UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

TKT PREPARATION

Professor: Lcda. Wilma Suarez

Student’s name: Nataly Iza

Semester: 9th “A”

Element 1

GLOSSARY

Unit 1 GrammarForm  /fawrm/

Definition: The form of a grammatical structure is the way it is written or pronounced and

the parts which combine to make it.

E.g. The present perfect

He has studied English for a long time.

How to teachThe best way is to present and explain students  the rules clearly without too much information, if it is possible supplement the activities with extra free practice exercises to make the lessons more interesting and re-inforce the grammar points. Wherever possible elicit information from the students, including example sentences and grammar structures in order to make them realize about the written and spoken form

Feature: /féechər/

Definition: A feature of something is an interesting or important part or characteristic of it. Repetitions, exclamations and contractionsE.g. I wish I hadn’t been so rude with my daughter last morning

How to teach For this topic it is relevant to explain the students that into the spoken language there are variations that are not described in grammar books. In addition, present examples about how two words can be pronounced or written as one. Finally, the use of flash cards can help them to identify the pronounciation and the spelling.

Contractions(apostrophe ‘ )

One word written and pronounced as one

is+ not =will+ not=

- Isn’t- Won’t

Function:  /fúngkshən/

Definition:The reason or purpose for communication

E.g. making a suggestion; giving advice

You’d better book a place in the gym

How to teach

Students are always interested in knowing the language use through real situations where the can experienced as it is. The use of role-plays focused on a given topic “at the airport,” encourage them find out the appropriate lexis as well as grammatical structures according to the situation

Convey meaning: /kən váy/ /méening/

Definition: To express or communicate meaning. Teachers focus on conveying meaning when they present new language.

E.g. He is writing a letter Present continuous

How to teach

To explains tenses that cause confusion to the students it is good to use real examples. Thus, students are more likely to make meaning and gain understanding when they link grammar rules to actions, relate facts to “big ideas,” explore essential questions, and apply their learning in new contexts to avoid getting confused among tenses.

Accuracy:  /ákyərəssee/

Definition: The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity, teachers and learners typically focus on using and producing language correctly.

E.g. A pet can be a good companion for the elderly.

How to teach

To achieve accuracy professors can apply language manipulation activities in their classes. For example, controlled practice, drills, the study and application of grammar rules, and activities that help learners to identify their own mistakes such as: language use, grammar, vocabulary, pronunciation as well as fluency.

Skills: /skɪls/

Definition:The four language skills are listening, speaking, reading and writing.

E.g. Besides listening and speaking, I enjoy reading and writing letters to my pen friend

How to teach

Students develop their skills; listening, speaking, reading, and writing, better as long as they develop the subskills. The use of activities which integrate the four skills into the course ensure that students learn how to write, pronounce as well as read and say a word.

Noun Phrase: /noun//frāz/

Definition: A single word or a group of words that act as the subject, object or complement in a sentence or utterance. It usually contains a noun and words occurring before or after the noun that modify it, e.g. in the sentence

E.g. The giggling child raised his watery eyes and looked at the bewildered class

How to teachOne way to make students learn noun phrases is to write a noun phrase down on a piece of paper, then cut up the sentence into the different words of the phrase, give each word to different students. After that, students stand up and rearrange themselves so that the noun phrase makes sense. Finally, tell them where the front and end of the noun phrase should be, so they show their word to one student at a time.

Adverb : /ád vùrb/

Definition: An adverb describes or gives more information about how, when, where, or to what degree etc. something is done.E.g. The teacher clearly explained how to develop the project

How to teach

Teachers can use a short reading that includes adverbial phrases, give a brief explanation about the use of adverbs. Then, students underline the verbs, and circle the adverbs that are used to describe the actions Thus, they identify the role of adverbs in sentences

Context: /ˈkɒntɛkst/

Definition: The situation in which language is used or presented

E.g. Saint Clause always brings presents to well behaved children

How to teach

The use of visual-aids: readings, pictures, movies, help teachers to introduce and brainstorm the topic of the items that are planned for the class. Vocabulary, grammatical structures, etc. can be taken from the context that is presented

Grammar 2 LexisCollocation : /kɒləˈkeɪʃən/

Definition: Words which are regularly used together. The relation between the words may be grammatical, for example when certain verbs/adjectives collocate with particular prepositionsE.g. I am keen on studying french after finishing this career

How to teachStudents learn better collocations when they feel that they are part of the class, so half of them can write some adjectives on the board and the rest can write a list of prepositions. Then, the professor explains the preposition combinations and students write their own sentences using the grammar accurately

False friend: / fawlss // frend /

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 E.g. Carpeta Carpet Spanish – English

I used to sleep on the carpet of my bedroon when I was five years old

How to teachMake a list of the most common words that has the same spelling in both languages, but different meaning. Students need to work out the meaning by themselves and write in their vocabulary notebook. Additionally, they may write sentences

Consolidate: /kənˈsɒlɪdeɪt/

Definition: To return to something in order to allow learners to understand and remember it more completely.

