Linda murillo-tkt9¨b¨ glosaryTKT

UNIVERSIDAD TECNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION

CARRERA DE IDIOMAS

TKT MODULE

ELEMEMTO 1

PROFESSOR: DRA. WILMA SUAREZ

NAME: LINDA MURILLO FABARA

ELEMENT 1

AUTHONOMY/ɔːˈtɒnəmɪ/

When someone can do something on his own.Making information intern so they can remember at a moment of working

This can be taught by working by themselves and doing things on their own without any help making the information clear.

Example: Individual work or tasksgroup work where each student have a task to do.

ACHIEVEMENT/əˈtʃiːvmənt/

The things a person arrives to do specially the things that had a goal.

This can be done by students that set themselves goals, and help them achieve.

To learn 5 words per week.To be more fluent.

ADVERB/ɔːˈtɒnəmɪ/

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

It is possible to teach adverbs with sentences and fill-out examples ore even with flashcards

Example: He worked quickly and well.QuicklySlowlyFast

Language which is suitable in a particular situation.

It is possible to teach appropriacy in the tense of a sentence or adjectives or nouns

Examples:An educated form when we speak to an student or an authoritycould be to teach the teacher’s main aim in a lesson

APPROPRIACY/ɔːˈtɒnəmɪ/

ADVERB ANALYSIS/əˈnælɪsɪs/

To examine or think about something in detail in order to understand it or get to know it better..

IT can be taught by Reading and asking to think about the moral of the reading or read between the lines.

Example: analyze language:what the form of the structure is and why it is being used in this way in this situation. Teachers also analyze learners’styleor performance.

ANAPHORIC REFERENCE /ˌænəˈfɒrɪk/

Reference to something that occurs earlier in the text; often achieved through use of pronouns or lexical chains

It can be taught in many sentences so students can see the repetition and the anaphoric reference.In a bookin a story

Example: in the text ‘Singapore is on the sea. It shares a border with Malaysia’, It refers back to Singapore.

ASPECT/ˈæspɛkt/

A way of looking at verb forms not purely in relation to time. Aspect relates to the type of event and the way speakersview events.

This can be taught whether it is long or short, whether it is complete or not, whether it is repetitive or not, whether it isconnected to the time of speaking or not. There are two aspects in English, the continuous/progressive and the perfect. The continuous aspect.

SUMMATIVE ASSESSMENT/əˈsɛsmənt/

Example: The tense of a sentence The suggests that something is happening temporarily.In a story In a sentence

A type of assessment done at the end of a course where the focus is on learners receiving a grade for theirwork rather than receiving feedback on their progress.

In a test

This can be taught throughout the whole school year and then taken at the end of a period or end of the year.

Authentic material

When teachers think about what they believe their learners will or will not know or how they will behave in a particularlesson..

a teacher can plan to teach the present simple using the context of jobs and daily routines.

ASSUMPTIONS /əˈsʌmpʃən/

Example:A teacher may make the assumption that learners will know basic job vocabulary and so knows s/he will not need tospend time in the lesson presenting these words.

AUTHENTIC MATERIAL/məˈtɪərɪəl/

Written or spoken texts which a first language speaker might read or listen to.

This can be taught in any class using real material not just made believe things but also news or realia. The language in the texts is not adapted or made easier for learners or the language learning process

Examples:newspapersradioTV newsA pictureA film

BRAINSTORM /ˈbreɪnˌstɔːm/

To think of ideas (usually quickly) about a topic, This is often done as a warm-up also.

Examples:PetsFoodStoriesfruits

This can be taught in a class before any topic or class with a word in the middle and the teacher asks for ideas.

CATAPHORIC REFERENCE /kəˈtæfərə/

Reference to something that occurs later in the text; often achieved through use of pronouns or lexical chains

This can be taught in a story or in a book or pronouns or lexical chains

That’s what it is – a nuisance, That refers forward to nuisance.

CHUNK /tʃʌŋk/

CLUE/kluː/

Any pair or group of words commonly found together or near one another, e.g. phrasal verbs, idioms, collocations,fixedexpressions.

Examples: An apple a day keeps the doctor away.May I go to the bathroom

This can be taught in a class with flashcards, a poster or a written banner.

A piece of information that helps someone to find the answer to a problem.

