Gabriela Villamarín

Ninth „A“

Phonetic script

/dɪˈtɝmənɚ/

Definition

A determiner is used to make clear which noun isreferred to, or to give information about quantity,and includes words such as the, a, this, that, my,some, etc.

Example

That heavy book over there is mine.

How to teach

Using gesture and mime

In the classroom, teachers can point at a chairnear she or he and say “This chair.” Then pointto a chair across the room and say “Thatchair”. Then repeat it with other items in theclassroom, incorporating “these” and “those”.

Determiner

Phonetic script

/ˈæf.ɪks/

Definition

A meaningful group of letters added to the beginningor end of a word to make a new word, which can be adifferent part of speech from the original word, eg.Interview, interviewer, etc. Is the process of adding aprefix or suffix to a word.

Example

I feel incapable to do something when mydoy is ill.

(The affix is the prefix in)

How to teach

1. Define the meaning of prefix and sufix.

2. Introduce the most common affixes, such asin-, un-, dis-, -ly, etc. by examples, andexplaining how the meaning changes.

3. Providea worksheet with exercises tocomplete and analyze together.

Affixes

Phonetic script

/kənˈvei minɪŋ/

Definition

To express or communicate meaning. Teachers focuson conveying meaning when they present newlanguage.

Example

Teacher: Maria is with her head over heels! Itmeans, that Maria is in love with someone.

How to teach

1. T presents some idioms for new vocabulary.

2. T gives some examples and their meaning, explaining that those an not be translated

literally.

Convey meaning

Phonetic script

/ˈfiː.tʃər/

Definition

Is an interesting or important part or characteristic ofsomething.

Example

I can dance salsa as good as my sister.

/ə/ - this weak form is the feature

How to teach

This can be teach while teachers focuses justin one feature, which can be the schwa. Tothis she provides a list of words containingthat sound.

Feature

Phonetic script

/kənˈtraːst/

Definition

To compare the differences between two things.

Example

Melanie has the longest hair of her family

How to teach

1. Show two different object (a bottle of waterand a juice) and rw a colum on the board,where students are going to list thecharacteristics of each.

2. Based on that information, introduce thevocabulary for contrasting, and students areasked to do the same.

Contrast

Phonetic script

/kloːz/

Definition

A clause generally consists of a subject and a finiteverb relating to the subject and any other elementse.g, object. It can be a full sentence or part of asentence.

Example

She stopped walking for 5 minutes.

How to teach

1. Write a clause on the board „ Maria, the girlwith long hair, knew the answer“.

2. Explain that a clause always has a subjectand a infinite verb.

3. Erase the clause and ask if the meaning fthe sentence changed. (it doesn‘t)

4. Provide exercises to all students tocomplete.

Clause

Phonetic script

/mein kloːz/

Definition

A main clause is an independent clausebecause it expresses a complete thought. Itcontains a subject and a verb.

Example

Diana kicked the soda machine.

How to teach

1. T writes on the board „I like bananas“

2. T asks if there is information missing or ifthe idea is clear. (no information needed)

3. T says that main clauses make sense ontheir own.

4. T provides worksheets to practice and thento analyze togathere.

Main clauses

Phonetic script

/səˈbɔːdɪnɪt klɔz/

Definition

A subordinate clause or dependent clause willbegin with a relative pronoun and will containboth a subject and a verb. This combination ofwords will not form a complete sentence andneeds additional information to finish thethought.

Example

After Amy sneezed all over the tuna salad (…)

(information is missing to have sense)

How to teach

1. T writes on the board „where I lived as asmall child“ and asks if there is informationmissing or if the idea is clear. (informationneeded)

2. T says that subordinated clauses cannotmake sense on their own and need a mainclause. Provides more examples.

3. T gives worksheets to practice.

Subordinated clause

Phonetic script

/ˈrɛlətɪv klɔz/

Definition

A relative clause or adjective or adjectival clause, will:contain a subject and verb; will begin with a relativepronoun [who, whom, whose, that, or which] or arelative adverb [when, where, or why]; and willfunction as an adjective, answering thequestions What kind? How many? Or Which one?

