Cando_Lisette _evidence_1

Teaching
Knowledge
Test
GLOSSARY
By Lisette Cando
9th «B»

TKT GLOSSARY OF ENGLISH
LANGUAGE TEACHING TERMINOLOGY
In this glossary you will find some relevant words from
units 1-2-3-4-5-6-7 and 8 of the Teaching Kwoledge
Test (TKT) book.
The terms are aphabetically arranged. Moreover,
each word has its definition, its phonemic script, an
example of the use of the word and how you as an
English professor can teach the different topics.
Additionally, the activitites suggested can vary
according to your learners`level, age, needs, and
porpuses. Therefore, you can adapt the activities and
use them for different ends or outcomes.

Accuracy
• Definition: 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:
/ˈæk.jʊ.rə.si/
• Use of the word: Accuracy is
being precise or concise when
using a language so as to
convey the message we want.
• How to teach accuracy:
English professors can teach
accuracy by applying
controlled practice activities
and drills since these
activities will help students to
notice their own mistakes.

Affix
• Definition: 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.
/ˈæf.ɪks/
• Use of the word: We can make
a new word by adding letters at
the beginning (prefixes) or at the
end (suffixes) of a word. E.g.
unhappy, happiness.
• How to teach affixes: You
could teach affixes using printed
materials like songs or
magazines. Then, you have to
ask your pupils to circle all the
prefixes (e.g. dis in the word
disrespectful ) and suffixes (e.g.
third person s-es-ies or the past
tense of regular verbs ed). Doing
this activity pupils will recognize
which the original word or the root
of a word is.

Authentic material
• Definition: Written or spoken
texts which a first language
speaker might read or listen to.
They may be taken from
newspapers, radio etc. The
language in the texts is not
adapted or made easier for
learners or the language learning
process.
/ɔːˈθen.tɪk məˈtɪə.ri.əl/
•
• Use of the word: Authentic
material is material created with no
teaching purposes like
newspapers, podcasts and
magazines. Authentic material can
be used with advanced students.
• How to teach English using
authentic material: You can use
songs to teach vocabulary and
listening, use newspapers to teach
reading and writing. Finally use
films to teach your learners to
speak. Applying different authentic
material you will develop in your
pupils the four skills they need
(listening, speaking, reading and
writing) to learn English.

Braimstorm
• Definition: Think of ideas
(usually quickly) about a
topic (often noting these
down). This is often done as
preparation before a writing
or speaking activity.
/ˈbreɪn.stɔːm/
• Use of the word: Brainstorming
can be used as a pre-teaching
activity to make your students
think about what they will read,
write, listen or talk because they
can think and write as many ideas
as they can about the topic given.
• How to teach brainstorming:
English professors can teach
brainstorming by using a
semantic map where students
write as many ideas as they can
about certain topic. You can also
write on the board the topic you
want to teach about and ask your
pupils to come to the front and
write ideas about the topic given.

Chunk
• Definition: Any pair or group
of words commonly found
together or near one another,
e.g. phrasal verbs, idioms,
collocations, fixed
expressions.
/tʃʌŋk/
•
…
• Use of the word: How
about… and I´d like to… are
examples of chunks since they
are semi-fixed expressions
that are taught as one piece.
• How to teach chunks: You
can teach chunks using
conversations with some
empty spaces where students
have to complete using
different words (e.g. What is
your… ?), so students can
complete that chunk with
different information such as
What is your favorite color,
favorite singer, name, etc.

Clarify (ask for clarification)
• Definition: To make clear
what you mean.
• To ask for an explanation of
what a speaker means, e.g.
What do you mean?
/ klær. .fa ˈ ɪ ɪ/ - /ɑːsk fər ˌklær.ɪ.fɪ
ˈkeɪ.ʃən/
• Use of the word: When you
are insecure about something you
need to ask for clarification to
understand what the speaker
means.
• How to teach pupils to ask
for clarification: You could
design situations and role plays
where one student
misunderstands the other. A
possible role play to perform could
be “Making an appointment.”
Students can use these phrases:
What do you mean by...?, Could
you repeat please?, Could you be
more explicit?, Could you give us
an example?
•

Cohesive device
• Definition: A feature in a text
which provides cohesion, e.g. use
of topic-related vocabulary
throughout a text, of sequencing
words (then, next, after that etc.),
of referencing words (pronouns –
he, him, etc.), of conjunctions
(however, although etc.).
/kəʊˈhiː.sɪv dɪˈvaɪs/
• Use of the word: Cohesive
devices deal with how people
link texts. Most of the time
sequence words are used to
link texts.
• How to teach cohesive
devices: Using sequence
words could be a great idea to
teach cohesive devices when
writing. You could cut a story
in different parts, and ask your
students to order it based on
the sequence words. At the
end your pupils will link the
text and have the original one
in the right order.

Colloquial (language)
• Definition: Language
normally used in informal
conversation but not in
formal speech or writing,
e.g. Give Gran a ring, OK?
/kəˈləʊ.kwi.əl ˈlæŋ.ɡwɪdʒ/
• Use of the word: You could
use colloquial language with
friends since you can write or
speak in an informal way.
What´s up? is an informal
phrase you could use.
• How to teach colloquial
language: English professors
can teach colloquial language
asking students to perform a role
play, setting up a situation in
which they can use informal
language. A Halloween party
between friends could be a great
topic to perform since pupils can
use slangs and idioms.

Compound noun
• Definition: A compound
noun is a combination of
two or more words, which
are used as a single
word, e.g. a flower shop,
a headache.
/ˈkɒm.paʊnd naʊn/
• Use of the word: Two or more words
make up a compound noun which acts as
single units. E.g. brainstorm, haircut,
output, etc.
• How to teach compound nouns:
You could write on various pieces of
cardboards half of a compound noun
and then the other half on another
cardboard. First, mix the cardboards and
throw them on the floor. Second, ask your
learners to take one piece of cardboard and
go around the class looking for the partner
who has the other half of the compound
noun. Once the student has found his or
her pair, verify that they are matched up
correctly and have them sit together. After
all the students have found their respective
halves, write the compound nouns on the
board and define them.
.

Conjunction
• Definition: A conjunction
(or connector) is used to
connect words, phrases,
clauses or sentences.
/kənˈdʒʌŋk.ʃən/
• Use of the word: I can connect
two independent clauses and a
dependent clause using
conjunctions (e.g. but, although,
or if ) and write a compound-complex
sentence.
• How to teach conjunctions:
You could write different
sentences in some pieces of
cardboards. Then, put all the
cardboards in a bowl, ask your
pupils to take two of them and join
the two sentences using the
appropriate conjunction. You can
ask your students to repeat the
whole sentence (chorus repetition)
after checking if it is correct.

