Vocabulary tkt from units one to eight

1. TKT VOCABULARY
WORDS
NAME: GABRIELA SANCHEZ
LEVEL: 9TH LEVEL “B”
Universidad Técnica de Ambato

2. Guide
TKT Word
Definition
Phonetic transcription
Own example of the word
How to teach

3. UNIT ONE
A
Accuracy
-Focus on linguistic form and on the controlled production of grammatically correct linguistic structures in the L2.
/ӕˈkjurəsi/
-Accuracy and fluency have to be at the same level in teaching.
- I would teach accuracy using worksheets based on grammar exercises.
.

4. C
Compound nouns
-A compound noun is a noun that is made with two or more words.
/ˈkompaund naʊns/
-Each compound noun acts as a one unit.
- I would teach compound nouns using a chart where it show some examples of the combinations of the compound
nouns such as: noun+noun, adj+noun (fire flies), verb+noun(black board)+noun+verb (sunrise), and so on. I would
teach the common ones and their uses.

5. Conjunctions
-Any member of a small class of words distinguished in many languages by their function as connectors between
words, phrases,clauses, or sentences, as and, because, but,however.
/kənˈdʒʌŋk.ʃən/
-Conjunctions connects or join words and phrases.
- I would teach conjunctions using the board, I would write on it in two rows incomplete sentences, in the first one there
is going to be the beginning of the sentence and in the second row the complement. Then students have to join them
with the proper conjunctions.

6. D
Determiners
- Adjectival words that usually precede descriptive adjectives and include the articles the,a, and an, and any words that
may substitute for them, as your, their, some, and each.
/dɪˈtɜː.mɪ.nər/
-Determiners help to understand and have a better idea of the noun we are talking about.
-I would teach determiners using the many objects with different caracteristics but from the same category , it would be
an scarf , a ball, etc and I'd place them in different parts of the class, then I would tell my students that the red scarf id
from my brother for example, the green ones are from my mom and my sister and the black one is mine. then I´d ask
my students to tell me where is my scarf?, where are their scarf? where are his scarf? and later I´d use the design of
each scarf to continue asking the questions, like for example: that dotted one? that stripped one?, son on.

7. N
Nouns
-Any member of a class of words that can function as the main or only elements of subjects of verbs(A dog just barked),
or of objects of verbs or prepositions (to send money from home), and that in English can take plural forms and
possessive endings (Three of his buddies want to borrow John's laptop).
/naun/
-Noun is the name used with people, animals, cities, etc.
-I would teach nouns showing the students flash card and drawn on them a picture to refer the noun I am explaining.

8. P
Prefixes
-A group of letters added at the beginning of a base word.
/ˈpriːfiks/
-We insert a prefix at the beginning of a word to change the meaning of it.
-I would teach prefixes writing the base word on the board and then I would stick a cardboard with the prefix written on
it . Then, I`d ask my students to guess the meaning of the word.

9. Prepositions
-Any member of a class of words found in manylanguages that are used before nouns, pronouns,or other substantives
to form phrases functioning as modifiers of verbs, nouns, or adjectives, and that typically express a spatial, temporal, or
other relationship, as in, on, by, to, since.
/ˌprep.əˈzɪʃ.ən/.
-PrepositionS help connecting nouns, pronouns and noun phrases to another word.
-For the prepositions of place I would teach them with a big map sticked on the wall, then with a cutout small man I
would ask my students to tell me where is the man. They would say “he is in front of the market” or “he is on the corner
of the bank”

10. S
Suffixes
- A group of letters added at the end of a base word.
/ˈsafiks/
-We insert a suffix at the end of a word to change the meaning of it.
-I would teach prefixes writing the base word on the board and then I would stick a cardboard with the suffix written on it
. Then, I`d ask my students to guess the meaning of the word.

11. UNIT TWO
B
Brainstorming
-To think on ideas usually quickly about the topic.
/ˈbreɪnˌstɔrm/
-Brainstorming is a collaborative activity where all the students gives some kind of ideas on a certain topic.
-I would use brainstorming at the beginning of a class, as a warm up, handing out a paper written on it the topic and
then the students have to write their ideas on it.

12. C
Collocations
-Words that often occurs together.
/ˌkɑː.ləkeɪ.ʃəns/
-Collocations sound natural for native speakers and not for learners so that we should learn this combination of words
due to they do not have literal translation.
- I would teach them in context and not isolated, just making emphasis and repeating continuously the words.

13. Contractions
- A shorter form of a group of words, which usually occurs in auxiliary verbs.
/kənˈtræk·ʃəns/
-Contractions make shorter a word.
-I would teach contraction writing the pronoun first on the board and then the auxiliary (she will) , then I would
cross out the (wi) later I would replace those letters with an apostrophe.