Example

To calm his angry girlfriend, Joey offered anapology which Francine did not accept.

How to teach

1. First, T introduces the relative pronouns andwhen to use them

2. T places on the board the sentence „Myteacher, who is nice, is ill“. Then she will explainthat relative clause can be placed between twocommas or at the end, and that that informationis not need, by erasing the part „who is nice“.

3. S analyze if the main idea is lost (no)

Relative clause

Phonetic script

/tʃaŋk/

Definition

Any pair or group of words commonly found togetheror near one another, e.g. phrasal verbs, idioms,collocations, fixed expressions.

Example

She has a bun in the oven

(She is pregnant.)

How to teach

When teaching chunks, mainly to children, it isuseful to work with flashcards.. Then teacherscan have on one card the chunk , like idiomsand in another the definition. First, she willshow each of them and explain them. Thenthe T will unscramble them and Ss will have toput them in order again. So, the T will observeif they understood their meaning.

Chunk

Phonetic script

/ˌkɒl.əˈkeɪ.ʃən/

Definition

Words which are regularly used together. Therelation between the words may be grammatical, forexample when certain verbs/adjectives collocate withparticular prepositions, e.g. depend on, good at orwhen a verb like make or do collocates with a noun,e.g. do the shopping, make a plan. Collocations mayalso be lexical when two content words are regularlyused together, e.g. We went the wrong way NOT Wewent the incorrect way.

Example

She is really good at playing basketball.

How to teach

1. T introduces phrassal verbs, by showingsentences and explaining their meaning.

2. T, with the use of flachcards will devide theclass into two groups. In one card there will be forexample „ good“ and in other „at“, and so on.Each team will receive the same amount offlashcards and they have to join them all.Thegroup that finishes first, is the winner.

Collocation

Phonetic script

/ɪkˈstɛnʃən tæsk/

Definition

An activity which gives learners further or extended practice of the target language or the topic of the lesson or additional skills work.

Example

Teacher: Now, that we analyzed the use of thesimple past, I will give you a worksheet withmore exercises to practice.

Students: (work silently on their exercises)

How to teach

1. Teacher explains the Simple present on theboard and provides examples.

2. Ss go to the board and complete someexercises.

3. T provides Ss extra exercises to practice ontheir own.

Extension task

Phonetic script

/foːls frends/

Definition

A word in the target language which looks or soundsas if it has the same meaning as a similar word in thelearners’ first language but does not, e.g. In French,‘librairie’ is a place where people can buy books. InEnglish, a library is where you may go to borrowbooks rather than somewhere where you go to buybooks (a bookshop).

Example

Spanish speaker might say „I am embarrased!I am so happy“, but in fact she means thatshe is pregnant.

How to teach

Teacher should introde it with a game. She willprepare some small cards containing words inspanish, that Ss might translate similarly inEnglish. The more words a S translate correctly,will win. However it is important to give the righttranslation, since S if they confuse exit with„exito“, they should know that it means „salida“and “success“ means „éxito“

False friends

Phonetic script

/ˈhomənim/

Definition

A word with the same spelling and pronunciation as another word, but which has a different meaning

e.g. bit (past tense of ‘bite’) and a bit (a little).

Example

The words „there“ and „their“ (possessivepronoun) are homonyms.

How to teach

On slips of paper, T writes different words withhomonyms, such as bear, flower, peace,dough, or hair. T puts the words in a box or hatand has a student volunteer to pick one and act itout. Challenge other students to figure out theword and write it down on a piece of paper.Students can check each other’s work to makesure the correct word and spelling is used..

Homonym

Phonetic script

/ˈhɒm.ə.fəʊn/

Definition

A word which sounds the same as another word, but has a different meaning or spelling.

Example

I knew I had to do homework for tomorrow.

I bought a new amazing book to read duringthis holiday.

