Useful terms related with TKT test
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD CIENCIAS HUMANAS Y
DE LA EDUCACIÓN CARRERA DE IDIOMAS
TEACHING KNOWLEDGE TEST - MSc. WILMA SUÁREZ TKT GLOSSARY
VERÓNICA SILVA JARA 9TH "A"
ACCURACY unit 1
DEFINITION:
The use of correct forms of grammar, vocabulary, spelling and pronunciation.
EXAMPLE:
Educators' and students' activities have to involve the correct
use of grammar, lexis, spelling and pronunciation, that is, they have
to produce the language correctly.
PHONETIC SCRIPT: /ˈækjərəsi/
HOW TO TEACH THE WORD:
* Ask students to present a role play on a free topic.
* Tell the students that they will have to use the correct grammar, pronunciation, lexis, and so on.
* Give the students a rubric so that they can know what the criteria are.
APPROPRIACY unit 4
DEFINITION: Language which is suitable in a particular situation.
EXAMPLE: An informail greeting among friends is 'Hi', However, if they
want to greet a teacher they have to use a more formal language e.g.
'Good afternoon, teacher'
PHONETIC SCRIPT: /əˈprəʊ.pri.ə.si/
HOW TO TEACH:
* Show students different conversations that contain formal and informal language.
* Ask students to discuss what conversation is informal or formal and why.
CHUNK unit 2DEFINITION: Any pair or group of words commonly found together or near one another.
EXAMPLE: 'Go away', 'Be on top of the world' are examples of chunk.
PHONETIC SCRIPT: /tʃʌŋk/
HOW TO TEACH:
* Give students a list of chunks such as phrasal verbs, idioms, collocations and fixed expressions.
COHERENCE (unit 5)
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.
EXAMPLE: When the sequences of a movie are told, they have to be clear in order to be understood.
PHONETIC SCRIPT: /kəʊˈhɪərənt/
HOW TO TEACH:
* Ask students to write an essay.
* Point out students that their essay has to have coherence
COHESIVE DEVICE unit 6DEFINITION: A feature in a text which provides cohesion, e.g. use of topic-related vocabulary throughout a text, of sequencing
words (then, next, after that etc.), of referencing words (pronouns - he, him, etc.), of conjunctions (however, although etc.).
EXAMPLE: 'Although he was poor, he was very happy.', the cohesive device in this sentence is 'although'
PHONETIC SCRIPT: /koʊˈhiːsɪv dɪˈvaɪs/
HOW TO TEACH:
* Ask students to complete gap-filling exercises by using the appropriate cohesive device.
* Reinforce their knowledge by asking students to write a little pragraph and circle the cohesive devices that they used.
COLLOCATION unit 2 DEFINITION: Words which are regularly used
together. The relation between the words may be grammatical
(verbs/adjective + preposition; verb + noun). Collocations may also be
lexical when two content words are regularly used together.
EXAMPLE: 'Consist of' and 'interested in' are made up with the prepositions 'of' and 'in'
PHONETIC SCRIPT: /ˌkɒləˈkeɪʃən/
HOW TO TEACH THE WORD:
* Show students wrong and right collocations so that they can distinguish them and use the correct form.
* Provide students web pages where they can find the correct form of collocations (corpus coda)
COLLOQUIAL unit 4DEFINITION: Language normally used in informal conversation but not in formal speech or writing.
EXAMPLE: 'In time of war, the first casualty is truth.'
PHONETIC SCRIPT: /kəˈləʊkwiəl/
HOW TO TEACH:
* Present a video that contains conversations using colloquialisms.
COMPOUND NOUN unit 2DEFINITION: It is a combination of two or more words, which are used as a single word.
EXAMPLE: The word 'football' is a combination of the words 'foot' and 'ball', which is a famous sport
PHONETIC SCRIPT: /ˈkɑːmpæʊnd naʊn/
HOW TO TEACH THE WORD:
* Provide students a matching worksheet and ask them to match compound nouns (bus + stop).
* Reinforce the learning by providing students a wordsearch puzzle.
CONJUNCTION unit 5DEFINITION: A conjunction (or connector) is used to connect words, phrases, clauses or sentences.
