UNIVERSIDAD TÉCNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y

DE LA EDUCACIÓNCARRERA DE IDIOMAS

Name: Andrea Carvajal

Teacher: Wilma Suarez

Subject: TKT Preparation.

TKT vocabulary

UNIT 1

AFFIX

/əˈfɪks/

Concept

Letter or group of letters added to the beginning or end of a word to

make a new word.

Example

Bio- at the beginning of a word adds the idea of life or living

things to words, as in biochemistry, the

study of the chemical processes which

occur within living organisms

How to teach

- Play card games such as Memory, Old Maid, or Go Fish, with cards that contain affixes.

Ask students to match the prefix or suffix with its meaning or the

prefix or suffix with the appropriate root.

- Give extra credit to students who use affixes appropriately

when writing their papers.

- Have students underline affixes in sentences on their

homework assignments or on

consumable activity sheets.

- Let students “play with the language” by creating new

words. For example, present the

suffix -phobia and ask students to create new fears from it like

rapphobia, cyclephobia, etc.

Conjunction

/kənˈdʒʌŋk·ʃən/

Concept

A word such as "and," "but," "because," or "although"

that connects words, phrases, and clauses in a

sentence.

Example

Different kinds ofconjunctions join differentkinds of grammaticalstructures.

Coordinating conjunctionsjoin equals to one another:

Words towords, phrases tophrases, clauses toclauses.

Words to words:

Most children like cookiesand chocolates.

How to teach

Provide students a list of subordinating conjunctions . Write cloze sentences with blanks for the coordinating conjunctions, e.g., The food

looked good, ______ she was not hungry. Have

students compose original sentences for each of the

subordinating conjunctions

Contrast clauses

/ˈkɑn·træst klɔːz/

Concept

We use contrastclauses to contrast

two statements

Example

Some contrast clauses –called concessive clauses

– are introduced by conjunctions such as

although, even though or while.

Although Mary had lived in Quito all her life, she knew few museums .

How to teach

First teach conjunctions to

students then with a list of conjunctions stick on the board

pictures in one side and in another side

stick some conjunctions , ask

students to join both pictures with conjunctions .

Determiner

/dɪˈtɜr·mə·nər/

Concept

A word that is used before a noun to show

which particularexample of the nounyou are referring to

Example

There are different determiners:

Demonstratives such as this and that,

possessives such as myand the boy's, and

quantifiers such as all, many and three.

There are many different types of

flowers in Ecuador

How to teach

Give students the first word of a sentence and ask them to guess

the next word. If they are correct, write the word up. If they are wrong, still write the

correct next word up, but draw one part of the hangman on the board. The students then try to

guess the next word etc. Continue until the whole

sentence or text is complete and the man is safe, or until the hangman is complete and the

students lose. To make the task easier, you can use a sentence that describes something that

they can see, or a sentence they have used recently in their

books or a speaking activity.

This game is a good way of making students predict when a determiner is coming up in the

sentence,

Preposition

/ˌprep·əˈzɪʃ·ən/

Concept

A word that connects a noun, a noun phrase, or a pronoun

to another word, especially to a verb, another noun, or an

adjective.

Example

Prepositions are placed before their complement and hence

pre-positioned.

In the sentence “I used to play in the park” in is a preposition.

How to teach

Prepositions of time.

Put random times on slips of paper including years,

months, specific dates and times. Each student takes a

turn drawing one of the times. He must then tell the class

what he was doing at that time and must choose the correct

preposition of time to express himself. Examples: I was

vacationing in June. I was studying on Sunday. I was

eating lunch at noon.

Pronoun

/ˈproʊˌnɑʊn/

Concept

A word that is used instead of

a noun or a noun phrase.

"She," "it," "them," and

"who"

Example

Pronouns are often used to refer to a

noun that has been previously

mentioned.

I prepare pizza. I like it. “It” is a

pronoun it refers about Pizza

How to teach

1.Place objects and pictures around the room where students can easily

see them.

2. Write begins or ending for each picture ask

students fro the begins poor the endings .

3. Ask students rewrite the sentence using the appropriate pronouns.

Then ask students to use those sentence and write

a paragraph

Word class

/wɜrd klæs/

Concept

A group of words all of which are members of the same form class or

part of speech.

