Tello,jessi element 1

UNIVERSIDADA TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACION
Name: Jessi Tello
Level: Ninth “B”
Professor: Wilma Suarez

Unit 1 - GRAMMAR
1.- NOUNS
Definition: Nouns are the people, objects or animals we talk
about in a sentence.
Phonemic Transcription: /nauns/
Example:
-The dog was brought to the house after he went to the
veterinarian. (we are talking about a dog, not a cat or a
rabbit)
How to teach: Teacher can use pictures of objects, people
and animals when teaching action verbs to show that those
specific nouns are performing the action. So she can
explains nouns are the ones who perform or do the actions.

Unit 1
2.- PREFIXES
Definition: They are a group of letters added at the
beginning of a base word and they can give an aopposite
meaning to the word.
Phonemic Transcription: /ˈpriː.fɪkses/
Example:
-Those children are happy all the time. (happy – base word)
-Those children are unhappy all the time. (un – prefix)
How to teach: Teacher can teach prefixes when teaching
adjectives to describe people´s feelings and behaviors. So
the teacher first introduces the adjectives and then their
opposites. For instance: Respectful --- people who say
“thank you” are respectful and people who don´t say
“please” are disrespectful.

Unit 1
3.- ADJECTIVES
Definition: They describe or give a specific characteristic to
a noun.
Phonemic Transcription: /ˈædʒ.ek.tɪves/
Example: The big house.
The adjective “big” is giving a characteristic of size to the
house.
How to teach: Teacher can teach adjectives when talking
about physical appearance. By sticking pictures of people
with names on the board, she will describe the people there
and write sentences on the board. For instance: Sara is tall,
she is beautiful and she is thin. Teacher will make students
analyse when we use them and then make them describe
people in their family.

Unit 1
4.- PRONOUNS
Definition: They are parts of speech that replace nouns
(people, objects or animals)
Phonemic Transcription: /ˈprəʊ.naʊns/
Example:
-Maria is tall. (Maria – noun)
-She is tall. (she – pronoun that replaces “MARIA”)
How to teach: After teaching nouns, teacher may introduce
pronouns by showing that they are used to replace nouns.
For instance: Sara throws the ball. She throws the ball.
Teacher should make sentences with all pronouns and then
make students produce their own sentences written and
make them read.

Unit 1
5.- FUNCTION
Definition: It is the purpose every part of speech has in a
sentence.
Phonemic Transcription: /ˈfaŋkʃən/
Example:
-The water is cold. (water is functioning as a noun, the thing
we talk about)
-I water the plants everyday. (water is functioning as a verb,
the action)
How to teach: When teaching the same nouns and
pronouns, teacher may explain “function” by describing the
purpose each element of the sentences previously presented
have. For instance: Sara throws the ball. Sara = doer, throws
= to show an action, the = specify which object and ball =
receives the action.

Unit 1
6.- VERBS
Definition: They are the part of speech that show an action
is being developed.
Phonemic Transcription: /vɜːrbs/
Example:
-I run in the park everyday before College. (run– it is
showing the action I develop before College)
How to teach: Teacher may stick pictures on the board with
some actions. Then write the verbs that show those actions
and finally make sentences. So students will understand that
verbs show actions done by the subjects.

Unit 1
7.- SUFFIXES
Definition: They are letters added to the end of a base word
to make new words.
Phonemic Transcription: /ˈsafikses/
Example:
-Pablo is always very careful. (careful – functioning as an
adjective describing Pablo).
-Pablo always do things carefully. (carefully – with the
suffix “ly” is functioning as an adverb describing how the
action is being done)
How to teach: Teacher may introduce suffixes when
teaching adverbs, because adverbs are formed from
adjectives when we add the suffix “ly”. So students will
notice that the adjectives are changed totally talking about
the function. For instance: Quick --- quickly.

Unit 1
8.- ADVERBS
Definition: They are parts of speech that are used to
describe how an action is done, to focus on something or to
show an attitude to something.
Phonemic Transcription: /ˈæd.vɜːrbs/
Example:
-Steve runs fast. (fast – describe the way Steves runs)
-Steve only eats vegetarian food. (only – is focusing on just
one thing talking about food)
How to teach: Teacher can use flashcards with people
performing actions. Teacher writes a sentence on the board.
“Mary runs everyday”. “John plays soccer”. Then, writes on
the board. “BUT HOW”. Mary runs slowly everyday. John
plays soccer quickly. Teacher writes “HOW” next to “slowly
and quickly”. So students infer they are used to describe the
way we do somehting. Students make their own examples.