14. F
False friends
-A word or expression in one language that, because it resembles one in another language, is often wrongly taken to have the same meaning,
for example, the French agenda which means diary, not agenda
/fɔls frends/
-False friends are words often misinterpreted in the other language because the look and sound is alike.
- I wouldn't teach false friends separately, if they appear in a reading, I would write them on the board for example, with
the word embarrassed, i would write : embarrassed ≠ pregnant.
feeling awkward having a baby

15. H
Highlight
-To draw attention to focus on something so that learners realise it is important.
/ˈhɑɪˌlɑɪt/
-Highlight help our students to be zoned in a certain topic.
-I would help my students to memorise vocabulary highlighting it on the board new words an phrases with their
definitions.

16. Homonyms
-One of two or more words that have the same sound and often the same spelling but differ in meaning, such as bank
(embankment) and bank (place where money is kept).
/ˈhɑm·əˌnɪm/
-The spelling of a homonym is always the same but the meaning is different.
- I would teach homonyms with some writing activities , the students are going to write sentences with the different
definition that a only word can have. For example: CLOSE: I am close to you - I live in a house close to the bank.

17. Homophones
-A word which is pronounced the same as another word, but which has a different meaning or spelling
/ˈhɑm·əˌfoʊns,/
-homophones sounds like other words but we can distinguish them in context.
- I would teach homophones with a listening activity in which students have to listen to a sentence and then they must
recognize the word I am saying, then they have to write it on a paper. For example: 1.- Anna goes at night to the gym. -
2.- Anna was saved by the knight of the night.

18. I
Idioms
-A speech form or an expression of a given language that is peculiar to itself grammatically or cannot be understood
from the individual meanings of its elements.
/ˈɪd·i·əm/
-Idioms are expressions used by a certain group of people.
- I would teach idioms, categorizing them, for example the idioms that has to do with fruits like: go bananas, I would
teach them in one day.

19. C
UNIT THREE
Consonants
-A sound in which the air is partly blocked by the lips, tongue, teeth.
/ˈkɑn·sə·nənt/
-The consonants are pronounced with the air flow interrupted. There are voiced consonants and voice less consonants.
-I would teach the consonants using videos to make my students realize the right pronunciation.

20. D
Diphthongs
-A vowel combination which is pronounced by moving from vowel to another.
/ˈdɪf.θɒŋs/
-Diphthongs are two vowels pronounced at once.
-I would teach diphthongs individually in order to have my students focus on the pronunciation and at the end of the
lesson they will have learnt oy, oi, oo, ou, ow, aw, au, ew. diphthong formation.

21. I
Intonation
- The way of level of a speaker´s changes to show meaning such as how they feel about something.
/ˌɪn·təˈneɪ·ʃən/
-Intonation is when we rise or fall our voice to show emotion.
-I would teach intonation using some cards written on them different situation such as (anger, requesting, apologising).
Students are going to dramatise a phrase using emotion.

22. P
Phoneme
-The smallest sound unit which can make a difference to meaning .
/ˈfəʊ.niːm/
-Phoneme is a tiny unit of sound that helps differentiate one word from another.
-I would teach a phoneme with the phonemic chart, making them realize the relation of the symbol with the sound.
Also I would teach my students using minimal pairs in order to distinguish the sounds.

23. R
Register
- The formality or informality of a language. Register i indicate the degrees of formality in language use.
/ˈredʒistə/
-There are two types of register: formal and informal.
-I would provide students examples like asking them how they dress and and if it is depending the situation or
not. Then I would start talking about that there are formal and informal situations and we have to accommodate
our language to the occasion.

24. S
Syllable
-A part of a word that usually contains a single vowel sound.
/ˈsɪl·ə·bəl/
-When we pronounce a syllable we tend to separate them, each syllable contain a vowel .
-I would teach english syllables by making them clapping while we pronounce the word to make them recognize the
number of syllables the word has.

25. U
Unvoiced Sounds
-A vowel combination which is pronounced by moving from vowel to another.
/ˈan·vɔɪsd/ /sɑʊnds/
-To produce an unvoiced sound, no voice is used.
-I would teach unvoiced sounds and voiced sounds at the same time to make a contrast in this both kind of ways of
pronouncing words , I would make the sounds with my fingers on my throat showing that they have to do the same. If
The vocal cords vibrate are voiced and if its not voiceless.