Example

Noun,Verb,Adjective,Adverb,Pronoun,Preposition,Conjunction,Determiner,Exclamation are good examples of

word class

How to teach

Word class let students to write in a

correct way so we have to stablish the structure for each

tense e.g. past tense subject+main

Verb past+ complement , for thatyou must write on theboard the structure.

ADJECTIVES

/ˈædʒ.ek.tɪves/

Concept

They describe orgive a specific

characteristic to a noun.

Example

A red car

the word "red” is describing the car

How to teach

Teacher can teachadjectives when talking

about physicalappearance. By stickingpictures of people withnames on the board, shewill describe the people

there and writesentences on the board.

For instance: Sara is tall, she is beautiful and she

is thin. Teacher willmake students analysewhen we use them and

then make them describe people in their family.

UNIT 2

Brainstorm

/ˈbreɪnˌstɔrm/

Concept

To think of ideas (usually quickly)

about a topic (often noting these down). This is often done as preparation before

a

writing or speaking activity.

Example

Brainstorming is used as a catch all

for all group ideation sessions.

How to teach

Brainstorming is a useful activity that

let students , organize their ideas

before writing or speaking .

Chunks

/tʃʌŋk/

Concept

Any pair or group of words

commonly found together or near

one another.

Example

Phrasal verbs, idioms,

collocations,

fixed expressions are good

examples of chunks .

How to teach

Write on the board chunks and sentences .

Ask students to separated them in a list of sentences

and chunks

Check if Ss did well

Collocations

/ˌkɒl.əˈkeɪ.ʃən/

Concept

Words which are regularly used

together.

Example

Collocations are partly or fully fixed

expressions that become established

through repeated context-dependent

use.

Cosmetic surgery is a good example

How to teach

Matching exercises/completion

exercises

Asks students to complete a sentence with the

correct collocation or match words to their

collocates:

Write on the board

………homework

……….a presentation

Compound nouns

/ˈkɑm·pɑʊnd// nɑʊns/

Concept

a combination of two or more words, which are used as a single word,

e.g. a flower

shop, a headache.

Example

There are three forms of compounds nouns:

Open: tennis ball

Hyphenated: six-pack

solid: bedroom

Each compound noun acts as a single unit and can be modified by adjectives and other nouns.

How to teach

On various flashcards write down half of a

compound nouns and the other half on the

others flashcards

Mix all the flashcard and ask ss to choose one of

them .

Ask students to walk around the class finding

the his or her pair .

False friends

/fɔls frend/

Concept

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 , ‘carpeta’ is a folder . It does not mean

Carpet .

How to teach

Each day you can introduce a false

friend

Discuss with the students what the word sounds like

and then give several examples of its correct meaning.

Idioms

/ˈɪd·i·əm/

Concept

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

Idiomatic expressions in the form of entire

sentences are called proverbs

"The devil is in the details"

Things may look good on the surface, but upon scrutiny, undesirable aspects are revealed.

How to teach

Idioms are too difficult to translate

so that is why sshave to memorize them, provide ss a

list of 5 idioms each class explain them with sentences and ask them to write 2 more by their own

creativity.

Lexical set

/ˈlek.sɪ.kəl set/

Concept

A group of words or phrases that are about the same content

topic or subject

Example

Cloth-cough, long, laurel, origin.

How to teach

Explain ss what is a lexical set gave them examples .

With pictures stick on the board ask

students to separate them in

lexical sets.

Word family

/wɜrd ˈfæm·ə·li/

Concept

A group of words that come from the same

root or base word

Example

At, cat, hat, and fat are a family of words with the "at" sound and

letter combination in common.

How to teach

Explain ss what is a word family gave them examples and explain

them the difference between word family

and lexical set

With pictures stick on the board ask students

to separate them in word family groups .

UNIT 3

Confidence

/ˈkɑn·fə·dəns/

Concept

The feeling someone has

when they are sure of their ability to do

something well.

Example

Confidence is something that

cannot be faked, but it is something

that can be built from teacher to

students.

How to teach

A god way to build confidence in

students is

Letting them write at the end of the class asking them

what they felt after class.

Contraction

/kənˈtræk·ʃən/

Concept

A shorter form of a group of words, which

usually occurs in auxiliary verbs

Example

Contractions replaced missing letter(s) with an

apostrophe.

She shall- she´ll

How to teach

Contractions are difficult to recognize on listenings for that play

recordings or songs that contains

contractions and provide them the lyrics

to let them see the contractions and ask them to repeat the

contractions found in the songs

Contrastive stress

/kənˈtrɑː.stɪv stres/

Concept

Is used to express an unusual or emphatic

meaning in a sentence.

