Tkt glossary

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

Módulo de TKT

“GLOSSARY: UNIT 1 TO 8 FROM THE TKT BOOK”Name: Amparo Pullupaxi

Noveno Semestre “A”Dra. Wilma Suarez

Word:

focus on form

Phonetic transcription:

/ˈfəʊkəs ɒn ˈfɔːm/

Definition:

Paying attention to the

words/parts of words that

make a language structure or

to spelling or pronunciation.

Illustration:

Example:

- When adults learn a new language they focus on form more than on fluency.

How to teach it :

The best way to teach that to my students is encouraging them to pay attention to

the word structure and also to practice spelling.

Word:

accuracy


/ˈækjərəsi/

Definition:

The use of correct forms of

grammar, vocabulary,

spelling and pronunciation

Illustration:

Example:

- Children do not care about accuracy when they are acquiring their mother

tongue.

How to teach it :

The best way to help to my students getting a good language accuracy is

providing them new vocabulary or new phrases, so in that way they can practice

and to apply in their learning.

Word:

function


/ˈfʌŋkʃn̩/

Definition:

To be used as another thing

or to do what another thing

usually does, a phrase that

functions as an adverb.

Illustration:

Example:

- “I’m sorry”

- Good Morning!”

How to teach it :

The best way to teach that to my students is providing them a list of functions and

to encorage them practicing and applying that in small writings.

Word:

feature


/ˈfiːtʃə/

Definition:

A piece of writing about a

subject in a newspaper or a

magazine.

Illustration:

Example:

- He has wonderful strong features.

How to teach it :

The best way to teach my students what is a feature is to providing them a small

text and asking them to underline the unknown words , so that can be a feature.

Word:

base word


/beɪs ˈwɜːd/

Definition:

In grammar, the

simplest form of a verb,

without a specia lending:

Illustration:

Example:

- The base form of "calling" is "call".

How to teach it :

The best way to teach my students what is a base word is giving them a list of

verbs and explaining that we can get another word if we add a special lending in

the base word.

Word:

Convey Meaning


/kənˈveɪ ˈmiːnɪŋ/

Definition:

To express or communicate

meaning.

Illustration:

Example:

- Educators look for ways to convey meaning to students catch up the ideas

faster.

How to teach it :

The best way to teach that to my students is performancing or showing the

meaning of new words, it can be by using some materials or body language.

Word:

Contraction


/kənˈtrækʃn̩/

Definition:

A shorter form of a group of

words, which usually occurs

in auxiliary verbs.

Illustration:

Example:

- Contractions are commonly used in informal language to speak faster.

How to teach it :

He best way to teach contractions to my students is teaching firstable the verb To

Be and showing them that He is and He’s is the same, we can say that it is just a

shorter form.

Word:

Affix


/əˈfɪks/

Definition:

A meaningful group of letters

added to the beginning or end

of a word to make a new

word, which can be a

different part of speech from

the original word.

Illustration:

Example:

- Affixes are important to create new words giving a new meaning.

How to teach it :

The best way to teach that to my students is explaining that if we add an affix to a

word at the begining it change copletely the meaning, we can use some

flashcards in order to do it more understandable.

Word:

prefix


/priːˈfɪks/

Definition:

A group of letters added to

the beginning of a word to

make a new word.

Illustration:

Example:

- extracurricular

-overconfident

- unhappy

How to teach it :

The best way to teach prefix to my students is explaining them that there are

many words that if we add prefix those change totally the meaning, I can explain

it by using flashcards.

Word:

homophone


/ˈhɒməfəʊn /

Definition:

A word which sounds the

same as another word, but

has a different meaning or

spelling.

Illustration:

Example:

-peal/peel

-peer/pier

- for/four/fore

How to teach it :

The best way to teach that to my students is explaining the differences between

some words that have the same pronunciation but with different meaning or

spelling. I would teach by showing pictures.

Word:

suffix


/ ˈsʌfɪks/

Definition:

Is a group of letters

placed after the root of a

word.

