tkt glossary

1. UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACION
CARRERA DE IDIOMAS
NAME: MERY PORTUGAL
DATE: NOVEMBER 14TH 2014
SEMESTER: 9TH “B”
PROFESSOR: DRA. MG. WILMA SUAREZ
GLOSSARY 1ST ELEMENT

2. Abbreviation
A short form of a word or phrase, e.g. in addresses, Rd is an abbreviation of
Road. See acronym, contraction.
Phonemic script /əˌbriːviˈeɪʃən/
Example Abbreviations are used for long technical terms in scientific
writing
How to teach
I can tech abbreviations with handout in order to make learners to memorize
them. since the only characteristic is that most abbreviations have a period
at the end so it is kind of difficult to explain students word by word.
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3. Abstract .-adjective
Relating to complex thoughts and ideas rather than simple, basic, concrete
concepts. A text or language can be abstract, e.g. words to express thoughts,
feelings or complex ideas, which cannot be seen or touched, are of abstract
words.
Phonemic script /ˈæbstrækt/
Example An abstract is not, however, a simple summary of a document;
neither is it a critique of a document.
How to teach
To teach this word maybe i can use words related to good or bad feelings
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4. Accuracy
The use of correct forms of grammar, vocabulary, spelling and
pronunciation. In an accuracy activity, teachers and learners typically focus
on using and producing language correctly.
Phonemic script /ˈækjərəsi/
Example Accuracy is often compared to fluency when we talk about a
learner's level of speaking or writing.
How to teach
I will teach accuracy through role play exercise at the end of the course, to
gather in the learning, and to assess how well the participants have
understood the training
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5. Acknowledge
To show that you have seen or understood something, e.g. the teacher
acknowledged the learner’s answer with a gesture.
Phonemic script /əkˈnɒlɪdʒ/
Example When we acknowledge something we are accepting, admiting
or recognizeing something,
How to teach
Iwould teach this term by testing students if they have understood or not
something like for example the new grammar structure.
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6. Adverb
An adverb describes or gives more information about how, when, where, or
to what degree etc something is done,e.g. he worked quickly and well.
Phonemic script /ˈædvɜːb/
Example An adverb is the one who modifies verbs, adjectives, or other
adverbs
How to teach
I would teach this term by probiding my students hand outs with a list of
sentences that they have to ask questions like how, when, where occurs
something related to the sentences provided.
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7. Affix verb, affixation noun
A meaningful group of letters added to the beginning or end of a word to
make a new word, which can be a different part of speech from the original
word, e.g. interview, interviewer. Affixation is the process of adding a prefix
or suffix to a word. See prefix, suffix.
Phonemic script /ˈæfɪks/
Example An affix is added to the root of a word to change its meaning.
How to teach
One of the best ways to teach prefixes is through vocabulary games so I
would teach with a games.
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8. Coherence noun, coherent adjective
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.
Phonemic script /kəʊˈhɪərənt/
Example Coherence is the connection of ideas at the idea level.
How to teach
I would teach this term by making students to practise oral presentation
so they must speak clearly.
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9. Cohesion noun, cohesive adjective
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).
Phonemic script /kəʊˈhiːʒən/
Example Cohesion is the connection of ideas at the sentence level.
How to teach
Coherence Cohesion are terms that goes together so i would teach them
with oral presentations and writings
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10. Collocation noun, collocate verb,
Words which are regularly used together. The relation between the words may be
grammatical, for example when certain verbs/adjectives collocate with particular
prepositions, e.g. depend on, good at or when a verb like make or do collocates
with a noun, e.g. do the shopping, make a plan. Collocations may also be lexical
when two content wordsare regularly used together, e.g. We went the wrong way
NOT We went the incorrect way.
Phonemic script /ˌkɒləˈkeɪʃən/
Example A collocation is two or more words that often go together.
How to teach
I would teach collocation using columns and substitution tables because it is very
helpful since students can have a model of own vocabulary notebooks.
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11. Conjunction
A conjunction (or connector) is used to connect words, phrases, clauses
or sentences, e.g. I like tea but I don’t like coffee because it’s too strong
for me.
Phonemic script /kənˈdʒʌŋkʃən/
Example Conjuction is a joiner, a word that connects parts of a
sentence.
How to teach
I would teach conjunctions with the game that consists on having two
students write a simple sentence simultaneously. Then, have your
students think of as many conjunctions as they can that would correctly
link these two sentences together.