Example

It involves stressing

the important word according to the different

meanings

He was the boy who print the letter (not my friend)

He was the boy who print the letter (not the

homework )

How to teach

Provide students listening activities

that contains sentences with stress ask students to write down the sentence and find the word

that is stress and let them repeat as the

person in the recording did.

Distinguish

/dɪˈstɪŋ·ɡwɪʃ/

Concept

To identify the difference

between two or more things.

Example

Distinguishing minimal pairs

Fat and hat

Free and three

How to teach

Listen songs is a good way to distinguish

phonological term or tenses

and contractions in English , try to listen a song per

each class.

Minimal pairs

/ˈmɪn·ə·məl peər/

Concept

Two words which differ from each other by

only one meaningful sound (or phoneme)

Example

meaning sounds that students

often get confused are, like the "th" and "t" in "thin"

and "tin".

How to teach

Write minimal pairs list on the board. Drill the pronunciation around the class. Then, dictate some of the words, and

ask ss to write down .Then the students work

in pairs - one dictates the words, and the

other say if it is correct or wrong.

Sentence stress

/ˈsen·təns stres/

Concept

refers to the way some words in a

sentence are stressed.

Example

stress can be used to show meaning,

to emphasize a particular point or feeling.

Somebody wants you to sell their car for them

because they have goneto France the main stress is in perfect.

How to teach

Play a recording and ask ss to

repeat the hole sentence with

the write stress gave them

some examples.

Voiced sound

/vɔɪsd sɑʊnd/

Concept

To produce a voiced sound, the

voice is used, movement or

vibration can be felt in the

throat.

Example

Vowels are voiced

As in apple

/ˈæp·əl/

How to teach

While teaching if a letter or a vowel is

voiced or voiceless teacher can ask students

to touch their throat and say the letter if it vibrates

it is voiced.

Word boundary

/wɜrd //ˈbɑʊn·də·ri/

Concept

Where one word ends and the next one

begins, especially in connected speech.

Example

Word boundaries are useful when

you want to match a sequence of

letters (or digits) on their own.

How to teach

In flashcards write words that compound

a sentences and ask each student physically represent a word in a

sentence that you create . Students work

together to arrange themselves into the

proper order to form a sentence.

UNIT 4

Appropriacy

/əˈprəʊ.pri.ə.si/

Concept

Language which is suitable in a

particular situation.

Example

We have a good appropriacy when a word or phrase sounds correct as

an in a natural way.

How to teach

It is not the same talking with your friend as talking

with a teacher we have to be sure

when and

With what person are you talking at.

Colloquial

/kəˈloʊ·kwi·əl/

Concept

Language normally used

in informal conversation

but not in formal speech

or writing

Example

Common names are also provided for standardized

formats, when the formal name

excludes colloquial elements.

How to teach

In order to be more formal let Ss read

newspapers, magazines, or

watch the BBC news

Exponent

/ɪkˈspoʊ·nənt/

Concept

An example of a grammar point, function

or lexical set.

Example

Sorry, what do you mean?

Asking someone to explain something

How to teach

The teacher should allow students to prepare role plays. In each situation,

the students ought to tell the functions of

language. Doing this , will help the teacher knows the students ability in

using language function.

Functional approach

/ˈfʌŋk·ʃə·nəl əˈproʊtʃ/

Concept

A way of teaching

which uses a syllabus based on functions.

Example

Functional approach is

suitable to study attitudes in

students

How to teach

Functional approach is a good way to let students talk and be part of the

class.

Levels of formality

/ˈlev·əls əv fɔrˈmæl·ɪ·ti̬/

Concept

The formality or informality of the language used in a

particular situation.

Example

Friendly situation as in the College or

in the University the level of formality is

informal

How to teach

We have to stablish at the beginning of the class the level

of formality we are going to have in

the class remembering that

we as teacher need to teach a formal

language.

Lexis

/ˈlek.sɪs/

Concept

Individual words or sets of words

Example

For Diabetes, you can say that someone has

"low blood sugar", which is fairly simple language, or you can

use the more complicated medical

term "hypoglycemia".

How to teach

Teacher specially in readings have to let students a list

of vocabulary words or lexis with

that he can said that he or she is

going to introduce the lexis or vocabulary

Receptive skill

/rɪˈsep·tɪv skɪl/

Concept

When learners do not have to

produce language.