Illustration:

Example:

-comfortable

-happily

- friendless

How to teach it :

The best way to teach sufix to my students is explaining them that there are

many words that if we add sufix those change completely the meaning, I can

explain it by using flashcards.

Word:

Chunk


/tʃʌŋk/

Definition:

Any pair or group of words

commonly found together or

near one another.

Illustration:

Example:

- “by the way”

- “at the end of the day”

How to teach it :

The best way to teach that is showing pictures or flash cards that really get the

students attention and also explaining that chunks usually are words together to

form a phrase .

Word:

collocation


/kɒləˈkeɪʃn̩/

Definition:

Words which are regularly

used together. The relation

between the words may be

grammatical, for example

when certain verbs/adjectives

collocate with particular

prepositions

Illustration:

Example:

- pay attention

- save electricity

- keep a secret

How to teach it :

The best way to teach that to my students is provideing them a list of vocabulary

and prepositions in order to practice them, after that to ask students to used a

preposition and a word together in that way they are goning to know what is a

collocation.

Word:

idiom


/ ˈɪdɪəm/

Definition:

An idiom is an expression,

word, or phrase that has a

figurative meaning. In other

words, idioms don't mean

exactly what the words say.

They have, however, hidden

meaning.

Illustration:

Example:

-“Out of the blue” means something happens that was unexpected.

- Jump the gun - would mean to be doing something early

- Pay the piper - means you need to face the consequences of your actions

How to teach it :

The best way to teach that to my students is explaining them that in English there

are some expressions that has figurative meaning but they don’t mean what the

words say, I would teach it by presenteing PP.

Word:

lexis


/ˈleksɪs/

Definition:

Individual words or sets of

words

Illustration:

Example:

- She put it away.

- She put it.

How to teach it :

The best way to teach that to my students is showing them flashcards that

describe the accion or what is happening in the picture.

Word:

False friend


/ˈfɔːls ˈfrend/

Definition:

A word in the target language

which looks or sounds as if it

has the same meaning as a

similar word in the learners’

first language but does not.

Illustration:

Example:

- dessert: postre (y no desierto, que se dice desert)

- costume: traje, disfraz (y no costumbre, que se dice custom, habit)

- embarrassed: avergonzado/a (y no embarazada, que se dice pregnant)

How to teach it :

The best way to teach that to my students is telling them that there are many

words that the writing or the pronunciation is the same in Spanish as in English

and we have to be careful when we use those words. Showing pictures it will be

great for learners.

Word:

Homonym


/ˈhɒmənɪm/

Definition:

Two or more words that have

the same sound or spelling

but differ in meaning.

Illustration:

Example:

- ant/ aunt

- lie /lye

-yolk/yoke

How to teach it :

The best way to teach that to my students is showing flashards and explainig them

the differences between those words.

Word:

diphthong


/ˈdɪfθɒŋ /

Definition:

A vowel combination which

is pronounced by moving

from one vowel to another.

Illustration:

Example:

-Iə - here

-eI – wait

- aI – my

How to teach it :

The best way to teach that to my students is practicing the vowel sounds and how

it is pronounced when we combine vowels, in that way we can differentiate

diphthongs in a word.

Word:

Phonology


/fəʊˈnɒlədʒi/

Definition:

The study of sounds in a

language or languages.

Illustration:

Example:

- Phonology is a big field to be studied by linguists.

How to teach it :

The best way to teach that to my students is practicing many times the sounds of

each consonant and vowel by looking in a mirror themselves

Word:

Phoneme


/fəʊniːm/

Definition:

The smallest sound unit

which can make a difference

to meaning.

Illustration:

Example: - Phonemes are easily recognized in Plurals.

How to teach it :

The best way to teach to my students what is a phoneme is xplaining them

singulars and plurals by showing pictures.

Word:

rhythm


/ˈrɪðəm/

Definition:

Rhythm is both a feature of

and product of the

phonological structure of

English.

Illustration:

Example: - why did you?

- unpopular

- first girl

- Christmas

How to teach it :

The best way to teach that to my students is providing natural models of new

target language before introducing the written form. Using natural language

themselves in the classroom. Encouraging learners to listen carefully to authentic

speech. Teachig recognition before production. Integrating rhythm and other

aspects of phonology into grammar, vocabulary and functional language

lessons as well as listening and speaking activities.