EXAMPLE: 'I can play the guitar but I can't play the piano'. In this sentence the connector is 'but'.
PHONETIC SCRIPT: /kənˈdʒʌŋkʃən/
HOW TO TEACH:
* Present students a list with conjunctions.
* Ask students to write sentences by using different conjunctions of the list.
CONNECTED SPEECH unit 3DEFINITION: Spoken language in which the words join to form a connected stream of sounds. In connected speech some sounds
in words may be left out or may be pronounced in a weak way.
EXAMPLE: 'He went away from prison'. When we link 'went' and 'away' the letter 't' disappears.
PHONETIC SCRIPT: /kəˈnektɪd spiːʧ/
HOW TO TEACH:
* Ask the students to listen to a little conversation so that they can realized what words were linked.
CONTEXT unit 4DEFINITION: The words or phrases before or after a word in discourse which help someone to understand that word.
EXAMPLE: The 'burglar' stole her gold rings. By reading the whole sentence we can understand what the word 'burglar' means.
PHONETIC SCRIPT: /ˈkɒntekst/
HOW TO TEACH:
* Give students a text with some words underlined.
* Ask students to read and guess the meaning of the word by reading the words around it.
CONTRASTIVE STRESS unit 3DEFINITION: Is used to express an unusual or emphatic meaning in a sentence. It involves stressing
the important word according to the different meanings.
EXAMPLE:
'He' played the guitar yesterday. (It was her who...)
She 'played' the guitar yesterday. (She only played (not. harmed) ...)
She played the 'guitar' yesterday. (It was the piano that...)
PHONETIC SCRIPT: /kənˈtrɑːstɪv stres/
HOW TO TEACH:
* Ask students to listen carefully a sentence that will be played three
times, the same sentence will have the stress in different parts of
speech.
* Ask them to realized what words are stressed and what is the meaning.
CONTROLLED PRACTICE unit 8DEFINITION: When learners use the target
language repeatedly and productively in situations in which they have
little or no choice of what language they use. The teacher and learners
focus on accurate use of the target language.
EXAMPLE: The teacher has already taught the learners the form and use of
the simple past. They now practise using the structure by completing
sentences using cues, e.g.
I (go) _________ to the cinema last week.
PHONETIC SCRIPT: /kənˈtrəʊld ˈpræktɪs/
HOW TO TEACH:
* After teaching a specific grammar point ask students to complete some
exercises such as gap-filling so that they can practice the grammar
point taught.
COURSEBOOK unit 7DEFINITION: It is used regularly by learners
in the class. It generally contains grammar, vocabulary and skills work
and follows a syllabus.
EXAMPLE: coursebook unit is a chapter of a coursebook.
PHONETIC SCRIPT: /ˈkɔːsbʊk/
HOW TO TEACH:
* Ask students to open their coursebooks in a specific page in order to complete some exercises.
DETERMINER unit 1DEFINITION: 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.
EXAMPLE: 'My house has a stunning garden'. The determiner in this
sentence is 'my' because It refers specifically to the noun 'house'.
PHONETIC SCRIPT: /dɪˈtɜːmɪnər/
HOW TO TEACH THE WORD:
* Teach students about the uses of a determiner by showing them some sentences.
* Ask students to read an excerpt and circle the determiners that they can find.
* Give the correct words that they had to circle.
DISCOURSE unit 5DEFINITION: Spoken or written language in texts or groups of sentences.
EXAMPLE: An article in a newspaper is an example of a discourse.
PHONETIC SCRIPT: /ˈdɪs.kɔːrs/
HOW TO TEACH:
* Ask students to read a little discourse( written text) in a newspaper.
* Ask students to paraphrase it.
DRILL unit 8DEFINITION: A technique teachers use for encouraging learners to practise language. It involves guided repetition or practice.
EXAMPLE:
Repetition drill.
Teacher: She went to The United States.
Students: She went to The United States.
PHONETIC SCRIPT: /drɪl/
HOW TO TEACH:
* Ask students to repeat a sentence, phrase or word after the teacher.
The objective of this technique is to give guided practice to the
students
EMPHASIZE unit 3DEFINITION: When special force or attention is given to a word or information because it is important.