Example

Listening and reading are

receptive skills.

How to teach

Giving ssstrategies

for reading and

listening

Register

/ˈredʒ·ɪ·stər/

Concept

The formality or informality of the language used in a particular situation

Example

Informal register

Friend conversations

Formal register

Doctors conversations or in a

job application

How to teach

Teacher can give to students to role play

two conversations one formal and one informal at the end

he or she ask students to

recognize which one is formal or informal

UNIT 5

Extensive reading

/ɪkˈsten·sɪv ˈri·dɪŋ/

Concept

Reading long pieces of text, such as stories or

newspapers.

Example

To apply extensive reading it is believed to

increase motivation

through positive affective benefits

How to teach

Students are free to choose a book that they like and are allowed to

read it at their own pace. The aim of a free

voluntary reading program is to help students to enjoy

reading, so assessment is usually minimized or

eliminated entirely.

Infer

/ɪnˈfɜr/

Concept

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.

Example

Reading between lines can help

catching the main idea

How to teach

Provide ss some pictures about the reading ask them to see them and guess what the

reading is going to be about.

Intensive reading

/ɪnˈten·sɪv ˈri·dɪŋ/

Concept

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

Example

The learners read a short text and

put events from it into chronological

order.

How to teach

Teacher provides students a

reading and ask them to circle

the preposition and the world

which is referring to.

Layout

/ˈleɪˌɑʊt/

Concept

The way in which a text is organized and presented on a

page.

Example

Magazines have a lot of layouts .

As reports, articles.

How to teachpresent to students

different types of text and

explain them that for example in and an essay we have to have an idented line

Predict

/prɪˈdɪkt/

Concept

A technique or learning strategy

learners can use to help with listening or

reading.

Example

Predicting is stablish in how

students are good for listening and

reading .

How to teach

Ask students to predict what they

are going to eat for dinner , or write on the board a word

and let them brainstorm and

finally with join all the words ask them

to predict what is the reading to talk about

Productive skills

/prəˈdʌk·tɪv skɪl/

Concept

When learners produce

language.

Example

In speaking and writing we can see how well

students produce the language

How to teach

Gave students some strategies for writing and

speaking e.gavoid hesitations or practice role

plays in the class

Scanning

/skænɪn/

Concept

To read a text quickly to pick out

specific information

Example

In scanning students can find

specific information as numbers and

names.

How to teach

Teacher presents the text and ask ss

to scan and find specific

information

For example a phone number or

the name of someone or a date.

Skimming

/skɪmɪn/

Concept

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

Example

Students just take few minutes to

read and get the main idea of the

hole text

How to teach

Teacher provides a text and ask ss

to skimm and cath the main

idea of the hole text , ask ss to tell

him the main ideal that could

be.

UNIT 6

Cohesive devices

/koʊˈhi·sɪv dɪˈvɑɪs/

Concept

A feature in a text which provides

cohesion.

Example

When sentences, ideas, and details

fit together clearly, readers can follow along easily, and

the writing is coherent.

How to teach

Teacher ask students to write a paragraph

and underline the prepositions they

wrote. Then students exchange their

paragraphs with their partners and

the partner will see if it is coherence or

not.

Evaluating

/ɪˈvæl·juˌeɪtɪŋ/

Concept

To assess or judge the quality,

importance or effectiveness of

something. Teachers may evaluate

learners’ progress

or strengths and weaknesses.

Example

Effective teaching evaluation must be individualized

How to teach

We can evaluate students using a scale or using a

rubric but at the end it is necessary to give them some

feeback.

Narrating

/nəˈreɪt/

Concept

To tell a story or talk about

something that has happened.

Example

Teachers often narrate stories to young learners.

How to teach

Narrate students a story , ask them to create their own

story and that they have to

narrate it to the class using all the effect they want

Punctuation

/ˌpʌŋk·tʃuˈeɪ·ʃən/

Concept

A group of words all of which are

members of the same form class or part of

speech.

Example

Laura, come here and play .

Laura come here, and play.

In the first the comma shows

emphasis in the name “Laura”

How to teach

provide students a texts without any punctuation ask them to put the

correct punctuation, then write on the

board the first paragraph and work with them , finally check if they did wrong or find.

Requesting

/rɪˈkwest/

Concept

To ask someone politely to do

something

Example

He is playing?