Word:

Voiced sounds


/vɔɪst ˈsaʊndz/

Definition:

To produce a voiced sound,

the voice is used.Movement

or vibration can be felt in

thethroat.

Illustration:

Example:

-They

- book

-dish

How to teach it :

The best way to teach that to my students is making them practice with a partner

in order to make them to realice the vibration that some consonants or vowels

have when they are pronounced.

Word:

Unvoiced sounds


/ʌnˈvɔɪst ˈsaʊndz/

Definition:

To produce an unvoiced

sound, no voice is used.

Illustration:

Example:

-She

-Please

- king

How to teach it :

The best way to teach that to my students is making them practice with a partner

in order to make them to realice that some consonants or vowels don’t have

vibration when they are pronounced.

Word:

emphasize


/ˈemfəsaɪz/

Definition:

If you emphasize something

you say or write, you give it

special importance so that

people will notice it.

Illustration:

Example:

- The report emphasize the important of education.

How to teach it :

The best way to teach that to my students is providing them a reading in order to

get the most important part from that so that is emphasize.

Word:

minimal pairs


/ˈmɪnɪml̩ peəz/

Definition:

A minimal pair consists of

two words that have just one

small difference in sound

with different meanings.

Illustration:

Example:

- pin - bin

- bet - bed

- ship - sheep

How to teach it :

The best way to teach that to my students is making them practice the small

difference that those words have. I would teach by showing pictures with the

words.

Word:

exponent


/ɪkˈspəʊnənt/

Definition:

An example of a grammar

point, function or lexical set.

Illustration:

Example:

- We use exponents in our daily speaking activities.

How to teach it :

The best way to teach that to my students is asking them to write some simple

sentences in order to use a function, so in that way students are going to

understand what is an exponent.

Word:

Appropriacy


/əˈproʊpriəsi/

Definition:

Language which is suitable in

a particular situation.

Illustration:

Example:

- It is important to know when to use appropriacy according to the situation and

environment.

How to teach it :

The best way to teach that to my students is explaining them that language is used

according to the situation in which you are and also it is important to know who

are the people we are talking with.

Word:

neutral


/njuːtrəl/

Definition:

Not taking sides in

a quarrel or war.

Illustration:

Example:

- I see, she said in a neutral tone.

How to teach it :

The best way to teach that to my students is explaining that neutral is likyes or no.

It is not affirmative eather negative.

Word:

Inappropriate


/ɪnəˈprəʊprɪət/

Definition:

Language which is not

suitable in a particular

situation.

Illustration:

Example:

- We have to be careful not to use inappropriate language when we talk with

important people.

How to teach it :

The best way to teach that to my students is explaining them that language is used

according to the situation in which you are and also it is important to know who

are the people we are talking with. I would tell my students that it is rude to shout

out by cell phone.

Word:

Register


/redʒɪstə/

Definition:

The formality or informality

of the language used in a

particular situation. Formal

register or language is that

used in serious or important

situations.

Illustration:

Example:

- We often change the register of our language according to the place in which

we are

How to teach it :

The best way to teach that to my students is explaining how they have to use the

language in formal or informal situation.

Word:

structure


/strʌktʃə/

Definition:

To arrange something in a

clear organized way.

Illustration:

Example:

- Some students like to study in the mornings.

How to teach it :

The best way to teach that to my students is asking them to write sentences and

recognize the article, noun, verb, preposition to analyze if it is a well structured

sentence.

Word:

extract


/ɪkˈstrækt/

Definition:

Formal to remove something

from a place or thing.

Illustration:

Example:

- To write a great essay we have to extracted some terms from the web.

How to teach it :

The best way to teach that to my students is drawing a cake on the board and

taking from it somes pices, so they are going to catch what is extract.

Word:

receptive skill


/rɪˈseptɪv skɪl/

Definition:

The receptive skills are

listening and reading,

because learners do not need

to produce language to do

these, they receive and

understand it. These skills are

sometimes known as passive

skills.