Example:A teacher could give the first letter ofa word she is trying to elicit as a clue to learners to help them find the word.

This can be taught with a game or a story when they have to guess a character.

COHERENCE/kəʊˈhɪərəns/

COLLOCATION/ˌkɒləˈkeɪʃən/

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

Words which are regularly used together. The relation between the words may be grammatical, for example whencertain verbs/adjectives collocate with particular prepositions, e.g. depend on, good at or when a verb like make or docollocates with a noun

This can be taught by a writing or a story, a game ore even jigsaw Reading.

Example: StoriesPlaysReadingWritings

Example: do the shopping, make a plan. Collocations may also be lexical when two content wordsare regularly used together, e.g. We went the wrong way NOT We went the incorrect way.

This can be taught by writing or making sentences or through flashcards with the parts of the speech.

COMMUNICATIVE ACTIVITY/kəˈmjuːnɪkətɪv//ækˈtɪvɪtɪ/

A classroom activity in which learners need to talk or write to one another to complete the activity.

Many activities can be considered communicative ant they can be taught by writing, Reading listening or speaking.

Example: StoriesPlaysReadingWrittings

Relating to real or specific ideas or concepts. Lexis can be concrete, e.g. words for real objects like clothes, food,animals that can be seen or touched, or abstract. See abstract.

CONCRETE/ˈkɒnkriːt/

Examples: The classPeopleTablesBookselectronics

This can be taught with realia, with many real things that can be found in the classroom.

CONNECTED SPEECH /kəˈnɛktɪd//spiːtʃ/

Example: SentencesPhasesParagraphs

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, e.g. Is he busy " / ˆziÄbˆziÄ /. See linking, weak

This can be taught by making comparison with other objects to things, in flashcards or sentences.

This can be taught though a class of sentences and tenses.

CONTRAST(kənˈtrɑːst)

To compare the differences between two things.

Examples:ComparativesSuperlativesMy friend Maria is bigger tan my friend Cristina

CONFIDENCE/ˈkɒnfɪdəns/

What makes someone to be sure of something in this case know the language.

This can be taught by making students interact with each other and to make them pass to the front.

Examples:Role-playsGroup-workRetell a story

CONTEXT/ˈkɒntɛkst/

Situation where language or a word is presented or used.

This can be taught by making different types of sentences with the same Word in a different meaning.

Example:Show me a hand.The show is going to start.You are a show-off

CONJUCTION/kəˈnɛkʃən/

DETERMINER/dɪˈtɜːmɪnə/

A conjunction or a connector is used to connect words, phrases, clauses or sentences.

This can be taught by making examples through sentences.

Example: I don´t like that book however I read it anyway.

It is used to make clear which noun is referred to; or to give information about quantity Examples: the, a

this, that, my, etc.The cat is black.The chair there is mine.

This can be taught by sentences or flashcards.

CONVEY MEANING/kənˈveɪ/

To express or communicate meaning.

This can be taught by teachers when they focus on conveying meaning when they present new language new grammar or new topics.

Examples:conversationHomeworkInstructions

CUE CARD, PROMPT CARD/prɒmpt/

A card on which there is/are (a) word(s) or picture(s) to prompt or encourage learners to produce particular language,often during a controlled practice activity.

This can be taught by a drill, or by the teacher presenting I like + ing / I don’t like + ing could have anumber of picture cue cards with different activities (swimming, reading etc). Learners have to respond to the cue.

Examples: A drilA repetitionA verbA nounOr any part of the verb

COLLOQUIAL /kəˈləʊkwɪəl/

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

Example:Give Gran a ring, OK?

This can be taught by a dialogue in a movie or a real informal conversation.

The important information about a character to listen to or read a text in order to understand most of what it says or particular details.

DETAIL/ˈdiːteɪl/

This can be taught by Reading a book and listening for specific information that is needed.

Example: The cat had a fríen what was its name?

Example:I drove my van to the town centre and parked it in the central car park. Van must be some kind of vehicle becauseyoudrive it and park it.

To guess the meaning of an unknown word by using the information in a situation and/or around the word to help.

This can be taught by Reading a book a story or a paragraph as part of the reading.

DEDUCE MEANING FROM CONTEXT/dɪˈdjuːs/

The actual words someone says.

Example: He said, ‘My name is Ron.’, ‘What do you mean, Sue?’, asked Peter.