EXAMPLE: The meeting is going to start at THREE o'clock not five o'clock.
PHONETIC SCRIPT: /ˈemfəsaɪz/
HOW TO TEACH:
* Show students different sentences with will contain a word in a different color.
* Ask students to emphasize the word in a different color by saying it aloud.
ERROR unit 6DEFINITION: A mistake that a learner makes when trying to say something above their level of language or language processing.
EXAMPLE: 'His department has a big livingroom'. The error is
'department' because it is a false cognate. The correct word is
apartment.
PHONETIC SCRIPT: /ˈerər/
HOW TO TEACH:
* Show students common errors that are done when they are learning the target language.
EVALUATION unit 6DEFINITION: To assess or judge the
quality, importance or effectiveness of something. Teachers may evaluate
learners' progress or strengths and weaknesses.
EXAMPLE: A quiz is a means of evaluation for students.
PHONETIC SCRIPT: /ɪˌvæljuˈeɪʃən/
HOW TO TEACH:
* Evaluation is an important part in the teaching process and gives information about the learner's progress.
EXPONENT unit 4DEFINITION: An example of a grammar point, function or lexical set.
EXAMPLE: 'Good morning teacher' is the exponent of function greeting.
PHONETIC SCRIPT: /ɪkˈspəʊnənt/
HOW TO TEACH:
* Write on the board some purposes of communication (greeting, inviting, refusing, and so on)
* Ask students to give one example for each of the purposes.
EXTRACT unit 4DEFINITION: Part of a text which is removed from an original, longer text.
EXAMPLE: English books aften take extracts from magazines, newspapers, and so on.
PHONETIC SCRIPT: /ɪkˈstrækt/
HOW TO TEACH:
* Ask students to read an extract or part of a text.
* Ask students to underline words that they did not understand.
FALSE FRIEND unit 2DEFINITION: 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.
EXAMPLE: In Spanish, 'carpet' is a cover for keeping loose papers together. In English it is a mat for the floor.
PHONETIC SCRIPT: /fɔːls frend/
HOW TO TEACH:
* Provide students some false friends.
* Ask students to translate them so that they can realized what the words really means.
FEATURE unit 1DEFINITION: A feature of something is an interesting or important part or characteristic of it.
EXAMPLE: The sentence 'He went home for a nap'. It has a special feature
in the linking word 'for' since it is shortened by omitting the vowel
'o'.
PHONETIC SCRIPT: /ˈfiːtʃər/
HOW TO TEACH:
* Ask students to listen some sentences that contains reduced forms such as 'cuz'
* Ask students to underline them.
* Tell them that reduced forms are important features in English pronunciation.
FOCUS ON FORM unit 1DEFINITION: Paying attention to the words/parts of words that make a language structure or to spelling or pronunciation.
EXAMPLE: The sentence 'I like dogs bigs' is not correct because it does
not follow the appropriate structure, that is, the adjective has to be
written before the noun. Also, English adjectives are not pluralized.
The correct sentence is 'I like big dogs'
PHONETIC SCRIPT: /ˈfəʊkəs ɒn fɔːm/
HOW TO TEACH:
* Give the students some sentences, whose words are jumbled
* Ask them to order following the correct structure.
FUNCTION unit 1DEFINITION: The reason or purpose for communication.
EXAMPLE: 'I suggest you not to drink too much alcohol'. The purpose of the sentence is to make a suggestion.
PHONETIC SCRIPT: /ˈfʌŋkʃən/
HOW TO TEACH:
* Tell students that we comunicate for different purposes.
* Show students pictures that show the purpose of commnicating and a list of purposes.
* Ask student match the picture with the purpose, e.g. greeting, requesting, and so on.
FUNCTIONAL APPROACH unit 4DEFINITION: A way of teaching which uses a syllabus based on functions.
EXAMPLE: Some of the functions of this approach are: greeting, advising, refusing, and so on.
PHONETIC SCRIPT: /ˈfʌŋkʃənl əˈproʊʧ/
HOW TO TEACH:
* In order to teach functions such as advising, agreeing, thanking, and so on. Teacher uses the functional approach.