How to teach

1. T should prepare a useful list of severalhomopnym pairs. So Ss are asked to makesentences using the pairs, like „Jenny ate eightslices of pizza“

2. Ss will read their sentences aloud and theyspell the homophones to notice theirdifferences.

Homophone

Phonetic script

/ˈidiəm/

Definition

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

She felt blue because of her illness. (meansthat she felt sad)

How to teach

1. T chooses 5 idioms that may be easilygrouped and makes sure that Ss understandthem, by introducing them in context.

2. To present the idioms T might show aconversation with all of them and then Sscreate one.

3. Ss act their conversation out.

Idiom

Phonetic script

/ˈlek.sɪ.kəl set/

Definition

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

Example

Means of transportation: bus, car, motorcycle,bycicle, van, etc.

How to teach

To introduce Lexical sets, we might play agame called „My papaer boat is full with ...“,where Ss may add a category, such as„animals“, so each of them has to name one.They have to say it quickly otherwise theyloose.

Lexical set

Phonetic script

/kənˈtrɑː.stɪv stres/

Definition

Contrastive stress is used to express an unusual oremphatic meaning in a sentence. It involves stressingthe important word according to the differentmeanings

Example

My FATHER bought bread for today.

How to teach

Befre teaching Contrastive stress, T shouldmention what a stress is. Then the T playsrecorded sentences, which shows thecontrastive stress such as „I don‘t think HEshould get the job“, and explain that it showsor means that someone else should get thejob. To this, more sentences are played, and Ssshould tell the meaning it transmits.

Contrastive stress

Phonetic script

/ˈdifθoŋ/

Definition

A vowel combination which is pronounced by moving from one vowel to another as one syllable.

Example

The vowel sound „out“ is a diphthong,pronounced as one.

How to teach

First, we should make sure that Ss understandwhat a diphthong is(composed of two letterstogether. Second the T hangs a chart on thewall containing diphthongs and encourage Ssto write more of them down. Then Ss are askto write sentences with them in pairs, such as„The boy has a toy“

Diphthong

Phonetic script

/ˈmɪnəməl peər/

Definition

Two words which differ from each other by only one meaningful sound (or phoneme)

Example

pea bee, pin bin, peg beg, peep beep, paybay, etc.

How to teach

1. Write examples of minimal pairs on theboard.

2. Demonstrate the correct pronunciation ofthe minimal pairs written on the board.

3. Elicit students to give examples of otherwords

4. Distribute minimal pair sheet as a model toproduce other similar ones.

Minimal pairs

Phonetic script

/ʃwɑː/

Definition

The /ə / sound is called the schwa. It is a feature of many weak forms.

Example

about- əˈbaut

Cannot- ˈkӕnət

How to teach

1. Provide a list of words containing the schwasound.

2. T pronounces the sound by showing howshe moves her tongue and mounth.

3. Ss are asked to exaggerate the vowel as if itwere accented, so that they can notice itbetter.

Schwa

Phonetic script

/wəːd ˈbaundəri/

Definition

Where one word ends and the next one begins,especially in connected speech.

Example

Get on. ( geton )

Not at all. ( notatall )

It´s no joke. ( snow joke)

How to teach

1. Provide a small reading and ask Ss to searchfor words which ends with a consonant andthat the next word starts with a vowel. Theyshould underline them.

2. T read the text aloud and exagerate in thosejoined words for Ss to notice the connection.

3. Ss are asked to read aloud by taking turns.

Word boundary

Phonetic script

/mein stres/

Definition

The main stress on a word, e.g. DIFFicult. The primary stress on a word is marked in the dictionary as follows /'difficult/.

Example

PHO TO GRAPH - ˈfəʊ tə grɑ:f

DESERT - ˈde.zət

RECORD - ˈrek ɔːd

How to teach

Teacher can play a recording of single wordspronouncing the main stress. To this, Ss listenand repeat several times.

Main stress

Phonetic script

/ˈsɛkənˌdɛri stres/

Definition

Secondary stress is stress on a syllable or word in a sentence that is less strong than the primary (main) stress.