This can be thaught by a direct conversation and taking turns on saying things to each other.

DIRECT SPEECH /dɪˈrɛkt; daɪ-/

A word or phrase that signals the function of the information that will follow/has just been given.

This can be taught by making a debate or preparing a speech.

DISCOURSE MARKER(ˈdɪskɔːs; dɪsˈkɔːs)

Example: ‘She was interested in many subjects, for example, food technology.’ ‘for example’ signals that anexample will follow. In the sentence ‘By the way, they’ve become good friends.’ ‘by the way’ signals that theremark gives additional information not wholly coherent with previous information.

FOCUS ON FORM/ˈfəʊkəs/

Example:EssaysParagraphStories

This can be taught by making phases or stories essays.

Paying attention to the words/ parts of words that make a language structure or to spelling or pronunciation.

PHONEME/ˈfəʊniːm/

Example: /p/ in pan, /b/ in banPhonetic Alphabet or IPA), e.g. / dÅktW /– doctor.Phonemic transcription is used indictionaries to show pronunciation. See phonemic chart.

This can be taught in a class of phonology and with the chart.

The smallest sound unit which can make a difference to meaning . Phonemes have their ownsymbols (phonemic symbols), each of which represents one sound. Words can be presented in phonemic script.

REGISTER/ˈrɛdʒɪstə/

This can be taught by using different types of conversations.

in a job application. Informal register or language is that used in relaxed orfriendly situations, e.g. with family or friends. Register may also refer to language which is specific to a particular

The formality or informality of the language used in a particular situation. Formal register or language is that used inserious or important situations..

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

RECEPTIVE SKILLS/rɪˈsɛptɪv/

Example:A bookA magazineA lecturaA speech

This can be taught by any listening activities or Reading a book

To read a text quickly to pick out specific information, e.g. finding a phone number in a phone book.

SCAN/skæn/

See detail, gist,globalunderstandingskim.

This can be taught by Reading a book or a short story.

The / W / sound is called the schwa. It is a feature of many weak forms, e.g. / kWn / in I can play tennis.

SCHWA/ʃwɑː/

Examples:FatherMotherBrother.

This can be taught in a class of phonology or any time that we are given a class whenis necessary explain a sound in this case the schwa.

LEXIS/ˈlɛksɪs/

Individual words or set of words Examples:

CardsMotherBookspaceThis can be

taught with flashcards

IDIOM/ˈɪdɪəm/

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.

This can be taught by stories real conversations and movies.

I felt like in nineth cloud whenI saw him.

FALSE FRIEND/fɔːls//frɛnd/

This can be taught by showing flashcards or in pronunciation of certain words that are very similar in two languages.

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:Embarrased- embarazadaSing_ sin

INTONATION/ˌɪntəʊˈneɪʃən/

Example:How are you?As questionI´m OkAs an answer.

It´s how the speaker´s voice changes.

This can be taught by making affirmative statements or questions so it can be obvious the intonation.

NEUTRAL/ˈnjuːtrəl/

A particular way of speaking that is neither formal or informal. Example:

See you¡¡¡¡Hey¡¡¡¡¡What´s up¡¡¡¡

This can be taught by making informal conversations, dialogues, or real speech.

INFER/ɪnˈfɜː/

To try to understand what the writes wants to say or imply.

This can be taught by Reading a text and asking questions about it.

Example:I read a book and I could infer what the author wanted to convey.

A term originally used to refer to teacher talk that supports pupils in carrying out activities and helps them to solve problems work without Examples include simplifying tasks by breaking them down into smaller steps; keeping pupils focused oncompleting the task by reminding them of what the goal is; showing other ways

Examples:When a student wants to learn how to cook, he gets help by his mother, father brothers and teacher.

SCAFFOLDING /ˈskæfəldɪŋ/

This can be taught by helping each other, in each class and have a common knowledge

A task-type in which learners are given parts of a sentence, e.g. the beginning or the end, and are asked to completethe sentence, using specific target language.

Example: At the weekend, I love … ;In the evenings, I enjoy…

This can be taught by making examples with certain parts of a sentence like verbs, nouns, pronouns, prepositions etc.

SENTENCE COMPLETION

/kəmˈpliːt/

STATE (STATIVE) VERBS

/steɪt/ /vɜːb/

Verbs which describe a state or situation rather than an action. They tend not to be used in the progressive

Example:towantto containto be

This can be taught by making sentences and fill in the gap info.