26. V
Vowels
-A vowel sound in which the air is not blocked by the tongue, lips, teeth, ect.
/ˈvɑʊ·əl/
-The vowel sound is pronounced without obstruction of the air. All the vowels are sounded.
-I would teach the vowels using words that represent the sound, and then using a video that shows the correct
pronunciation of them.

27. A
Unit four
Appropriacy
- Language which is suitable in a particular situation.
/əˈprəʊ.pri.ə.si/
-Appropriacy is when we use the right expressions according with the register.
-I would teach my students appropricy by the use of the language in different situations, I would give them real
situation to help them distinguish which kind of language is correct and which is not.

28. C
Clarifying
-To make clear what you mean.
/ˈklӕrəfaiŋ/
-To make an aclaration to a student´s doubt or a teacher's´error.
-I would clarify any question of my lesson at the end of it, and if it is something that was not comprehensible the
teacher should reinforce the topic.

29. Colloquial
- Language normally used in informal conversation but not in formal speech or writing.
/kəˈloʊ·kwi·əl/
-Colloquial language is mostly used in the speaking part.
-I would teach my students colloquial language by using videos, tv programs which have slangs in their
dialogues.

30. Chunks
-Any pair or group of words commonly found together or near one another.
/tʃʌŋk/
-Chunks are phrases that come together like: My way home…
-I would teach chunks using a reading where the chunks be underlined or be in bold so they can pay attention to the
phrases, then I would ask my students for the meaning of the words because they are in context and it would be
easy for them guessing. Then, I would correct the mistakes.

31. D
Discourse
-Spoken or written language in text or group of sentences.
/ˈdiskoːs/
-A piece of writing or speech longer than a sentence.
-I would teach writing discourse, giving my students fist connectors in order to join the sentences.

32. E
Exponent
-An example of grammar point function or lexical set.
/ikˈspəunənt/
--It is the language we use to express a function .
-I would teach exponents in a role play where students have to make a conversation using the function of the
language the teacher mentioned.

33. F
Formal
- Language used in formal conversations or writing.
/ˈfoːməl/
-Formal language is when the person use the correct grammatical rules, it is a standardize language.
-I would teach formal language using the environment where students could find formal language such as: on the
bank, for writing a letter to the dean, and other situations that requires a level of formality.

34. G
Greeting
-To welcome someone often with words.
/ɡriːtiŋ/
--Greeting is the initial part of a conversation, such as hello!, How are you today?
-I would teach greetings giving my students a conversation and teaching them the parts of it. greetings, body and
farewells.

35. UNIT 5
C
Cohesion
-The way spoken or written texts are joined together with logical grammar or lexis, e.g. conjunctions (Firstly,
secondly), lexical sets, referring words (it, them, this).
/kəʊˈhiː.ʒən/
-Cohesion is a sense of flow of the sentence.
-I would teach cohesion giving my students a sample of connectors and how to use them in a paragraph.

36. Coherence
-When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make sense to
the listener or reader.
/kəˈhiərəns/
-Coherence is when a text is well structured.
-I would teach coherence giving my students a sample of a correct piece of text and then make my students
follow the example.

37. I
Inferring
-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
/ɪnˈfɜːriŋ/
-Inferring is to draw conclusion ir to guess what the writer want to say
-I would teach to infer by providing my students some questions about the topic, overall to check if the students
recognize the feelings the writer has toward the reading.

38. Intensive reading
-One meaning of intensive listening/reading is reading or listening to focus on how language is used in a text.
This is how intensive listening/reading is used in TKT.
/inˈtensiv/ /riːdiŋ/
-Intensive reading is when we read for obligation, it is not a fun activity.
-I would teach intensive reading choosing interesting topics in order not to get bored my students.

39. Predicting
-A technique or learning strategy learners can use to help with listening or reading. Learners think about the topic
before they read or listen. They try to imagine what the topic will be or what they are going to read about or listen
to, using clues like headlines or pictures accompanying the text or their general knowledge about the text type or
topic. This makes it easier for them to understand what they read or hear.
/priˈdiktiŋ/
- Predicting is the ability of students to guess about what would be the text about.
-I would teach to predict using graphics of the reading and then ask my students to guess the main idea of the
reading.

40. S
Scanning
-To read a text quickly to pick out specific information, e.g. finding a phone number in a phone book.
/skӕniŋ/
-Scanning is the second key skills that help searching certain information.
-I would teach to skimming giving my students a text where they are going to find words with the letter “l” for
example, I will tell them to find the exact number of words and the time, so this will help to read quickly through
the text.

41. Skimming
-To read a text quickly to get a general idea of what it is about. See detail, gist, global understanding.
/skɪmiŋ/
-Skimming is one of the key skills to understand the text in few time.
-I would teach to skimming giving my students pieces of text, at the beginning they are going to be smaller and
then they will be longer and longer. I would ask the main idea of the text.

