BY: Geovanna Manobanda

9th «B»

TKT «TEACHING

KNOWLEDGE TEST»

GLOSSARY

/ 'æk.j'.rə.si/

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,

spelling correctly

REFLECTION

Accuracy is being precise and concise with the use of the

language while writing or speaking.

TEACHING

The correct use of the language could be develop by controlled

prectice, like drills. Students will notice their own mistaskes

when they drill a correct grammatical structure.

ACCURACY

/ 'æd'.ek.t'v/

DEFINITION

An adjective describes or gives more information about a noun or pronoun

REFLECTION

An adjective is used to describe a quality to the subject in a sentence.

TEACHING

Adjectives can be taught through flash cards or posters and laterto practice it would be necessary the use of different activitiessuch as bingo words, matching words with pictures, picturedictionary, etc. These type of activities will help learners toassociate the word and its meaning.

ADJECTIVE

.

ADVERB

//ˈæd.vɜːb/

DEFINITION

An adverb describes or gives more information about how, when, where, or to what degree etc something is done.

REFLECTION

Adverbs can modify adjectives, verbs and adverbs as well.

TEACHING

To teach adverbs the teacher would draw on the board a circle and insidewrite the word adverb. .Next, ask learners to write their own ideas of theboard. After that, provide learners´ a chart with my information aboutadverbs, this chart will have empty spaces in order to fill in the gaps in someexercises.

/ˈæn.tə .nɪm/

DEFINITION

The opposite of another word.

REFLECTION

Another way of having antonyms in a text is adding prefixes to

the word.

TEACHING

To teach antonyms divide the board into two parts "Side 1 and

Side 2". After that, provide learners a list with different

adjectives in order to go to the board and write them on each

side. Finally, ask different students to go to the board and

correct if they are wrong.

ANTONYM

/əˈprəʊ.pri.ə.si/

DEFINITION

Language which is suitable in a particular situation.

REFLECTION

Appropiacy is when people choose a level of formality to suit a

situation depending on their context.

TEACHING

The use of authentic material will be the best way to teach

appropriacy because learners could be involved in what the real

language is. Magazines and tv programs help them to view the

context of the language.

APPROPRIACY

/

/ɑːsk fɔːr ˌklær.ɪ.fɪˈkeɪ .ʃən/

DEFINITION

To ask for an explanation of what a speaker means

REFLECTION

A student does not understand the purpose of the activity the

teacher is explaining in the class, he uses a language function

asking for clarification in which he makes a question "I´m sorry,

Would you explain again?".

TEACHING

To teach questions or phrases in order to ask clarifications it is

necessary to set a setting in which learners create a conversation

naturally. Furthermore, learners could be able to understand the

function of the language using grammatical structures according

to their context. The Audiolingual method will be the best choice

to teach "asking for clarifications".

ASK FOR CLARIFICATION

/ɔːˈθen.tɪk məˈtɪə .ri.əl/

DEFINITION

Written or spoken texts which a first language speaker might

read or listen to. They may be taken from newspaper

radio, etc. The language in the text is not adapted or made easier

for learners or the language learning process.

REFLECTION

A great number of listening text are given by authentic material

which has all the characteristics of real spoken language

TEACHING

Nowadays English teachers want to develop on learners´ the

ability to use real content of the language and authentic material

is the best choice to increase pupils´ ability to understand the

language into context. Teachers should encourage learners to

read magazine articles, listen to radio cast and watch TV

programs once a week. Moreover, to keep a diary will be

important to monitors students´ job.

AUTHENTIC MATERIAL

/beɪs fɔːrm/

DEFINITION

The base form of a verb is the infinitive form of a verb without

‘to’ .

REFLECTION

Some grammatical structures can be written only with the base

form of the verb an example is the negative structure of the

simple present tense.

TEACHING

To teach the base form of a verb provide a worksheet with two

options the base and infinitive form of a verb. Later, ask

learners to choose the best option

BASE FORM

/tʃʌŋk/

DEFINITION

Any pair or group of words commonly found together or nearone another.

REFLECTION

Chunks occur as semi- fixed units and they are learned as onepiece.

TEACHING

To teach chunks helps to use flashcards and then prepareconversations for learners. First show the flashcard with thechuck and a picture so students will have an idea of what theword means. Ex: What time is it?. After that, prepare a shortconversation with the chunks. Finally, make learners realice howthe chunk is used in real language.