Unit 2 - LEXIS
1.- LEXIS
Definition: It is the individual words or set of words which
have a specific meaning.
Phonemic Transcription: /ˈlek.sɪs/
Example:
-milk, soda, juice (they are different lexis or individual
words related to beverages)
-First of all, seond of all, after that (they are lexis or set of
words used to demonstrate a sequence)
How to teach: Teacher may introduce new vocabulary
(transport) from a unit and ask students to make sentences
with them. After that, she can refer to the vocabulary as
lexis. For instance: Ok so this the new vocabulary or lexis
for unit 4. Remember that lexis is a synonym or vocabulary,
so please Maria can you tell me which lexis we learned on
unit 3?.

Unit 2
2.- IDIOMS
Definition: They are fixed expression that can´t be changed
and don´t have a literal meaning.
Phonemic Transcription: /ˈɪd.i.əms/
Example:
-Piece of cake ( it does not mean “pedazo de pastel”, but it
means something is really easy)
How to teach: After finishing a unit 1 of the interactive
course for teenagers where students learned about tha parts
of the body. Teacher may introduce an easy idiom “You are
a pain in the neck”. But first she should give an example of
idiom from spanish “Estoy que me como un elefante”.
Consequently she might explain that “idioms” are
expression we don´t understand literally. Students make
examples.

Unit 2
3.- SYNONYMS
Definition: They are words with the same or similar
meaning.
Phonemic Transcription:/ˈsinənims/
Example:
-Talking about her death is always hard.
-Talking about her passing is always hard.
Death and Passing are synonyms because they refer to the
same thing or meaning.
How to teach: Teacher can make students read an article
related to the new unit where there are unknown and more
sophisticated words for students, after getting the main idea
and discussing about the new vocabulary; teacher may
introduce more simple words to express the same idea and
explain students they are sysnonyms and they can use either
both.

Unit 2
4.- ANTONYMS
Definition: They are words with opposite meaning.
Phonemic Transcription: /ˈӕntənims/
Example:
-Mery is always respectful.
-Mery is always disrespectful.
The two words have opposite meaning, the first one is
positive and the second one is negative.
How to teach: Teacher can make the same previous exercise
to show antonyms, but using the simple words in the
reading. Then choose one word from the article to make a
sentence and then make the sentence but with an antonym.
For instance: The girl was full of happiness. The girl was
full of sadness. Then, ask students to the same with other
words in bold in the text, to look up the antonyms and create
sentences.

Unit 2
5.- WORD FAMILY
Definition: They are words that come through affixation
from the same word.
Phonemic Transcription: /wəːrd/ /ˈfӕməli/
Example:
-Aliens are real.
-Aliens are really scary.
Real is the base word and really comes from this word by
adding the suffix “ly”
How to teach: Teacher can write examples like the ones
above and explain students the words “real” and “really”
“unreal” (etc) are word family because they derived from
the word “real”

Unit 2
6.- FALSE FRIENDS
Definition: They are words which have the same or similar
form in two languages but different meanings.
Phonemic Transcription: /foːls/ /frend/
Example:
-”Library” in Spanish means “Librería” but in English it
means “Biblioteca”.
How to teach: Teacher may write some false friends on the
board like “library” and “embarrassed”, then asks students
(beginners) to give the meaning. In the majority of cases
students might say “librería” and “embarazado”, in that
moment teacher should introduce them as false friends and
give students more examples.

Unit 2
7.- HOMOPHONES
Definition: They are words with the same pronunciation but
different spelling or meaning.
Phonemic Transcription: /ˈhɒm.ə.fəʊns/
Example:
-The sea is calm.
-They see birds every day in their windows.
The first “sea” is the noun that describes a big amount of
water.
The second “see” is the verb that describes an action.
How to teach: Teacher can read some homophones and ask
students which word they heard. Teacher writes the words
they heard on the board, for sure some would hear “see” and
others “sea” and so on. After that teacher explains they are
homophones and gives more examples.