42. Subskills
-Each of the four language skills can be divided into smaller sub skills that are all part of the main skill.
/ˈsabskɪls/
- Some of the writing subskills are introducing an idea, developing an idea and transition to another idea.
-I would teach subskills in an unconsciously way so the students can learn them without awareness.

43. UNIT SIX
D
Draft
A draft is a piece of writing that is not yet finished, and may be changed. A writer drafts a piece of writing. That is,
they write it for the first time but not exactly as it will be when it is finished. See re-draft, process writing.
/dræft/
- Draft is the first step of writing, there you can know the strategies you are going to use to write your text and the
model you want to follow.
-I would teach to draft focusing on the ideas students want to develop, so for that I would suggest my students to
brainstorm ideas.

44. E
Editing
To shorten or change or correct the words or content of some parts of a written text to make it clearer or easier to
understand. See process writing.
/ˈed·ətiŋ/
- Editing is to rearrange the words in a text to make it easy to understand.
-I would teach editing using these two steps: first, students have to read their work aloud in order to notice the
pace of the text and correct the punctuation mistakes. And second, it is important to shrink the text and to put the
essential parts.

45. G
Gap filling
- An activity in which learners fill in spaces or gaps in sentences or texts. This is often used for restricted practice
or for focusing on a specific language point. This is different from a cloze test which can focus on reading ability
or general language use. See cloze test.
/ɡæp ˈfɪl·ɪŋ/
- Gap filling is an exercise in which students have to choose among some option and fill the space.
-I would use gap filling to teach quantifiers, there students have to read the sentences understand the context
and use the words to fill the gaps.

46. M
Minimal pairs
- Two words which differ from each other by only one meaningful sound (or phoneme),e.g. hit / hˆt / ; heat / hˆÄt /.
/ˈmɪn·ə·məl peər/
- Pronunciation is the basic part while practicing minimal pairs.
-I would teach minimal pairs using graphics, there students will compare both similar words but with different
meaning easily.

47. N
Narrative
-1. A narrative is another word for a story. 2. To tell a story or talk about something that has happened. Teachers
often narrate stories to young learners.
/ˈnarətiv/
- It is to retell a story in your own words.
-I would teach how to narrate a story, reading to my students a piece of text and then asking them to retell it, then
students can start reading it in their houses and share with the class.

48. P
Productive skills
-When learners produce the language.
/prəˈdaktiv skɪls/
-Speaking and writing are examples of productive skills.
-I would teach productive skills by letting them participate, students centered classes. In the oral skills it would be
necessary to make role plays, practice conversations and in the writing skills teacher can let students write letters,
newspaper, mails, it has to be something significant for them.

49. R
Requesting
-To ask someone politely to do something, e.g. Please could you open the window?
/rɪˈkwestiŋ/
- It is a polite question.
-I would teach to request giving my students models of formal conversations, formal questions.

50. S
Summarize
-To take out the main points of a long text, and rewrite or retell them in a short, clear way.
/ˈsʌm·əˌrɑɪz/
- Summarize is to state in few words the main idea of a text, video, or speech.
-I would teach how to summarize using first short readings then asking my students the number of lines they
should shorten the reading. Later and with practice they can make a summary of a whole page.

51. UNIT SEVEN
C
Confidence
- The feeling someone has when they are sure of their ability to do something well. Teachers often do activities
that help learners to feel more confident about their own ability.
/ˈkɑn·fə·dəns/
- Confidence it is the sense of having the power over your skills.
-I would help my students to have confidence developing rapport with them in order to have a good relationship
with them and that would be good to encourage them to participate in my class and not to be afraid to commit
mistakes.

52. F
Facial expressions
- A person can show how they feel through their face, e.g. smiling, showing surprise.
/ˈfeɪ·ʃəl ɪkˈspreʃ·əns/
- Facial expressions are important part on the communication process.
-I would teach facial expression with the game the mirror in which students have to get in pairs and imitate the
movements of the partner. This help students to feel comfortable with themselves, and not to feel embarrassed
expressing their feelings.

53. I
Interactions
- Interaction is ‘two-way communication’ between listener and speaker, or reader and text. Interactive strategies
are the means used, especially in speaking, to keep people involved and interested in what is said or to keep
communication going, e.g. eye contact, use of gestures, functions such as repeating, asking for clarification.
/ˌɪn·tərˈækʃən/
- Interactions are necessary in a good communicative process.
-I would make my students practice interactions showing them discussion topics in a powerpoint presentation.
Then, they will have 5 minutes to talk about it and make each other some questions.