CHUNK

/ˈkɒm.paʊnd/

DEFINITION

Nouns, verbs, adjectives or prepositions that are made up of two

or more words and have one unit of meaning,

REFLECTION

Compound words could be written separately or together and the

meaning could not be discovered isolated..

TEACHING

On small pieces of card board write down different compound

words, cut them down in order to have 2 words, place these

words on the board. Ex: butter- fly. Ask students to think how

these words will work out together. Leave the cards for the

whole class.

COMPOUND

/ˈkɒn.sə.nənt/

DEFINITION

A sound in which the air is partly blocked by the lips, tongue, teeth.

REFLECTION

Consonants could be classified as voiced and unvoiced sounds. These classifications are arranged according to

how and where in the mouth they are pronounced.

TEACHING

To teach consonants teachers must prepare a “BINGO” withpictures and words. The consonant letters must be in capitalletter and in different color so students recognize the letter andits sound. For example, DoG. Learners listen to the word with itsconsonant letters.

CONSONANTS

/kənˈtræk .ʃən/

DEFINITION

A shorter form of a group of words, which usually occurs on

auxiliary verbs.

REFLECTION

In the context contractions are joined to make connected stream

of sounds, but sometimes could become difficult to

pronounce.

TEACHING

To teach contractions is necessary to expose students to the

longest and shortest structure of auxiliaries. Make a chart

divided in two parts. The first part for the whole auxiliary verb;

the second part for the contraction. Leave the chart in a side of

the board and add more contractions to the chart. Moreover,

every time the teacher or learner provides a grammatical

structure they need to emphasize on the pronunciation of

contractions.

CONTRACTION

/kənˈtrəʊld ˈpræk.tɪs/

DEFINITION

When learners use the target language repeatedly andproductively in situations in which they have little or no

choice of what language they use. The teacher and learners focuson accurate use of the target language.

REFLECTION

During controlled practice (restricted practice) teachers engagestudents to use only grammar and vocabulary

planned for that lesson.

TEACHING

In controlled practice drilling and repetition of grammaticalstructures or vocabulary will be suitable for learners .

CONTROLLED PRACTICE

/dɪˈdjuːsɪŋ ˈmiː .nɪŋ frɒm ˈkɒn .tekst/

DEFINITION

To guess the meaning of an unknown word by using the

information in a situation and/or around the word to help.

REFLECTION

Deducing meaning from context is a reading skill in which

students need to work out the meaning of a word involving

the context in which the reading takes place.

TEACHING

To teach deducing meaning from context teachers need to choose

from 5 to 7 words from a reading; highlight or bold the words in

the reading text. Below the reading text, provide the words and

their meanings scrambled. Ask students to work out on the

correct meaning.

DEDUCING MEANING FROM CONTEXT

/dɪˈtɜː.mɪ.nər/

DEFINITION

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

REFLECTION

This, these, that and those are determiners that are on the group of demonstrative adjectives. The ones that expresses when an object is far or near from the speaker.

TEACHING

To teach determiners use technology, there are some web pagesthat help students to practice determiners; showing them the clearuse of this part of the language. Ex: www.grammarquizzes.com

DETERMINER

/drɑːftɪŋ/

DEFINITION

A piece of writing that is not yet finished, and may be changed.

REFLECTION

Drafting is part of the writing process. It is considered as the first writing and will be changed according to the necessities

of the writer in order to have the final version.

TEACHING

Teachers should encourage students to have a draft beforehaving a final writing evidence. Drafting will be the firstactivity teachers should check to rearrange ideas ,correctgrammatical errors and vocabulary. Before writing, provide aguidance with all the instructions learners need to add in theirfinal product. In addition, drafting will be a way to check if theyare working in advance.

DRAFTING

/ˈed.ɪtɪŋ/

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.

REFLECTION

Sometimes during the editing stage students will add more

information or improve the one they had written before.

TEACHING

Before editing learners should have brainstormed all the ideas

they had in order to write the text. To edit they need to have a

brainstorming sheet, and a draft paper . Compare these two

papers to analyze changes or modifications.

EDITING

/ɪkˈsten.sɪv ˈriː .dɪŋ/

DEFINITION

Reading long pieces of text, such as stories or newspapers.

REFLECTION

Reading for pleasure is extensive reading because as you read

your interest and attention vary.