Contractions
• Definition: A shorter form of
a group of words, which
usually occurs in auxiliary
verbs, e.g. you have = you’ve;
• it is = it’s.
/kənˈtræk.ʃən/
• Use of the word: People use
contractions when speaking in order to
make words shorter. You need to use
an apostrophe to make a contraction.
E.g. He is = he´s, They are = they´re
• How to teach contractions:
Write as many words as you can on
some flash cards (e.g. I am, you are,
is not, etc.). Give the flash cards to
your students. Then, ask them to cut
the part that has to be omitted when
writing the contraction (I´m in this case
the letter “a” must be cut). Ask your
learners to use a marker to draw an
apostrophe in the appropriate place (I
´m). Finally, ask your pupils to go to
the front and write the contraction on
the board. You can ask your students
to repeat the word after you in order to
check pronunciation.
•

Convey meaning
• Definition: To express or
communicate meaning.
Teachers focus on
conveying meaning when
they present new language
/kənˈveɪ ˈmiː.nɪŋ/
• Use of the word: Conveying
meaning is transmitting ideas
or messages when we speak
or write.
• How to teach to convey
meaning: Miming is a funny
way to convey meaning. Ask
your pupils to stand up, say a
sentence (according to the
language you are focusing on)
and at the same time mime
what they are saying. You
could use this activity chiefly
with children.

Deducing meaning from context
• Definition: To guess the meaning
of an unknown word by using the
information in a situation and/or
around the word to help, e.g. I drove
my van to the town center and parked
it in the central car park. Van must be
some kind of vehicle because you
drive it and park it.
/dɪˈdjuːsɪŋ ˈmiː.nɪŋ frəm ˈkɒn.tekst/
• Use of the word: To guess the
meaning of an unknown word,
students have to look which words
are before and after, that is called
getting meaning from context.
• How to teach to get meaning
from context: Find an
interesting reading and delete
some words leaving some empty
spaces (one space per each letter)
to make your pupils fill them with
the word they think it is suitable.
Then, your learners will write
appropriate words based on the
information they have before and
after the word, so they will learn new
vocabulary words in context without
realizing.

Determiner
• Definition: A determiner is
used to make clear which
noun is referred to, or to give
information about quantity, and
includes words such as the, a,
this, that, my, some, e.g. That
car is mine.
/dɪˈtɜː.mɪ.nər/
• Use of the word: We can
introduce a noun by using
determiners and know which
noun is the speaker talking
about. E.g. my, the, this, ect
• How to teach determiners:
Use realia to teach determiners. Put
as many objects as you can inside
the classroom, but in different
places. Ask your pupils to go around
the classroom looking for the objects
and saying sentences using
demonstrative adjectives (e.g. That
teedy bear is in the desk, or those
pencils are on the floor). You can
also teach vocabulary and
prepositions of place doing this
activity.

Diphthong
• Definition: A vowel
combination which is
pronounced by moving from
one vowel to another.
/ˈdɪf.θɒŋ/
• Use of the word: The word 'hi'
has a diphthong since the vowel 'i' is
pronounced like /aɪ/, so diphthongs
are sounds formed by the combination
of two vowels in a single syllable.
• How to teach diphthongs:
First, teach what a diphthong is.
Choose different articles of a
magazine. Give one to each student.
Ask to underline all the diphthongs
they find. Then, divide the class into
two teams and ask students to go to
the front (one by one) and write on the
board as many diphthongs as they
remember form the article in 5
minutes. Finally, each pupil has to
pronounce the word he/she wrote. If
there are pronunciation mistakes the
other students can correct them.

Draft (Drapting)
• Definition: 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.
/drɑːft/ - /drɑːftɪŋ/
• Use of the word: Students
need to write their first draft putting
all their ideas into complete
thoughts. Drafting is an important
stage since pupils can check and
make changes before publishing
their final writings.
• How to teach drafting in the
writing process: First, you
should ask your learners to
brainstorm as many ideas as they can
about any topic. Second, ask your
learners to use those ideas writing
complete sentences, then
paragraphs. You can also teach
drafting, making activities in which
your students can take notes quickly
(e.g. a note to the teacher, a “to do”
list, a reminder, etc).

Edit (Editing)
• Definition: 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.
/ˈed.ɪt/ - /ˈed.ɪtɪŋ/
• Use of the word: Students can
proofread and correct any errors in
grammar, they can edit and make
changes in their writings to improve them
and prepare them to be published.
• How to teach editing in the
writing process: Ask pupils to use
different color markers to check and
correct their writings. For example,
students could use a green marker to
correct errors about capitalization, an
orange marker to correct spelling, a red
one to correct punctuation and a blue
one to correct grammar. Students
should do that, step by step. First they
should correct all capitalization errors,
then just spelling. After that, only
punctuation and finally just grammar
errors.

Extensive ( Reading/Listening)
• Definition: Listening to or
reading long pieces of text,
such as stories or
newspapers.
/ k sten.s v ri .ɪ ˈ ɪ ˈ ː dɪŋ/ -
/ ɪkˈsten.sɪv ˈlɪs.ənɪŋ/
• Use of the word: When we talk
about extensive reading or listening we
are saying we enjoy and like to read or
listen since we do it for pleasure.
• How to teach read and listen
extensively: Using interesting
and enjoyable materials (e.g. stories,
magazines, videos).
• To read extensively you could ask
your pupils to read any story they like
and draw pictures about it, it will be
very fun, mainly for children and they
will not feel bored while reading.
• To listen extensively students could
watch their favorite movie. While they
are watching the teacher could stop
and ask students to predict what they
think will happen next, this activity
enhance students 'comprehension.

Facial expression (Speaking)
• Definition: A person can
show how they feel through
their face, e.g. smiling,
showing surprise.
/ˈfeɪ.ʃəl ɪkˈspreʃ.ən/
• Use of the word: Students usually
use facial expressions when they do
not know how to say a word in the
target language. If our student smile,
we know he/she is saying he`s
happy. So, we can understand the
message because of the student`s
facial expression.
• How to teach to use facial
expressions when speaking: You
could ask your pupils to perform a
role play or any situation (e.g. what
your pupil did last week ). First,
students have to perform what they
did last week just using facial
expressions. Then, students do the
same, but this time speaking and of
course using facial expressions.