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12. Contraction
A shorter form of a group of words, which usually occurs in auxiliary
verbs, e.g. you have = you’ve; it is = it’s.
Phonemic script /kənˈtrækʃən/
Example A contraction is a word or phrase that has been shortened
by dropping one or more letters in this case we use an apostrophe
that takes the place of the missing letters
How to teach
I would teach contractions with to be verb, this is a perfect opportunity to
teach them contractions because the grammar part is not so
complicated
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13. Edit verb
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.
Phonemic script /ˈedɪt/
Example When we edit something we are adding and deleting words
that should be changed
How to teach
I would teach editing with a piece of writing as we know it is one of the
writing process.
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14. Elicit verb
When a teacher thinks that some learners will know a piece of language or
other information, s/he asks targeted questions or gives clues to get, or
prompt learners to give the target language or information rather than
simply providing it to the class her/himself.
Phonemic script /ɪˈlɪsɪt/
Example Elicit is to draw or bring out or forth something.
How to teach
I would teach this term by eliciting the rules for the structure of the first
conditional for example and asking students to focus on some examples,
then writing 'We make the first conditional in English with…?' on the board.
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15. Encourage .-verb
When a teacher helps learners to succeed by giving them confidence,
e.g. ‘Of course you can do it! You’re doing very well ’.
Phonemic script /ɪnˈkʌrɪdʒ/
Example Encourage is to animate somebody to do something.
How to teach
I will motivate my students every single day by saying ´´ you can do it´´
and many other positive motivations, in that way I would encourage them
to be better that in the past.
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16. Feature
A feature of something is an interesting or important part or characteristic
of it. Take, for example, the sentence I can play tennis. In connected
speech, can is pronounced / kWn / – the weak form / W / is a feature of
this sentence.
Phonemic script /ˈfiːtʃər/
Example Feature is a part of something that you notice because it
seems important or interesting,
How to teach
I would teach features with a list of sentences that will be emphasized
into the connected speech, they have to be very aware of the
pronunciation
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17. Fluency
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.
Phonemic script /ˈfluːənt/
Example Fluency is the ability to express oneself easily and articulately
How to teach
To be fluent i considet that students need a lot of practice, that is why i will
encorage them to have plenty of oral presentation.
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18. Function
The reason or purpose for communication, e.g. making a suggestion;
giving advice.
Phonemic script /ˈfʌŋkʃən/
Example Function is the reason why people communicate
How to teach
I would teach functions in this way, students are presented with the idea
of a function. The input and output are connected with the function
notation. Students explain why the output would never change for the
same input.
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19. Hesitation noun, hesitate verb
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.
Phonemic script /ˌhezɪˈteɪʃən/
Example Hesitation is a pause before saying words very slowly, it
could happen because the speaker is nervous, embarrassed or worried
because of something
How to teach
I will teach students to avoid hesitation by providing them self confidence
I think I will achieve this through positive motivation
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20. Homonym
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).
Phonemic script /ˈhɑː.mə-/
Example two words can be homonyms if they are pronounced or spelled
the same way but have different meanings
How to teach
To this term I would challenge my students to say a sentence that uses
pairs or groups of homonyms, such as “I went to the store and bought two
apples, too” or “I went there to meet their new puppy.” we can write
different sentences to write down. Then I can switch roles and have my
student writing sentences that I will say out loud.
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21. Homophone
A word which sounds the same as another word, but has a different
meaning or spelling, e.g. I knew he had won; I bought a new book.
Phonemic script /ˈhɒm.ə.fəʊn/
Example two words are homophones if they are pronounced the same
way but differ in meaning or spelling or both
How to teach
For this term we need to teach with posters of minimal pairs into the board
in order to allow all students to see, read and repeat the minimal pairs.
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22. Idiom noun, idiomatic adjective
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,
e.g. She felt under the weather means that she felt ill.
Phonemic script /ˈɪdiəm/
Example An idiom is a word or phrase that is not taken literally from a
language
How to teach
I will teach idioms with real examples that are expressed with idioms, that
way students will learn by context not literally.
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23. Informal language
Language used in informal conversations or writing, e.g. Hi John. See formal
language and register
Phonemic script /ɪnˈfɔːməl/ /ˈlæŋɡwɪdʒ/
Example People uses informal language mostly with friends and relatives
depending on the situation
How to teach
I will teach this term by using contractions.
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24. Input noun + verb
Information which is given to learners by the teacher, e.g. through a text
or via electronic means.
Phonemic script /ˈɪnpʊt/
Example input is what students receive fron the proffesor.