TEACHING

Extensive reading can be encouraged in an English class by

preparing an activity called “Silent reading” in which students

must read almost one day during the whole week in the same

classroom environment. The teacher should provide the material

creating a corner just for reading. This reading activity could be

done on Fridays the first 30 minutes. Additionally, to track the

activity it would be useful to have a folder with some

worksheets about reading comprehension.

EXTENSIVE READING

/ˈfeɪ .ʃəl ɪkˈspreʃ .ən/

DEFINITION

A person can show how they feel through their face.

REFLECTION

To communicate is necessary to use body language which

includes gestures and facial expressions to put the message

strong and clear.

TEACHING

To teach facial expressions for conveying a message a role- play

will be the best option. With a role- play learners could feel

confident and secure while speaking. Furthermore, this process

involves body language to produce the language naturally.

FACIAL EXPRESSIONS

/ˈfɔː .məl ˈlæŋ .ɡwɪdʒ/

DEFINITION

Language used in formal conversations or writings.

REFLECTION

Formal language is used with people that do not know each other

well.

TEACHING

To teach formal language show cards with common formal

expressions. Set a setting in which learners can use those

expressions. If it is necessary stick those expresions on the wall

FORMAL LANGUAGE

/ˈfʌŋk .ʃən/

DEFINITION

The reason or purpose for communication.

REFLECTION

Examples of language functions are apologizing, greeting,

clarifying, inviting and advising.

TEACHING

If you are going to teach how to apologizing make a poster with

different expressions (chunks) used to apologize. Bring a

worksheet where you establish different situations where they

can use expressions to apologize. This activity could be written

or orally

FUNCTION

/ˈdʒes .tʃər/

DEFINITION

A movement with part of the body.

REFLECTION

To communicate among groups we need verbal and non verbal

communication; gestures while speaking are part of non verbal

communication.

TEACHING

Gestures are part of body language which cannot be emphasized

too much, but it is valuable to work on how gestures could help

to communicate the language. Miming game could be an option.

Learners must guess a word or phrase just by miming.

GESTURES

/ɡriːt/

DEFINITION

Welcome someone often with words.

REFLECTION

Saying Hello, good morning, good afternoon… How are you are

examples of how people greet. It could be formal or informal.

TEACHING

Teaching how to greet is not difficult; it only depends on how

teachers and learners use the language. For example with

beginners learning to greet people is a task of everyday. When

they get into the room teacher should say “Good morning” and

when they leave “Good bye” this repetition of every single day

will help students to memorize how to greet people.

GREET

/ˈhɒm.ə.fəʊn/

DEFINITION

A word which sounds the same as another word, but has a

different meaning or spelling

REFLECTION

Most of the students from lower levels have difficulty

understanding the difference among the pronunciation of words

that are considered homophones.

TEACHING

The best way to teach homophones are by dictating them. When

learners are exposed to the correct sound of words they could

discriminate them easier.

HOMOPHONE

/ˈɪd .i.əm/

DEFINITION

A group of words that are used together, in which the meaning ofthe whole word group is different from the meaning of eachindividual word.

REFLECTION

In English language there are plenty of idioms that could not betranslated literally; idioms have their particular meaning.

TEACHING

To teach idioms write on cardboard 7 different idioms related to just one topic. Additionally, stick them on the wall around the class to let learners read. Every time they answer a question they need to repeat an idiom and later the answer to the teacher´s question.

IDIOM

/ɪnˈfɜːɪŋ/

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.

REFLECTION

Inferring is one of the reading skills in which readers can get

meaning from a text and understand the writers opinion or

feelings

TEACHING

Provide a reading text with three questions. The questions should

begin with Why do you think the author….? Why does the

author feel…?. When they answered to these questions they will

have an idea of what is the author ´s opinion or feelings.

INFERRING

/ɪnˈfɔː.məl ˈlæŋ.ɡwɪdʒ/

DEFINITION

Language used in informal conversations or writing.

REFLECTION

Informal language is socially casual. It is used in not official

situations among friends, people who we know really well.

TEACHING

In an English class is not suitable just to teach formal language.

Learners have to know the common language used in context.

The use of English videos once a week will be perfect for

teaching informal language. “Friends” or “Full house” are

examples of how native speakers communicate in real world.

INFORMAL LANGUAGE

/ɪnˈten.sɪv ˈriː .dɪŋ/

DEFINITION

Reading to focus on how language is used in a text.

REFLECTION

Intensive reading focus on grammar and vocabulary to aware

students of how language is used.