False friend
• Definition: A word in the target
language which looks or sounds as
if it has the same meaning as a
similar word in the learners’ first
language but does not, e.g. In
French, ‘librairie’ is a place where
people can buy books. In English, a
library is where you may go to
borrow books rather than
somewhere where you go to buy
books (a bookshop).
/fɒls frend/
• Use of the word: False friends are
confused with words in other languages
because of their similarity in pronunciation
and in the written form, however their
meanings are totally different. E.g.
embarrassed which means looking foolish in
public in English and embarazada which
means pregnant in Spanish.
• How to teach false friends: You could
create flash cards, using cardboards of two
different colors (yellow and pink). On the
yellow cardboard, you will draw a picture that
represents what the word means in your
students`L1. On the other cardboard (pink),
you draw a picture, representing the meaning
of the word in your pupils`L2. Every time you
find words that are false friends you could
follow the same process. So, when your
students see the yellow cardboard, they will
know that the cardboard is representing the
meaning of certain word in their L1, the same
occurs with the pink cardboard.

Form
• Definition: The form of a
grammatical structure is the
way it is written or
pronounced and the parts
which combine to make it,
e.g. the present perfect
(grammatical structure) is
made up of have + past
participle (the form).
/fɔːrm/
• Use of the word: Using an
auxiliary, a past-tense or past-participle
verb is essential when making up a
sentence since if we do not place the
word in the right place, we change the
form and the meaning of the sentence.
• How to teach form: Teachers could
use different geometrical shapes to
show how a certain grammatical
structured is formed. A circle could
mean an auxiliary verb, and a triangle
could mean a main verb. So, every
time the teacher draws a circle,
students will know they need to use an
auxiliary verb in the sentences. The
same occurs with the triangle. It is
useful because students will not forget
what each geometrical shapes means.

Formal (language)
• Definition: Language used
in formal conversations or
writing, e.g. Yours faithfully.
/ˈfɔː.məl ˈlæŋ.ɡwɪdʒ/
• Use of the word: Formal language
is used mainly when writing or giving
lectures. E.g. yours sincerely.
• How to teach students to use formal
language when writing or speaking: You
should tell your pupils to avoid using
slangs, idioms, and contractions when
using formal language. To teach pupils to
speak and write formally, you could
arrange settings where pupils can perform,
speak or write, using formal language.
• - Some possible setting for speaking
formally are: giving a lecture, talking with
the dean of your collage, or in a job
interview, etc.
• - Writing a business letter, sending an e-mail
to your teacher, or writing academic
essays are examples of settings where
you should use a formal writing style.

Gestures (Speaking)
• Definition: A movement with
part of the body, e.g. hand,
head, which is used to convey
meaning.
/ˈdʒes.tʃərs/
• Use of the word: We need to
use body movements when
speaking, to give a clear
message to the addressee.
• How to teach students to
use gestures when they
speak: Give some poems to
your pupils (depending on their
level). Then, ask them to read
line by line using gestures.
After they have learnt the
poem and are familiar with it,
you could ask them to recite
the poem of course using
gestures.

Greet (Greeting)
• Definition: To welcome
someone, often with
words, e.g. Hello, how are
you?.
/ɡriːt/ - /ˈɡriː.tɪŋ/
• Use of the word: Teachers have to
teach their pupils to greet people
when they meet them using polite
phrases like Good morning.
• How to teach greetings: Use
listening tasks, songs or films where
people use greeting expressions. After
watching the film or listening the song
(more than once), students should write
on small pieces of paper all the greeting
expressions they heard or watched.
Then, students have to put all those
pieces of paper into a bag. After that,
pupils have to take 2 or 3 papers from the
bag and prepare a little conversation (in
pairs) using the expressions. The
complexity of the conversation must be
according to your pupil´s level.

Hesitation (Speaking)
• Definition: 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.
ˌ/hez.ɪˈteɪ.ʃən/
• Use of the word: Hesitation is common in
elementary-level students since they make
little pauses when speaking in their L2 to
think about the correct word that expresses
what they want to say. E.g. mm…, you
know…, er…, etc
• How to teach hesitations when
speaking: First, teach students what
hesitations are and give examples (e.g. er…,
mm…, um…, etc). Second, do a
brainstorming activity, asking students to
write on the board about the topics they would
like to talk. Third, ask students to vote for the
best 5 topics and order them from the easiest
to the most difficult one, making a list on the
board. Fourth, put your pupils in pairs. When
the teacher gives the signal, one student has
to talk about the easiest topic for one or two
minutes. The listener has to count how many
hesitations his/her partner used. Then,
students switch roles and follow the same
process. The number of hesitations should
increase as the topic get more difficult.

Homonym
• Definition: A word with the
same spelling and pronunciation
as another word, but which has a
different meaning, e.g. bit (past
tense of ‘bite’) and a bit (a little).
/ˈhɒm.ə.nɪm/
• Use of the word: The word 'book' is a
homonym. The word “book” has two
different meanings, book as a noun means
a printed work consisting of pages glued
together and as a verb means reserve.
Both have the same spelling and
pronunciation, but differ in meaning.
• How to teach homonyms: You need
cardboards and markers. First, write examples
of homonyms on the board ( e.g. “spell” magical
charm, “spell” D-A-V-I-D). Divide the class into
groups of three. Ask your pupils to draw three
circles on the cardboard. (one inside the other).
Then, ask them to divide the circles using lines
(16 spaces). Ask your pupils to write as many
homonyms as they can (inside the circles). After
that, students have to write a tongue twister,
using the homonyms in the circle. Ask each
group to write their tongue twisters on the board,
count and check the homonyms each group
wrote to identify if your pupils know what each
word means according to its context. This
activity should be done with advanced learners.

Homophone
• Definition: 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.
/ˈhɒm.ə.fəʊn/
• Use of the word: “Write”
and “right” are homophones
because their pronunciation is
similar, however their spelling
and meaning is distinctive.
• How to teach homophones:
After reviewing homophones,
students work individually to
create a mini book with colorful
cardboards. Each student has to
write a pair of homophones on
each cardboard (e.g. male/mail,
son/sun) and draw a humorous
picture of each word. Students
should keep a list of all the
homophones they learn day by
day.

Idiom
• Definition: A group of
words that are used together,
in which the meaning of the
whole word group is different
from the meaning of each
individual word, e.g. She felt
under the weather means
that she felt ill.
/ˈɪd.i.əm/
• Use of the word: Idioms are expressions
which can not be translated literally since the
whole expression has its own meaning. Eg. I
have a bigger fish to fry = I have something
more important to do.
• How to teach idioms: Give a list of idioms to
your learners, each idiom with its respective
meaning. First, Explain each idiom giving the
context in which it can be used. Then, play “Hot
chair or Taboo”. Have your pupils to work in pairs
and say a sentence, using each idiom (switching
turns). After that, divide the class into two teams.
Finally, the teacher has to write on the board one of
the idioms studied, and ask one student from each
team to come to the front, sit dawn on a chair
(having their back to the board) without seeing the
word written. The rest of the team has to make
gestures, or tell any word or sentences that help
his/her partner to guess what idioms is written on
the board. The same process is repeated with each
member of the team. The group of students who
guesses more idioms are the winner.