Unit 2
8.- HOMONYMS
Definition: They are words with the same spelling and
pronunciation but different meaning.
Phonemic Transcription: /ˈhɒm.ə.nɪms/
Example:
-My dog bit me.
-I like romantic movies a little bit.
We pronounce and write in the same way the word “bit” but
they have different meaning. The first one is the past of bite
and the second one is showing quantity.
How to teach: Teacher can do the same as the previous
example, but this time writing sentences on the board like
the examples above and then make students repeat the
sentences. So she can explain later they are homonyms and
write more examples.

Unit 3 - PHONOLOGY
1.- PHONOLOGY
Definition: It is the study of the sound system.
Phonemic Transcription: /fəˈnɒl.ə.dʒi/
Example:
-In phonology we study the phonemes, word stress, sentence
stress and intonation.
How to teach: Teacher may write some vocabulary words
from the unit they are going to check, makes students repeat
and then explain them each sound of the words ara part of
phonology which studies the sound system.

Unit 3
2.- PHONEME
Definition: It is the smallest unit of sound that can make a
difference to meaning in a language.
Phonemic Transcription: /ˈfəʊ.niːm/
Example:
-The words “bit” has three phonemes - /b/, /i:/ and /t/
How to teach: Teacher again can introduce some vocablary
words, make students pronounce and then explain each
sound is also called phoneme in English, and of course
explain that we talk about a phoneme or sound that we
pronounce that is different from letters.

Unit 3
3.- DIPHTHONGS
Definition: They are the combination of two vowel sounds
withing a single syllable.
Phonemic Transcription: /ˈdifθoŋs/
Example:
-I like bats. /a/ is a vowel.
-Beat it. /ea/ is a diphthong.
How to teach: When introducing comparatives and superlatives,
teacher may explain also students how to count syllables (one
syllable – one vowel) which is important, so obviously for
counting syllables we count the sounds we pronounce and teacher
can use the word “sea” to show that it is only the sounds we
pronounce. But in this word we haave just two syllables because
we have a diphthong “ea” that represents the sound /i:/. In this
way she can introduce the diphthongs and teacher gives more
examples.

Unit 3
4.- VOICED SOUNDS
Definition: They are the consonant sounds that have
vibration in our voice.
Phonemic Transcription: /voist/ /saunds/
Example:
- I run every Saturday. (the consonant /r/ in “run” is a voiced
sound because it makes vibration in our voice when
pronouncing it.
How to teach: When teaching simple past and the
pronunciation of the different verbs - /t/, /d/ and /id/. She can
explain why we pronounced some verbs with the three
pronunciations by saying that some end in a voiced sound
(vibration) and some in a unvoiced sound (no vibration).

Unit 3
5.- UNVOICED SOUNDS
Definition: They are the consonant sounds that do not make
vibration in our voice.
Phonemic Transcription: /anvoist/ /saunds/
Example:
-The sun is shining. (the consonant /s/ in “sun” is an
unvoiced sound because it does not make vibration in our
voice.
How to teach: When teaching simple past and the
pronunciation of the different verbs - /t/, /d/ and /id/. She can
explain why we pronounced some verbs with the three
pronunciations by saying that some end in a voiced sound
(vibration) and some in a unvoiced sound (no vibration).

Unit 3
6.- PRIMARY STRESS
Definition: It is the stress the speaker puts in what he/she thinks
is the most important word in a sentence.
Phonemic Transcription: /praiˈməri/ /stres/
Example:
-I like pizza. (the stress is on “like” so the speaker wants to show
he/she likes pizza ,“not hates” for example)
-I like pizza. (the stress is on “pizza” so the speaker wants to
show that he/she likes pizza, “not soup or shrimps” for
example)
How to teach: Teacher can introduce the primary stress with the
same exercises about listening we have in the books specially in
questions for students to understand that this stress is the one we
use when we think a word is more important than another and
then make students practice orally.

Unit 3
7.- LINKING
Definition: It is a feature of connected speech which helps
to keep the fluency when speaking, it happens when we
have a word ending in a consonant and other starting with a
vowel so we link the two sounds.
Phonemic Transcription: /liŋkIŋ/
Example:
-I bought a red car.
-Ann is ill.
How to teach: In the same way of the previous word the
teacher can show this with the same exercises of listening in
the book and also can provide more examples on her own
and make students practice pronunciation.