How to teach
I would teach the term input by the action of providing information in a
text or by mail and letting them know this is input
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25. Instruct verb
To order or tell someone to do something, e.g. Please turn to page 12 and
do exercise 1.
Phonemic script /ɪnˈstrʌkt/
Example To instruct means to give instructions or directions for some task
How to teach
For this termIwould give instructions but i have to explain my students
that there are formal and informal instructions.
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26. Integrated skills
An integrated skills lesson combines work on more than one language
skill. For example reading and then writing or listening and speaking.
Phonemic script /ˈɪntɪɡreɪt//skɪls/
Example Integrated skills is the consolidation of speaking, listening,
reading and writing.
How to teach
To teach integrated skills I need to organize very well my schedule and
assign for example one day for reading skill, second day for writing, third
day for listening and the other day for speaking, that way I will have
covered the four skills
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27. Intensifier
A word used to make the meaning of another word stronger, e.g. He’s
much taller than his brother. I’m very tired.
Phonemic script /ɪnˈten.sɪ.faɪ.ər/
Example A n intensifier is a modifier that has little meaning except to
intensify the meaning it modifies
How to teach
I will teach this term by using physical appereans, but without offending
anyone.
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28. Intensive listening/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. See extensive listening/reading.
Phonemic script ɪnˈtensɪv//ˈlɪs.ənɪŋ/ /ˈriː.dɪŋ/
Example Intensive listening/reading involves learners listening and
reading in detail with specific learning aims and tasks
How to teach
I would provide my students lots of pieces of reading and have some
listening class in order to encourage them to read and listen for specific
information.
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29. Interference
Interference happens when the learner’s mother tongue affects performance in
the target language, especially in pronunciation, lexis or grammar. For example, a
learner may make a grammatical mistake because they apply the same
grammatical pattern as they use in their mother tongue to what they want to say
in the target language, but the L1 grammatical pattern is not appropriate in L2.
Phonemic script /ˌɪn.təˈfɪə.rəns/
Example interference is the affection that causes the intervening in the affairs of
other countries
How to teach
I would try to avoid this phenomenon by not translating words in class since I
consider it is the main cause of interference because students get accustomed to
have a translator instead of a teacher in the class
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30. Jigsaw listening/reading
A text is divided into two or more different parts. Learners listen to or
read their part only, then share their information with other learners so
that in the end everyone knows all the information. In this way, the text is
made into an information-gap activity.
Phonemic script /ˈdʒɪɡ.sɔː/ /ˈlɪs.ənɪŋ/ /ˈriː.dɪŋ/
Example In jigsaw listening /reading a large text is chunked in order to
give students just different parts of the text.
How to teach
A good way to teach this is dividing a long text onto small parts and give
the pieces to different students in order to join later the whole text.
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31. Layout
The way in which a text is organised and presented on a page. Certain
texts have special layouts, e.g. letters and newspaper articles.
Phonemic script /ˈleɪ.aʊt/
Example Layout is the different style that the esch texts have.
How to teach
I will teach this term by providing different styles of writings like for
example formal and informal letters, magazines, newspapers articles,
etc.
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32. Lexis (Also vocabulary)
Individual words or sets of words, e.g. homework, study, whiteboard, get
dressed, be on time.
Phonemic script /ˈlek.sɪs/
Example lexis is what a dictionary tries to contain.
How to teach
I will ask students to create their own English dictionary.
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33. Lexical set
A group of words or phrases that are about the same content topic or
subject, e.g. weather – storm, to rain, wind, cloudy.
Phonemic script /ˈlek.sɪ.kəl/ /set/
Example a lexical set is a group of words related to the same topic.
How to teach
Teaching a lexical set is going to be something essential because
students will have the facility to have the learn vocabulary of an specific
topic.
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34. Note-taking noun, take notes verb
To take notes means to listen and write down ideas from the text in short
form.
Phonemic script /nəʊt/ /teɪkɪŋ/
Example when we take notes we just catch the most important ideas of
a listenign
How to teach
I will engage my students to take notes as much as they can because in
the future it is something useful for them, this activity can be done by
taking notes from TV programs of from a conversation of a friend.
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35. Outcome
Result. This is what the teacher hopes will be the result in terms of
learning at the end of the lesson.
Phonemic script /ˈaʊt.kʌm/
Example The outcomes are the teacher´s expectations after a lesson.
How to teach
In order to have good results I would teach my students any grammatical
structure and at the end apply them an evaluation in order to see if they
have learnt or not.