Infer attitude (Listening)
• Definition: 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.
/ˈæk.jʊ.rə.si/
• Use of the word: Pupils need to
listen carefully to infer about the
attitude the speaker is expressing.
• How to teach to infer when
listening: First, find interesting
listening tasks to engage
students in the listening process.
After students listen to the track
(first time), you have to ask
different pupils from the class to
infer about the speaker`s feelings
and attitude, taking into account
the way he/she spoke. Finally, you
and your students discuss and
come to a conclusion about the
speaker`s feelings.

Informal (language)
• Definition: Language
• Use of the word: Slangs, idioms and
used in informal
conversations or writing, e.g.
Hi John.
/ɪnˈfɔː.məl ˈlæŋ.ɡwɪdʒ/
contractions are used when speaking or
writing informally. People usually use
informal language among friends. E.g.
What`s going on, kisses, lots of love,
etc.
• How to teach to speak using informal
language: Use slangs, idioms, and
contractions to speak or write informally. To
speak and write using informal language, you
could arrange settings where your pupils can
perform, speak or write informally.
- Some possible setting for speaking informally are:
conversations among friends, family or
classmates.
-Writing a letter, sending a text message or an e-mail
to your friend, brother or classmate are
examples of settings where you should use a
informal writing style.

Intensive reading and listening
• Definition: 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.
/ɪnˈten.sɪv riː.dɪŋ/ -
/ɪnˈten.sɪv ˈlɪs.ənɪŋ/
• Use of the word: When teachers ask students
to focus on a certain grammar point or
vocabulary, they are making students develop
intensive reading and listening. This is done to
make students notice how language is used.
• How to teach to read and listen intensively:
You could use jigsaw reading, (the aim is to
make students notice how sequence words are
used). First, divide the class into groups. Then,
provide a part of the reading to each group. After
that, ask your pupils to read the paragraph
silently to get the main idea. Finally, reorganize
the class into different groups to get an idea of
what the complete reading was about and ask
your learners to share ideas as a group.
• To teach intensive listening, play the track at
least twice. After listening to the track, ask your
pupils to complete a worksheet with gap-filling
exercises (the gaps have to be completed with
the grammar point or vocabulary the teacher is
focusing on).

Interaction (Speaking)
• Definition: 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.təˈræk.ʃən/
• Use of the word: Keeping the
listener`s attention is important to have
a good interaction between the
addresser and the addressee to keep
the conversation going.
• How to teach interaction when
speaking: A debate is awesome to
keep interaction among your pupils. First,
you need to choose an issue or
controversial topic (should wild animals be
trained to work in circuses?). Second,
divide the class into two groups (one team
is in favor and the other against). Each
member of the team needs to speak to
give his/her arguments to support his/her
point of view. Students will speak to
support their view, so interaction will
immediately appears since every single
student will be interested and listening
carefully to what his/her classmates says
in order to give his/her argument or
response.

Intonation
• Definition: The way the level of
a speaker’s voice changes to
show meaning such as how they
feel about something, e.g. if they
are angry or pleased, or to make
speech sound polite in English.
Intonation can be rising or falling
or both.
/ˌɪn.təˈneɪ.ʃən/
• Use of the word: Intonation helps
the speaker to express his/her
emotions and attitudes. Sentences
can end in falling intonation like in
Wh questions or in rising intonation
like in yes/no questions.
• How to teach intonation: Write 10
Wh questions, 10 declarative
sentences and 10 yes/no questions on
the board. First, ask your students to
imitate your intonation just humming.
Then, ask your pupils to repeat each
question after you (chorus and
individual repetition). After that, put
your pupils in pairs and ask them to
practice orally the questions and
declarative sentences written on the
board (using falling or rising intonation).
You must monitor the class to check
students` intonation.

Learn by heart
• Definition: To learn
something so that you
can remember it
perfectly.
/lɝːn baɪ hɑːrt/
• Use of the word: There are some words
students have to memorize in their target
language in order to remember them
perfectly, that is called learning by heart.
• How to make students learn words or
phrases by heart: You can use repetition.
First, write what you want your students
memorize on the board (words or phrases
e.g. months, days, greeting expressions, etc).
Then, ask them to repeat at least three times.
After that, erase from the board one or two
words and ask your pupils to repeat (all the
words , including the ones you erased). You
have to repeat the same process until you
erase all the words form the board. As your
learners have repeated the same words many
times, they will remember and learn all the
words by heart.

Lexical set
• Definition: A group of
words or phrases that are
about the same content
topic or subject, e.g.
weather – storm, to rain,
wind, cloudy.
/ˈlek.sɪ.kəl set/
• Use of the word: A lexical set is a
group of words that belong to the same
topic. E.g. banana, apple, peach and
pear belongs to the lexical set ‘fruit'.
• How to teach lexical sets: you can use
a memory game. First, write this phrase
on the board “I went to the market and
bought… (you can use the lexical set fruit)
Then, ask your pupils to repeat the phrase
and say a name of a fruit (e.g. I went to the
market and bought an apple). The next
students have to repeat the same phrase ,
taking into consideration the name of the
fruit his/her classmate said and name
another fruit (e.g. I went to the market and
bough an apple and a banana). The same
process is repeated until all your students
had said a name of a fruit. Learner are not
allowed to repeat the same word his/her
classmate said.

Lexis
• Definition: (Also
vocabulary) Individual
words or sets of words,
e.g. homework, study,
whiteboard, get dressed,
be on time.
/ˈlek.sɪs/
• Use of the word: When learning
a language people need to know
its lexis which is individual or set
of words, also known as the
vocabulary that is part of a
language.
• How to teach lexis or vocabulary:
Write 10 letters on the board (e.g.
a,b,c,d,f…etc. they must be written
vertically). Give a cardboard to each
student and ask them to copy the
letters you wrote on the board on the
cardboard. Finally, ask your pupils to
write a word that starts with the
letters they have on cardboard (one
word per each letter). You can use
vocabulary about fruit, animals, verbs,
classroom objects, ect.