GAP-FILL unit 6DEFINITION: An activity in which learners
fill in spaces or gaps in sentences or texts. This is often used for
restricted practice or for focusing on a specific language point. This
is different from a cloze test which can focus on reading ability or
general
language use.
EXAMPLE: A band of thieves were captured last week in Glasgow. Police
found (1)................... that they are responsible for more than
twenty crimes.
1. __up __it __out __at
PHONETIC SCRIPT: /gæp fɪl/
HOW TO TEACH:
* Provide students exercises with gap-filling exercises.
* Give an example about how they have to do the exercise.
GRADED READER unit 5DEFINITION: A book where the language has
been made easier for learners. These are often books with stories or
novels where the language has been simplified.
EXAMPLE: 'Cinderella' written for beginners is easier to understand. Therefore, it is a graded reader.
PHONETIC SCRIPT: /ˈgreɪdɪd ˈriːdər/
HOW TO TEACH:
* It is important to choose the appropriate graded reader according to the learner's level.
HESITATION unit 7DEFINITION: A pause before or while doing or saying something.
EXAMPLE: Learners hesitate especially when they want to find the correct words to say something.
PHONETIC SCRIPT: /ˌhezɪˈteɪʃən/
HOW TO TEACH:
* If the students hesitate about how a word is pronounced ask them to let you know.
HOMONYM unit 2DEFINITION: A word with the same spelling and pronunciation as another word, but which has a different meaning.
EXAMPLE: The word 'bat' has two different meanings. One refers to a
piece of wood used to hit the ball in some sports and the other refers
to an animal.
PHONETIC SCRIPT: /ˈhɑː.mə.nɪm/
HOW TO TEACH:
* Show students pictures with the two meanings of the word.
* Ask students to write sentences using the different meanings of the word.
HOMOPHONE unit 2DEFINITION: A word which sounds the same as another word, but has a different meaning or spelling.
EXAMPLE: The words 'sow' and 'sew' are homophones that can be
differentiate in context. 'He'll sow this field with parsley', 'He'll
sew his T-shirt'.
PHONETIC SCRIPT: /ˈhɑː.mə.foʊn/
HOW TO TEACH:
* Show students web pages that contains exercises on homophones, especially those that have audio.
IDIOM unit 2DEFINITION: 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 word.
EXAMPLE: 'Rain cats and dogs' means that there is a very heavy fall of rain.
PHONETIC SCRIPT: /ˈɪdiəm/
HOW TO TEACH:
* Tell the students that idioms can not be translated literally.
* Give students a reading text that contains some idioms and where students can understand the meaning in context.
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INFORMATION-GAP ACTIVITY
INFORMATION-GAP ACTIVITY unit 8DEFINITION: A classroom activity in which
learners work in pairs or groups. Learners are given a task, but they
are given different information and, to complete the task, they have to
find out the missing information from each other.
EXAMPLE: In this type of activity students are required to transfer
information from one person to another in order to complete a task.
PHONETIC SCRIPT: /ˌɪnfəˈmeɪʃən gæp ækˈtɪvɪti/
HOW TO TEACH:
* Ask students to work in pairs, one will be student A and the other will be student B.
* Provide students two charts so that they can transfer the information they have each other.
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INTENSIVE READING / LISTENING
INTENSIVE READING / LISTENING unit 5DEFINITION: One meaning of intensive
listening/reading is reading or listening to focus on how language is
used in a text. This is how intensive listening/reading is used in TKT.
EXAMPLE: Students are asked to analyse a fairy tale and an article in a
newspaper in order to discuss what language is used in each one.
PHONETIC SCRIPT: /ɪnˈtensɪv ˈriːdɪŋ/
HOW TO TEACH:
* Intensive reading/listening will help students to realize about the language used in a text or audio.
INTERACTION PATTERN unit 7DEFINITION: The different ways learners and the teacher work together in class.
EXAMPLE: Some interaction patterns for teachers to work in class are:
learner to learner, in pairs or groups, teacher to learner or in an open
class.