Example

' comrade

' method

po' lice

How to teach

Teacher can play a recording of single wordspronouncing the primary stress and then thesecond stress with less force . To this, Ss listenand repeat several times

Secondary stress

Phonetic script

/ˈsentəns stres/

Definition

Refers to the way some words in a sentence arestressed. In English these are usually theinformation-carrying words. In the sentence It wasa lovely evening, and the temperature was perfect,the main stress, when spoken, is probably on theword perfect. Stress can therefore be used to showmeaning, to emphasize a particular point orfeeling.

Example

Have you seen the new film with Tom Cruise?

How to teach

1. T explains that sentence stress refers is useto show listeners which parts of the sentenceare important.

2. T plays an audio of examples of „senetncestress“ and Ss write down just the mostimportant words mentioned of each sentence.

Sentence stress

Phonetic script

/əˈprəʊ.pri.ə.si/

Definition

Language which is suitable in a particular situation.

Example

A learner might be fluent (make their meaningclear) but not accurate (make a lot ofmistakes)

How to teach

To practice accuracy in pronunciation andstructure, Teacher models a smallconversation and reads out loud sentence bysentence and each Student, has to repeat. Sothe Teacher is applying drill and controlledpractice..

Appropriacy

Phonetic script

/kəˈləukwiəl/

Definition

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

Example

Can you give me a hand on Saturday?

(Can you help me? – might be betweenfriends)

How to teach

First, Ss should recognize the features ofcolloquial English and when certain register isappropriate to be prepare for real life. Then Ssare presented some colloquial conversationsand they have to perform them by acting .

Colloquial

Phonetic script

/ˈredʒistə/ - /fɔrˈmælɪti/

Definition

The formality or informality of the language used in aparticular situation. Formal register or language isthat used in serious or important situations, e.g. in ajob application. Informal register or language is thatused in relaxed or friendly situations, e.g. with familyor friends. Register may also refer to language whichis specific to a particular group, e.g. technical register,scientific register.

Example

Secretary to her boss: “Good morning, Mr.Bond!.

Secretary to her colleague: “Hey, Mary. How’syour day?

How to teach

Teacher provides worksheets containingcommon expressions according to differentregisters. To this, Ss work in pairs and preparea conversation in the appropriate level offormality, between a secretary and her boss.

Register -Formality (level

of)

Phonetic script

/aːsk foː ˈklӕrəfikshon/

Definition

To ask for an explanation of what a speaker means.

Example

Boy: I need time.

Girl: What do you mean with „You needtime“?

How to teach

Teacher practices intonation and stress whenasking for clarification. Then Ss are asked toperform a role play, where they have to askfor clarification

Ask for clarification

Phonetic script

/ˈnjuːtrəl/ - /ˈlӕŋɡwidʒ/

Definition

A style of speaking or writing that is neither formal nor informal, but in between. It is appropriate for most situations.

Example

Son: Good afternoon Mom! How was yourday?

Mother: Great! And yours?

How to teach

Teacher models a conversation of neutrallanguage, and explains that it is appropriatefor most situations since it has a balancebetween formal and informal. Then, afteranalysing the conversation model Ss are askedto create one and perform in pairs.

Neutral (language)

Phonetic script

/riˈkwest/

Definition

To ask someone politely to do something.

Example

Teacher: Gaby, would you mind closing thedoor, please?

Gaby: Sure!

How to teach

T introduces new vocabulary and expressionsof how to ask in a more polite way. Then Ssare provided with some extra activities tocomplete. Finally they have to perfrom aconversation with Request.

Request

Phonetic script

/ˈfaŋkʃən/

Definition

The reason or purpose for communication as forexample: making a suggestion; giving avice, etc.

Example

To loose weight you should stop eatingchocolate.

How to teach

It is important to teach functions withcommunicative teaching, not based onteaching grammar, with no need to memorize.Teacher may introduce a conversation andanalyze the different functions without literaltranslation, like: “Hello!” (greeting) “What’syour name” (asking information), etc.

