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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
TKT PREPARATION COURSE
Cristina Tamayo
9th “B”
GLOSSARY
The use of correct
forms of grammar,
vocabulary, spelling
and pronunciation.
Accuracy
/ˈækjʊrəsɪ/
I will tell my Ss' that when they speak correct
their accuracy is correct too.
I will spend my money in a beautiful cellphone. “Is accurately correct”
Language which is
suitable in a particular
situation.
Appropriacy
/əˈprəʊprɪəsɪ/
I will tell them that are similar to the levels of
formality.
Your greeting for Mr. Wilson didn’t show appropriacy
Written or spoken
texts which a first
language
Authentic material
/ɔːˈθɛntɪk/ /məˈtɪərɪəl/
I’d show them a piece of a newspaper and I’d
tell them that is an authentic material.
Newspapers, radio are examples of authentic materials.
When ideas in a
spoken or writer text
fit together clearly
and smoothly, and so
are logical and make
sense to the listener
or reader. Coherence
/kəʊˈhɪərəns/
I would tell them that is similar to Spanish.
His discourse didn't have coherence. I couldn’t understand.
The way spoken or
written texts are
joined together with
logical grammar or
lexis.
Cohesion
/kəʊˈhiːʒən/
I’d make them to write a sentence and I’d
check cohesion between words.
Her paragraph doesn’t have cohesion.
Long normally used in
informal conversation
but not in formal
speech or writing.
Colloquial
/kəˈləʊkwɪəl/
I would give them some examples of
colloquial expressions.
Give Lucia a ring, OK? It’s colloquial.
Nouns, verbs,
adjectives or
prepositions that are
made up of two or
more words and have
one unit of meaning.
Compound
/ˈkɒm.paʊnd,/
I would write the words on the board, I would
give their individual meaning. After, I would
join the two words making the new meaning.
The assistant office manager did not give her boss the documents on
time. The underlined word is the compound.
The feeling someone
has when they are
sure of their ability to
do something well.
Confidence
/ˈkɒnfɪdəns/
I will make them some activities to see if they
are confident.
Teachers often do activities that help learners to feel more confident
about their own ability.
Or connector is used
to connect words,
phrases, clauses or
sentences.
Conjunction
/kənˈdʒʌŋkʃən/
I will tell them that conjunctions are used to
connect sentences and I would write the
conjunctions.
I like coffee but this time I will drink tea. The underlined word is a
conjunction.
A Word which comes the
main meaning; often
contrasted with function
words which mainly
perform a grammatical
function and carry little
meaning. Content Word
/ˈkɒntɛnt/ /wɜːd/
I would put a sentence, I’d underline them
and I tell them that content words are nouns,
verbs, adjectives or adverbs.
The postman was carrying a very big bag. The underlined words are
content words.
A shorten form of a
group of words, which
usually occurs in
auxiliary verbs.
Contraction
/kənˈtrækʃən/
I would write an example on the board.
You have= you’ve.
When learners use
the target language
repeatedly and
productively in
situations in which
they have little or no
choice of what
language they use. Controlled practice
/kənˈtrəʊld/ /ˈpræktɪs/
I would model an example.
The t' and learners lows on accurate use of target language.
is
Is used regularly by
learners in the class. It
generally contains
grammar, vocabulary,
and skills and follows
a syllabus. Coursebook
/kɔːs bʊk/
I’ll show them the parts of their books
Are coursebook unit is a chapter of a coursebook.
When special force or
attention is given to a
word or information
because it is
important.
Emphasis
/ˈɛmfəsɪs/
I’d write a sentence similar to the example by
underlining the principal word giving an
emphasis.
I want to start the lesson at SIX o’clock not seven o’clock.
Looking at the
strengths or
weaknesses of
someone.
Evaluating
/ɪˈvæljʊˌeɪt ɪŋ/
I’d evaluate my students with quizzes and
exams.
Teachers have to evaluate their students weekly.
When learners listen
to or read language
without being
consciously aware of
it.
Expose
/ɪkˈspəʊz/
Modelling an example or giving synonyms of
the words.
Learners are being exposed to language in the English class.
