Universidad Técnica de Ambato

TKT GLOSSARYMarcelo López

9 ”A”

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1

DEFINITION.-A meaningful group of letters added to the beginning or end of a word to make a new word, which can be a differentpart of speech from the original word.

A

To teach this first of all , we have to know and learn prefixes and suffixes.Using flash cards the teacher can show their students the variety of them and given some examples for each one.

EXAMPLE: interview, interviewer.

\ə-ˈfiks, \Affix

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2

DEFINITION.-A sound produced by stopping the air flow then releasing it with friction. A

Using a phoneme chart , the teacher can use it in order to show students the differentiation of each sound emphasizing on affricate sounds.

EXAMPLE: / tâ / , / dΩ /.

\ˈa-fri-kət\Affricate

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3

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

A

Teachers have to correct every students’ mistake.It means in grammar structure, vocabulary, spelling and pronunciation. The best way to do that is when students have writing activites.

EXAMPLE:He was working every single momment in his short life.

/ˈækjʊrəsɪ/Accuracy

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4

DEFINITION.-A shorter form of a group of words, which usually occurs in auxiliary verbs. C

An easy way to teach contractions is writing on the board and giving some exaples when we can use contractions. Students can write their own exampes.

EXAMPLE: you have = you’ve; it is = it’s.

/kənˈtrækʃən/Contraction

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5

DEFINITION.-To express or communicate meaning. Teachers focus on conveying meaning when they present new language. C

I believe by using planning to make better learning for our students. Teachers are not only teaching them words and phrases, but the ability to convey and understand new meaning within the framework of the language they want to learn.

EXAMPLE: The word you want to translate to doesn't always cover the same range of meaning and connotation of the target word.

/kənˈveɪ/ /ˈmiːnɪŋ/

Convey meaning

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6

DEFINITION.-Any pair or group of words commonly found together or near one another. C

Give a list of chunks to the students.After that , using chain drills strategy, they haver to give one of them without repeat the same . This activity could be orally and writing.

EXAMPLE:phrasal verbs, idioms, collocations,fixed expressions.Wha’s up ?

/tʃʌŋk/Chunk

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7

DEFINITION.-Words which are regularly used together. The relation between the words may be grammatical, for example whencertain verbs/adjectives collocate with particular prepositions.

C

To teach collocation in a funny way, teacher has to use flash cards and write a sentence in parts.After that, the teacher has to give them to the students and they have to arrange the sentence with a coherence meaning.In that way they are lerning collocation.

EXAMPLE: depend on, good at or when a verb like make or docollocates with a noun.do the shopping, make a plan.

/ˌkɒləˈkeɪʃən/Collocation

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8

DEFINITION.- Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning. C

To teach compound students have to differentiate nouns, verbs and adjectives.It is complex to teach it but the best way is giving examples.While more examples and new vocabulary students know, it will be better for them in order to forms their unit of meaning.

EXAMPLE: assistant office manager, long-legged.

/ˈkɒmpaʊnd/Compound

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9

DEFINITION.-The situation in which language is used or presented.C

Teacher has to show students different kind of readings and then he has to emphasize the context of each Reading . It is useful for them because they will notice those features of each context.

EXAMPLE: a story about a holiday experience could be used asthe context to present and practice past tenses.

/ˈkɒntekst/Context

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10

DEFINITION.-A sound in which the air is partly blocked by the lips, tongue, teeth etc. Any letter of the English alphabet whichrepresents these sounds.

C

To teach consonants teacher has to devide them in voiced and unvoiced sounds because it will be easiest for students learn by sounds. According to this teacher may apply listening activities.

EXAMPLE:d /d/, c /k/.

/ˈkɒnsənənt/Consonant

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11

DEFINITION.-Language normally used in informal conversation but not in formal speech or writing. C

To teach colloqial teacher has to give students an script of a dialogue.Then they have to performe in a role-play.Finally when they finish it , teacher explains what is colloquial and highlight them in the script.

EXAMPLE:Give Gran a ring, OK?

/kəˈləʊkwɪəl/Colloquial

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12

DEFINITION.- When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make sense to thelistener or reader.

C

To teach coherence to students the teacher could read a short passage to them and they have to give an opinión related to the topic.This activity helps students to get coherence in each word that the student say.

EXAMPLE:The house has been expanded and remodeled so many times that now it's a jumbled mess that lacks coherence.

/kō-ˈhir-ən(t)s/Coherence

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13

DEFINITION.-The way spoken or written texts are joined together with logical grammar or lexis. C

To teach this first of all the teacher has to introduce linking words such as first, then, next, thus, furthermore, also, moreover, therefore, etc. After that give an example using those linking words.It could be in a essay, article, letter.So, this will help students to get cohesion.