Linking (Connected speech)
• Definition: The way
different sounds can link
into each other in connected
speech, e.g. it’s a good day
– /ɪtsəɡʊdeɪ/
/'lɪŋkɪŋ/
• Use of the word: Linking is usually
used for speaking because when we
speak we link words. This happens
when a word ends in a consonant sound
and the next word begins with a vowel
sound or vice versa.
• How to teach to link sounds
(connected speech): Prepare some
tongue twisters before the class.
Write the tongue twisters on the board
and ask your students to repeat them
after you (chorus repetition). Then, ask
them to repeat individually (one by
one). Repeat the same process, but
this time ask them to repeat faster.
Each time students repeat the tongue
twister, they have to do it faster and
faster. The faster students repeat, the
more sound they will link.

Listen for gist
• Definition: global
understanding. To listen
to understand the general
meaning of it, without
paying attention to specific
details.
/ˈlɪs.ən fər dʒɪst/
• Use of the word: To get the general idea
of a listening you need to listen to the whole
track without taking notes, just paying
attention to what the speaker says.
• How to teach listening for gist: Before
playing the track write on the board a
general question about the listening
whose response encompasses its general
idea (e.g. what is the main idea of the
conversation?, What is the purpose of the
conversation?). Then, play the track and
ask students to listen carefully to get the
answer to the question. After listening, ask
students to tell their answers to the class.
Finally, you and your pupils have to
discuss about the answers given and
come to a conclusion to find what the whole
listening was about (general or main idea).

Minimal pair
• Definition: Two words
which differ from each
other by only one
meaningful sound (or
phoneme),e.g. hit /hɪt/ ;
heat
/ˈmɪn.ɪ.məl peər/
• Use of the word: The words “live” and
“leave” are examples of minimal pairs because
the sound /ɪ/ and /i:/ is the only one that differs
in each word.
• How to teach minimal pairs: You can use
flash cards with pictures and the name of the
words, then play bingo. (you must have one
minimal pair in each flash card e.g. ship-sheep)
Show your flash cards to the class and ask your
pupils to repeat the name of the words after you.
After your pupils have learnt at least 8 pairs of
words you can play “bingo”. Remember you must
prepare your bingo cards before the class, they
should have just pictures, words are not allowed.
Explain your students that they have to cross out
the picture of word they listen to. Now, give one
bingo card to each student, and start saying your
minimal pairs. The student who has crossed out all
the pictures is the winner. Do not forget, you need to
have a list of the minimal pairs you are going to ask
your students to cross out. This activity will help
your learners to discriminate sounds.

Narrate (Narrating in Writing)
• Definition: To tell a story
or talk about something
that has happened.
Teachers often narrate
stories to young learners.
/ˈnær.eɪtɪŋ/ - /ˈnær.eɪt/
• Use of the word: Narrating is describing
or writing about past events as they
happened.
• How to teach to narrate when writing:
Bring a story to the class and narrate it to
your learners. After narrating the story,
give your pupils at five pictures of
different scenes. Then, ask them to put
the pictures in order and write three
general ideas they remember from the
story. Later, ask them to work in pairs and
talk about some details they remember
from the story. After getting the main
ideas and the supporting details, your
pupils can start narrating the story and
write as many details about it as they
can. Your pupils can include the pictures
in their writings to remember relevant
scenes.

Oral fluency
• Definition: 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.
/ɔː.rəl ‘fluːən.si/
• Use of the word: Speaking
naturally, linking words and using
transitional words without making long
pauses is called oral fluency.
• How to teach oral fluency: A day before,
ask your pupils to bring his/her favorite object
to the class. (e.g. toy, pen, book, etc). Now,
tell your students they are going to sell their
objects to their classmates. Explain your
pupils they have to think of some special
characteristics that make that object
valuable. (e.g. Robert Pattinson was the
owner of this object, it is made of gold, etc).
Tell your students they have to talk for about
three minutes without stopping. Now, ask
your pupils to present and sell their objects.
The rest of the students have to listen
carefully to make questions about the object.
Every single student has to buy one object
and tell why he/she wants to buy it. The
person whose object is the one most
students want to but it is chosen as the best
salesperson.

Paragraph
• Definition: 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, she/he is
creating paragraphs.
/ˈpær.ə.ɡrɑːf/
• Use of the word: A paragraph is a
short text which is usually about the
same topic and contains more than one
sentence.
• How to teach to write a paragraph:
Divide the class into groups of five.
Together as a class, choose a topic to
write about (choose a topic students
are familiar with). You and your learners
must work together to write a sentence
that describes what the paragraph will
be about. Now that you have the topic
sentence of the paragraph have the
first student in each group to add a
supporting detail. Then, he/she has to
pass the paragraph to the next student
who will add another supporting detail,
and so on. The fifth student can write
the closing sentence.

Paraphrase
• Definition: 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.
/ˈpær.ə.freɪz/
• Use of the word: Saying someone
else`s ideas in our own words is
paraphrasing.
• How to teach your leaners to
paraphrase: You need to prepare four
quotations before the class. To develop
this activity you have to divide the class into
two groups A and B (they have to be face to
face). Then, give one quotation to group A
(e.g. What we learn with pleasure we never
forget -Alfred Mercier -).Group A has use
synonyms to say the same quotation, but in
other words. And group B has to guess the
original quotation based on the information
they receive from group A and write it on the
board. The teacher and the members of
group A have to check Group B`s quotation
and decide if it is the original one. Then,
pupils switch roles. The same process is
repeated until students have guessed the
four the original quotations.
What you do
today will be
what you will
face tomorrow

Part of speech
• Definition: A way of
categorizing words
according to their
grammatical function and
meaning, e.g. noun, verb,
adjective, pronoun, adverb,
preposition, conjunction.
/pɑːrt əf /spiːtʃ/
• Use of the word: Parts of speech are how
words are categorize taking into account its
function and meaning in a sentence.
• How to teach parts of speech: Write at
least four parts of speech on an index card,
explain the function each part of speech has in
a sentence, and give examples. (one part of
speech on each card e.g. noun, verb,
adjective, ect). Then , stick the index cards on
the board and ask students to go to the front
and write one word per each category (e.g.
noun= book, Ambato, verb= eat, do,
adjective=big, nice, red, etc). After you have at
least five words per category, ask your pupils
to choose one noun, one verb, one adjective,
etc and ask them to write as many sentences
as they can on their notebooks. Tell your
students that they can change the position of
the words, combine, and use them more than
once. Finally, ask your pupils to write on the
board one of his/her sentence and check if
they are correctly arranged.