54. S
Sentence stress
- Refers to the way some words in a sentence are stressed. In English these are usually the information-carrying
words. In the sentence It was a lovely evening, and the temperature was perfect, the main stress, when spoken,
is probably on the word perfect. Stress can therefore be used to show meaning, to emphasise a particular point
or feeling.
/ˈsen·təns stres/
- Sentence stress It is the way a sentence is pronounce with falling and upper intonation.
-I would teach my students to stress a sentence giving them readings with different purposes, it could be to
emphasise, to show emotions: anger, happiness.

55. T
Text types
- Texts that have specific features, e.g. layout, use of language, that make them part of a recognisable type of
text, e.g. letters, emails, news reports.
/tekst tɑɪps/
- Text types refer to the characteristics that every single kind of text has.
-I would teach text types showing my students models of letters, emails, articles, and making emphasis in the
difference that each one has while writing them.

56. Turn-taking
- 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’.
/tɜrn teɪkɪŋ/
- Turn taking cause that both people in a conversation has the chance to speak.
-I would use turn-taking in a pair conversation, using a chronometer so each one would have the same amount of
time to talk.

57. U
Utterances
- A complete unit of speech in spoken language. An utterance can be shorter than a sentence, e.g. A: When’s he
coming? B: Tomorrow. ‘Tomorrow’ is an utterance here.
/ˈʌ.t̬ɚ.ənses/
- Utterance are speech sounds.
-I would teach to pronounce correctly utterances using the phonetic chart.

58. W
Word Stress
It is the pronunciation of a syllable with more force or emphasis than the surrounding syllables
which are said to be unstressed, e.g. umbrella / √m«brelW /.
/wɜrd
- Word stress is produce only in vowels not in consonants.
-I would teach word stress make my students learn the principal rules to pronounce correctly the words.

59. H
UNIT EIGHT
Hesitate
- 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.
/ˈhez·ɪˌteɪt/
-To hesitate is to stop talking because of nervousness or because learners are thinking what to say.
-I would help students to stop hesitation using words that they would use instead of saying ewww, or aww, like:
let me think, hold on, just a minute, and so on.

60. I
Information gap
- 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.
/ɪn·fərˈmeɪ·ʃən ɡæp/
- An Information gap is an activity is where students are missing the information they need to complete a task and
need to talk to each other to find it.
-I would help my students with an information gap activities the speaking part. It would help to communicate and
practice the interaction between speakers.

61. L
Lead-in
- The activity or activities used to prepare learners to work on a text, topic or main task. A lead-in often includes
an introduction to the topic of the text or main task and possibly study of some new key language required for the text
or main task.
/ˈliːd.ɪn/
- Lead-in is an activity that introduces the topic to be taught.
-I would teach lead- in with different activities, it would depend on the comming-unit.grammar part.

62. L
Learnt by heart
- To learn something so that you can remember it perfectly. See memorise.
/lɜrnt bɑɪ hɑrt/
- To keep in mind information in a perfect way.
-I would use leanrt by heart for some part of the language whic are really necessary to learn using the memory
such as the verbs and vocabulary words.

63. M
Memorise
- To learn something so that you can remember it later; something which is easy to remember. See learn by heart
/ˈmem.ə.raɪz/
- To memorise is to retain a piece of information in your memory.
-I would help my students practicing drills in class because repeating and repeating a word would help students
to keep the information in their minds.

64. Monitor
- 1. To watch over learners in order to make sure that they are doing what they have been asked to do, and help
them
if they are having problems.
2. To listen to/read the language you use to see if it is accurate and effective.
3. See teacher role.
/ˈmɑn·ɪ·t̬ər/
- Monitor is to check if students are doing well or need help in a certain task.
-I would monitor my classes walking around and asking my students questions about the topic.

65. S
Self-correction
- When learners correct language mistakes they have made, perhaps with some help from the teacher.
/self kəˈrek·ʃən/
- Self correction is when the learner realize the errors for himself.
-I would teach self correction giving students some hints, like using paraphrasing, asking them questions about
the mistake, or making the corrections but not saying the part that was corrected.

66. O
Oral fluency
- Being able to speak using connected speech at a natural speed with little hesitation, repetition or self-correction.
In spoken fluency activities, learners typically give attention to the communication of meaning, rather than trying
to be correct.
/ˈɔr·əl, ˈflu·ən·si/
- Oral fluency is an oral skill that learners develop with the practice of the language.
-I would teach oral fluency with speaking practices, such as: debates, presentations, expositions, and so on.