Unit 3
8.- MINIMAL PAIRS
Definition: They are words that differe in just one phoneme.
Phonemic Transcription: /ˈminiməl/ /peərs/
Example:
-The ship has left. ( The “i” in “ship” is /I/ sound)
-The sheep is sick. (The “ee” in “sheep” is/i:/ sound)
How to teach: Teacher can stick pictures related to the topic
students are going to see on the board and write sentences
under them like the ones above. Then explains these are
minimal pairs because they change just in one phoneme and
gives students a reading with minimal pairs words, so
students have to look up which ones are the minimal pairs
and Ss write them on the board.

Unit 4 - FUNCTIONS
1.- PURPOSE
Definition: It is the reason why we use certain language and
parts of speech in every situation.
Phonemic Transcription: /ˈpəːrpəs/
Example:
-I have a headache and my throat is in pain. (the purpose is
to describe a physical state)
-I totally agree with you. (the purpose is to show agreement
with someone)
How to teach: Teacher can introduce the present simple and
explain what is the purpose of this tense (writes the word
purpose on the board). The purpose is to show facts and
routines. So students understand “purpose” is why we use
something or do something.

Unit 4
2.- CLARIFYING
Definition: It is when we ask someone to explain
something.
Phonemic Transcription: /ˈklӕrəfaIŋ/
Example:
-Sorry, I did not understand. Can you repeat it again, please?
How to teach: Teacher can introduce this when asking
students to create a conversation about a restaurant.
Obviously in such conversation we have questions of
clarification, so teacher might say rememeber these are
questions for clarifying information. So students prepare the
role play knowing the use of those questions.

Unit 4
3.- REQUESTING
Definition: It is when we ask someone to do something.
Phonemic Transcription: /rɪˈkwestIŋ/
Example:
-Please, Open the window.
How to teach: Teacher can teach this when teaching the
imperatives, so after giving explanation about them students
will understand we use them for requesting someone
something; it means giving an order. Students should
practice making sentences.

Unit 4
4.- FORMAL
Definition: It is the way we use the language when
speaking in a more socially distant way, so in more official
and important situations
Phonemic Transcription: /ˈfoːrməl/
Example:
-Would you mind opening the door, please?
types of writing. Formal or informal and then after showing
students how to write each type and also giving some
examples of each writing. She must show why some are
informal and some other formal. She should asks them to
write one formal and one informal for students to practice a
bit more.

Unit 4
5.- INFORMAL
Definition: It is the way we use the language when
speaking in a more socially casual way, so this occurs in
relaxed situations, between intimate friends. It is common to
use colloquial language.
Phonemic Transcription: /inˈfoːrml/
Example:
-The test was a piece of cake.
types of writing. Formal or informal and then after showing
students how to write each type and also giving some
examples of each writing. She must show why some are
informal and some other formal. She should asks them to
write one formal and one informal for students to practice a
bit more.

Unit 4
6.- REGISTER
Definition: It is the level of formality we use in different
situations, it can be too formal or too informal.
Phonemic Transcription: /ˈredʒistər/
Example:
-Teacher: Please, open your books (informal)
-Teacher: Please, would you mind opening your books?
How to teach: Again the teacher can use the previous
examples to show that when we talk about formal or
informal we talk about the type of register or level of
formality or informality.

Unit 4
7.- EMPHASIS
Definition: It the importance or focus we put on a specific
area.
Phonemic Transcription: /ˈemfəsis/
Example:
-The English teacher puts emphasis on listening more than
on writing.
How to teach: This can be taught when teaching listening
also, the help with listening we have in the book, teacher can
say that we have to put more emphasis in one words rather
than in others, so students will understand “emphasis” is
when we put more importance in something.

Unit 4
8.- NEUTRAL
Definition: It is when we use certain language that can show
either formality or informality in certains situations and
depending on the person we are talking to.
Phonemic Transcription: /ˈnjuːtrəl/
Example:
-Why don´t you come with us to the library?
How to teach: Teacher can introduce this word when
teaching vocabulary about personality adjectives because
some adjectives can be neutral it means either positive or
negative according to the situation. For instance: cheeky or
talkative can be neutral depending on the situation. This way
teacher can explain it.