E.g. Funnily enough, we have to visit agendaweb.org once a week to consolidate our knowledge

How to teach

Websites, worksheets, workbook, are sources where the students practice or comprehend more the grammar or topics presented in the class by developing the tasks. What’s more, they put into practice what they’ve learnt in the class

Homonym: /häm′ə nim′/

Definition: A word with the same spelling and pronunciation as another word, but which has a different meaning

E.g. I book a hotel (v)I buy a book (n)

How to teachIn this case it is essential to clarify that a word has more than one role in the language: verb, noun, adjective and for this students should deduce the meaning in context or look for the complete definition in an English dictionary

Homophone: /häm′ə fōn′/

Definition: A word which sounds the same as another word, but has a different meaning or spellingE.g.

Students knew that the teacher was illShe is interesting in getting a new car

How to teach

Matching homophones help students to practice with the correct definitions by creating crossword puzzles. Students read the definition of the word as the clue and fill the answers in the chart.

Idiom: /ˈɪdɪəm /

Definition: A group of words that are used together, in which the meaning of the whole word group is different from the meaning of each individual wordE.g.

I am feeling blue

How to teach

Present 5 to 8 idioms according to the students age and level, introduce them in context, never in isolation because it changes the meaning. Then, students create and act out heir own role-play using idioms

Chunk: /tʃʌŋk/

Definition:Any pair or group of words commonly found together or near one another

E.g. It’s rainning cats and dogs

How to teach

Explain the students that it is commonly used in informal situations. They choose 3 to 5 chunks according to their likes, introduce them in context to their classmates, and give the definitions. Then, they paraphrase these terms using their own words

Recall :/rɪˈkɔːl/ 

Definition: To remember, bring something back into the mind

E.g. My mum promised she’d recall my father to buy a gift for my birthday

How to teach

Oral lessons or presentations encourage students to remember information for future assessment due to students memorize facts that they recall when it is needed

Compound: /ˈkɒmpaʊnd/

Definition: Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning,E.g. The police officer warned young girls not to use that part of the road

How to teach

In a reading according to the topic students can underline compounds then, develop matching exercises which help them to identify, remember and choose the correct unit of meaning for a word from a variety of options .

Unit 3 Phonology Diphthong: /ˈdɪfθɒŋ /

Definition: A vowel combination which is pronounced by moving from one vowel to anotherE.g.

A lot of people do not have any idea about their identity

How to teach

Choose at least ten words that are pronounced with dipthongs so, students get familiar with the pronunciation as well as with the place where sounds are produced

Emphasize: /ˈɛmfəsʌɪz/

Definition: When special force or attention is given to a word or information because it is important

E.g.People said that the flames were visible EIGHT miles away

How to teach

Show students a list of content words that can be emphasized according to the level of necessity or importance they what to give to the word. In addition, tell them that when we pronounce this word they should speak loudly

Word boundary: /wəːd/ /ˈbaʊndərɪ/

Definition: Where one word ends and the next one begins, especially in connected speech

E.g. I almost cried at the end of the movie, it was definitely sad

How to teachWhen students are learning the language it is necessary to make them notice the way the spelling and pronounciation of a word change in connected speech. In this case the end the two words have to be linked as they end and start with a vowel. The use of listening material like a conversation help students to get familiar and pratice pronounciation

Linking: /ˈlɪŋkɪŋ/

Definition: Joining parts of sentences (phrases and clauses), sentences and paragraphs to make text more cohesive

E.g. I went to the supermarket to buy milk. I bought bread I went to the supermarket to buy milk and bread

How to teach

Give puplis a list of linkers that they may use to join phrases to avoid redundancy and repetition. Provide worksheets with sentences and studentshave to join them using the appropriate linkers without changing the meaning.