Illustration:

Example:

- Often in the process of learning new language, learners begin with receptive

understanding of the new items, then later move on to productive use.

How to teach it :

The best way to teach that to my students in the classroom is explaining the

relationship between receptive and productive skills, it is a complex one, with one

set of skills naturally supporting another. For example, building reading skills can

contribute to the development of writing.

Word:

coherence


/kəʊˈhɪərəns/

Definition:

When ideas in a spoken or

written text fit together

clearly and smoothly, and so

are logical and make sense to

the listener or reader.

Illustration:

Example:

- Journalists and professional writers should be careful to use coherence in their

writings.

How to teach it :

The best way to teach that to my students is asking them to write a small

paragraph about any topic, providing learners some useful vacabulary in order to

give sense to that writing.

Word:

cohesion


/kəʊˈhiːʒn/

Definition:

The way spoken or written

texts are joined together with

logical grammar or lexis.

Illustration:

Example:

- Cohesion is important for student to write sensical essays.

How to teach it :

The best way to teach that to my students is explaining that cohesion is an

important part when speaking or writing, if learners use the correct grammar.

Word:

discourse


/dɪskɔːs/

Definition:

Spoken or written language

in texts or groups of

sentences.

Illustration:

Example:

- The discourse given by President Rafael Correa in Harvard was remarkable.

How to teach it :

The best way to teach that to my students is encouraging them to practice a lot of

vocabulary to get a great discourse.

Word:

Skimming


skɪmɪŋ

Definition:

To read a text quickly to get a

general idea of what it is

about.

Illustration:

Example:

- In the TOEFL module we are being trained to learn how to skim large texts.

How to teach it :

The best way to teach that to my students is asking them to read a text quickly to

get a general idea, so they are going to understand what is skimming.

Word:

reading for gist


/riːdɪŋ fə dʒɪst/

Definition:

Gist is the general meaning

or purpose of a text, either

written or spoken. Reading a

text ... learners read it quickly

for gist, and then match the

text to a picture that

summarises what happens

Illustration:

Example:

- The most important activity in our class was when students had to read for gist.

How to teach it :

The best way to teach that to my students is asking them to read a text quickly to

get a general meaning. After that learners are going to be able to match the pieces

of the text.

Word:

layout


/leɪaʊt/

Definition:

The way in which a text is

organized and presented on a

page. Certain texts have

special layouts.

Illustration:

Example:

- There are different newspapers that present different layouts on their pages

How to teach it :

The best way to teach that to my students is asking them to write a small

paragraph in an organized way following the steps of writing.

Word:

productive skill


/prəˈdʌktɪv skɪl/

Definition:

The productive skills are

speaking and writing, because

learners doing these need to

produce by listening to it and

reading it.

Illustration:

Example:

- We as teachers must assess the productive skills to our students.

How to teach it :

The best way to teach that to my students is asking them to read a text and

understand by listening and reading it by themselves.

Word:

Narrating


/nəˈreɪtɪŋ/

Definition:

To tell a story or talk about

something that has happened.

Illustration:

Example:

- It is good to narrate stories using the target language to get fluency on speaking

How to teach it :

The best way to teach that to my students is asking them to tell a story in front of

the class .

Word:

Logical


/lɒdʒɪkl̩/

Definition:

Based on reason. A lesson is

logical if the stages follow an

order which makes sense and if

one stage leads clearlyand

obviously to another.

Illustration:

Example:

- It is logical to study before an exam.

How to teach it :

The best way to teach that to my students is encouraging them that everything that

they do, they have to follow stages in order to get sense on what they have done.

Word:

topic sentences


/ˈtɒpɪk ˈsentənsɪz/

Definition:

Is a sentence that captures the

meaning of the entire

paragraph or group of

sentences. It tells what the

passage is mainly about.

Illustration:

Example:

- “There are many possible contributing factors to global warming”.

How to teach it :

The best way to teach that to my students is asking them to write a paragraph about

anything by taking into account that the topic sentense must be at the begining.