Unit 5 – READING
1.- RECEPTIVE SKILL
Definition: It is when we have to first receive information
in the target language and then responding to it.
Phonemic Transcription: /rəˈseptiv/ /skil/
Example:
-Reading is a receptive skill because we first read a text and
then respond to some questions.
How to teach: Teacher can teach this terms when teaching
the reading process after teaching it and asking students to
read some text; she can mention reading is a receptive skill
because we receive information from a text and then we
answer questions about the same.

Unit 5
2.- DISCOURSE
Definition: Spoken or written languagein text or groups of
sentences.
Phonemic Transcription: /ˈdiskoːrs/
Example:
-The discourse of this e-mail is informal because we are
talking to intimates.
How to teach: Teacher can introduce this when teaching
types of writing.

Unit 5
3.- COHERENCE
Definition: It is the logical sense and connection two sentences
have in a text, also taking into consideration the knowledge of the
world (topic) a reader has.
Phonemic Transcription: /kəˈhiərəns/
Example:
-Michael Jackson was one of the best singers and dancers in the
world. He performed all around the world in big concerts. (the
majority of us know who Michael Jackson was and what he did,
so we understand this sentence and also we understand that since
he was a great singer he was able to perform in big concerts –
logic result)
How to teach: Teacher might write on the board two sentences
one that has sense and another that dont, then make students read
and analyze which one they understand and of course the one
they dont understand will not have coherence or sense (teacher
explains)

Unit 5
4.- COHESION
Definition: It is the grammatical link between sentences.
Phonemic Transcription: /kəʊˈhiː.ʒən/
Example:
-Brad Pitt is a great actor. He has performed in many movies.
The grammatical referent “He” shows us the relation between the
two sentences, so we know “he” is refering to Brad Pitt.
How to teach: Teacher may introduce an article related to the
topic of the unit. Then make students read it and develop it in the
normal reading process. After that she would ask students to read
again and focus on the pronouns and what those pronouns refer to
(the relation with the previous sentence or subject), then she will
say that is cohesion.

Unit 5
5.- SCANNING
Definition: It is a reading strategy where the reader reads
the text to look up specific information.
Phonemic Transcription: /skænIŋ/
Example:
-Instruction: How old is the man? What is his profession?
Where does he live?
This is specific information we are going to look up in a
specific text given.
How to teach: Teacher can asks students to read an article
from their books first to get the main idea and thn write
some questions about the text and ask students to scan or
look up that specific information and after that gives them a
similar article and they do the same.

Unit 5
6.- DEDUCING MEANING FROM CONTEX
Definition: It is a reading strategy where we deduce the meaning
of unknown words or phrases by analyzing the context they are
placed in.
Phonemic Transcription: /diˈdjuːsIŋ/
/miːnIŋ/ /from/ /ˈkontekst/
Example:
-The test was a piece of cake. I finished in ten minutes and I
answer all the questions correctly. I was so lucky.
Maybe a person might not know the meaning of the idiom “piece
of cake” but looking at the context or surronding words the
person might conclude that it means “so easy”
How to teach: It can be taught in the same way while practicing
reading, after getting the main idea of the text teacher can ask
student the words they dont understand and then ask them to
figure out what is the meaning from the context or other words
they have around the unknown ones. So at the end they work
together to try and guess. Teacher will say this is “deducing
meaning from context”.

Unit 5
7.- SKIMMING
Definition: It is a reading strategy where we read a text to
find out the general or main idea.
Phonemic Transcription: /skimIŋ/
Example:
-Instructions: Please read the following text and give a
summary about it.
It is understandable that we will have to read for the main
idea and then explain about it.
How to teach: Again Teacher gives students some article
related to the new topic and writes on the board “Skim the
text or get the general idea”. So students will know “skim”
is getting the general idea of a text. Teacher must repeat the
word again and again.