The expressions on
our faces.
Facial expression
/ˈfeɪʃəl/ /ɪkˈsprɛʃən/
I’d make some kind of faces in order to teach
them the meaning of the word.
Facial expression is an example of body language.
A feature of
something is an
interesting or
important part or
characteristic of it.
Feature
/ˈfiːtʃə/
Take, for example, the sentence I can play
tennis. In connected speech can is
pronounced /kən/- the weak form /ə/ is a
feature of this sentence.
The leaves are an important feature of a tree.
Paying attention to
the words /parts or
words that make a
language structure or
to spelling or
pronunciation. Focus on form
/ˈfəʊkəs/ /ɒn/ /fɔːm/
I would give them a clear example writing i
ton the board.
Teachers need to focus on form of the sentences in order to teach their
students.
The reason or
purpose for
communication.
Function
/ˈfʌŋkʃən/
I would give my students the different ways
of greet, give advice, etc. I will tell them that
those are the different functions of language.
Greeting is a function of language.
A way of teaching
which uses a syllabus
based on functions.
Functional approach
/ˈfʌŋkʃənəl/ /əˈprəʊtʃ/
To give them the concept in English.
This book is based on functional approaches which is really easy for my
Ss'.
An activity in which
learners fill the spaces
or gaps in sentences
or texts.
Gap-fill
/ ɡæp- fɪl/
I’d make them to fill a gap filling activity.
Choose the correct verb, am, is, and are:
-She_____ my best friend. “gap filling activity”
A pause before or
while doing or saying
something.
Hesitation
/hɛzɪˌteɪʃən/
I’d make a spoken example.
Learners often hesitate if they are trying to find the correct word to say,
because they need more time to think.
A group of words that are
used together, in which
the meaning of the whole
word is different from the
meaning of each individual word.
Idiom
/ˈɪdɪəm/
There are lots of idioms and I would print the
most used with a little drawing that reflects
the meaning of the word.
She felt under the weather means that she felt ill.
Studying without a
teacher present or
without the teacher
monitoring and
directing the learning
very closely. Independent study
/ˌɪndɪˈpɛndənt/
/ˈstʌdɪ/
I would tell them that independent study
belongs to them by studying at home and
they have to study by themselves.
Learners could carry out research on a topic using reference resource.
That is independent study.
The different ways
learners and the
teacher work together
in class
Interaction patterns
/ˌɪntərˈækʃən/
/ˈpætəns/
By modeling an example with the Students
Learners to learn, in pairs or groups or teacher to learner, in open class, in
plenary are examples of interaction patterns.
Are the means used,
especially in speaking,
to keep people
involved and
interested in what is
said or to keep
communication going. Interactive strategies
/ˌɪntərˈæktɪv/ /ˈstrætɪdʒɪs/
Modelling an example with the Ss'.
Eye contact, use of gestures, functions are examples of interactive
strategies.
An introduction to the
topic of the text and
activities focusing on key
vocabulary in the text to
pre-teach important
vocabulary, and to
encourage learners to
activate their knowledge
of the world in relation to
the topic.
Introductory activities
/ˌɪntrəˈdʌktərɪ/ /ækˈtɪvɪtɪs/
I’d do some introduction activities when we
are listening or reading something.
Pre-teach vocabulary is one of the introductory activities.
A word or aspect of
language in a piece of
discourse or text,
which is important for
understanding the
text. Key word
/kiː/ /wɜːd/
I’d write a paragraph and I’d underline the
words that are most important, for example
just the verbs or nouns.
You have to underline just the key words of this reading.
Things that are
memorized.
Learn by heart
/lɜːn/ /baɪ/ /hɑːt/
I’d give a synonym and examples of the word.
Model an example.
Ss' need to learn by heart the meaning of some words.
ways
Ways of saying things.
Level of formality
/ˈlɛvəl/ /of/
/fɔːˈmælɪtɪ/
I would give examples of two levels of
formality.
There are two levels of formality, the formal and informal.
Refers to individual
words of sets of
words.
Lexis
/ˈlɛksɪs/
I will give them the concept of lexis and I will
put examples.