Is she playing?

Could you tell me if she is playing?

The last one is more polite than the other

ones.

How to teach

Provide students some phases that

how politeness them let them write on the board some

question using those phases.

Summarizing

/ˈsʌm·əˌrɑɪz/

Concept

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

them in a short, clear way.

Example

Do not include your interpretation/analysis within the summary

- make a clear distinction between your thoughts and

someone else's.

How to teach

Gave students some tips to summarize as:

Read the original passage or text very carefully.

Use a pencil to highlight or underline what you take to be the main point of the original

text, or make notes in the margins or on another sheet of

paper.

If you're summarizing an entire essay, outline the writer's

argument.

Now tell your audience what the original source argued.

Syllabus

/ˈsɪl·ə·bəs/

Concept

This describes the language and skills to

be covered on a course, and the order in which they will be

taught.

Example

It is necessary to clarify the

objective so at the end we will see if we reach them.

How to teach

Advantages of having a syllabus

Better organization for teacher and

students

Outline grading policies

Source important information

Topic sentence

/ˈtɑp·ɪk ˈsen·təns/

Concept

A sentence that gives the main point or

subject of a paragraph

Example

topic sentence essentially tells what the rest of the

paragraph is about.

if the topic sentence concerns the types of

endangered species that live in the ocean, then

every sentence after that needs to expound on that

subject

How to teach

Ask students to write questions about what

they want to write about, then ask ss to

choose one topic, they have to be sure

about what they want to write and tell them that they can include

some personal opinions in there.

UNIT 7

Authentic material

/ɔˈθen·tɪk məˈtɪr·i·əl/

Concept

Written or spoken texts which a first language speaker

might read or listen to. They may be taken

from newspapers,

radio

Example

Easier materials to help students

learn as magazines, newspapers

How to teach

Using flash cards or song you can

introduce vocabulary.

Coursebook

/koʊrsbʊk/

Concept

Is used regularly by learners in the class. It generally contains

grammar,

vocabulary and skills work and follows a

syllabus.

A coursebook unit is a chapter of a coursebook

Example

A coursebook unit is a chapter of

a coursebook

How to teach

Ss can guide in the coursebook it will

help them to clarify their ideas or what the teacher learn,

also activities in the coursebook will help

them to reinforce their knowledge

Hesitation

/ˌhez·ɪˈteɪ·ʃən/ Concept

A pause before or while doing or

saying something. Learners often

hesitate if they are trying to find the

correct words

to say, because they need more time to

think.

Example

In the TOEFL

Exam hesitation are prohibit

because it shows insecurity

How to teach

Choose well the topic you will talk

about

Be positive in what you know.

practice if front of the mirror the times

you need.

Infer attitude

/ɪnˈfɜr ˈæt̬·ɪˌtud/

Concept

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.

Example

Inferring attitudes in readings can

help you to understand the purpose of the reading or the purpose of the

writer

How to teach

Teacher ask students to read a text and ask some

question about what they think

the author tries to say or what the

author feel about the topic

Introductory activities

/ˌɪn·trəˈdʌk·tə·ri ækˈtɪv·ɪ·ti̬s /

Concept

An activity which takes place at the

beginning of a lesson.

Introductory activities often

include warmers and lead-ins.

Example

Brainstorming is a good introductory

part of a lesson

How to teach

Ask students to brainstorm about a word that you

write on the board , or provide

students some pictures to guess

what they are going to read.,

Listening extensively

/ˈlɪs·ənɪŋ ɪkˈsten·sɪv·li/

Concept

Listening to or reading long pieces

of text, such as stories or newspapers.

Example

Student listening skills and self-

confidence improve when they listen

extensively to easy texts that arouse

their intrinsic interests.

How to teach

Ask students to scan the

text and ask they some questions about it.

Self-correction

/ˌself·kəˈrek·ʃən/

Concept

When learners correct language mistakes they

have made, perhaps with some help from

the teacher.

Example

Self-correction builds awareness

of the language, in turn leading to

more self-sufficient speakers

How to teach

Ways to Encourage Self-Correction

-Write the sentence down as it was said by

the student and ask him/her to find the

mistake.

-Write the sentence down and leave a blank where the mistake was

made. Ask the student to fill in the blank correctly.

