Communicative approaches
A way of teaching and practising language which is based on the principle that learning a language successfully
involves communication rather than just memorising a series of rules. Teachers try to focus on meaningful
communication, rather than focusing on accuracy and correcting mistakes. See Grammar-Translation method.
Comparative adjective: see adjective.
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Complement
Words or phrases that complete the meaning of another word or a sentence e.g. in the sentence ‘He
gave the man a ticket’, ‘the man a ticket’ is the complement. In ‘Jane was unavailable’, ‘unavailable’ is
the complement.
Complex
Complicated, not simple.
Complex sentence
A sentence containing a main clause and one or more subordinate clauses.
Components (of a lesson plan)
The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns, anticipated problems,
assumptions, timetable fit, personal aims.
Compound
Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning,
e.g. assistant office manager, long-legged.
Compound noun: see noun.
Comprehension
Understanding a spoken or written text.
Concept
Idea or meaning.
Concept questions, concept checking
A concept question is a question asked by the teacher to make sure that a learner has understood the meaning of
new language, e.g. Teaching the new grammatical structure ‘used to’, using the example – He used to live in Paris.
Concept question – Does he live in Paris now? Answer – No.
Concept checking is the technique of asking concept questions or using other techniques to check that learners have
understood a new structure or item of lexis.
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