TEACHING

Provide students a text in which learners have to look for an

specific grammatical structure. For example “Daily routines,

simple present” I get up at 7: 00 am. Learners must understand

how is used this specific structure on the reading text.

INTENSIVE READING

/ˌɪn .təˈræk.tɪv ˈstræt.ə.dʒi /

DEFINITION

Interaction “is two way communication” between listener andspeaker, or reader and text. Interactive strategies are the meansused, especially in speaking, to keep people involved and interestedin what is said or to keep communication going.

REFLECTION

While we are communicating an idea we need to keep eye contact,use gestures, functions to repeat and clarifying information to havean interactive strategy in our communicative process.

TEACHING

To have interactive strategies in an English class. Teacher must create an environment where students can imagine things. Provide a small piece of paper with a different character to each student. Give 3 minutes to establish the situation in which they will perform. Do not give to much time to do it because the conversation needs to be as natural as possible.

INTERACTIVE STRATEGY

/ˌɪn .təˈneɪ.ʃən/

DEFINITION

The way the level of a speaker´s voice changes to show meaning

such as how they feel about something.

REFLECTION

Raising and falling are different types of intonation

TEACHING

Prepare a conversation to make students read aloud. This

conversation should include falling and raising intonation

patterns. Ask them to read in pairs to correct intonation, the

person who is listening must help his/ her classmate by using his/

her fingers. «Thumps up for raising and Thumps down for falling

intonation».

INTONATION

/ˌɪn.trəˈdʌk.tər.i ækˈtɪv.ɪ.ti/

DEFINITION

An activity which takes place at the beginning of a lesson.Introductory activities often include warmers and lead-ins

REFLECTION

An introductory activity is a brief introduction to the topicplanned for the class. This type of activities activatelearners´knowledge.

TEACHING

Guess Who am I?, Find someone who, Miming, etc. are just few examples of how to begin a class (pre -teach). In addition, this activities could be modified depending on the necessities of students and what the teacher want them to achieve at the end of the lesson.

INTRODUCTORY ACTIVITY

/liːd ɪn/

DEFINITION

The activity or activities used to prepare learners to work on a text,topic or main task. A lead-in often includes an introduction to thetopic of the text or main task and possibly study of some new keylanguage required for the text or main task.

REFLECTION

In English language there are plenty of idioms that could not betranslated literally; idioms have their particular meaning.

TEACHING

Provide learners five different words from the main task the teacherplanned to teach. Write them on the board and ask students topredict what are they about. Furthermore, these words could be partof a sentence that they need to unscramble if the teacher is going toteach a tense.

LEAD- IN

/ˈlek.sɪ.kəl set/

DEFINITION

A group of words or phrases that are about the same contenttopic or subject.

REFLECTION

Lexical sets are completely different from word family. Wordfamily is a group of words that have the same base form or rootof a word. Meanwhile, lexical sets are groups of words with thesame topic.

TEACHING

Lexical sets could be taught through a game called “Scavalous". In this game teacher will provide a topic to the class and learners have to give as many words as they can related only to the topic the teacher suggested previously.

LEXICAL SET

/ˈlek.sɪs/

DEFINITION

Individual words or sets of words.

REFLECTION

Lexis is synonym of vocabulary. They are considered as all ofthe words of a language.

TEACHING

To teach lexis the Spelling pocket is a perfect tool. EveryMonday give them 20 words from any content they will bestudying during the week. On Tuesday ask them to repeat thosewords. On Wednesday learners look for the definition of thosewords using a dictionary. On Thursday learners write sentencesand Finally on Friday they will write a story using just 10 wordsand a spelling quiz to emphasize on pronunciation.

LEXIS

/ˈlɪs.ən fɔːr dʒɪs/

DEFINITION

To listen to a text and understand the general meaning of it,without paying attention to specific details

REFLECTION

Listen for gist is a listening subskill to find out generalinformation while you are reading.

TEACHING

Listening for gist is the first subskill which means is the firstthing they have to do after listening. Listening for gist questionsis a good activity to practice this subskill. The questions shouldwritten in a general way. For example, What is the subject of theconversation?, What is the main idea of the conversation?, Whatis the purpose of the conversation?

LISTEN FOR GIST

/ˈlɒdʒ .ɪ.kəl/

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.

REFLECTION

In a written text logical is required to organize the ideas in

paragraphs.

