stone bouncing on a lake, being able to get through the whole class whilst only having to explain three or four pieces of language, due to “concentrating on skills”

Subskill – being able to survive covering someone’s class but not being so good as to show the usual teacher up, or used to describe a student without any actual skills in English

Synonyms – names your mother calls you when you’ve been naughty

Topic sentence – one about nuts and/ or chocolate

Unstressed – the brief period between finishing your CELTA and being offered your first teaching job

Word stress – anxiety caused by vocabulary in the text that the teacher knows they can’t explain

If that ain’t enough for you, you’ll be wanting to take a look at Part 20.