Unit 5
8.- PREDICTING
Definition: It is a reading strategy where we will draw
conclusions about what the text is about by reading the title
or a picture related to the text.
Phonemic Transcription: /priˈdiktIŋ/
Example:
-Teacher presents the title “A Dog is the best gift”
-Students might say the text is about dogs, how they behave,
the advantages and disadvantages, etc.
How to teach: Teacher may write the title of the text
students are going to read in the new untit and asks students
to predict or think what is the text going to be about,
repeating several times please predict or tell me what do you
think it is about. So students will know how to use “predict”
and in which cases.

Unit 6 - WRITING
1.- COMPLEXITY
Definition: It is the kind of grammar we use depending on the
type of writing we are going to develop, such as elementary or
advanced grammar.
Phonemic Transcription: /ˈkompleksIti:/
Example:
-E-mail to a friend: Hi, Pablo I hope u r good.
-Letter to a teacher: Good morning Teacher, I was wondering if
you don´t mind resending me the power point presentations about
“Reading Strategies” please.
How to teach: Teacher may give students different types of
writings, an e-mail to a friend and an application for a job. She
will focus on the language from both by explaining students in
the e-mail we use simple grammar and in the application we use
more complex grammar and we call that complexity.

Unit 6
2.- PARAGRAPHS
Definition: Theay are parts of a longer piece of writing,
which starts on a new line and usually focuses on one idea.
Phonemic Transcription: /ˈpær.ə.ɡrɑːfs/
Example:
-Instructions: The following essay should contain three
paragraphs.
-Introduction, Body and Conclusion
How to teach: After reading an article in the book teacher
may ask specific questions about it by numbering the
paragraphs in the article and sayin: “Remember a paragraph
is a group of sentences that talk about specific details of the
text” “So let´s go to paragraph 1” How old is the boy,
Andrea?

Unit 6
3.- FEATURES
Definition: They are the characteristics each text type has.
Phonemic Transcription: /ˈfiːtʃərs/
Example:
-E-mail to a friend: it may contain informal language and
not too much punctuation.
-Application for a job: it may contain formal language and
correct spelling and punctuation.
How to teach: Teacher may teach adjectives to describe
things such as: “big” or “small”. Then with examples she
should describe some things with pictures and then say: “so
the features or characteristics of this object are: big, white
and long. So, please Andrea what are the features of this
object?

Unit 6
4.- EXTRACT
Definition: It is the part of a text that obviously contains a
piece of information about the text.
Phonemic Transcription: /ikˈstrӕkt/
Example:
-”Writing is four of the language skills: reading, writing,
listening and speaking” This is an extract of the “TKT
Course Modules 1, 2, 3” Unit 6 - Writing
How to teach: Teacher tells students to make groups of
three and tells them they are going to read an article but each
group will have an extract of the article, they will have to
read it and then explain to the other groups their extracts. So
students will guees extract is a one piece of writing from the
text.

Unit 6
5.- LOGICAL
Definition: It describes the sense there is in a text between
words and sentences.
Phonemic Transcription: /ˈlodʒikal/
Example:
-I was born in Venezuela. I lived with my family in Valencia.
(it has sense because the sentences have relation and also the
grammar is well used.
-I was born in Venezuela. My dog bites me all the time. (it
does not have relation between each other and also the
grammar is mixed in an ilogical way)
How to teach: Again the teacher can write some sentences
on the board, some that have sense and some that don´t.
Students will notice which ones are understandable and
which ones not. Teacher should explain some of them are
logical and the others not.

Unit 6
6.- STAGES
Definition: They are the different steps we have to follow in
order to have an accurate writing.
Phonemic Transcription: /steɪdʒes/
Example:
Writing Stages:
Brainstorming, organizing ideas, drafting, editig,
proofreading and re-drafting.
How to teach: Teacher when explaining the different steps
when writing for example a formal letter, she should
introduce the term “stages” or “steps” we have to follow in
order to have a well done essay.

Unit 6
7.- DRAFTING
Definition: It is one of the writing stages where we write the
first version of our writing.
Phonemic Transcription: /draːftIŋ/
Example:
-My first draft: Once upon a time, there was a lovely girl in
a kingdom far far away.
-Editing: Once upon a time, there was a pretty and lovely
girl in a kingdom away from here.
How to teach: When teaching the different stages when
writing something, teacher should obviously introduce
drafting what it means and how students can do it in an
efficient way.