TEACHING

Provide students a story just with pictures. This pictures should

be scrambled. Learners unscramble the pictures and put them in

logical sequence.

LOGICAL

/nəˈreɪtɪŋ/

DEFINITION

To tell a story or talk about something that has happened.

Teachers often narrate stories to young learners.

REFLECTION

In an English class narrating is very common when learners read

a story or when they describe past events.

TEACHING

To narrate learners could have a picture from a magazine; give 3

minutes to think what is on the picture. At the end learners need

to describe past events using that picture.

NARRATING

/naʊn/

DEFINITION

A person, place or thing, e.g. elephant, girl, grass, school

REFLECTION

Nouns act as subject or object of the verb in a sentence.

TEACHING

Nouns are taught commonly to beginners in order to make them

recognize the subject of a sentence. To teach nouns ask them to

make a list at the end of their notebooks in order to write a noun

every time they recognize one. If it is necessary ask them to add

pictures to remember the meaning.

NOUN

/ˈɔː .rəl ˈfluː .ənsɪ/

DEFINITION

Being able to speak using connected speech at a natural speed withlittle hesitation, repetition or self-correction. In spoken fluencyactivities, learners typically give attention to the communication of

meaning, rather than trying to be correct.

REFLECTION

When a student has oral fluency he/ she has normal speed, littlehesitation and repetition of words.

TEACHING

Class dicussions after any topic will help students to be fluent whilethey are producing the language. Even though, there is a grammarclass at the end of the class an oral reflection will improve students'production.

ORAL FLUENCY

/ˈpær.ə .ɡrɑːf/

DEFINITION

A paragraph is a section in a longer piece of writing such as anessay. It starts on a new line and usually contains a single newidea. When a writer is paragraphing, s/he is creating paragraphs

REFLECTION

A paragraph is usually about a single event, description or idea.

TEACHING

To write a paragraph first let students see teachers example of paragraph. Bring a construction paper with an example of short paragraph. Ask students to read aloud. Later with a marker from other color underline the parts of a paragraph; introduction, body and conclusion. To practice ask them to recognize the parts of a paragraph in a handout.

PARAGRAPH

/ˈfəʊ .niːm/

DEFINITION

The smallest sound unit which can make a difference to meaninge.g. /p/ in pan, /b/ in ban. Phonemes have their own symbols(phonemic symbols), each of which represents one sound.

REFLECTION

A phoneme sound can make the difference between one word andanother.

TEACHING

Phonemic audios with all the sounds help students todiscriminate sounds. Sometimes is important to have extraworksheets to work on. First, teachers work on the phonemesounds with the audios and later practice recognition on aworksheet.

PHONEME

/prɪˈdɪktɪŋ/

DEFINITION

A technique or learning strategy learners can use to help withlistening or reading. Learners think about the topic before they reador listen. They try to imagine what the topic will be or what theyare going to read about or listen to, using clues like headlines orpictures accompanying the text or their general knowledge aboutthe text type or topic. This makes it easier for them to understandwhat they read or hear.

REFLECTION

Predicting is a reading or listening subskill that could be developedat the beginning of the lesson to pre- teach a topic.

TEACHING

When teachers want to introduce a topic to their students predictingcould be appropriate. Show a picture, title or just words to makestudents guess what is going to be the topic about. It is notnecessary to write the ideas they could just talk about them.

PREDICTING

/ˈpriː .fɪks/

DEFINITION

A prefix is a letter or group of letters added to the beginning of a

word to make a new word

REFLECTION

Prefixes would change the connotation of a word and make their

meanings positive or negative. For example important/ unimportant

TEACHING

Write on the board 10 different words, but leave a small space at the

beginning of the word. Furthermore, with cardboard write down

some suffixes and stick on the board next to the previous list. Ask

one student to go to the board, take one suffix and stick next to any

word. At the end ask students to read aloud the word and the suffix.

Explain the difference in meaning.

PREFIX

/ˌprep.əˈzɪʃ .ən/

DEFINITION

A word used before a noun, pronoun or gerund to connect it to

another word

REFLECTION

There are different types of preposition such as time, place,

direction and exemplification

TEACHING

Prepositions could be taught by using flashcards with pictures

and words. Learners might understand the meaning with the

picture and with the word learners identify how the preposition

is written.

PREPOSITION

/ˌpʌŋk .tjuˈeɪ.ʃən/

DEFINITION

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

Punctuation is remarkably important while writing because inthat way we can develop accuracy when writing.