EXAMPLE:conjunctions (Firstly, secondly),lexical sets, referring words (it, them, this).

/kəʊˈhiːʒən/Cohesion

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14

DEFINITION.-A feature in a text which provides cohesion. C

To teach this first of all the teacher has to introduce linking words such as first, then, next, thus, furthermore, also, moreover, therefore, etc. After that give an example using those linking words.It could be in a essay, article, letter.So, this will help students to get cohesion.

EXAMPLE:use of topic-related vocabulary throughout a text, of sequencing Words, of referencing words, of conjunctions.

/kəʊˈhiːsɪv/ /dɪˈvaɪs/

Cohesive device

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15

DEFINITION.-Spoken language in which the words join to form a connected stream of sounds. In connected speech some soundsin words may be left out or may be pronounced in a weak way.

C

Teachers help students understanding the tendency of English to simplify and link words together in the stream of speech, in order to help the language flow rhythmically.

EXAMPLE:Is he busy?

/kəˈnektɪd/ /spiːtʃ/

Connected speech

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16

DEFINITION.-To make clear what you mean.C

The best way to clarify is asking questoins like in Reading comprehension.It helps to know if students have a clear idea of what the Reading is about.

EXAMPLE: When teachers focus on form, meaning and pronunciation to help learners understand.

/ˈklærɪfaɪ/Clarify

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17

DEFINITION.- It is used to express an unusual or emphatic meaning in a sentence. It involves stressing the important word according to the different meanings.

C

To teach this, students could  listen to recordings and choose which meaning matches best. It heap them to differentiate which are the most important words in each sentence.

EXAMPLE:It was my AUNT who bought the car (not myuncle) or My aunt bought the CAKE (not the biscuits)!

/kənˈtrɑːstɪv/ /stres/

Contrastive stress

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18

DEFINITION.-A vowel combination which is pronounced by moving from one vowel to another. D

Introduce the topic explaining what is a diphthong and where they can find them.Alter that make a list on the board with all the diphthongs that students found.Finally, with that list write sentences.

EXAMPLE:/ aˆ / as in my is pronouncedby moving from / æ /to / ˆ /.

/ˈdif-ˌthoŋ/Diphthong

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19

DEFINITION.- A draft is a piece of writing that is not yet finished, and may be changed. D

Ask students to make a brainstorm about any topic that they want to write .After that, they have to write their first draft with all the ideas.Then they must arrange ideas and change them or correct mistakes that they could have in their paragraphs.

EXAMPLE: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.

/drɑːft/Draft

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20

DEFINITION.-A determiner is used to make clear which noun is referred to, or to give information about quantity, and includeswords such as the, a, this, that, my, some.

D

Explain what does deterniner means and after that give to the students a passage in which they have to underline every single deterniner that they can find. Finally, make a list with them.

EXAMPLE:That car is mine.

/dɪˈt3ːmɪnə/Determiner

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21

DEFINITION.- To identify the difference between two or more things, e.g. sound discrimination is hearing the differences betweensounds, particularly minimal pairs.

D

It is useful in listening activities beacuse students have to distinguish sounds.On the other hand, it is appropriate to look at the difference in homonyms or homophones.

EXAMPLE:not/lot ; ship/sheep.

/dɪsˈtɪŋgwɪʃ/Distinguish

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22

DEFINITION.-When special force or attention is given to a word or information because it is important. E

To teach this,the teacher has to write on the board a sentence and then he and their students have to choose the most important word .It is useful to emphasize those words with an appropriate intonation.

EXAMPLE:I want to start the lessonat SIX o’clock not seven o’clock.

/ˈemfəsaɪz/Emphasize

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23

DEFINITION.-An example of a grammar point, function or lexical set. E

Using flashcards teacher can show students a lexical set .Most of the students are visual for that reason that strategy helps a lot to learn.

EXAMPLE: Car, Mobile, train, bike, airplane, bus, computer, cellphone, homework, etc.

/eksˈpəʊnənt/Exponent

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24

DEFINITION.-A feature of something is an interesting or important part or characteristic of it. F

Teacher give many kind of readings and students have to find and understand every feature of each Reading.

EXAMPLE:The sentence I canplay tennis. In connected speech, can is pronounced / kWn / – the weak form / W / is a feature of this sentence.

/ˈfiːtʃəʳ/Feature

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25

DEFINITION.- The form of a grammatical structure is the way it is written or pronounced and the parts which combine to make it. F

Teacher has to introduce a tense chart in which students might notice the structure of each tense in a language.