Unit 6
8.- EDITING
Definition: It is one of the writing stages where we correct
and improve the content of the text from the first draft.
Phonemic Transcription: /ˈeditIŋ/
Example:
-My first draft: There are three reason for studying: be
successful, learn more and have money.
Editing: There are three main purposes for studying hard: be
successful in life, learn from it and have an economic
estability.
How to teach: Again the teacher can introduce and explain
this during the writing process.

Unit 7 - LISTENING
1.- PUNCTUATION
Definition: The symbols or marks to organize writing into
clauses, phrases and sentences to make the meaning clear.
Phonemic Transcription: /ˈpaŋktʃueiʃon/
Example:
-We uses the punctuation symbol “comma” when we want
to list things.
How to teach: Of course this can be taught in the grammar
subject little by little with lost of examples in sentences and
in paragraphs and for sure students might practice again and
again.

Unit 7
2.- STRESS
Definition: It is the tool to know which syllable or word are
more important when speaking.
Phonemic Transcription: /stres/
Example:
-Difficult – has the stres on the first syllable.
-This job is difficult – the main stres is on the job.
How to teach: When showing students the pronunciation of
new vocabulary words, teacher must introduce the word
stress by comparing it with the “tilde” we have in spanish
and show them the stress in those specific words. For
instance: “beautiful” – has the stress in the second syllable
and “memorable” has the stres in the first syllable.

Unit 7
3.- INTONATION
Definition: The way the level of a speaker’s voice changes
to show different meanings.
Phonemic Transcription: /intəˈneiʃən/
Example:
-In tag questions: if we use rising intonation we are asking
someone to confirm information and if we use falling
intonation we are agreeing.
How to teach: When practicing the present simple with
affirmative and questions, teacher should introduce
“intonation”. By explaining that we have different intonation
in both to express recognize they are positive and questions.

Unit 7
4.- FACIAL EXPRESSION
Definition: They are the expression we show in our faces
when we speak.
Phonemic Transcription: /feiʃal/ /ikˈspreʃon/
Example:
-He did not say a word but his facial expression showed he
was sad.
How to teach: When teaching adjectives for emotions such
as: bored or excited; teacher can invite students to show
with facial expressions the rest of the adjectives and the
partners guess. Of course teacher has to model first, so
students understand what a facial expression is.

Unit 7
5.- HESITATIONS
Definition: They are pauses we use when speaking because
we are not sure what to say or how to say it.
Phonemic Transcription: /ˈheziteiʃon/
Example:
-I liked the party but she …..mmmm “dont” did not like it.
(it is clear the speaker had a hesitation about the auxiliar for
the past so he/she made a pause)
How to teach: Teacher can introduce this by playing some
conversations where a person hesitates and does not hesitate.
Then asks students to say in which conversation the person
makes a lot of pauses. After that teacher must say the person
use pauses or hesitations which is the same because it is not
sure about what to say next.

Unit 7
6.- INTERACTION PATTERNS
Definition: They are the different participants we have in a
conversation.
Phonemic Transcription: /intərˈӕkʃon/ /ˈpӕtərn/
Example:
-In a listening, people will perform a conversation in a
restaurant. So the two interaction patterns are the customer
and the waiter or waitress.
How to teach: Again while practicing with the listening of
the book, teacher can make students identify the different
people who are having the converstaion and then say that
those are the participants or interaction patterns when having
a conversation.

Unit 7
7.- DETAIL
Definition: It is the specific information we will listen to in
an audio.
Phonemic Transcription: /ˈdiːteil/
Example:
-Instructions in a test: Where is the person from? What does
he do?
So in the listening we will have to pay attention specificly to
that information rather than another.
How to teach: After reading an article, teacher will ask
students to scan the text or look for the details about any
piece of information from the text. So students will know
“detail” is specific information.

Unit 7
8 .- AUTHENTIC MATERIAL
Definition: This is features from the real spoken language
or real situations.
Phonemic Transcription: /oːˈθentik/ /məˈtiəriəl/
Example:
-Audio: I live and Study in Quito. I like the trolebus because
I can see many places and travel comfortably.
This information is real and it is related to our Ecuadorian
Culture.
How to teach: When asking students to plan a lesson,
teacher might asks students to plan it based on unit 1 of the
book and use authentic material. For example: You will use
authentic material which is material from the real world
such as “el heraldo” or “the serie friends”.