TEACHING

First, provide a paragraph without punctuation marks. Then, asklearners to add punctuation where is necessary. Next, show apower point slide with the same paragraph with the punctuationmarks. Make students realize when is necessary to addpunctuation marks. Do not forget to emphasize that punctuationis relevant when writing to make the text clear and precise.

PUNCTUATION

/ˌprep.əˈzɪʃ .ən/

DEFINITION

A word used before a noun, pronoun or gerund to connect it to

another word

REFLECTION

There are different types of preposition such as time, place,

direction and exemplification

TEACHING

Prepositions could be taught by using flashcards with pictures

and words. Learners might understand the meaning with the

picture and with the word learners identify how the preposition

is written.

PREPOSITION

/ˈriː.dɪŋ fɔːr ˈdiː.teɪl/

DEFINITION

To read a text in order to understand most of what it says orparticular details.

REFLECTION

Reading for detail involves reading for specific informationfrom every word or sentence.

TEACHING

Provide a reading about history. Ask students to read silently.After reading provide some questions; these questions could be(Yes/ No questions or Wh-questions). Make sure that thequestions are written to get specific information. For example,Who was Michael Jackson? Where was he born?. These type ofquestions could be given to students orally or written.

READING FOR DETAIL

/rɪˈkwestɪŋ /

DEFINITION

To ask someone politely to do something

REFLECTION

One of the purposes why people write a formal document is for

requesting things.

TEACHING

The teacher provides a small piece of paper with different

situations in which learners can request. These pieces of paper

should be distributed randomly. After that, ask students to work

in pairs in order to present their situation and how would they

request. In addition, this activity could be orally or written.

REQUESTING

/ skænɪŋ/

DEFINITION

To read a text quickly to pick out specific information, e.g.

finding a phone number in a phone book

REFLECTION

When teachers ask their students to look for a date on a reading

text; students are scanning a text.

TEACHING

To scan a text students a game could be interesting and useful.

“Scanning game” teachers ask students to look for some specific

information in 30 seconds and answer the question.

SCANNING

/ self kəˈrek .ʃən/

DEFINITION

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

REFLECTION

Self- correction is part of oral fluency. When students avoidself- correction when they speak they are considered oral fluentin the use of the language.

TEACHING

To avoid self- correction in an oral activity teachers should letstudents finish their performance and then give feedback.Teachers should write down all the mistakes in a piece of paperand later write those mistakes on the board and correct them withthe whole class to let students recognize what they do wrong

SELF- CORRECTION

/skɪmɪŋ/

DEFINITION

To read a text quickly to get a general idea of what it is about.

REFLECTION

When students answered to the following question“ What is the

text about?” while they are reading; they were skimming a text.

TEACHING

For scanning a text give students less than 5 minutes to read a

text. Ask them to close their books if they are using one or to put

away their reading worksheet. After that, the teacher should start

asking general questions about the reading text.

SKIMMING

/ˈstrʌk .tʃər/

DEFINITION

The way in which the parts of a system or object are arranged or

organized.

REFLECTION

Structures and functions are taught together in order to make the

learning process less difficult for learners to understand.

TEACHING

To teach structures teachers should use different shapes, makers

or numbers. Sometimes students are visual learners if the teacher

uses a color, shape or number to teach a grammatical structure

they will associate the structure with those items.

STRUCTURES

/ˈsʌm.ər.aɪzɪŋ/

DEFINITION

To take out the main points of a long text, and rewrite or retell

them in a short, clear way.

REFLECTION

When students summarize they take only the important aspects

of a text in few words for writing or telling.

TEACHING

To make students summarize a text is necessary to ask them to

use graphic organizers. The teacher can provide a template of a

graphic organizer for his/her class to make the activity

challenging for them . After doing the graphic organizer the

teacher can decide if the summary is written or oral.

SUMMARIZING

/tekst taɪp/

DEFINITION

Texts that have specific features, e.g. layout, use of language,

that make them part of a recognizable type of text.

REFLECTION

Shopping list, post card, emails, diaries messages, stories, etc.

are examples of text types.

TEACHING

To make students recognize plenty of text types; try to vary

every time they are asked to read one. Moreover, if they read and

know about a new text type every week they will be able to write

in a different way.

TEXT TYPES

/ˈtɒp .ɪk ˈsen.təns/

DEFINITION

A sentence that gives the main point or subject of a paragraph. Thisis usually the opening sentence in a paragraph.