Word:

cohesive devices


/kəʊˈhiːsɪv dɪˈvaɪsɪz/

Definition:

A feature in a text which

provides cohesion, e.g. use

of topic-related vocabulary

throughout a text, of

sequencingwords (then, next,

after that etc.)

Illustration:

Example:

- It is essential to use cohesive devices to avoid redundance.

How to teach it :

The best way to teach that to my students is providing them a list of sequencing

words in order to apply them in a writing.

Word:

proofreading


/ˈpruːfriːdɪŋ/

Definition:

The process of reviewing the

final draft of a text to ensure

that all information is accurate

and all surface errors have been

corrected.

Illustration:

Example:

- It is mandatory for students to apply the proofreading strategy in their essays.

How to teach it :

The best way to teach that to my students is giving them a text in order to review

and check it as a draft and correct the errors that the text had.

Word:

Draft


/drɑːft/

Definition:

Piece of writing that is not yet

finished, and may be changed.

A writer drafts a piece of

writing. That is. they write it

for the first time but not

exactly as it will be when it is

finished.

Illustration:

Example:

- I have to brainstorm my ideas to go through the drafting step but I cannot think

something worthy to write about.

How to teach it :

The best way to teach that to my students is asking them to write a personal leter

and after that interchange the papers with the whole learners in order to be

corrected the leters.

Word:

highlighted


/ˈhaɪlaɪtɪd/

Definition:

To draw attention to or focus

on something so that learners

realise it is important.

Illustration:

Example:

- We have to study and pay special attention to the highlighted parts we have in our

textbooks and notebooks for the exams

How to teach it :

The best way to teach that to my students is explaining them that in a reading from

newspapers or magazines they are going to underline the most important for them .

Word:

meaningful


/miːnɪŋfəl/

Definition:

Something which shows the

meaning of language.

Illustration:

Example:

- Good teachers set meaningful activities about real life situations to students learn

something meaningful and useful.

How to teach it :

The best way to teach that to my students is showing pictures or flashcards in order

to get easily the meaning of new words for them.

Word:

Linking


/ lɪŋkɪŋ/

Definition:

Connecting or joining somethin

g to something else.

Illustration:

Example:

- LINKING WORDS: meanwhile, first, second, then, next, later, finally .

How to teach it :

The best way to teach that to my students is explaing them that some words come

together when ther are pronounced, so that ir linking.

Word:

facial expressions


/feɪʃl̩ ɪkˈspreʃn̩z/

Definition:

Facial expressions reveal our

true feelings about a particular

situation. While you may say

that you are feeling fine, the

look on your face may tell

people otherwise.

Illustration:

Example:

- Just a few examples of emotions that can be expressed via facial expressions

include: happiness, sadness, anger, surprise, disgust, fear, confusion, excitement,

desire.

How to teach it :

The best way to teach that to my students is to express their feelings by making

facial movements in the fornt of the class.

Word:

Listen for gist


/lɪsn̩ fə dʒɪst/

Definition:

global understanding

Illustration:

Example:

- It is better for students if they practice listen for gist activities to improve

listening.

How to teach it :

The best way to teach that to my students is asking them to listen a song in order to

get a general meaning or idea from the song. After that learners are going to be able

to match the pieces of the song.

Word:

utterances


/ʌtərənsɪz/

Definition:

A spoken word, statement,

or vocal sound.

Illustration:

Example:

- A single utterance can correspond to more than one proposition.

How to teach it :

The best way to teach that to my students is explaining them that each word can be

an utterance, we can say that we use utterances everyday when speaking.

Word:

interaction pattern


/ɪntəˈrækʃn̩ ˈpætn ̩/

Definition:

The different ways learners and

the teacher work together in

class.

Illustration:

Example:

- Teachers usually use group works activiries as an interactive pattern in their

class for any activity.

How to teach it :

The best way to teach that to my students is helping students to correct what they

did wrong, also giving learners feedback according that they need because each

student has their own learning style.

Word:

infer attitude


/ɪnˈfɜː ˈætɪtjuːd/

Definition:

To decide how a writer or

speaker feels about something

from the way that they speak or

write, rather than from what

they openly say.