PHONETIC SCRIPT: /ɪntərˈækʃən ˈpætʌrn/
HOW TO TEACH:
* Ss-Ss Ask students to join in two groups in order to discuss on a topic provided by the teacher.
INTERACTIVE STRATEGY unit 8DEFINITION: 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 said or to keep
communication going.
EXAMPLE: When a teacher is explaining about certain grammar points and
the students do not understand, they can ask for clarification. Other
interactive strategies are eye contact and the use of gestures.
PHONETIC SCRIPT: /ˌɪntərˈæktɪv ˈstrætɪʤi/
HOW TO TEACH:
* Ask one student to talk about hisfavorite movie.
* Ask the other students to prepare some questions about the film.
INTONATION unit 7DEFINITION: The way the level of a speaker's voice changes to show meaning such as how they feel about something.
EXAMPLE: If people are furious or excited, they could use a rising or falling intonation.
PHONETIC SCRIPT: /ˌɪntəʊˈneɪʃən/
HOW TO TEACH:
* Show students sentences with rising and falling intornation and read
the sentences so that they can have a model on how to do it.
* Ask them to read the sentences with the correct intonation.
INTRODUCTORY ACTIVITY unit 7DEFINITION: An activity which takes place at the beginning of a lesson.
EXAMPLE: warmers, lead-ins and icebreakers are Introductory activities
presented at the beginning of a lesson. A well-known warm-up is 'hot
seat'
PHONETIC SCRIPT: /ˌɪntrəˈdʌktəriː ækˈtɪvɪtiː/
HOW TO TEACH:
* Give the students instructions on a specific warm-up.
* Provide an example about how the game is going to be.
* Made them perform the game.
LAYOUT unit 5DEFINITION: The way in which a text is organised and presented on a page. Certain texts have special layouts.
EXAMPLE: The layout of a letter is made up of the following parts: a
heading, a date line, an inside address, a salutation, a body, a
complimentary close, a signature, and when necessary, end notations
PHONETIC SCRIPT: /ˈleɪaʊt/
HOW TO TEACH:
* Provide students a layout on a letter business.
* Ask students to write the letter according to the layout.
LEAD-IN unit 5DEFINITION: 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 the topic of the text or main
task and possibly study of some new key language required for the text
or main task.
EXAMPLE: Match words with their meanings is a lead-in used to pre-teach vocabulary.
PHONETIC SCRIPT: /ˈliːd.ɪn/
HOW TO TEACH:
* In order to pre-teach vocabulary the teacher uses a lead-in activity that consist of matching words with their meaning.
LEXICAL SET 2DEFINITION: A group of words or phrases that are about the same content topic or subject.
EXAMPLE: chair, table, sofa and armchair are lexical sets of 'furniture'
PHONETIC SCRIPT: /ˈleksɪkəl set/
HOW TO TEACH:
* Ask students to brainstorm about the word written on the board (days of the week)
* Tell students that the words written around the topic (Monday, Tuesday, and so on) are lexical sets of 'days of the week'
MINIMAL PAIR unit 3
DEFINITION: Two words which differ from each other by only one meaningful sound (or phoneme).
EXAMPLE: The words 'hat' and 'hot' are minimal pairs because of the phonemes /o/ and /a/
PHONETIC SCRIPT: /ˈmɪnəməl peɑː/
HOW TO TEACH:
* The best way to learn minimal pairs is by practicing. So, provide
students some exercises on the web
(http://www.manythings.org/mp/m10.html)
MODEL unit 3
DEFINITION: A clear example of the target language for learners to repeat or write down or save as a record.
EXAMPLE: A teacher has to model what he/she is going to teach by giving a
clear example whether written or spoken before drilling the learners.
PHONETIC SCRIPT: /ˈmɒdəl/
HOW TO TEACH:
* Ask students to write a sentence by using the past tense but first write on the board an example as a model.
MONITOR unit 8DEFINITION: To watch over learners in
order to make sure that they are doing what they have been asked to do,
and help them if they are having problems.
EXAMPLE: When teachers ask student to write a paragraph, they have to move around and monitor what the students are writing.
PHONETIC SCRIPT: /ˈmɒnɪtər/
HOW TO TEACH:
* Ask students to join in groups and discuss on a topic.