I have to get up at 4 a.m. GET UP is the lexis because it has a specific
meaning.
Joining parts of
sentences.
Linking
/lɪŋkɪŋ/
Writing a sentence on the board and
underlying the linking word.
I went shopping them I went to the GYM. The underlined word is linking
word.
Two words with differ
from each other by
only one meaningful
sound or phoneme.
Minimal pair
/ˈmɪnɪməl/ /pɛə/
I’d find some minimal pairs and I’d show them
the differences.
Hit /hɪt/ heat /hiːt/
A clear example of the
target language for
learners to repeat or
write down or save as
a record.
Model
/ˈmɒdəl/
I’d use a model when I'm teaching them with
the inductive approach. I’d write a sentence
to elicit the rule.
If at is focusing on the target language of a lesson, s/he usually chooses a
model sentence which is written on the board.
To watch over
learners in order to
make sure than they
are doing what they
have been asked to
do, and help them if
they are having
problems. Monitor
/ˈmɒnɪtə/
Modeling an example and giving synonyms.
She is walking around the class, 'monitoring the class'
A style of speaking or
writing that is neither
formal nor informal,
but in between. It is
appropriate for more
situations. Neutral
/ˈnjuːtrəl/
I’d speak to them using neutral language not
too formal but neither informal.
My parents and I use neutral language.
To say or write
something that has
been real or heard
using different word.
Paraphrase
/ˈpærəˌfreɪz/
I’d tell them that they have to give their own
meaning of the word without looking in a
dictionary.
To explain the meaning of one word using different language.
A way to categorizing
words according to
their grammatical
function and meaning
e.g noun, verb,
adjective, pronoun,
adverb, preposition,
conjunction. Part of speech
/pɑːt/ /of/ /spiːtʃ/
I would put a sentence and I’d explain that all
of the words are part of speech.
My uncle gave me a present for my birthday. All of the words are part of
speech.
A technique or learning
strategy learners can use
to help with listening or
Reading.
Predicting
I’d tell them that predict is similar to Spanish.
I asked my Ss' to read the topic of the reading and predict what they think
about the reading is about.
A prefix is a letter or
group of letters added
to the beginning of a
word to make a new
word.
Prefix
/ˈpriːfɪks/
I would put just base words and I would teach
them the diff kinds of prefixes.
The explanation was unclear. "UN is the prefix"
To learn language
without studying it,
just by hearing and/or
reading and then
using it.
Pick up
/pɪk/ /ʌp/
I would give them the meaning with an
example.
The learners pick new words up, only recognizing their meaning and then
using it productively.
To read a text in order
to check whether
there are any
mistakes in spelling,
grammar,
punctuation, etc. Proofread
/ˈpruːfˌriːd/
I would tell the Ss' that they have to find
errors in spelling and grammar. So, they will
be doing proofreading.
The Ss' have to find some mistakes in the spelling of some words. I’m
doing proofreading.
The symbols or marks
used to organize
writing information,
clauses, phrases and
sentences to make
the meaning clear. Punctuation
/ˌpʌŋktjʊˈeɪʃən/
I’d write sentences by underlying the symbols
of punctuation and I’d explain them the use
of each one.
Apostrophes, exclamation mark comma, full stop, question mark, speech
marks, are symbols of punctuation.
To read a text in order
to understand most of
what it says or
particular detail.
Reading for detail
/ˈriːdɪŋ/ /fɔː; / /ˈdiːteɪl/
I’d ask them to read and find specific details
of their readings.
I asked my Ss' to read and find some important details.
To read or listen to a
text and understand
the general meaning
of it, without paying
attention to specific
details.
Reading for gist
/ˈriːdɪŋ/ /fɔː; / /dʒɪst/
I’d ask them to read and look for the general
idea of the text.
I’d asked my Ss' to read and look for the general idea of the reading.
When learners do not
have to produce long:
listening and reading
are receptive skills.
Receptive skill
/rɪˈsɛptɪv/ /skɪl/
I will give them the meaning of the word.
I think that reading is the most important receptive skills.
The formality or
informality of the
language used in a
particular situation.