Model : /ˈmɒdəl/

Definition: A clear example of the target language for learners to repeat or write down or save as a record. If a teacher is focusing on the target language of a lesson, s/he usually chooses a model sentence, which s/he writes on the board. The teacher often models the language as well, by saying it clearly before drilling the learners.E.g.

How to teach

Students acquire the language correctly by using authentic material as a model, in which they develop the four skills; listening , speaking, reading and writing. Thus, learners get correct pronounciation and writing skills from native speakers

Reportingaccuse+of+-ing

Model:Mary accused Juliet of killing her pet

Minimal Pairs: /ˈmɪnɪməl//pɛːs/

Definition: Two words which differ from each other by only one meaningful sound (or phoneme)

E.g. I think that you shouldn’t buy that thing, our kids are so mischievousthink /thingk/ thing /thing/

How to teachLearners need a dictionary to look for the phonetic transcriptions of words that vary just in one letter or vowel sound then work out how many sounds there are in a particular word, remember, the number of letters is not usually the same as the number of sounds. If students write these words using sound symbols, they can see exactly how many sounds they have. These are definitely useful and easy ways to remember minimal pairs

Confidence: /ˈkɒnfɪdəns/

Definition: The feeling someone has when they are sure of their ability to do something well. Teachers often do activities that help learners to feel more confident about their own abilityE.g. She was quite nervous and forgot what she was going to say

How to teach

Role-plays and plays teach students to avoid getting afraid when they are producing the language. Through the use of group activities they gain more confidence that when they do it alone.

Contrast: /kənˈtrɑːst/

Definition: To compare the differences between two things.

E.g. This pencil is expensive while this one is cheeper

How to teach

Present students two pictures and a list of conectors that they can use to contrast the pictures in pairs. They go to the front of the class stick the pictures on the board and contrast the features of the pitures

Vowels: /ˈvaʊəls/

Definition: A sound in which the air is not blocked by the tongue, lips, teeth etc. Movement or vibration is felt in the throat because the voice is used. The letters a, e, i, o, u and sometimes are used to represent these sounds. E.g. A thief only needs a moment to make off with your valuables

How to teach

Students must learn the difference between a consonant and vowel, the sounds for each vowel, and that every word must have a vowel. To tech vowels we can use vowel flags, singing a song, marching around the room, and ending the activity with a vowel hunt.  

Unit 4 FunctionsExponent: /ɪkˈspəʊnənt/

Definition: An example of a grammar point, function or lexical set.

E.g. ‘Sorry, can you repeat please?’ Asking for clarification

How to teach

It is good to show the students the functions of the language: greeting, clarifying, advising, etc. and make them notice that they lexis they use to express a situation is the exponent of the language

Lexis: /ˈlɛksɪs/

Definition: Individual words or sets of words

E.g.

I dislike sports such as skiing, swimming, climbing, but I enjoy walking and dancing

How to teach

Introduce the topic indirectly by telling Story, Situation, Gesture or Real Object, elicit the topic through questions to students. After that, student can spell out the vocabulary words and write these down on the board. Finally, corrections should be by students only. If needed, then teacher can step in, but only when it's clear no student will do so.

Colloquial: /kəˈləʊkwɪəl/

Definition: Language normally used in informal conversation but not in formal speech or writing

E.g.“She may of gone to the movies”

How to teach

Provide the students social situations in which they would say, "Whaddya want?" so they get familiar with both our language, and functions of social interaction, that they would know when to use this for comic effect.

Register: /ˈrɛdʒɪstə:/

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, e.g. in a job application. Informal register or language is that used in relaxed or friendly situations E.g. When speaking in a formal setting we must use formal language

How to teachTeacher can use this activity with kids: create several short conversations in which they act out all the different language registers in various situations. For example, the casual register could be demonstrated by a conversation between friends, the formal register could be acted out as a graduation speech. Thus, they identify how registers differ in real situations

Appropriacy: /əˈproʊpriəsi/

Definition: Language which is suitable in a particular situation

E.g.‘hold on a minute, will you?‘ ‘Could you wait a moment, please?‘

How to teach

learners can identify inappropriate in language in video material, newspaper such as cartoons, comedy match language to situations where it can be used, and discuss what is appropriate in their own cultures. The use of authentic material will help students to use lexis and grammar according to the situation.

Informal: /ɪnˈfɔːrml /

Definition: Language used in informal conversations or writing

E.g. What’s up?