EXAMPLE: The present perfect (grammatical structure) is made up of have + past participle (the form).

/fɔːm/Form

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26

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.

F

To teach this we have to introduce a Little bit of culture of a country in order to understand the difference of meaning.Another way could be teaching writing exampleson the board.

EXAMPLE:In French, ‘librairie’ is a place where people can buy books. In English, a library iswhere you may go to borrow books rather than somewhere where you go to buy books (a bookshop).

/frend/False friend

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27

DEFINITION.- Formal register or language is that used inserious or important situations. F

Introduce modals to students and teach them when they are useful.teacher can give some examples using modals.

EXAMPLE: In a job application.Could you give me the newspaper, please ?

/fɔːˈmælɪtɪ/Formality

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28

DEFINITION.- The reason or purpose for communication. F

Introduce this topic asking students the use of language. Prepare a debate about this and students form their own knowledge about it.

EXAMPLE: Making a suggestion; giving advice.

/ˈfʌŋkʃən/Function

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29

DEFINITION.-, global understanding, listening/reading for gist, listening/reading for global understanding. To read or listen to a text and understand the general meaning of it, without paying attention to specific details.

G

Present to the students a motivation Reading and ask them to read in order to give their conclusión or the moral of the story.

EXAMPLE: See detail, read for detail, listen for detail.

/ˈjist/Gist

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30

DEFINITION.- A word with the same spelling and pronunciation as another word, but which has a different meaning. H

Writing some examples on the board. Teacher has to explain them how we can differenciate in a sentence according to the context. Introduce as many words as you can.

EXAMPLE: . bit (past tense of ‘bite’) and a bit (a little).

/ˈhɒmənɪm/Homonym

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31

DEFINITION.- A pause before or while doing or saying something. Learners often hesitate if they are trying to find the correct wordsto say, because they need more time to think.

H

To teach this I think the best way is that students prepare a role-play in few minutes. It helpS them to improvise the dialogue and talk in a natural form.

EXAMPLE: I am doing my homework, so I … ??? … I have to finish it .

/ˌhezɪˈteɪʃən/Hesitation

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32

DEFINITION.- Informal register or language is that used in relaxed orfriendly situations. I

Teacher has to introduce the topic giving some idioms, slangs because they are most common in informality speech.Teacher can organize Pictionary activity with those slangs and idioms in order to learn in a funny way.

EXAMPLE:With family or friends.What’s up man ?

/in-fawr-mal-i-tee/

Informality

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33

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.

I

Teacher has to provide students short readings with multiple choice questions in which they have to infer what the author think about it .Another way is using the same Reading before to read, ask students about what the Reading is going to be. It halps them to clarify their ideas of the Reading.

EXAMPLE: I will infer conclusions from that author.

/ɪnˈf3ːʳ/Infer

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34

DEFINITION.- Interaction is ‘two-way communication’ between listener and speaker, or reader and text. I

Prepare with students a debate about any topic that they could talk. If it is not useful, they can perform a role-play or an interview. Teacher has to find student’s confidence in order to produce the language .

EXAMPLE: Eye contact, use of gestures, functions such as repeating, asking for clarification.

/ˌɪntərˈækʃən/Interaction

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35

DEFINITION.- (Also vocabulary)Individual words or sets of words. L

Introducing this Word giving lot of vocabulary , teacher have to define this Word and students will understand in an easy way.

EXAMPLE: Homework, study, whiteboard, get dressed, be on time.

/lek-sis/Lexis

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36

DEFINITION.-The way in which a text is organized and presented on a page. Certain texts have special layouts. L

Explain students the different styles od writing, they could be letter , newspapers, essays, etc. Teacher has to present the correct text organization for each one. After that, students have to write their own writing.

EXAMPLE:. Letters andnewspaper articles.

/ley-out/Layout

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37

DEFINITION.- A lead-in often includes an introduction to the topic of the text or main task and possibly study of some new key language required for the text or main task.

L

Present to the students the difference among warm-up and lead-in .After that, develop this activity in class.

EXAMPLE:The activity or activities used to prepare learners to work on a text, topic or main task.

/leed-in/Lead-in

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38

DEFINITION.- A way of categorizing words according to their grammatical function and meaning. P

All is realted with language.Students have to have a previous knowledge of what are noun, verb, adjective, pronoun,adverb, preposition, conjunction beacuse everything is part of speech.Teacher in a sentence can ask students to divide a sentense in parts of speech.

EXAMPLE: noun, verb, adjective, pronoun,adverb, preposition, conjunction.