Phoneme
• Definition: 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.
/ˈfəʊ.niːm/
• Use of the word: A phoneme is the
smallest units of sound that make
one word different from another.
E.g. /t/, /v/, /ə/, etc.
• How to teach phonemes: You could use
a phonemic chart or choose a very short
paragraph of an English song( no more
than 25 words). Then, play the song and
stop it at the end of each word and ask your
pupils to identify and say aloud the first
sound of each word. (e.g the first sound of
the word «family» is /f/). Later, do the
same, but this time ask your pupils to
identify the last sound of each word. (e.g.
the last sound of the word «family» is /i/.
You need to focus only in the first and last
sound of each word. Remember if you work
with beginners they just have to recognize
sounds and say them aloud, but if you work
with advanced levels you can ask them to
write the phonemic script of words.

Phonemic chart
• Definition: A poster
or large diagram of the
phonemic symbols
arranged in a
particular order.
/fəˈniːm.ɪk tʃɑːt/
• Use of the word: In a phonemic chart
we can find the phonemic symbols of a
language, it is helpful to know how the
different sounds of a language are
pronounced.
• How to use a phonemic chart: Begin
with the schwa sound (if you are a beginner
learn just one sound per day). Then, work
on recognition, you have to be able to hear
the sound in any word and recognize it.
Later, you can go for the voiced and
unvoiced sounds , you can identify if a
sound is voiceless or voiced by putting your
hand on you throat. You will feel a vibration
with the voiced sounds. Go to this link and
click on each symbol or sample word to
hear.
https://www.englishclub.com/pronunciation/pho
nemic-chart-ia.htm

Phonology
• Definition: The study
of sounds in a language
or languages.
/fəˈnɒl.ə.dʒi/
• Use of the word: Phonology is a very
important branch because it helps teachers
to upgrade their pronunciation since they
can know how words are pronounced.
• How to teach phonology: You can use the
phonemic chart or teach phonology by breaking
down words into single sounds or syllables.
First, collect one object form each student and
put it into a bag (a pencil, a marker, an eraser,
etc.) Then, ask your pupils to make a circle and
put the bag at the middle of the circle. After that,
ask one student to take one object form the bag
and ask him/her to say the word slowly asking
to clap his/her hands while he/she is
pronouncing each syllable of the word (e.g.
marker = /m/-/ɑ/-/r/-/k/-/ə/-/r/ or /mark/-/ər/). The
same process is repeated until all students have
participated. This activity can de done with
beginners and children. With advanced learners
you can use minimal pair exercises, word and
sentence stress activities.

Predict (Prediction)
• Definition: 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.
/prɪˈdɪkt/ - /prɪˈdɪk.ʃən/
• Use of the word: Predicting is
guessing what will happened. In
reading and listening is guessing what
the reading or listening will be about.
• How to teach to predict: You
can write the tittle of the reading or
song on the board and ask students
to brainstorm some ideas about it.
You can also give a picture about the
text or listening track and ask
students to look at it and predict what
the reading or listening will be about
by sharing ideas with their
classmates. Then, ask your pupils to
answer some questions (e.g. Have
you ever been, seen, done…,
when…?, How…?,etc). Students
have to answer the questions based
on their own experiences. The same
activities can be done in reading and
listening.

Prefix
• Definition: A prefix is
a letter or group of
letters added to the
beginning of a word to
make a new word.
/ˈpriː.fɪks/
• Use of the word: I can create a new word
using prefixes, usually with opposite
meanings. E.g. clear –unclear.
• How to teach prefixes: Write words with the
most common prefixes in English on cardboards of
different colors. (e.g. a yellow card for all the
words with the prefix “un” unhappy a red one for
“dis” disrespectful, a green one for “im”,, impolite,
etc) Then, put all the words in a bowl. Explain that
each color of the cardboard represents a prefix and
explain what each prefix means (e.g. “un” means not
or deprive of, “dis” and “im” mean not or opposite
of). After that, ask each pupil to take five words
from the bowl and read them aloud (one by one).
Later, ask them to cut all the prefixes of the words
they took, and ask them to put the prefixes outside
of the bowl (un, dis, im) and the roots of the words
inside the bowl (happy, respectful, polite). Now, Ask
students to take one word (root of the word) from
the bowl and one prefix. Finally, ask your learner to
look for the correct prefix of the word they took and
stick the whole word on the board, (e.g. unhappy,
disrespectful, impolite).

Pre-teach vocabulary
• Definition: Before introducing a
text to learners, the teacher can
teach key vocabulary from the text
which she/he thinks the learners
do not already know and which is
necessary for them to understand
the main points of a text.
/priː tiːtʃ vəˈkæb.jʊ.lər.i /
• Use of the word: Pre-teaching
vocabulary is essential since you
pre-teach words that students will
find on the reading and facilitate
the understanding of it.
• How to pre-teach vocabulary:
The most simple way of pre-teach
vocabulary is by association,
using pictures. You can also ask
your pupils to predict some
vocabulary words (e.g. your
reading will be about “weather”)
so, write the word “weather” on
the board and ask students to
write any words related to it (e.g.
rainy day, sunny day, windy day,
etc.). Now, your learners know
some of the vocabulary they will
find on the reading.

Productive skills
• Definition: When learners
produce language. Speaking
and writing are productive
skills.
/prəˈdʌk.tɪv skɪls/
• Use of the word: Productive skills are used to
produce the language. Speaking and writing are
also know as active skills.
• How to teach the productive skills (speaking
and writing): Teach writing by following this
process. First, pre-writing where students
brainstorm ideas about what they will write. Second,
drafting where pupils create their initial composition
and put all their ideas in an organized way. Third,
revising where learners review, add, or delete their
ideas. Fourth, editing where students proofread and
correct any grammar error. Finally, publishing where
pupils share their final composition with the audience.
• Teach speaking starting with a lead-in where you
introduce the topic of the lesson plus some activities
including new language. Then, make some practice
activities where learners must have opportunities to
use the language (you can do controlled or free
activities). Finally, post-task activities where
learners must speak freely about the topic. The
processes mentioned must be developed step by
step. You do not have to teach the process
theoretically instead you should work together with
your pupils, so your leaners will learn the process
unconsciously.

Proofread (Writing)
• Definition: To read a text
in order to check whether
there are any mistakes in
spelling, grammar,
punctuation etc.
/ˈpruːf.riːd/
• Use of the word: Proofreading is
reading your writing in order to check
errors in grammar, punctuation and
spelling before publishing your text.
• How to teach proofreading: Ask
your pupils to read the text and
underline, circle or highlight any
grammar, punctuation or spelling
mistake they find on their writings.
Your students should use a different
colors to highlight their mistakes.
(e.g. a yellow marker for spelling
mistakes, a pink one for grammar
mistakes and a green one for
punctuation mistakes). After that,
your pupils will identify all the
mistakes of their texts and will be
able to correct them easily.