Function

Phonetic script

/priˈdikt/

Definition

To guess or say what you think may happen.

Example

Teacher: Mary lost her ring. What do youthing she will do?

Student 1: She will look for it!

Student2: Mary will buy another ring! ...

How to teach

Teacher writes on the board the title of thereading they will read called „A new family“.Then T ask Students to predict what the storyis going to be about. To this she writes thoseprediction on the board, to lanalyze afterreading the story, to see if they guessedcorrectly

.

Predict

Phonetic script

/kəmˈplɛks ˈsɛntns/

Definition

A sentence containing a main clause and one or more subordinate clauses.

Example

While I was at the University, I learned manythings for life.

How to teach

Using gesture and mime

1. Before teaching Complex sentences, Sshould understand the Independent andDependent clause.

2. After writing a Independent and Dependentclause, tell Students that both togetherconform a Complex sentence.

Complex sentence

Phonetic script

/ˈdɪskɔrs/

Definition

Spoken or written language in texts or groups of sentences.

Example

Stage play, story, folklore, etc. are narrativediscourse examples.

How to teach

1. Students work in groups and receive thefollowing instruction “You just heard that yourfavorite band is playing at the college center onFriday. Unfortunately, you are scheduled to workat your part-time job. In a letter to your boss,explain why you need time off on Friday.”

2. They work to respond to that assignmentand share it

Discourse

Phonetic script

/ˈleɪˌaʊt/

Definition

The way in which a text is organized and presented on a page. Certain texts have special layouts, e.g. letters and newspaper articles.

Ex.How to teach

1. Give all S a model of a letter and analyze the structure of how it is written

2. Ask S to write a similar one following the same structure.

Layout

Phonetic script

/ˈliːd.ɪn/

Definition

The activity or activities used to prepare learners towork on a text, topic or main task. A lead-in oftenincludes an introduction to the topic of the text ormain task and possibly study of some new keylanguage required for the text or main task.

Example

Teacher: According to the picture, what doyou think we will write about?

Students: About Christmas!

How to teach

1. T shows some pictures related to Christmas,with the use of the overhead projector.

2. Ss describe the pictures and what they arerelated to.

3. T introduces a Christmas story and ask Ss towrite their own.

Lead - in

Phonetic script

/rəˈseptiv skil/

Definition

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

Example

Teacher: Now you are going to listen the story„My biggest surprise“. So, pleaseputeverything away.

Students: (quiet & listen)

How to teach

1. T ask Ss to keep everything from theirdesks.

2. T plays a story on the cd player, which last10 minutes.

3. Ss are asked about what they understood.

Receptive skill

Phonetic script

/ɡreɪdɪd ˈriːdə/

Definition

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

FRANKENSTEIN

Mary Shelley

Beginners level

How to teach

Teacher asks Ss to get books from the Libraryto read in 1 month. All must be beginner leveland cannot be repeated, so they can create alist to write what book is taken. After onemonth they have to present a summary orally.

Graded reader

Phonetic script

/pri: - ˈridɪŋ/

Definition

Before introducing a text to learners, the teacher canteach key vocabulary from the text which s/he thinksthe learners do not already know and which isnecessary for them to understand the main points ofa text.

Example

Before reading „My first love“, Teacherintroduces vocabulary, which is:

hang out with

spend time with

see someone

How to teach

Teacer writes on the board some key wordsrelated to Christmas, such as „gift“, „candle“,etc. and analyzes their meaning together.Then she gives each S one photocopy of thereading and start analyzing it.

Pre -reading

Phonetic script

/tekst ˈstraktʃə/

Definition

The way a text is organized. For example, an essay typically has an introduction, a main section and a conclusion.

Example

How to teach

T models and essay example. Explaining howto create the introduction, the body and theconclusion and provides useful phrases foreach. Then Ss are asked to produce one ontheir own.

Text structure

Phonetic script

/ӕˈkjurəsi/

Definition

The use of correct forms of grammar, vocabulary,spelling and pronunciation. In an accuracy activity,teachers and learners typically focus on using andproducing language correctly.