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36. Paragraph noun + verb
A paragraph is a section in a longer piece of writing such as an essay. It
starts on a new line and usually contains a single new idea. When a writer
is paragraphing, s/he is creating paragraphs. See topic sentence.
Phonemic script /ˈpær.ə.ɡrɑːf/
Example If sentences weren't organized into paragraphs, readers,
would find it difficult to understand.
How to teach
I would like to teach this term with the introduction of a paragraph, the
internal or supporting information finally with the conclusion.
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37. Paraphrase noun + verb
To say or write something that has been read or heard using different
words. Paraphrase can also be used to describe what a learner does if
s/he is not sure of the exact language they need to use, i.e. explain their
meaning using different language.
Phonemic script /ˈpær.ə.freɪz/
Example Praphrasing iinvolves putting a passage from a source into
your own words.
How to teach
I would teach this word by sharing any kind of information related to any
topic, then ask students to keep the same message but using their own
words.
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38. Part of speech
A way of categorising words according to their grammatical function and
meaning, e.g. noun, verb, adjective, pronoun, adverb, preposition,
conjunction.
Phonemic script /pɑːrt//əv//spiːtʃ/
Example The parts of speech show us how the words relate to each
other.
How to teach
I would teach this terms through a list of complete sentences, then ask
learners to underline or circle each of the parts of speech like the noun,
verb, adjective, pronoun, adverb, preposition and conjunction.
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39. Participation noun, participate verb.
To take part in something, e.g. a lesson or classroom activity.
Phonemic script /pɑːˌtɪs.ɪˈpeɪ.ʃən/
Example Participate is to be involbed in something.
How to teach
I will motivate my students to participate in class providing confidence, i
consider they need to get involved to the topic or talk about interesting
topics for them so they will not be afraid of participate.
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40. Phoneme
The smallest sound unit which can make a difference to meaning e.g. /p/ in pan, /b/
in ban. Phonemes have their own symbols (phonemic symbols), each of which
represents one sound. Words can be presented in phonemic script (usually
International Phonetic Alphabet or IPA), e.g. / dÅktW /– doctor. Phonemic
transcription is used in dictionaries to show pronunciation.
Phonemic script /ˈfəʊ.niːm/
Example A phoneme is the smallest contrastive unit in the sound system of a
language
How to teach
When we examine research-based programs for teaching phoneme identities, we
ca use three effective activities:
a) A focus on a basic set of individual phonemes, one at a time.
b) Activities designed to make each phoneme memorable.
c) Practice finding each phoneme in spoken words.
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41. Phonology noun, phonological adjective
The study of sounds in a language or languages
Phonemic script /fəˈnɒl.ə.dʒi/
Example In phonology we learn how sounds are organized and used in
natural languages.
How to teach
I would like to teach this term through activities like substituting different
sounds for the first sound of a familiar song can help children develop
phonological awareness, a cognitive substrate to reading acquisition.
Becoming phonologically aware prepares children for later reading
instruction, including instruction in phonics, word analysis, and spelling
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42. Phrase
A group of words which are often a part of a sentence rather than the whole
sentence, e.g. the green car, on Friday morning are phrases. Also a group of words
that together have a particular meaning.
Phonemic script /freɪz/
Example Phrase contains words that stand together as a single unit.
How to teach
I would like to teach this term through polite phrases because these are important
when learning a language. For anyone who has traveled, it is obvious that the
phrases “please” and ”thank you” are some of the most useful things to learn in any
language. In the classroom, I am totally sure that learning this phrases students will
have the opportunity to use English outside of the classroom
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43. Prediction noun, predict verb
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.
Phonemic script /prɪˈdɪk.ʃən/
Example Prediction is a statement about the way things will happen in
the future.
How to teach
Prediction is a useful activity that students can do through the first step of
the reading process since in this stage readers can look at the tittle or to
the picture and predict what the reading is going to be about
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44. Prefix
A prefix is a letter or group of letters added to the beginning of a word to
make a new word, e.g. clear – unclear.
Phonemic script /ˈpriː.fɪks/
Example The word prefix is itself made up of the stem fix that means
"attach", in this case, and the prefix pre- which meaning "before",
How to teach
I would like to teach prefixes through this steps: students learn in a
cooperative setting to identify, define, and construct words with prefixes.
Students guess at initial meanings and spellings of words, correct
misspellings using spelling strategies developed by their work groups, and
use resources such as spell checkers and dictionaries to arrive at correct
spellings and definitions. To help assess comprehension, students write
sentences for each prefix group the class has worked on during the
lesson.
