Valeria ramirez tkt vocabulary

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1. UNIVERSIDAD TCNICA DE AMBATOFACULTAD CIENCIAS HUMANAS Y DE LA EDUCACINCARRERA DE IDIOMASValeria Ramrez9th BTKT 2. Sentence: Focus on form is related to theattention not just in meaning, but also inaspects of language like structures,pronunciation, word position, etc. How to teach: Teachers make students to usethe present perfect tense to write sentencesabout their last vacation. They will payattention to grammatical structures. Sentence: Prefix is a word or words at thevery beginning of a word, to build up anotherone plus the base word. How to teach: To write the root of the targetword, e.g. appear, next the other group ofwords to complete it e.g. disappear. Sentence: A suffix is the lastest part ofa base word, plus other words to buildup another one. How to teach: To write the root of thetarget word, e.g. good, next the othergroup of words to complete it e.g.goodness and trying to make itmemorable for students use other colorsfor it e.g. goodness. Sentence: Determiners are wordswhich let us know what is the nounin a reading for example. How to teach: To write a sentencecontaining the main noun and itsdeterminer. Teacher highlights orunderlines the determiner. It is usefulto provide a list of them.DETERMINER/ditr-m-nr/It is used to make clearwhich noun is referred to,or to give informationabout quantity andincludes words such asthe, a, this, that, my,some.SUFFIX / s-fiks/It is a letter or group ofletters added at the end ofa word to make a newword, e.g. good-goodness.FOCUS ON FORM //fks n frm/Paying attention to thewords/parts of words thatmake a languagestructure or to spelling orpronunciation.PREFIX /prifks /It is a letter or group ofletters added to thebeginning of a word tomake a new word, e.g.clear-unclear. 3. Sentence: Convey is the commonexpression or communication of ideas. How to teach: To tell the students themeaning of this new word and to makethem practice in pairs a conversation toconvey their messages. Sentence: Accuracy is to use grammars,vocabulary and other aspects of thelanguage in a proper and exact way. How to teach: Teachers will write or speakin the exact way and form every single partof the language aspects, in this way studentswont forget it. Sentence: Features are particularcharacteristics of words of group ofwords. How to teach: To write on the boardirregular verbs and beside their pastform to make students realize thefeatures of the past tense of irregularverbs, because they change their form. Sentence: Contractions are informaland practical way to shorten words. How to teach: To write on the boardthe formal way to write the pronounand the varb separately, later to writethe contracted form. If the activity isoral, the teacher will emphasize onpronunciation of the contraction.CONTRACTIONS/kntrkn/A shorter form of a groupof words, which usuallyoccurs in auxiliary verbs,e.g. You have = youve;it is =itsFEATURES/fitrs/A feature of something isan interesting orimportant part orcharacteristic of it .Take ,for example , thesentence I can playtennis.CONVEY/knve/To express orcommunicate meaning.Teachers focus onconveying meaning whenthey present newlanguage.ACCURACY/kjrsi/The use of correct formsof grammar, vocabulary,spelling andpronunciation. 4. Sentence: Synonyms are words thatconvey the same or near meaning ofothers with different letters. How to teach: To choose a readingand highlingt some words to look fortheir synonyms by asking students oruse a dictionary. Sentence: Chunks are groups of wordsthat goes together like collocations,phrasal verbs, etc. How to teach: To make a list of thestudents most used chunks in theirdaily activities, to make a joyful groupactivity where they talk and use thosechunks. Sentence: Homophones are wordswith different spelling and meaningthat sound like others words. How to teach: To practice orally andin a writing way pronunciation andspelling of words with the samesound, e.g. piece/peace. Sentence: Compounds are words likeverbs, nouns or adjectives wich arebuilt up with the addition of morewords to complete a single meaning. How to teach: To write the base word,later to write its complement to conveythe new meaning.e.g. long-legged.COMPOUNDS/kmpand s/Nouns, verbs, adjectivesor prepositions that aremade up of two or morewords and have one unitof meaning e.g. officemanager.CHUNKS/chk/Any pair or group ofwords commonly foundtogether or near oneanother ,e.g phrasalverbs, idioms,collocations, fixedexpressions.HOMOPHONES/hmfnhs/A word which soundsthe same as anotherword, but has a differentmeaning or spelling,e.g I knew he hadwom;I bought a new book.SYNONYMS/si-n-nim/A word which has thesame, or nearly thesame, meaning asanother word, e.g niceis a synonym of ofpleasant. 