Example

Simple past – Past continous

I was walking when I saw Mickel. (accurategrammar)

I walked and saw Mickel (wrong)

How to teach

Teacher teaches the mechanism of writing, bygiving examples. While Students write shemonitors to serve as an advicer. So the Tfocuses on the writing process and grammar,rather than on the final product.

Accuracy

Phonetic script

/kəʊˈhiː.sɪv diˈvais/

Definition

A feature in a text which provides cohesion, e.g. useof topic-related vocabulary throughout a text, ofsequencing words (then, next, after that etc.), ofreferencing words (pronouns – he, him, etc.), ofconjunctions (however, although etc.).

Example

To prepare a fruit saled. First, you need towash all fruits. Second cut them all in smallsquares. Then mix them all together. Finally,add yogurt and serve.

How to teach

Before asking Ss to write a recipe, Teacherintroduces transition words or phrases tofollow a sequence. Additionally, she givesphotocopies with all that vocabulary andmodels a recipe. Ss write their own recipeusing transition words and following themodel.

Cohesive device

Phonetic script

/draːft/

Definition

A draft is a piece of writing that is not yet finished,and may be changed. A writer drafts a piece ofwriting. That is, they write it for the first time but notexactly as it will be when it is finished.

Example

Teacher: Now; you will write about your lastvacation. You have 10 min. And that draft willbe corrected by your classmate. So, after theyreturn your draft you must rewrite it.

Student : (Students write their draft and theirclassmate correct it)

How to teach

T provides 15 minutes to write a story relatedto Christmas. Teacher then collect them andcheck the draft and then return them to theowner. So Ss are asked to write it againfollowing the suggestions and correctingmistakes.

Draft (noun+verb)

Phonetic script

/ri - draːft/

Definition

When a piece of writing is changed with theintention of improving it. A first writer’s draft maybe re-drafted.

Example

When Stundets write their first draft, correctit by re-drafting and finally edit.

How to teach

After T returns the draft from the story Sswrote. She gives some feedback in general.Each Student will have comments andsuggestion on their first draft in order to re-draft to make the final editing.

Re-draft

Phonetic script

/prəˈdʌktɪv skɪl /

Definition

When learners produce language. Speaking andwriting are productive skills.

Example

Dialogue

Student 1: Hi, mary! How was your weekend?

Student2:. I stayed at the hospital.

Student 1: Why? What happened?

Student 2: .....

How to teach

Teacher divides the class in pairs and giveeach of them a situation such as „You want tobuy a house and the seller offers you some“.In pairs they will write a dialogue of minimum3 minutes to perform in the class.

Productive skill

Phonetic script

/ˈprəuses ˈraɪtɪŋ/

Definition

An approach to writing, which thinks of writing as aprocess which includes different stages of writingsuch as planning, drafting, re-drafting, editing,proofreading.

Example

Before hanging in their stories, Students haveto plan what they will write about, draft, editand proofread.

How to teach

Teacher shows wih their overhead projector howshe makes the process writing. She shows that toplan she branstorm her ideas, then write thedraft, re-draft it. Then she edits it and read itagain to proof it is well done. Then Ss are asked towrite following the same processes.

Process writing

Phonetic script

/kəʊˈhiː.ʒən/

Definition

The way spoken or written texts are joined togetherwith logical grammar or lexis, e.g. conjunctions(Firstly, secondly), lexical sets, referring words (it,them, this).

Example

in my last vacation I first went to the beach.Then we visited Cuenca and finally we took atrip in the amazone region.

How to teach

T gives photocopies of all transition words andanalyzes how to use them and when. Then theteacher models an example and asks Ss towrite one by their own.

Cohesion

Phonetic script

/kəˈhiərəns/

Definition

When ideas in a spoken or written text fit togetherclearly and smoothly, and so are logical and makesense to the listener or reader.

Example

I am afraid of spiders but they a re cute!