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45. Preposition
A word used before a noun, pronoun or gerund to connect it to another
word, e.g. He was in the garden.
Phonemic script /ˌprep.əˈzɪʃ.ən/
Example Prepositions can also be used to end sentences.
How to teach
I would like to teach prepositions throug an interesting activity. First, I will
provide a passage from the text book (or another source) that includes a
couple of prepositions. Ask the student to circle all of the prepositions they
can find. In a group, make this a competition – the first person to find all of
the prepositions, wins.
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46. Procedure
The details of exactly what is going to happen in each stage of a lesson,
e.g. learners practice the language of complaints in a role-play in pairs.
Phonemic script /prəˈsiː.dʒər/
Example when we fallow a procedure we have to do things step by
step.
How to teach
Procedure is an important thing we have to do at any time, so i consider it
is kind of easy to teach this term through an agenda on the bord ar ask
students to write each of the activities we are going to do in a certain
class.
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47. Process noun + verb
To actively think about new information in order to understand it
completely and be able to use it in future.
Phonemic script /ˈprəʊ.ses/
Example A process describe Who, What, Where, When, and Why an
event happen
How to teach
To teach this term I will ask my students to do things step by step, using
the connection words we have in English (fist, second, third, etc.)
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48. Process writing
An approach to writing, which thinks of writing as a process which
includes different stages of writing such as planning, drafting, re-drafting,
editing, proofreading. See guided writing and product writing.
Phonemic script /ˈprəʊ.ses/ /ˈraɪ.tɪŋ/
Example Progress writing demostrates the steps we have to follow in
order to have a clear writing
How to teach
For this term I will ask my students to think about an interesting topic for
them, then explain them the process writing. After that, ask them to write
an essay but taking into accoun the process of writing (drafting, editing,
proofreading and re-drafting)
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49. Product writing
An approach to writing which involves analyzing and then reproducing
models of particular text types.
Phonemic script /ˈprɒd.ʌkt//ˈraɪ.tɪŋ/
Example The product writing determines how well or bad has been the
writng
How to teach
to teach this term I will ask my students to read a text, the most important
things are going to be highlighted by students. For example, if I provide
them a formal letter, students' attention may be drawn to the importance
of paragraphing and the language used to make formal requests, and
students focus on where and how the writer employs these techniques.
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50. Repetition noun, repeat verb
To say something again, often for practice. This is often done in drills.
Phonemic script /ˌrep.ɪˈtɪʃ.ən/
Example Repetitions can help us to understand something in a better
way.
How to teach
I would like to teach this term to my students through drilling with the use
of flashcards. In the introduction, I would show students both the image
and word sides of each flashcard. When I start drilling words for the first
time, I ´d show students the word side of the flashcard so they can
practice reading and pronouncing it. Later on, I ´d show them the image of
the word I want them to pronounce
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51. Review noun + verb, revision noun, revise verb
When a learner, often guided by the teacher, looks again at language that
has already been taught in order to remember this language better.
Teachers may choose to review vocabulary or grammatical structures in
the classroom, for example, in order to help learners consolidate the
language or to prepare for a test.
Phonemic script /rɪˈvjuː/
Example review is the process of going over a subject again in order to
fix it in our memory.
How to teach
To do this activity i will have in mind that after any grammatical structure i
teach them I will ask them to review this part again in order to fix
something that is not clear into their minds.
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52. Scan
To read a text quickly to pick out specific information, e.g. finding a phone
number in a phone book. See detail, gist, global understanding, skim.
Phonemic script /skæn/
Example when we scan a text we use this technique when we want to
find specific information quickly.
How to teach
I will ask my students to read any piece of reading then ask them to look
for especific information.
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53. Schwa
The / W / sound is called the schwa. It is a feature of many weak forms,
e.g. / kWn / in I can play tennis.
Phonemic script /ʃwɑː/
Example the schwa sound is an important part of the English phonetic
alphabet.
How to teach
To teach this term I will I do not say "This is the schwa sound" because it
could be confusing for a 5 year old child. I simply introduce it to him
when I am using the phonogram flashcards that have the 'uh' sound.
At this stage he does not need to know that this sound is called the
'schwa' sound - he just needs to know the sound it makes.
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54. Skills
The four language skills are listening, speaking, reading and writing. See
develop skills, subskills, receptive skills, productive skills.
Phonemic script /skɪls/
Example Skills are abilities acquired in life.