5. Sentence: Context is the situation inwhich a word is used according to theprevious and later words or pharses. How to teach: To prepare a writingactivity with no complete sentences andisolated words. Students must completethe sentences with the words given. Sentence: To highlight is to makenoticeable, for example a word, byusing different colors or underlining it How to teach: In a newspaperstudents can use a highlighter todifferentiate regular from irregularverbs. Sentence: Recall is to remaind or thinkagain about any part of the languageaspects. How to teach: At the end of the class,the teacher asks students wich was themost important part of that lesson orgrammar point. Sentence: Consolidate is to go back toa specific point of the lesson to make itmemorable for students and ensuretheir learning. How to teach: Learnes canconsolidate any grammar point bydoing extra practice in the classroomor as homework.CONSOLIDATED/knsldtId/To return to something inorder to allow learners tounderstand andremember it morecompletely.RECALL/rkl/To remember , bringsomething back into themind.CONTEXT/kntekst/The words or phrasesbefore or after a word indiscourse which helpsomeone to understandthe it.HIGHLIGHT/hlt/To mark words on paper,on the board or on acomputer screen using scolor or underlining sothat they are easier tonotice. 6. Sentence: Schwa is an indeterminatedvowel because of its no reallynoticeable sound into words. How to teach: To practice orally andlistening some words with schwasound and differentiate it with othersoundable vowel sounds. Sentence: Sounds produced by thevocal cords with no blockage of theparts of the oral cavity. How to teach: To write and practiceverbally the vowels to discriminatetheir sounds. Sentence: A syllable is the union ofconsonants and usually just one vowel. How to teach: To write on the boardsome words and help students toseparate their syllables by writing andspeaking. Sentence: A phoneme is the smallestunit of sound, which has its ownphonemic symbol. How to teach: To make studentspractice orally the sounds of thevowels and consonants. PHONEME/fnm /The smallest sound unitwhich can make adifference to meaning .e-g /p/ in pan,/b/ in ban.SYLLABLEsi-l-blA part of a word thatusually contains a singlevowel sound,e.g pen = one syllableTeacher = two syllablesteach/er.SCHWA/SHw/The / a / sound is calledthe schwa. It is a featureof many weak forms ,e.g / ken / in /I can play tennis.VOWELS/vou()l /A sound im which the airis not blocked by thetongue, lips, teeth etc.Movemeny or vibration isfeit in the throat becausethe voice is used. Theletters a,e,i,o,u andsometimes are used torepresent these sounds. 7. Sentence: Linking is the connection ofvarious sounds in the speech act. How to teach: Students will practice orallyby saying sentences and notice the connectionof the lastest sounds, listening activities willensure their understanding e.g its a goodday Sentence: Intonation is the rise or fall ofthe voice in speaking. How to teach: To make students work inpairs and make a conversation in whichthey rise or low their intonationaccording to the feeling of theconversation like sadness, happiness, etc. Sentence: Function is the main reasonof communicating and convey an idea. How to teach: To organize a role-play withcommon phrases like Good morning, Hello,etc. and ask students why do they use thosephrases or in which situations they usethem. Ss will recognize the functions ofthose phrases. Sentence: Rhythm is the variation andflow of sounds in speech. How to teach: To say sentences aloudemphasizing specific parts of it, toencourage students to recognize howthe rhythm of the sentence is.RHYTHM/rm/The rhythm of speech isthe way that some wordsin a sentence areemphasised or stressed toproduce a regular paterne.g If I were YOU Id goby BUS.FUNCTION/fkn/The reason or purpose forcommunication,e.g making a suggestion;giving advice.LINKING/`lk/The way different soundscan link into each otherin connected speech.INTONATION/ntnen/The way the level of aspeakers voice changes toshow meaning such as howthey feel about somethinge.g if they are angry orpleased, or to make speechsound polite in English.Intonation can be rising orfalling or both. 8. Sentence: Register is a style oflanguage used in particular or specificcontexts. How to teach: To asks students how thelanguage they use when directing to theirparents, friends, authorities, etc. to mekethem notice different examples of registerin speech and writing as well. Sentence: Colloquial is the manner ofspeaking or writing that is related to informalor familiar conversations. How to teach: Dividing the class in groups of 4students and each group create a rol-play, somegroups will use formal vocabulary and othersuse colloquial language to differentiate them. Sentence: An exponent is themanifestation of any word, grammarpoint or function as well, etc. How to teach: To provide examples ofpast participles of irregular verbs andpoint them as exponents of thatcharacteristical gramatical rule. Sentence: Lexis refers to sets ofphrases and single words in everylanguage. How to teach: To write and say wordsand phrases about any topic andexplain that lexis is composed of thosewords.LEXIS/lekss/Individual words or setsof words.e.