(does not have sense since you cannot beafraid of something and like it at the sametime)

How to teach

T shows some sentences with the overheadprojector, which do not have sense and askStudnets to reformulate them in order tomake sense in pairs.

Coherence

Phonetic script

/ˈheziteit/

Definition

A pause before or while doing or saying something.Learners often hesitate if they are trying to find thecorrect words to say, because they need more timeto think.

Example

I like playing basketbal, ehm , because i thinkit is fun and ...ehm...and interesting.

How to teach

T explains what hesitation is and gives eachStudent a topic to talk about, such as „What isyour favorite meal?“ and provides 5 minutesto prepare themselves. Finally they Ss musttalk about their topic for 1 minute withoutstopping or hesitating.

Hesitation

Phonetic script

/ˈrɛlɪvəns/

Definition

The degree to which something is related to or useful in a situation.

Example

Teacher: In order to study vocabulary aboutfruits and vegetables. In pairs you willdescribe your favorite one and then we willguess which fruit or vegetable it is.

Student 1: It is red, sweet and....

How to teach

Teacher introduces a new grammar point, thepast simple. And ask Studnets to create astory in the past using some presentedvocabulary.

Relevance

Phonetic script

/oːˈθentik məˈtiəriəl/

Definition

Written or spoken texts which a first languagespeaker might read or listen to. They may be takenfrom newspapers, radio etc. The language in the textsis not adapted or made easier for learners or thelanguage learning process.

ExampleHow to teach

Teacher encourages Ss to listen to the news athome at the webpage cnn and then to reportin class the next day.

Authentic material

Phonetic script

/inˈfəː ˈӕtitjuːd/

Definition

To decide how a writer or speaker feels aboutsomething from the way that they speak or write,rather than from what they openly say.

Example

Student shows a sad face by facial expressionsand studnets guess

Studnet 1: You are sad! ...

How to teach

Teacher writes adjective related to feeling,such as sad, happy, etc. And put them in a hat.Each S tudent has to take out one and that atit out for the rest to guess or infer theattitude.

Infer attitude

Phonetic script

/ˈlɪs.ən foː ˈdiːteil/

Definition

To listen to or read a text in order to understand most of what it says or particular details.

Example

Teacher writes on the board: What the nameof the woman? Why is she mad? And thenplays the recording and Ss write down theanswer.

How to teach

T tells Ss that they will listen to a conversationbetween two guys. And they have to answersome questions related to it.

Listen for detail

Phonetic script

/ˈlɪsən foː dʒist/

Definition

To read or listen to a text and understand the generalmeaning of it, without paying attention to specificdetails.

Example

Teacher skim the text and get the main idea.

How to teach

T provides a samll reading and asks Studentsjust to skim through the text to gat the mainidea of each paragraph and underline it.

Listen for gist

Phonetic script

/ˈsɪmplɪˌfaɪ/

Definition

To make something easier. Simplifying language or tasks is a common scaffolding strategy, for example.

Example

Would you mind helping me carrying this stuffto the living room?

Can you help me with this? (simple)

How to teach

Teacher provides some sentences with lost ofvocabulary use and asks them to work in pairsto make them more easier to understand andmore direct.

Simplify

Phonetic script

/ˌɪntrəˈdʌktərɪ ækˈtɪvɪtɪ/

Definition

An activity which takes place at the beginning of alesson. Introductory activities often includewarmers and lead-ins.

Example

Students get into pairs/groups. The teacherwrites a topic on the board, and studentsbrainstorm associated vocabulary for thetopic. Each pair/group should write the wordsin a notebook.

How to teach

Teacher writes on the board the word„Miami“ and asks Ss to come to the front andwrite what they now about that place. Thenthey read an article about Miami.

Introductory activity

Phonetic script

/kənˈtrəʊl d ˈprӕktis/

Definition

When learners use the target language repeatedlyand productively in situations in which they havelittle or no choice of what language they use. Theteacher and learners focus on accurate use of thetarget language.

Example

Teacher provides vocabulary to use whenspeaking about their favorite place.