How to teach
To teach this term i need to tell them there are four important skills
students should develop reading, writing, speaking and listening. And they
have to develop them in order to lear a language
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55. Skim
To read a text quickly to get a general idea of what it is about. See detail,
gist, global understanding.
Phonemic script /skɪm/
Example Skimming is one of the tools readers can use to read more in
less time.
How to teach
I will ask my students to use this tool in order to looking only for the
general or main ideas. With skimming, readers overall understanding is
reduced because they don’t read everything. they read only what is
important to their purpose
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56. Subject
This is the noun or phrase that goes before the verb to show who is doing
the action in an active sentence, e.g. John plays tennis every Saturday, or
who or what the action is done to in a passive sentence, e.g. The food
was cooked yesterday. See object.
Phonemic script /ˈsʌb.dʒekt/
Example The subject matter of a conversation or discussion.
How to teach
To teach this term I will focus on the aim which is to provide children with
a clear purpose to all reading, and especially writing tasks. Whether it's an
invitation to the head teacher to attend a class assembly, an email to an
author or an article for a school newspaper, our children know why the
quality of their writing matters: because there will be a real audience for
their published work.
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57. Suffix
A suffix is a letter or group of letters added at the end of a word to make a
new word, e.g. good – goodness.
Phonemic script ˈsʌf.ɪks/
Example A Suffix is a word ending that add a certain meaning to the
word.
How to teach
To teach this term I will apply the Suffix Pencil Anchor Chart - I think I
would have the pencil facing the other way and have prefix as the point.
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58. Summary noun, summarise verb
To take out the main points of a long text, and rewrite or retell them in a
short, clear way.
Phonemic script /ˈsʌm.ər.i/
Example A summary is a brief statement that presents the main points in
a topic.
How to teach
To teach summary I need to introduce a topic and ask my students to say
what they have understood but in synthesis.
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59. Synonym
A word which has the same, or nearly the same, meaning as another
word, e.g. nice is a synonym of pleasant.
Phonemic script /ˈsɪn.ə.nɪm/
Example a synonym is a word or expression with another name but with
the same meaning.
How to teach
To teach synonyms I need to mention a words and ask students to say the
same meaning using another word.
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60. Task
An activity that learners complete. For example, problem-solving
activities or information-gap activities are tasks. A task usually focuses on
communication. Task may also be used as another word for activity. See
Task-based Learning (TBL).
Phonemic script /tɑːsk/
Example A task is an activity that is decigned by someone to sombody.
How to teach
I will teach this word by dictating a normal speaking speed, and I will not
repeat anything. I will tell students to write what they hear, even if it's only
one word. Then read out some sentences or questions including
language recently studied in class.
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61. Topic
The subject of a text or lesson.
Phonemic script /ˈtɒp.ɪk/
Example A topic is considered as theme.
How to teach
I will help students to understand what is a topic by saying them that we
are going to talk about something and the general idea could be consider
as topic
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62. Topic sentence
A sentence that gives the main point or subject of a paragraph. This is
usually the opening sentence in a paragraph.
Phonemic script /ˈtɒp.ɪk/
Example With the topic sentence we can understand the complete idea
of the text .
How to teach
To teach this word my students should know that the sentence that is at
the top of the reading is consider as the topic sentence because it is
what the reading is going to be about
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63. Utterance
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.
Phonemic script /ˈʌt.ər.əns/
Example An utterance is a bit of spoken language.
How to teach
To teach this term my studentsa should know that utterances is what
little babies do when they are learning to speak,.
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64. Vowel
A sound in which the air is not blocked by the tongue, lips, teeth etc.
Movement or vibration is felt in the throat because the voice is used. The
letters a, e, i, o, u and sometimes y are used to represent these sounds.
Phonemic script /vaʊəl/
Example A vowel is a speech sound made with the vocal tract open.
How to teach
To this term I will apply this technique called listen and repeat. Yi will
say the target sound and have my students repeat it after me
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65. Word family
A group of words that come from the same root or base word, e.g.
economy, economist, economic. See root word, base word.
Phonemic script /wɜːd/ /ˈfæm.əl.i/
Example A group of word that share a common base, to which different
prefixes and suffixes are used.
How to teach
I will ask my students to create a word family chart with the whole class or
a small group builds phonemic awareness, a key to success in reading.
Students will see how words look alike at the end if they sound alike at the
end — a valuable discovery about our alphabetic writing system. They'll
also see that one little chunk (in this case "-an") can unlock lots of words.
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