/pahrt uhv ˈspēch/

Part of speech

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39

DEFINITION.- The smallest sound unit which can make a difference to meaning Phonemes have their ownsymbols (phonemic symbols), each of which represents one sound.

P

To teach this , the teacher have to explain the difference among morpheme and phoneme because there is a confusion. On the board make a chart and write examples and characteristics of them. It will be useful for students.

EXAMPLE: /p/ in pan, /b/ in ban.

/ˈfəʊ.niːm/ Phoneme

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40

DEFINITION.- A technique or learning strategy learners can use to help with listening or reading. Learners think about the topicbefore they read or listen. They try to imagine what the topic will be or what they are going to read about or listen to.

P

Teacher provides a rading with a picture and before to read teacher has to ask students look at the picture in order to predict about what the Reading is going to be.

EXAMPLE:Using clues like headlines or pictures accompanying the text or their general knowledge about the text type or topic.

/priˈdikt/Predict

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41

DEFINITION.- When learners produce language. P

In a simple way a teacher ask students to write a paragraph about their life, maybe talk about their weekend,etc. Everything that involve language and produce it can be measure in skills.

EXAMPLE:Speaking and writing are productive skills.

/prə-ˈdək-tiv/ /skɪls/ 

Productive skills

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42

DEFINITION.- To read a text in order to check whether there are any mistakes in spelling, grammar, punctuation etc. P

Introduce the writing process and every single step.After that, students have to write an essay following every step,when they are in proofread remenber to them why is it important.

EXAMPLE: The manuscript still needs proofreading.

/ˈpruːfˌriːd/Proofread

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43

DEFINITION.- To say or write something that has been read or heard using different words. Paraphrase can also be used to describe what a learner does if s/he is not sure of the exact language they need to use.

p

Write some examples on the board. Explain that paraphrase means hcange the structure and not the meaning of a sentense.After that, give students extra sheets in order to practice paraphrase.Then you can check them writing on the board.

EXAMPLE: • Her life spanned years of incredible

change for women.• Mary lived through an era of liberating

reform for women.

/ˈpӕrəfreiz/Paraphrase

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44

DEFINITION.- An approach to writing, which thinks of writing as a process which includes different stages of writing. P

Introduce the writing process and every single step. After that, students have to write an essay following every step. Manage students and check their mistakes.

EXAMPLE: Planning, drafting, re-drafting, editing, proofreading.

/ˈproses/ /raitn/Process writing

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45

DEFINITION.- The rhythm of speech is the way that some words in a sentence are emphasized or stressed to produce a regular pattern. R

Listen to a easy song , students could sing and learn the rhythm.Also, they might find a dialogue inn order to listen and practice the intonation, rhythm and pronunciation of the language.

EXAMPLE: If I were YOU, I’d go by BUS.

/ˈriðəm/Rhythm

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46

DEFINITION.- The formality or informality of the language used in a particular situation. Formal register or language is that used inserious or important situations. Informal register or language is that used in relaxed or friendly situations. Register may also refer to language which is specific to a particular group.

R

Make a comparison chart on the board and write informal and formal language. Explain to students when they can use them and use a register as a term to define them.

EXAMPLE:What’s up man ?How are you?

/ˈredʒistə/Register

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47

DEFINITION.- To make a (polite) requestTo ask someone politely to do something. R

Introduce the class giving some modals and explain when they can use them.Next ask students to prepare a role-play using modals.The script should be formal and polite.

EXAMPLE:Please could you open the window?

/riˈkwest/Request

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48

DEFINITION.- When a piece of writing is changed with the intention of improving it. A writer’s first draft may be re-drafted. R

Introduce the writing process and every single step. After that, students have to write an essay following every step. Manage students and check their mistakes and help them giving some ideas to re-draft their essay.

EXAMPLE:He was looking at me.He was looking to everyone in the class.He was analyzing to everyone in the class.

/re-draːft/Re-draft

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49

DEFINITION.- When learners do not have to produce language; listening and reading are receptive skills. R

Give students motivation stories and they have to read aloud.they have to listen and read in order to catch the main idea of the Reading and they should give the moral of them.

EXAMPLE:I’m gonna give you my conclusions of that Reading . What I understood.

/rəˈseptiv/ /ˈskils/

Receptive skills

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50

DEFINITION.- AdjectiveThe degree to which something is related to or useful in a situation. R

Give students a direct meanig of relevant (important) and they have to write some examples using that Word in the sentence.

EXAMPLE:Any relevant information should be given to the police

/ˈreləvənt/Relevant

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51

DEFINITION.- The / W / sound is called the schwa. It is a feature of many weak forms. S

Explain students that schwa is a weak sound and give them some examples where you can find them.