How to teach

T introduces a conversation between twowomen talking about their hobbies. Then Sshave to follow the same structure andvocabulary used to talke about their hobbies,in the front.

Controlled practice

Phonetic script

/lɜːn baɪ hɑrt/

Definition

To learn something so that you can remember it perfectly

Example

I love playing basketball with my friends.

I love playing basketball with my friends.

I love playing basketball with my friends. ....

How to teach

T provides workshhets of vocabulary relatedto sociolinguistics and their definition and tellStudents to memorize them, to learn they byheart. Then she takes a quiz.

Learn by heart

Phonetic script

/ˈpærəˌfreɪz/

Definition

To say or write something that has been read orheard using different words. Paraphrase can also beused to describe what a learner does if s/he is notsure of the exact language they need to use, i.e.explain their meaning using different language.

Example

According to Mc Shane (2003) whenemployees feel responsible for their work,they tend to be more motivated.

Mc Shane claim taht employees feelresponsible for their work when they aremotivated (2003)!

How to teach

T provides some examples of paraphrasingand then gives Ss some worksheets withsentences, which they have to paraphrase intheir own words.

Paraphrase

Phonetic script

/təːn ˈteɪkɪŋ/

Definition

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

?

Student 1: I like pizza. And you?

Student2: I like hamburgers. And you? ...

How to teach

In groups of three, studnets will prepare aconversation of any topic, but all have tospeak the same amount of time. To this,Teacher introduces some phrases to turntaking such as, what about you? And you? etc.

Turn taking

Phonetic script

/ˈɪntɪˌɡreɪtɪd skɪls/

Definition

An integrated skills lesson combines work on morethan one language skill. For example reading andthen writing or listening and speaking.

Example

Teacher: Now that we read aout Ana Frank,you must write you opinion of the reading.Individually!

Students: (Write their opinion)

How to teach

Teacher provides all Students a differentarticle of the newspaper. They will read it andanalyze by their own and then they have towrite their opinion, at least 10 lines.

Integrated skills

Phonetic script

/ˌɪntərˈæktɪv ˈstræt.ə.dʒis /

Definition

Interaction is ‘two-way communication’ betweenlistener and speaker, or reader and text. Interactivestrategies are the means used, especially in speaking,to keep people involved and interested in what is saidor to keep communication going, e.g. eye contact,use of gestures, functions such as repeating, askingfor clarification.

Example

Student 1: I am afraid of the quiz!

Student2: Mary don‘t worry we will studytogether (holds her hand) ...

How to teach

T asks Students to prepare a conversation ontheir own in pairs. In addition, she provides arubric of what she is going to grades, eyecontact, vocabulary, etc. Then Studnetsperform it in front of the whole class.

Interactive strategies

Phonetic script

/ˈoːrəl ˈfluːənsɪ/

Definition

Being able to speak using connected speech at anatural speed with little hesitation, repetition or self-correction. In spoken fluency activities, learnerstypically give attention to the communication of

meaning, rather than trying to be correct.

Example

Student1: I love playing basketball because Ifeel fit and I can spend time with my friends.In addition, I love it because ........

How to teach

T interviews each of the Ss by their own andgive them one minute to speak, withoutstopping them. Then she provides feedbackand repeats the same activity the next week.

Oral fluency

Phonetic script

/ˈklӕrəfai/

Definition

1. To make clear what you mean.

2. Clarify language. When teachers focus on form,meaning and pronunciation to help learnersunderstand the use and rules of target language.

Example

Man: I am against the law for homosexualmarriage.

Woman: Why? Would you please clarify yourstatement?

How to teach

1. T provides vocabulary and phrases to askfor clarification and analyze them together.

2. Students are asked to perform a roleplay ingroups where they have to to useClarification.

3. T gives feedback.

Clarify

O TKT Glossary

University of Cambridge – ESOL

Examination

March 2011

O Teaching English – BBC Concil

http://www.teachingenglish.org.uk/knowledge

-database/accuracy