REFLECTION

The first sentence in a paragraph contains the topic sentence . Thissentence will help to identify what is going to be the wholeparagraph about.

TEACHING

To practice with students how to identify a topic sentence in aparagraph teachers need to provide as many examples as they can.Bring three short paragraphs written on construction paper; theseparagraphs should be incomplete without the topic sentences. Writeon the board three different topic sentences and ask students tomatch with one of the paragraphs. If it is necessary bring extramaterial handouts.

TOPIC SENTENCE

/vɜːb/

DEFINITION

A word used to show an action, state, event or process

REFLECTION

Verbs are the most important part of a sentence because they canconvey a meaning to the whole statement. Additionally, withoutverb there´s no sentence.

TEACHING

Mini flashcards with the verb written and a picture. If studentscan have this mini flashcards one per each student it would besuitable because learners can play taboo in pairs one studenttakes the card and the other guesses the word. What´s more, theycan hide the written word and only show the picture to say theverb.

VERB

/ˈsʌf .ɪks/

DEFINITION

A suffix is a letter or group of letters added at the end of a word

to make a new word.

REFLECTION

Words that are suffixes could change from adjectives into nouns

TEACHING

Divide the class in groups of 4 students. Provide each student a

set of 10 words. Write on the board some suffixes that they can

use to add to those words. Give less than 2 minutes to complete

the assignment. The group who finishes first needs to write on

the board all the words they made. Additionally, they have to say

the meaning of those words.

SUFFIX

/ˈsɪl .ə.bl ̩/

DEFINITION

A part of a word that usually contains a single vowel sound

REFLECTION

When syllables are word stressed they tend to have more length

and sound on its vowel sound.

TEACHING

For teaching syllables students should use their hands to clap and

separate a word into syllables. Remember students that a syllable

contains a single vowel.

SYLLABLE

/ˈsɪn .ə .nɪm/

DEFINITION

A word which has the same, or nearly the same, meaning as

another word

REFLECTION

Synonyms replace words which are used more than twice in a

sentence to make the text less redundant.

TEACHING

Hot potato will be a suitable game to teach synonyms. The

teacher provides a word at the beginning. After that, the ball will

be passing down while the music is playing. If a student stays

holding the ball when the music stops; he/she has to give a

synonym of the word the teacher gave previously.

SYNONYM

/tɜːn teɪkɪŋ /

DEFINITION

When someone speaks in a conversation this is called a turn.Speaking and then allowing another person to speak in reply iscalled ‘turn-taking’ .

REFLECTION

In a conversation we need some interactive strategies like turn-taking which helps to make sure that the speaker and receiver getthe message.

TEACHING

Fish bowl; ask students to come to the front, take one paper fromthe bowl and read. The papers in the bowl will have languagefunctions to help students to create a conversation in pairs wherethe two students have the same time to participate in aconversation. For example, (Student A agreeing Student Bdisagreeing). If the class is too big or they are too shy to speakcreate groups to work on.

TURN- TAKING

/vaʊəl/

DEFINITION

A sound in which the air is not blocked by the tongue, lips, teethetc. Movement or vibration is felt in the throat because the voice isused.

REFLECTION

The movement from one vowel sound to another without a syllableis considered a diphthong.

TEACHING

To teach vowel sounds there are two ways first as they are voiced;touching the throat while pronunciating will help to identifyvowels. Second, dictation and audio activities with those sounds.However, to engage students with their learning process it couldhelp a game. Draw on the board two squares in the squares onevowel for each. Later ask learners to go to the board and touch thesound the heard.

VOWEL

/wɜːd ˈbaʊn .dər.i/

DEFINITION

Where one word ends and the next one begins, especially in

connected speech.

REFLECTION

Word boundary happens when a word ends in a consonant and

starts with a vowel.

TEACHING

Tongue twisters will help students to speak faster and link words

without thinking too much.

WORD BOUNDARY

/wɜːd stres/

DEFINITION

It is the pronunciation of a syllable with more force or emphasis

than the surrounding syllables which are said to be unstressed.

REFLECTION

There are some signs that help learners to identify where a word

is stressed. For example “´” or “_” . Student.

TEACHING

Teachers use dictation. This strategy sometimes is challenging

for students because they could not understand. Meanwhile, if

the teacher provides two different ways to pronounce a word to

let students choose one of them they can learn the correct word

stress from different words.

WORD STRESS