Punctuation
• Definition: The symbols
or marks used to
organize writing into
clauses, phrases and
sentences to make the
meaning clear.
/ˌpʌŋk.tjuˈeɪ.ʃən/
• Use of the word: A period (.), a comma
(,), and a question mark (?) are examples of
punctuation we can use when writing in order
to separate sentences or show that we are
asking something.
• How to teach punctuation: You need
a text with no punctuation marks. Give the text to
each student and ask to read it silently. Then, ask
them if they find something wrong in the text (if there
are not answers you could ask yes no questions like
Are there any commas on text, are there any
periods on the text, etc), so your pupils will answer
just saying yes or not. Then introduce the most used
punctuation marks to your pupils by giving examples
in different sentences. After practicing the different
punctuation marks ask your learners to read the text
again and add periods, commas, questions marks,
etc where they think it is suitable. After that, write
the paragraph on the board and ask each pupil to go
to the front and put a punctuation mark where it is
needed. Finally, you and your students have to read
the text together and correct any punctuation error.

Reading for detail
in order to understand most
of what it says or particular
details.
/riːd ɪŋ fər ˈdiː.teɪl/
• Use of the word: We read for
detail when we want to find
specific information like dates,
telephone numbers, names, etc.
• How to teach reading for detail:
After getting the main or general idea of
a text, you can ask your leaners to read
for detail by giving them a worksheet
with questions. The worksheet should
contain questions that ask students to
look for specific information from the text
(e.g. Where was he born?, What is his
telephone number? or Where does he
work?). Tell your students they have to
read the text again and underline the
specific information they need to answer
the questions. Finally, ask your pupils to
write the answers on they board or tell
them orally to check if they are correct.

Receptive skill
• Definition: When
learners do not have to
produce language;
listening and reading
are receptive skills
/rɪˈsep.tɪv skɪl/
• Use of the word: Listening and reading are
receptive skills because you receive information
form texts, articles, films, videos, etc.
• How to teach the receptive skills (listening and
reading): You need to teach reading and listening
following a process.
- For reading you should start with pre-teaching activities where
you introduce the topic, pre-teach vocabulary , ask students
to predict, or ask questions about the main idea of the text,
etc. Then, the reading stage where students read silently
and think about the answers for the previous questions.
Later, the post-reading stage where your learners check
answers in pairs, answer true/false questions, etc. Finally,
the follow-up activities where your pupils develop critical
thinking by giving their own point of view, or reflection about
the author`s intention.
- For listening, you should start with introductory activitites
where you introduce the topic, pre-teach important words
and activate learners`knowledge. Then, you continue with
the main activitites where your learners develop different
listening subskills. Finally, the post-task activitites, where
your learner talk about the topic and relate it to their own
lives and give opinions. The processes mentioned must be
developed step by step. You do not have to teach the
process theoretically instead you should work together with
your pupils, so your leaners will learn the process
unconsciously.

Register
• Definition: The formality or
informality of the language used in a
particular situation. Formal register or
language is that used in serious or
important situations, e.g. in a job
application. Informal register or language is
that used in relaxed or friendly situations,
e.g. with family or friends. Register may also
refer to language which is specific to a
particular group, e.g. technical register,
scientific register.
/ˈredʒ.ɪ.stər/
• Use of the word: We change the way
we speak (formal or informal) according
to the situation or setting we are, that is
called register. E.g. academic register.
• How to teach register: Use
authentic material such us newspaper,
news, or broadcasts to teach formal
language and songs to teach informal
language (you need to help students to
work out how they have to used informal
and formal language depending on the
situation). Then, ask your pupils to make
groups of three, assign a role to each
student (a manager, a teacher, a
younger brother, etc.) After that, ask
students to prepare a role play.
Remember, you must set up situations
or settings where students can use both
formal and informal language.

Rhythm
• Definition: The rhythm of
speech is the way that some
words in a sentence are
emphasized or stressed to
produce a regular pattern,
e.g. If I were YOU, I’d go by
BUS.
/ˈrɪð.əm/
• Use of the word: You need to keep
the rhythm of a sentence making the
weaker syllables or words shorter and
emphasizing the important words of
the sentence.
• How to teach rhythm: Ask your
pupils to write two sentences on their
notebooks (e.g I have a new car).
Then, put students in pairs and ask
them to read the sentences, putting
the stresses in different words (e.g. I
have a NEW car, I have a new car, I
HAVE a new car, I have a new CAR).
Students have to switch roles and do
the same with the second sentence.
After doing that, students will notice
that the meaning of the sentence
changes depending on the word
stress.

Scan (Scanning)
quickly to pick out specific
information, e.g. finding a
phone number in a phone
book. See detail, gist, global
understanding, skim.
/skæn/ - /skænɪŋ/
• Use of the word: When you scan
a text you do not need to read the
whole text, you just need to read to
find specific information. E.g. A
telephone number.
• How to teach to scan a text: After
your pupils have skimmed the text,
you should give a worksheet with
questions where students look for
specific information (e.g. Which
sport can you watch that takes
place outside?, Is there a horror film
on this evening?). Ask your pupils
to read the text again to find the
answers and underline them. Then,
ask students to write the answers
on the board or say them orally in
order to check if the they are
correct

Self-correction
• Definition: When
learners correct
language mistakes they
have made, perhaps with
some help from the
teacher.
/self kəˈrek.ʃən/
• Use of the word: When students
correct errors by themselves instead of
the professor correcting them.
• How to teach self-correction: Write
two incorrect sentences on the
board (with grammar, spelling, and
punctuation mistakes) . Then, divide
the class into two groups. Ask group 1
to find the mistakes of the first
sentence and correct them, group 2
has to do the same (the rest of the
pupils can help the students who is in
the front to correct the sentence).
Finally, all the class and you work
together to check if group 1 and group
2 have found all the errors in the two
sentences.

Sentence stress
• Definition: 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 emphasize a
particular point or feeling
/ˈsen.təns stres/
• Use of the word: We can
emphasize different words in a
sentence according to the meaning
we need to convey when giving a
message, that is called sentence
stress.
• How to teach sentence stress:
Write two sentences on the board (e.g
I bought a new jacket). Read the
sentences three times, stressing
different parts of speech (e.g. I
BOUGHT a new jacket, I bought a
new jacket, I bought a NEW jacket).
Then, put students in pairs and ask
them do the same you did (stressing
different words of the sentence),
switching roles. After doing that,
students will notice that the meaning
of the sentence changes depending
on the word stress.