Unit 8 - SPEAKING
1.- PRODUCTIVE SKILL
Definition: It is a skill which involves producing language
rather than receiving it.
Phonemic Transcription: /prəˈdatIv/ /skil/
Example:
-Teacher: Please talk about your goals for the near future.
How to teach: Teacher can give a brief review about the
four skills and explain which ones are receptive and which
ones are productive and why.

Unit 8
2.- PARAPHRASE
Definition: It is to say the same thing but in our own words.
Phonemic Transcription: /ˈpӕrəfreiz/
Example:
-Summarising: expressing main points or ideas in a few
clear words.
Paraphrasing
-Summarising: To say the main idea in some words.
How to teach: Before giving students an article to read,
teacher can write on the board a phrase related to the topic.
Then ask students to say what they understand about that
and then adds that what they did is paraphrasing and ask
them to read the article and paraphrase what is says.

Unit 8
3.- ORAL FLUENCY
Definition: It is speaking at a normal speed without hesitation
and self-correction.
Phonemic Transcription: /ˈoːrəl/ /ˈfluənsi:/
Example:
-The girl was in the pool and she …….. does not…. Sorry did not
like it because it was …….. cold.
The speaker clearly is having hesitations that are shown with the
dots and it is correcting him/herself.
How to teach: Teacher can play some listenings of people who
speaks fluently and some that don´t. Teacher will explain that in
the first conversation the person has oral fluency because he/she
does not make pauses, uses appropriate vocabulary and speaks
naturally; the seond one obviously has lots of grammar mistakes
and pauses so he/she does not have oral fluency.

Unit 8
4.- SELF-CORRECTION
Definition: It is when a person corrects his/herself while
speaking.
Phonemic Transcription: /self/ /kəˈrekʃon/
Example:
-I go to Quito yesterday, oh no sorry I went to Quito yesterday
and then I visited /vIsIti:d/ no visited /vIsItId/.
Obviuosly the speaker is correcting hi/herself in grammar and
pronunciation points.
How to teach: Teacher may interview students about some new
grammar. For example: present simple. Questions: how old are
you? Or how are you?. Teacher must pay attention to students
self-correction because as beginners they are going to do it. At
that time the teacher should introduce the term by saying it is
good that you use self correction, it means you correct your own
mistakes and that is valueable when learning the language.

Unit 8
5.- GESTURES
Definition: They are movements we show with our whole
body in order to convey a clearer meaning.
Phonemic Transcription: /ˈdʒes.tʃərs/
Example:
-My sister always uses her hands to exaggerate a story. For
instance, the other day she was talking about a tsunami and
she was moving her hands as waves; it was so funny.
How to teach: It can be also taught by teaching adjectives
of emotions, so students will show a gesture to show the
emotion; for instance: bored or excited.

Unit 8
6.- TURN-TAKING
Definition: It involves using intonation, body language or
any type of language to show we want to begin or end a part
of a conversation.
Phonemic Transcription: /təːrn/ /teikIŋ/
Example:
-A: I tell you I don´t want to talk to him. That´s it.
-B: But you should talk to him, he loves you; you know.
-A: Maybe, but he let me down and it´s over.
-B: Ok. If you don´t want to; I won´t insist. That´s ok.
The words in bold show the other speaker his/her turn to
speak.
How to teach:Teacher might teach this when teaching
listening. Here teacher can xplain the different features of a
good listening.

Unit 8
7.- CONVEY
Definition: To express a message or a meaning.
Phonemic Transcription: /kənˈvei/
Example:
-It a target language it is important to learn to convey our
messages in a correct way if not the other person might
misunderstand them.
How to teach: Teacher can use pictures to show people who
is trying to express a message. After that she can introduce
the word “convey” by saying is a synonym of “express”.
Teacher will have to use the word repeatedly so students get
accustomed to it.

Unit 8
8.- LEARNT BY HEART
Definition: It is when we memorize something before
saying it.
Phonemic Transcription: /ləːrn/ /bai/ /haːrt/
Example:
-We must learn the verbs in past by heart.
How to teach: When introducing some idioms, the teacher
can introduce this phrase and show examples about how to
use it and when.

Tello,jessi element 1

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