Illustration:

Example:

- It is easy to infer attitude because people express their feelings and mood

through the way they speak.

How to teach it :

The best way to teach that to my students is giving them the opportunity to express

their opinions about a book or a text, for example how the autor felt when he wrote

the book.

Word:

gestures


/dʒestʃəz/

Definition:

A movement of your body

(especially of your hands and

arms) that shows or

emphasizes an idea or a feeling

Illustration:

Example:

- Specific gestures can indicate particular moods.

How to teach it :

The best way to teach that to my students is to express what they feel by using the

body language in the fornt of the class.

Word:

monitor


/mɒnɪtə/

Definition:

Is to check on how project

activities are progressing. It is

observation; systematic and

purposeful observation.

Illustration:

Example:

- Monitoring is very important in project planning and implementation.

How to teach it :

The best way to teach that to my students is explaining them that each activity

should be checking by the teacher and also what is the teacher’s roles in the

classroom.

Word:

paraphrase


pærəfreɪz

Definition:

A restatement of a text,

passage, or work giving the

meaning in another form

Illustration:

Example:

- This is just a paraphrase of what he said, not an exact quote.

How to teach it :

The best way to teach that to my students is that they have to read the original two

or three times or until you are sure you understand it. Put the original aside and try

to write the main ideas in your own words. Say what the source says, but no more,

and try to reproduce the source's order of ideas and emphasis. Look closely at

unfamiliar words, observing carefully the exact sense in which the writer uses the

words.

Word:

drill


/drɪl/

Definition:

A technique teachers use for

encouraging learners to

practise language. It involves

guided repetition or practice.

Illustration:

Example:

- Sometimes drills are good to practice and improve pronunciation with students

How to teach it :

The best way to teach that to my students is asking them to repeat many times a

words that is unknown for learners in order to practice the correct pronunciation.

Word:

Oral Fluency


/ɔːrəl ˈfluːənsi/

Definition:

being able to speak using

connected speech at a natural

speed with little hesitation,

repetition or self-correction.

Illustration:

Example:

- Juan need to improve his fluency to star speaking with American native speakers.

How to teach it :

The best way to teach that to my students is to encourage them to practice

vocabulary to get a good fluency of the language, I would give feedback too.

Word:

Silent period


/ˈsaɪlənt ˈpɪərɪəd/

Definition:

The time when learners who

are beginning to learn a first

(or second) language prefer to

listen (or read) before

producing the language.

Illustration:

Example:

- Silence periods are allowed but just a few time, after learners have to try to

poduce at least a bit of the target language.

How to teach it :

The best way to teach that to my students is giving them the opportunity to read or

listen again about what they are learning, so in that way learners are going to

preoduce well the language.

Word:

Controlled practice


/kənˈtrəʊld ˈpræktɪs/

Definition:

When learners use the target

language repeatedly and

productively in situations in

which they have little or no

choice of what language they

use.

Illustration:

Example:

- Is a good idea to use controlled practice activities after teaching a topic with our

students

How to teach it :

The best way to teach that to my students is making them to interact each other in

the class, talking about the topic they have learned.

Word:

interactive strategies


/ɪntəˈræktɪv

ˈstrætədʒɪz/

Definition:

Interactive learning techniques

allow students the opportunity

to engage with new material as

they learn, allowing them to

process the information and

cement it into their knowledge

banks.

Illustration:

Example:

- Students really enjoy learning when techer use interactive strategies in the

classroom.

How to teach it :

The best way to teach that to my students is explaining pupils through lecture and

book work. While this method of education can be effective in educating students,

the task of learning can be made more enjoyable and easier if the teacher engages in

interactive learning strategies.

Word:

learnt by heart


/lɜːnt baɪ hɑːt/

Definition:

Things that are learnt only by

memorization.

Illustration:

Example:

- Sometimes when teachers send a lot of terminology to be studies for an exam we

have to learn by heart.

How to teach it :

The best way to teach that to my students is making them realice that sometimes it

is not a good idea to memorize each words, for example in an oral lesson it don’t

works because learners forget everything.

Tkt glossary

Education

Transcript of Tkt glossary