EXAMPLE: / kWn / in I can play tennis.

/ʃwɑː/Schwa

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52

DEFINITION.-A suffix is a letter or group of letters added at the end of a word to make a new word.

S

Introduce the topic with a game (the telephone is broken) it helps students to memorize words. Write on the board some exampes of suffixes and then give students all suffixes.Ask them to memorize and explain how the Word change in the context.

EXAMPLE:good – goodness.

/ˈsafiks/Suffix

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53

DEFINITION.- To read a text quickly to pick out specific information. S

Make the differenc among scan and skim technique to read.After that , students have to read in both ways. Finally , ask some questions about the Reading in order to prove if they scan the text and understood the Reading.

EXAMPLE:Finding a phone number in a phone book.

/skӕn/Scan

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54

DEFINITION.- Each of the four language skills can be divided into smaller subskills that are all part of the main skill. S

We will read a text about the picturesyou’ve seen. But before reading the whole text,I want you to predict the story using the beginning and the end of the text. Ss predict and write the body part of the text (5 sentences). Finally Ss discuss about their stories

EXAMPLE: Identifying text organization (reading); identifying word stress (listening).

/sub’skil/Subskill

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55

DEFINITION.- Texts that have specific features, e.g. layout, use of language, that make them part of a recognizable type of text. T

Introduce the class with a Brianstorm and students have to write as many text type as they know. After that, teacher has to complete it with new types that students don’t know.

EXAMPLE:Letters, emails, news reports,etc.

/ˈtekst/ /taip/Text type

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56

DEFINITION.- The way a text is organized.T

Show students an article and explain them the structure of the article, essays, letters,etc. Make a chart of this and finally students can write an example of them using the appropriate structure.

EXAMPLE: An essay typically has an introduction, a main section and a conclusion.

/ˈtekst/ /ˈstraktʃə/

Text structure

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57

DEFINITION.- Turn, When someone speaks in a conversation this is called a turn. Speaking and then allowing another person to speak inreply is called ‘turn-taking’.

T

Ask students to prepare a dialogue in order to have turn-talking or interaction between students.

EXAMPLE:A: Hi, how are you?B: fine and you?A: I am OK .B: …

 /təːn/ / ˈtokin/Turn-taking

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58

DEFINITION.- A complete unit of speech in spoken language. An utterance can be shorter than a sentence. U

Teacher can teach utterance in spoken language analyzing the smallest unit of speech. It is a continuous piece of speech beginning and ending with a clear pause. In the case of oral languages like dialogues, interviews, etc.

EXAMPLE:A: When’s hecoming? B: Tomorrow. ‘Tomorrow’ is an utterance here.

/ ˈə-tə-rəns /Utterance

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59

DEFINITION.- English is spoken as a first or second language in many countries around the world, but the English spoken may beslightly or significantly different in each country or in different parts of one country.

A

Make a comparison chart among American and British pronunciation and explain students those features of each langueage.

EXAMPLE: An example of this is the English spoken in the USA and that spoken in the UK.

/vəˈraɪə.ti/ /əv/ /ˈiŋɡliʃ/

Varieties of English

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60

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.

V

Pronunciation is very important and teacher can start the class practicing vowel sounds.

EXAMPLE: The letters a, e, i, o, u and sometimes y are used to represent these sounds.

/ˈvauəl/Vowel

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61

DEFINITION.- To produce a voiced sound, the voice is used, Movement or vibration can be felt in the throat. Vowels in English are voiced.

V

Students have to feel a vibration in their throat.So students have to practice those sound and say if the some consonants are voiced or unvoiced sounds.

EXAMPLE: /b/ in bad, /d/ in dentist.

/voised/ /saund/

Voiced sound

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62

DEFINITION.- A group of words that come from the same root or base word. W

Teacher can give students an extra sheet with some examples of Word family. They have to choose the odd Word in each example.

EXAMPLE:economy, economist, economic.

/wəːd/ /ˈfӕməli/

Word family

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63

DEFINITION.-If a word is unstressed, the weak form of vowels may be used. W

Explain students that schwa is a weak sound and give them some examples where you can find them.

EXAMPLE: I can (/ kWn /) speak Italian, French, English and Spanish. The sound / W / is called schwa.

/wiːk/ /foːm/Weak form

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64

DEFINITION.- Where one word ends and the next one begins, especially in connected speech. W

In writing, word boundaries are conventionally represented by spaces between words. In speech, word boundaries are determined in various ways. So the pronunciation is linking with the next word. Provide some examples to the students.

EXAMPLE: When I was very young, my mother run in a competition.

/wəːd/ /ˈbaundəri/

Word boundary