How to teach

The use of idiomatic expressions allow students to acquire informal language, in everyday conversations or while chatting with your friends using an instant messaging system we use the language informaly.

Extract: /ˈekstrækt/

Definition: Part of a text which is removed from an original, longer text

E.g. This was the reason why she wa arrested for speeding

How to teach

Reading strategies help learners to be aware where a sentence best fit based on previuos and recent information or information that is needed to give sence to the reading

Formal: /ˈfɔːrml /

Definition: Language used in formal conversations or writing

E.g. Sincerely Tom Harney

How to teach

Give the learners authentic material and explain them that in formal situations, we use uncontracted forms like do not, cannot and will not, and even in writing we also tends to observe grammar and punctuation rules more strictly than in informal writing

Unit 5 ReadingCohesion: /koʊˈhiːʒn/

Definition: The way spoken or written texts are joined together with logical grammar or lexis

E.g. I would get up for work at six, then get the bus eight

How to teach

Make sure that students write and speak in more complex and intricate ways, display and build precise factual knowledge and develop their ideas by producing connected ideas in logical ways. 

Coherence: /koʊˈhɪrəns/

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.

E.g. It is absolutely cold in winter but a few animals do manage to survive

How to teach

 In this we can use ajigsaw puzzle with an image of a large, smiling daisy on it. Then, explain how this puzzle represents a paragraph, with each piece representing a sentence. All of the sentences together should form a complete picture

Conjunction : /kənˈdʒʌŋkʃn/

Definition: A conjunction (or connector) is used to connect words, phrases, clauses or sentences

E.g. The audience started claping when the concert finished

How to teach

The use of songs help learners to develop their listening skill and in this case the can use the lyrics to analyze how conjunctions are used in context

Infer attitude: /ɪnˈfɜːr//áttətoód/

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

E.g. She’s never seen such a amazing sunset

How to teach

Self-perception theory helps listeners and readers the mode, style of a reading or listening task

Layouts: /ˈleɪaʊt/

Definition: The way in which a text is organised and presented on a page. Certain texts have special layouts

E.g. Letter to copy

How to teach

Present a variety of text and make students notice the diffrence of text organization according topic or reason

Extensive:  /ɪkˈstɛnsɪv/

Definition: Listening to or reading long pieces of text, such as stories or newspapers

E.g. I love reading romantic novels when I am free

How to teach

Allow students to to choose the books they read depending on their interests, even if it is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers

Complex Sentence: /ˈkɒmplɛks//sént'nss/

Definition: A sentence containing a main clause and one or more subordinate clauses

E.g.Despite the fact I am a single mother, I am proud of having a baby

How to teach

 Example and explanations help students to understand that a complex sentence contains one independent clause (the boy ran) and one or more dependent clauses (when he was at the park)

Intensive: /ɪnˈtɛnsɪv/

Definition: One meaning of intensive listening/reading is reading or listening to focus on how language is used in a text.

E.g. The reading quiz yesterday was full of objective questions

How to teach

Give the class a reason for reading the text. This will help them to vary their strategies. For example, there is a text on food and hygiene. Tell them they are going to enter a TV competition and they will need to know the rules of hygiene.

Unit 6 WritingSubskill: /sʌbskɪl/

Definition: Each of the four language skills can be divided into smallersubskills that are all part of the main skill

E.g. The little girl was born in Quito on December 1, 1991

How to teachLearners spend time developing a wide range of sub-skills as they build each of the four skills. Amongst the sub-skills focussed on are scanning and skimming in reading, organisational and editing skills in writing, recognition of connected speech and understanding gist in listening, and pronunciation and intonation in speaking.

Narrate: /nəˈreɪt/

Definition: To tell a story or talk about something that has happened. Teachers often narrate stories to young learners

E.g. Kids are interested in acting out the cinderella fairy tale

How to teachWe can use videos to allow students identify characters as well as the language used in the story

Logical : /ˈlɒdʒɪkəl/

Definition: Based on reason. A lesson is logical if the stages follow an order which makes sense and if one stage leads clearly and obviously to another.

E.g.

First of all, the love of your family is different from that you have for your sweetheart. The love for your family something you need it in your live, because they will protect you from everything in this live.

How to teach

Take out some parts of the original reading and ask students to join these parts in a logical way.