* Monitor each group with a view to checking what the students are doing.
NEUTRAL unit 4DEFINITION: A style of speaking or writing
that is neither formal nor informal, but in between. It is appropriate
for most situations.
See formal language, informal language.
EXAMPLE: Why don't we go to watch a movie? is an example of neutral language.
PHONETIC SCRIPT: /ˈnjuːtrəl/
HOW TO TEACH:
* Write on the board some examples from the most formal language to the less formal (informa) in descending order.
* Underline the sentence that is in the middle to show that that word is a neutral language.
PACE unit 8DEFINITION: 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.
EXAMPLE: Avoid the same activities every day, change them to do the learning process interesting.
PHONETIC SCRIPT: /peɪs/
HOW TO TEACH:
* Plan different activities for the class so that students do not get bored with repeated activities.
PARAPHRASE unit 8DEFINITION: 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.
EXAMPLE: A teacher can ask students to read a story and they have to paraphrase it by using their own words.
PHONETIC SCRIPT: /ˈpærəfreɪz/
HOW TO TEACH:
* Ask students to read a story. Then ask them to paraphrase it in their own words.
PRE-TEACH VOCABULARY unit 5DEFINITION: Before introducing a text to
learners, the teacher can teach key vocabulary from the text which s/he
thinks the learners do not already know and which is necessary for them
to understand the main points of a text.
EXAMPLE: Before introducin a text about music the teacher should teach
vocabulary related to it, e.g. rhythm, drum, singer, tone and so on.
PHONETIC SCRIPT: /priː tiːʧ voʊˈkæbjʌleriː/
HOW TO TEACH:
* Before starting the class on 'Christmas', present the vocabulary related to the topic by showing flash cards.
PREFIX unit 1DEFINITION: A prefix is a letter or group of letters added to the beginning of a word to make a new word.
EXAMPLE: The word 'unfair' is made up of the base form 'fair' and the preffix 'un'.
PHONETIC SCRIPT: /ˈpriːfiks/
HOW TO TEACH:
* Present a teaching chart with the most common prefixes, its definition and one example.
* Tell the students that prefixes are added to the beginning of a word that changes the meaning of it.
PREPOSITION unit 1DEFINITION: A word used before a noun, pronoun or gerund to connect it to another word.
EXAMPLE: 'I was in The United States 2 years ago'. In the sentence the preposition 'in' is connecting 'The United States'.
PHONETIC SCRIPT: /ˌprepəˈzɪʃən/
HOW TO TEACH:
* Show students a poster that contains some sentences with prepositions in a different color.
* Explain to students what is the purpose of these prepositions.
* Ask students to write their own sentences.
PROCESS WRITING unit 6
DEFINITION: An approach to writing, which thinks of writing as a process which includes different stages of writing.
EXAMPLE: The stages of the writing process are: planning, drafting, re-drafting and editing.
PHONETIC SCRIPT: /ˈprɑːses ˈraɪtɪŋ/
HOW TO TEACH:
* Show a video about the writing process.
* Ask students to write an essay by using the process writing.
PROOFREAD unit 6DEFINITION: To read a text in order to check whether there are any mistakes in spelling, grammar, punctuation etc.
EXAMPLE: If the teacher asks students to proofread a written work, the
students have to read it again in order to check any mistake, grammar
and so on.
PHONETIC SCRIPT: /ˈpruːfriːd/
HOW TO TEACH:
* Ask students to write a paragraph about a holiday in their country.
* Ask them to proofread in order to correct some mistakes in spelling, grammar, and so on.
RECEPTIVE SKILL unit 7DEFINITION: When learners do not have to produce language.
EXAMPLE: Listening and reading are receptive skills.
PHONETIC SCRIPT: /rɪˈseptɪv skɪl/
HOW TO TEACH:
* Explain to students that receptive skills, listening and reading, are useful for them to practice the language.
REGISTER unit 4DEFINITION: The formality or informality
of the language used in a particular situation. Register may also refer
to language which is specific to a particular
group.
EXAMPLE: A speech is an important situation, So, the
speaker should usea formal language while a friends gathering, the language used is more relaxed, that is, informal.