PARAPHASE/ˈpærəˌfreɪz/

To say or write something that has been read or heard using different words. Paraphrase can also be used todescribe what a learner see.

This can be taught by listening and retelling something.

Example:To paraphase a phase.

PART OF SPEECH /pɑːt/ /spiːtʃ/

A way of categorizing words according to their grammatical function and Example:

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

This can be taught by making sentences and putting the words separated and explaining each word.

PRIMARY, MAIN STRESS

/ˈpraɪmərɪ/ /strɛs/

is the pronunciation of a syllable with more force or emphasis than the surrounding syllableswhich are said to be unstressed.

Example: DIFFicult, indiVIDual. The primary stress on a word is marked in thedictionary as follows 'difficult.

WORD STRESS /wɜːd/ /strɛs/

The main stress on a word in a sentence.

This can be taught by making games or through sounds with the hands, or claps.

Example: umbrella / √m«brelW/.

This can be taught by making them games with the Palma or with different types of periods like a small to a big on the stress.

SUBSTITUTION/ˌsʌbstɪˈtjuːʃən/

This can be taught by filling the gaps with the substitution words or phrases.

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

SUFFIX (ˈsʌfɪks)

Replacing words, phrases or clauses in discourse with another word or words to achieve cohesion.

Example: ‘Bill is going to university next year, and Jim is too’, ‘too’ substitutes for ‘going to university next year’.

This canbetaugh in a fill in the gap worksheet, or a compleat information form.

Examples:Go-goingMake-makingWork-worked

PHRASE /freɪz/

Example: the green car, on Fridaymorning

A group of words which are often a part of a sentence rather than the whole sentence.Also a group of words that together have a particular meaning.

This can be taught by making examples and writing sentences with all the parts of the speech.

PRAISE /preɪz/

This can be done as much as possible to students so teachers can encourage them.

To tell someone they have done well.

Example:That’s excellent. Well done!

PREPOSITION/ˌprɛpəˈzɪʃən/

Example:He was in the garden.

This can be taught as part of the sentences when we divide it and explained each Word.

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

PROCEDURE/prəˈsiːdʒə/

A series of steps we have to take to teach a class.

The details of exactly what is going to happen in each stage of a lesson.

Example: learners practice the language ofcomplaints in a role-play in pairs.

is used to replace a noun and shows something belongs to someone.

POSSESSIVE PRONOUN /pəˈzɛsɪv/ /ˈprəʊˌnaʊn/

Example:the houseis mine.The doctor is a friend hers.This can be taught

by making students use their own things to declare and use their possessives.

A is used when the object of a sentence refers to the same person or thing as the subjectof the sentence.

Examples:He cut himself.She is by herselfThey spoke for themselves

REFLEXIVE PRONOUN/rɪˈflɛksɪv//ˈprəʊˌnaʊn/

This can be taught by making students fill in on a worksheet or fill in the gaps with the different reflexive pronouns.

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

PROOFREAD/ˈpruːfˌriːd/

This can be taught by writing and checking and changing a story or an essay students write.

Examples:EssaysLettersprojects

The relationship between the teacher and learners. Teachers try to build or create a good rapport or relationship with their learners.

RAPPORT /ræˈpɔː/

This can be achieved by having sometimes conversations with students and doing things out of common.

Taking a class out of class and changing the air of the class once in a while and talking to them.

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

RE-DRAFT LEARNER

/ˈlɜːnə/

The important thing is always to have interesting things for the learner to keep interested.

This can be done though practice and working on writing and in it the process it requires.

Examples:StoriesEssaysStoriesRetellingRole-plays

A person that tries to learn or a student.

Examples:Topics that are inSongsStoriesBooksmagazines

TARGET LANGUAGE /ˈtɑːɡɪt/ /ˈlæŋɡwɪdʒ/

Examples:Listening to a songPlaying a gameSpeaking allthe time in English using realia.

REPETITION /ˌrɛpɪˈtɪʃən/

Examples: DrillsRepetitionsRepeat after me

The language that is being learnt by the students.

This can be taught by making them play games, with flashcards, and working sheets, also with songs and body-language.

To say something again, often for practice.

To do this is necessary to have interesting drills or games that can be done once twice or three times.