Register
/ˈrɛdʒɪstə/
I will show them the two kinds of situations
by modeling them.
Formal register or long is that used is a serious or important situations e.g.
in a job application. Informal register or language is that used in relaxed or
friendly situations.eg with the family, friends.
The degree to which
something is related
to or useful in a
situation.
Relevant
/ˈrɛlɪvənt/
Providing some examples or putting the word
in a sentence making them to guess the
meaning of the word in context.
Mathematics is relevant in the high school.
To ask someone
politely to do
something.
Request
/rɪˈkwɛst/
I would give my Ss' the different ways of
requesting and each day we’d practice them.
Please could you open the window?
The /ə/ sound is
called the schwa. It is
a feature of many
weak forms.
Schwa/ə/
/ʃwɑː/
I’d elicit some words that use the schwa
sound and making them to repeat the word.
I can play tennis. The word can is phonetically written /kən/.
When learners correct
language mistakes
they have made,
perhaps with some
help from the
teacher. Self-correction
/sɛlf- kəˈrɛkʃən/
I would correct them asking them to have a
mistake intentionally.
I are a student. Sorry says the Ss' I am a student.
Refers to the way
some words in a
sentence are stressed.
In English these are
usually the
information-carrying
word. Sentence stress
/ˈsɛntəns/ /strɛs/
I’d write a sentence for showing them that I
am putting emphasis the main part of the
sentence.
In the sentence it was a lovely evening, and the temperature was perfect,
the main stress, when spoken. The underlined words have the stress.
Each of the four
language skills can be
divided into smaller
subskills ‘that are all
part of the main skill.
E.g. identifying text
organization (reading) Subskill
/sʌb skɪl/
I would explain them the meaning of subskill
and I’d teach them the subskills of reading or
example.
Identifying text organization (reading)
A suffix is a letter or
group of letters added
at the end of a word
to make a new word.
Suffix
/ˈsʌfɪks/
I will put the base words and I would teach
them the different kinds of suffixes.
Goodness is a gift that some people have. “NESS is the suffix"
To take out the main
point of a long text,
and rewrite or retell
them in a short, clear
way.
Summarize
/ˈsʌməˌraɪz/
I would make them to take out the main ideas
of some readings and I would teach them
different ways of summarizing.
The Ss' are summarizing the story.
An activity that
learners complete
Task
/tɑːsk/
I’d provide synonyms.
Problem-solving act or information-gap act are tasks.
The way a text is
organized.
Text structure
/tɛkst/ /ˈstrʌktʃə/
I’ll introduce how to write a letter for
example and I’d show them the text
structure.
An essay typically has an introduction, a main section and a conclusion.
Text that have specific
features, e.g. layout,
use of long, that make
them part of a
recognizable type of
text. Text type
/tɛkst/ /taɪp/
I’d make them to write a letter and I’d explain
them that that it is a text type.
Letters, e-mails, news reports are examples of text types.
A sentence that gives
the main point or
subject of a
paragraph. This is
usually the opening
sentence in a
paragraph. Topic sentence
/ˈtɒpɪk/ /ˈsɛntəns/
I’d teach them the parts of a paragraph and I
would explain them how to create the topic
sentence.
I need to find a good topic sentence for my essay.
English is spoken as a
first or second language in
many countries around the
world, but the English
spoken may be slightly or
significantly different in
each country or in different parts of one
country. Variety of English
/vəˈraɪɪtɪ/ /of/
/ˈɪŋɡlɪʃ/
I will make them hear a short dialogue in the
U.S and U, K language.
A variety of English could be the spoken in the U.K.
To produce a voiced
sound, the voiced is
used.
Voiced sound
/vɔɪst/ /saʊnd/
I’d put on the board the voiced sounds and i[d
make them to repeat.
/b/ in bad, /d/ in dentist. Movement and vibration can be felt on the
throat.
Is the pronunciation
of a syllable with
more force or
emphasis than the
surrounding syllables
which are said to be
stressed. Word stress
/wɜːd/ /strɛs/
I’d write some stressed words giving them the
pronunciation and the phonetic transcription.
Umbrella /ʌmˈbrɛlə/