Simplified text

/ˈsɪm·pləˌfɑɪ tekst/

Concept

To make something easier. Simplifying

language or tasks is a common

scaffolding strategy

Example

The ability to simplify means to eliminate the unnecessary

a. Needing money to pay my rent, I forced myself

to beg my parents.

b. I needed money to pay my rent. I forced myself

to beg my parents.

How to teach

Give students a long text with

some new words and ask they to

simplified the text looking in the dictionary for

synonyms or the definitions to

simplified the text

UNIT 8

Confidence

/ˈkɑn·fə·dəns/

Concept

The feeling someone has

when they are sure of their ability to do

something well.

Example

When lecturing on positive thinking, we

explore

fear and where it originates, the impact of fear and low self-esteem

on

Study, specially in speaking

How to teach

To build confidence in

students teacher can let them talk or role play , or if

the make mistakes let them to notice

what they did wrong.

Information-gap activities

/ˌɪn·fərˈmeɪ·ʃən-ɡæp ækˈtɪv·ɪ·ti̬/

Concept

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

Same different

Guess the card

Find your partner

Words on back

Are some information gap activities

How to teach

Same different: Students work in pairs.

Each has a different picture that should not

be shown to their partner. The students take turns asking each

other yes or no questions to find out how the pictures are

different.

Interactive strategies

/ˌɪn·təˈræk·tɪvˈstræt̬·ə·dʒi/

Concept

Ways of keeping people interested and involved in what

we are saying

Example

Interactive strategies are mainly use in

group activities.

How to teach

First provide a brief description of the study in which we initially implemented this program and summarize its salient findings.

We then describe the theoretical model from which the

instructional components of the Interactive Strategies program were derived and thereafter

rationalize and describe these components. Finally, we present

data supporting the relative effectiveness of the program

and discuss the implications of our findings for remediating and

preventing long-term reading difficulties in beginning readers.

Memorize

/ˈmem·əˌrɑɪz/

Concept

To learn something so that you can

remember it later; something which is easy to remember.

Example

Some techniques used to memorizes

are:

Mnemonic

Peg system

Art of memory

Rote learning

How to teach

Rote learning, a learning technique

which focuses not on understanding but on

memorization by means of repetition.

if words are to be learned, they may be

repeatedly spoken aloud or repeatedly

written down.

Motivation

/ˌmoʊ·tə̬ˈveɪ·ʃən/

Concept

Motivation is the thoughts and feelings which make us want to do something and help us

continue doing it.

Example

Intrinsic and extrinsic

motivation.

How to teach

Get to know your students. You will be able to better tailor your instruction to the students’ concerns and backgrounds, and your personal

interest in them will inspire their personal loyalty to you. Display a strong interest in students’

learning and a faith in their abilities.

Use examples freely. Many students want to be shown why a concept or technique is useful before they want to study it further. Inform students about how your course prepares

students for future opportunities.

Use a variety of student-active teaching activities. These activities directly engage

students in the material and give them opportunities to achieve a level of mastery.

Teach by discovery. Students find as satisfying as reasoning through a problem and discovering the

underlying principle on their own.

Cooperative learning activities are particularly effective as they also provide positive social

pressure.

Oral fluency

/ˈɔr·əl ˈflu·ən·si/

Concept

being able to speak using

connected speech at a natural speed

with little hesitation, repetition

or self-correction.

Example

In spoken fluency activities, learners

typically give attention to the

communication of

meaning, rather than trying to be correct.

How to teach

Ask students to record themselves while they speak , then they have to listen their, and they will notice

their mistakes and that they need

fluency

Silent period

/ˈsɑɪ·lənt ˈpɪər·i·əd/

Concept

The time when learners who are

beginning to learn a first (or second) language prefer to

listen (or read) before

producing the language

Example

Children (or adults) learning a second language have some silent periods as they

think first in order to say latter

How to teach

Ask students to write in a little paper some

clue words before they have to talk, so when they have to pass to the front

they will use those clue words to talk

fluently.

Turn-taking

/tɜrn teɪkɪŋ/

Concept

When someone speaks in a

conversation this is called a turn.

Speaking and then allowing another

person to speak in

reply is called ‘turn-taking’.

Example

Practice conversations or

role-plays are good examples of turn-taking activities.

How to teach

Ask students to role play or write scripts to pass to

the front to perform it .

Bibliography

• Teaching knowledge test glossary(March 2011)

• M,Spratt,A,Pulverness,M,Williams , teaching knowledge test course(2012). Units 1,2,3,4,5,6,7,8.