PHONETIC SCRIPT: /ˈredʒɪstər/
HOW TO TEACH:
* Tell the students in which situations formal and informal language are used.
* Write on the board some sentences that contain formal and informal language.
* Ask students to write near the sencentec if they are informal or fomal.
SECONDARY STRESS unit 3DEFINITION: Is stress on a syllable or word in a sentence that is less strong than the primary (main)
stress.
EXAMPLE: /ˌæbsəˈluːtli/ which has the main stress on /ˌæb/ and the secondary stress on /ˈluːt/
PHONETIC SCRIPT: /'sekənderiː stres/
HOW TO TEACH:
* Write on the board some words with secondary stress.
* Ask students to look up in a dictionary the secondary stress of the words.
SILENT PERIOD unit 8DEFINITION: The time when learners who are
beginning to learn a first (or second) language prefer to listen (or
read) before producing the language.
EXAMPLE: Students have a silent period when they listen to their teachers before starting to try to speak themselves.
PHONETIC SCRIPT: /ˈsaɪlənt ˈpɪərɪəd/
HOW TO TEACH:
* Ask beginner students to read and listen to a lot so that they get familiarized with the language.
SUFFIX unit 1DEFINITION: A suffix is a letter or group of letters added at the end of a word to make a new word,
EXAMPLE: The word 'good' is made up of the base form 'good' and the suffix 'ness'.
PHONETIC SCRIPT: /ˈsʌfɪks/
HOW TO TEACH:
* Present a teaching chart with the most common suffixes, its definition and one example
* Tell the students that suffixes are added to the end of a word that changes the meaning of it.
SYLLABUS unit 6DEFINITION: This describes the language and skills to be covered on a course, and the order in which they will be taught.
EXAMPLE: Also, a syllabus contains the method of instruction, the textbooks that will be required for the course.
PHONETIC SCRIPT: /ˈsɪləbəs/
HOW TO TEACH:
* Syllabus is an organized way to carry out a successful course.
TEXT TYPE unit 7DEFINITION: Texts that have specific features, e.g. layout, use of language, that make them part of a recognisable type of text.
EXAMPLE: Memorándums, résumé, news reports.are different from each other because of its layout.
PHONETIC SCRIPT: /tekst taɪp/
HOW TO TEACH:
* Show students different types of text so that they can realize the difference among them.
TOPIC SENTENCE unit 6
DEFINITION: A sentence that gives the main point or subject of a paragraph. This is usually the opening sentence in a paragraph.
EXAMPLE: A topic sentence for the topic 'School Lunches' would be 'Chicken is the most healthy food at lunch for two reasons.'
PHONETIC SCRIPT: /ˈtɒpɪk ˈsɛntəns/
HOW TO TEACH:
* Show students some examples on topic sentences.
* Ask students to write some topic sentences for some short paragraphs.
UTTERANCE unit 7DEFINITION: A complete unit of speech in spoken language. An utterance can be shorter than a sentence.
EXAMPLE:
A: When did he arrive in Ecuador?
B: Yesterday. 'Yesterday' is an utterance here.
PHONETIC SCRIPT: /ˈʌtərəns/
HOW TO TEACH:
* Present students some senteces which contains some utterances.
* Ask students to underline the utterances into the sentence.
WEAK FORM unit 3DEFINITION: If a word is unstressed, the weak form of vowels may be used.
EXAMPLE: 'I bought a (/ə/) car'. The sound /ə/ is called schwa.
PHONETIC SCRIPT: /wiːk fɔːrm/
HOW TO TEACH:
* Write some sentences with its phonetical transcription.
* Ask students to read taking into account the schwa sound.
WORD BOUNDARY unit 3DEFINITION: Where one word ends and the next one begins, especially in connected speech.
EXAMPLE: In the phrasal verb 'start over' the verb 'start' ends in the
letter 't' and the preposition 'over' begins with the letter 'o', and to
link the two words the second 't' of the word start will change for the
letter 'd'
PHONETIC SCRIPT: /wɜːrd ˈbaʊndəriː/
HOW TO TEACH:
* Provide students some rules to connect words in order to pronounce them in the correct way.
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