Stages: /steɪdʒs/

Definition: A section of a lesson. Lessons work through different stages or steps such as lead-in, presentation, controlled practice etc

E.g. Lesson plans usually include three stages: Presentation, practice and production

How to teach

Controlled activities ensure that students follow steps that help them to success in tasks

Draft: /drɑːft/

Definition: A draft is a 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.

E.g. Once upon a time there lived a really incredible guy who was called “Arnold.” He was a legendary king …….

How to teach

Write down the first ideas about the topic that is going to be written. Brainstorm the information and the grammar as well as lexis to be included and think bout how the text is going to be organized

Edit: /ˈɛdɪt/

Definition: To shorten or change or correct the words or content of some parts of a written text to make it clearer or easier to understand

E.g.

Finally, they looked cryptically with tears brimming in his eyes, “¡I might know you!, and ¡I might not!.” And then they both hugged to their son and he said: “And my time that had stopped… began to flow once again.....”

How to teach

Pass out a sample rough draft with mistakes to each pair of students. Ask students to peer edit the rough draft together and use editing marks to fix mistakes.

Proofread: /ˈpruːfriːd/

Definition: To read a text in order to check whether there are any mistakes in spelling, grammar, punctuation etc

E.g. One day, an angel protector, who cares/d of wild animals and possesses/d eternal liv/fe and Jack a man full of curiosity and

How to teach

Reading from back to front, sentence by sentence, is a way to get the reader really focused on the grammar and usage errors rather than focusing on the larger meaning

Punctutation: /pʌŋktʃʊˈeɪʃən/

Definition: The symbols or marks used to organise writing into clauses, phrases and sentences to make the meaning clear.

E.g. On some nights, I close my eyes and said “I love you and I forgive you”

How to teach

Storyboards can be utilized in the classroom to teach important grammar and punctuation lessons as well. By teaching punctuation using storyboards, students get the chance to write and illustrate their meaning.

Encourage: /ɪnˈkʌrɪdʒ/

Definition: When a teacher helps learners to succeed by giving them confidenceE.g.

You got ten in the quiz. ¡Congratulations!

How to teach

Feedback and authentic material encourage students in their learning process. For example, The theme of a video is encouraging speaking then, provide a number of fun and useful activities that can be used to encourage them to speak more in English.

Unit 7 Listening

Definition: To actively think about new information in order to understand it completely and be able to use it in futureE.g.

Learning is a process that will never end, it is just a step to experience a life full of changes and developments

How to teach

Process: /ˈprəʊsɛs /

Students can integrate new and old information by following process that are needed to develop a skill, For example, the writing process—prewriting, drafting, revising and editing, rewriting, publishing

Hesitations: /hɛzɪˈteɪʃns/

Definition: A pause before or while doing or saying something. Learners often hesitate if they are trying to find the correct words to say, because they need more time to think.E.g.

Although students know the language, they need time to answer the tefl speaking questions

How to teachGame activities encourage students to think before answering questions, for example, the warm-up “Hot seat”. Students need a time to listen and guess the word that is being performed by the classmates

Gesture : /ˈdʒɛstʃə/

Definition: A movement with part of the body, e.g. hand, head, which is used to convey meaning.

E.g. My daughter always frown every time she wants something

How to teach

The use of non-verbal communication includes gestures such as waving or tapping your fingers, eye movements ... of non-verbal communication are different in different cultures. That is why before introducing gestures we can give a short explanation about culture

Meaningful: /ˈmiːnɪŋfʊl/

Definition: an activity can be meaningful if it is useful for learners in the real world outside the classroom or is relevant to themE.g. The most remarkable memory when I was as a child is the time I was part of a play

How to teach

Realia or the real thing. This relies on the words you are teaching being objects and you being able to bring that object into class, but it can be really effective for students who are tactile learners and who need to touch.

Utterance: /ˈʌtərəns/

Definition: A complete unit of speech in spoken language. An utterance can be shorter than a sentence

E.g. A: Whay are you doingB: Homework

How to teach

Workshop activities will explore the potential of using Audacity to teach aspects of pronunciation, speaking and listening in the second language classroom.

Interaction Patterns: /ɪntərˈakʃən/ /ˈpatəns/

Definition: The different ways learners and the teacher work together in class, e.g. learner to learner, in pairs or groups or teacher to learner, in open class, in plenary. When teachers plan lessons, they think about interaction patterns and write them on their plan.E.g. Debate

A: I think that learning English is more difficult that French B: I disagree with you because…….