Skim (Skimming)
quickly to get a general idea
of what it is about.
/skɪm/ - / skɪmɪŋ/
• Use of the word: When you read
a text to find the general or main idea,
you are skimming the text. You do not
need to read and understand the
meaning of every single word.
• How to teach to skim a text: Ask
students to read the title of the text and
look at any visual aids. Then, ask them
to read the beginning and the end of the
article, ignoring details ( read just the
first sentence of every paragraph). After
that, ask your pupils what the main
idea of the text is. You and your pupils
must discuss to come up to a
conclusion and get the general idea of
the text they read. After your pupils get
the general idea, you can ask them to
read for detail or scan the text.

Suffix
• Definition: A suffix is a
letter or group of letters
added at the end of a
word to make a new
word.
/ˈsʌf.ɪks/
• Use of the word: Adding at the end of the
word the suffix 'ness' in the adjective
'nervous' I get the noun nervousness.
• How to teach suffixes: Write some adjectives
and verbs on cardboards, using yellow
cardboards for adjectives and pink ones for
verbs ( e.g. happy, nervous, active, work, play,
etc). Then, write some suffixes for the
adjectives and verbs written previously on other
cardboards, using one color per each suffix
(ness, er, ity, ed, etc) and put them in a bowl.
After that, explain what a suffix is and what is
its function in a word by giving examples. Later,
stick all the adjectives and verbs on the board,
divide the class into two teams, ask your pupils
to take one suffix from the bowl, go o the front
and paste the suffix next to the word they think
is correct (e.g. happy-ness, nervous-ness,
work-er, play-ed), students have to develop this
activity in 5 minutes. Finally, check your
students` answers. The winners are the ones
who have joined more words correctly.

Summarize
• Definition: To take out the
main points of a long text,
and rewrite or retell them in
a short, clear way.
/ˈsʌm.ər.aɪz/
• Use of the word: Summarizing is to
express the most important points of a
text or article in a short way.
• How to teach to summarize: Read
aloud a simple text such as a fairy tale.
Guide your pupils to generate a list of
the main points from the text. Write the
list on the board. Then, cross out
unnecessary or repetitive details or
sentences. After that, ask each student to
write a summary. Put your pupils in pairs
and ask them to exchange their
summaries to check and correct them.
Finally, ask your students to re-write their
final summary making the changes
needed. You can ask two or three
students to read their summaries to the
class.

Text types
• Definition: Texts that
have specific features, e.g.
layout, use of language, that
make them part of a
recognizable type of text,
e.g. letters, emails, news
reports.
/tekst taɪps/
• Use of the word: There are different types , so
we need to use the most appropriate or suitable
language for each type. E.g. stories, academic
essays, articles, etc.
• How to teach text types: You could teach by the
application of the genre model. You need to follow
this procedure. First, preparation where you
introduce the text and activate students` schemata to
anticipate the structural features of the genre of the
text. Second, modeling and reinforcing where you
introduce a model of the genre, discuss how the text
is structured and organized. Third, planning where
you ask students to brainstorm about the topic and
relate it to their own experience. Fourth, joint
constructing where you and your students work
together to write a text. Fifth, independent
constructing where students compose their own
texts. Finally, revising where your pupils check,
discuss and evaluate their writings with fellow
students. The processes mentioned must be
developed step by step. You do not have to teach the
process theoretically instead you should work
together with your pupils, so your leaners will learn
the process unconsciously.

Topic sentence
• Definition: A sentence that
gives the main point or subject
of a paragraph. This is usually
the opening sentence in a
paragraph.
/ˈtɒp.ɪk ˈsen.təns/
• Use of the word: The topic
sentence is usually at the
beginning of a paragraph and it
tells you what the text is going
to be about. E.g. I have three
main favorite sport.
• How to write a topic
sentence: Ask your pupils to
brainstorm some ideas about
the topic the are going to write
about. Then, ask them to
choose the best idea and write
a sentence that encompasses
the general idea and the
supporting details they are
going to write about.

Turn-taking
• Definition: When someone
speaks in a conversation this
is called a turn. Speaking and
then allowing another person
to speak in reply is called ‘turn-taking’.
/tɜːrn teɪkɪŋ/
• Use of the word: Turn-taking
is the process by which people
in a conversation decide who
is going to speak next.
• How to teach turn-taking:
Ask your pupils to have a
conversation and at the end
of each sentence add the
question “And you?” .
Example of a conversation
A: Hi, how are you?
B: Fine, and you?
A: I am fine. What`s new?
B: Not much. And you?...

Unvoiced sound
• Definition: To produce an
unvoiced sound, no voice is
used, e.g. /p/ in pad, /t/ in
tomorrow. No movement or
vibration can be felt in the
throat.
/ʌn'vɔɪst saʊnd/
• Use of the word: The /t/ sound is
an example of an unvoiced sound
because when you produce it your
vocal cords do not vibrate.
• How to teach unvoiced sounds:
You should write on the board all the
voiced and unvoiced sounds in English.
Then, ask your students to pronounce
each sound putting their fingers on
their throats. Explain that if they do not
feel a vibration while pronouncing the
sound, it is an unvoiced sound. After
that, make a chart on the board, divide it
into two parts (one for voiced and the
other for unvoiced sounds). Ask your
pupils to come to the front, one by one
and classify the sounds, putting the
voiced and unvoiced sounds in the
correct part of the chart. You must do
the same to teach voiced sounds.

Voiced sound
• Definition: To produce a
voiced sound, the voice is used,
e.g. /b/ in bad, /d/ in dentist.
Movement or vibration can be
felt in the throat. Vowels in
English are voiced.
/vɔɪst saʊnd/
• Use of the word: When you
pronounce a voiced sound like the /v/
sound your vocal cords vibrate.
• How to teach voiced sounds: You
should write on the board all the
voiced and unvoiced sounds in
English. Then, ask your students to
pronounce each sound putting their
fingers on their throats. Explain that if
they feel a vibration while pronouncing
the sound, it is a voiced sound. After
that, make a chart on the board, divide
it into two parts (one for voiced and the
other for unvoiced sounds). Ask your
pupils to come to the front, one by one
and classify the sounds, putting the
voiced and unvoiced sounds in the
correct part of the chart.

Word stress
• Definition: It is the
pronunciation of a syllable with
more force or emphasis than
the surrounding syllables
which are said to be
unstressed.
/wɝːd stres/
• Use of the word: The word
essay can have the stress in the
first and in the second syllable. If
you put emphasis in the first
syllable the word acts as a noun,
but if the emphasis is in the second
the word 'essay' acts as a verb, that
is called word stress.
• How to teach word stress: You
have to ask your students to create
a small booklet with the different
words they learn day by day. To
make your pupils notice the stress
of a word ask them to draw a circle
like this above the stress
syllable in each word
(e.g. happy, comfortable, etc).

Cando_Lisette _evidence_1

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