How to teach

Speaking strategies; debate, disscusion, role-plays, encourage learners to interact with ther classmates by sharing opinions, thoughts in real context

Detail: /ˈdiːteɪl/

Definition: To listen to or read a text in order to understand most of what it says or particular details

E.g. Pablo Picasso was born in Spain on October 25, 1881

How to teach

Students may find out the kind of details are usually needed in a reading task and pay attetion or underline them while reading

Relevant : /ˈrɛlɪvənt/

Definition: The degree to which something is related to or useful in a situation.

E.g. Pupils regard learning English as optional, they do not care about knowledge

How to teach

Present a reading and ask students to identify essential and additional information, taking into account content words.

Unit 8 SpeakingOral Fluency: /ˈɔːrəl/ / /ˈfluːənsi /

Definition: being able to speak using connected speech at a natural speed with little hesitation, repetition or self-correction. In spoken fluency activities, learners typically give attention to the communication of meaning, rather than trying to be correct. E.g.Girls insisted that they speak more fluently than boys because of their grades

How to teachBring a dialogue and recording to class. Give each student a copy of the dialogue, ask them to take turns reading their part of the dialogue along with the recording of the native speaker. If students are too slow to speak up, the recording won’t hold the conversation for them. If they are able to keep good time with the recording, they are showing signs of good fluency.

Self-correction : /sɛlf/-//kəˈrɛkʃən/

Definition: When learners correct language mistakes they have made, perhaps with some help from the teacher.

E.g.Students should proofread their works before delivering them to teacher to avoid grammar mistakes that can affect their grades

How to teachThe writing process encourage studets to follow some steps to avoid grammar and lexis mistakes. When students realize about their own mistakes they almost never will do them again.

Interactive Strategies : /ɪntərˈaktɪv/ /ˈstratɪdʒi /

Definition: Interaction is ‘two-way communication’ between listener and speaker, or reader and text. Interactive strategies are the means used, especially in speaking, to keep people involved and interested in what is saidor to keep communication going

E.g. I like that speech because of the strategies he used to get people’s attetion

How to teachWhen using th language fuctions it is relevant to encourage students to use interactive strategies like, eye contact, getures, etc. in order to emphasize whay they are ssaying and catch listeners’attention

Drills : /drɪls/

Definition: A technique teachers use for encouraging learners to practise language. It involves guided repetition or practice. In a choral drill the teacher says a word or sentence and the learners repeat it together as a class. E.g. He went to the cinema yesterday (repeat 3 times) He went to the library yesterday

How to teach

In his activity teachers can use the Audiolingual Method to encourage students to listen and reapeat sentences accurately as well as to introduce lexis

Contraction : /kənˈtrakʃən/

Definition: A shorter form of a group of words, which usually occurs in auxiliary verbsE.g. I + would = I´d

I’d like trying french fries instead of cookies

How to teach

Give explanation about how contractions are formed and what they actually mean, which letters the apostrophe replaces, will go a long way in helping students to avoid these common mistakes in the future. Then , we can use a short game to ensure students understood what was explained “BINGO”.

Pace: /peɪs/

Definition: The speed of the lesson. A teacher can vary the pace in a lesson by planning different activities in order to keep the learners’ attention.

E.g.Games related to the topic are useful to keep students active, before or after a hard class

How to teach

Plan the class by including several activities that get students involved in the class and no to get bored. Extra activities are good when students finished the tasts before the others

Silent Period: /ˈsʌɪlənt/ /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, e.g. babies have a silent period when they listen to their parents before starting to try to speak themselves. E.g. Gestures can talk alot about how the speaker is feeling

How to teach

The Total Physical Response Method can be used in order to help beginner students to produce the language because of their level of knowledge. Puplis look at the teacher’s physical movement and and figure out what he/she is saying

Learnt by heart: /ləːnt/ /bʌɪ/ /hɑːt/

Definition: To learn something so that you can remember it perfectly.

E.g. I already know the steps to develop a project, I don’t need to read them again

How to teach

When students develop projects, plays, role-plays, etc. are good ways of experiencing the language, so it helps them to remember things for a lomg period of time.

Sources

o 2014. Oxford University Press. Retrieved from: http://

www.oxforddictionaries.com/definition/english/phrase

o http://www.usingenglish.com/forum/threads/57153-Teaching-Colloquialisms

o http://www.teachingenglish.org.uk/search/site/narration

The end