1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y
DE LA EDUCACIÓN
CARRERA DE IDIOMAS
Name: Andrea Carvajal
Teacher: Wilma Suarez
Subject: TKT Preparation.
4. AFFIX
/əˈfɪks/
Concept
Letter or group of
letters added to
the beginning or
end of a word to
make a new
word.
Example
Bio- at the beginning
of a word adds the
idea of life or living
things to words, as in
biochemistry, the
study of the chemical
processes which
occur within living
organisms
How to teach
- Play card games such as
Memory, Old Maid, or Go Fish,
with cards that contain affixes.
Ask students to match the prefix
or suffix with its meaning or the
prefix or suffix with the
appropriate root.
- Give extra credit to students
who use affixes appropriately
when writing their papers.
- Have students underline
affixes in sentences on their
homework assignments or on
consumable activity sheets.
- Let students “play with the
language” by creating new
words. For example, present the
suffix -phobia and ask students
to create new fears from it like
rapphobia, cyclephobia, etc.
5. Conjunction
/kənˈdʒʌŋk·ʃən/
Concept
A word such as "and," "but,"
"because," or "although"
that connects words,
phrases, and clauses in a
sentence.
Example
Different kinds of
conjunctions join different
kinds of grammatical
structures.
Coordinating conjunctions
join equals to one another:
Words to
words, phrases to
phrases, clauses to
clauses.
Words to words:
Most children like cookies
and chocolates.
How to teach
Provide students a list of
subordinating conjunctions .
Write cloze sentences with
blanks for the coordinating
conjunctions, e.g., The food
looked good, ______ she
was not hungry. Have
students compose original
sentences for each of the
subordinating conjunctions
6. Contrast clauses
/ˈkɑn·træst klɔːz/
Concept
We use contrast
clauses to contrast
two statements
Example
Some contrast clauses –
called concessive clauses
– are introduced by
conjunctions such as
although, even though or
while.
Although Mary had lived
in Quito all her life, she
knew few museums .
How to teach
First teach
conjunctions to
students then with a
list of conjunctions
stick on the board
pictures in one side
and in another side
stick some
conjunctions , ask
students to join both
pictures with
conjunctions .
7. Determiner
/dɪˈtɜr·mə·nər/
Concept
A word that is used
before a noun to show
which particular
example of the noun
you are referring to
Example
There are different
determiners:
Demonstratives such
as this and that,
possessives such as my
and the boy's, and
quantifiers such as all,
many and three.
There are many
different types of
flowers in Ecuador
How to teach
Give students the first word of a
sentence and ask them to guess
the next word. If they are
correct, write the word up. If
they are wrong, still write the
correct next word up, but draw
one part of the hangman on the
board. The students then try to
guess the next word etc.
Continue until the whole
sentence or text is complete
and the man is safe, or until the
hangman is complete and the
students lose. To make the task
easier, you can use a sentence
that describes something that
they can see, or a sentence they
have used recently in their
books or a speaking activity.
This game is a good way of
making students predict when a
determiner is coming up in the
sentence,
8. Preposition
/ˌprep·əˈzɪʃ·ən/
Concept
A word that connects a noun,
a noun phrase, or a pronoun
to another word, especially to
a verb, another noun, or an
adjective.
Example
Prepositions are placed before
their complement and hence
pre-positioned.
In the sentence “I used to play
in the park” in is a preposition.
How to teach
Prepositions of time.
Put random times on slips of
paper including years,
months, specific dates and
times. Each student takes a
turn drawing one of the times.
He must then tell the class
what he was doing at that time
and must choose the correct
preposition of time to express
himself. Examples: I was
vacationing in June. I was
studying on Sunday. I was
eating lunch at noon.
9. Pronoun
/ˈproʊˌnɑʊn/
Concept
A word that is
used instead of
a noun or a
noun phrase.
"She," "it,"
"them," and
"who"
Example
Pronouns are often
used to refer to a
noun that has
been previously
mentioned.
I prepare pizza. I
like it. “It” is a
pronoun it refers
about Pizza
How to teach
1.Place objects and
pictures around the room
where students can easily
see them.
2. Write begins or ending
for each picture ask
students fro the begins
poor the endings .
3. Ask students rewrite
the sentence using the
appropriate pronouns.
Then ask students to use
those sentence and write
a paragraph
10. Word class
/wɜrd klæs/
Concept
A group of words all of
which are members of
the same form class or
part of speech.
Example
Noun,Verb,Adjecti
ve,Adverb,Pronou
n,Preposition,Conj
unction,Determin
er,Exclamation are
good examples of
word class
How to teach
Word class let
students to write in a
correct way so we
have to stablish the
structure for each
tense e.g. past tense
subject+main
Verb past+
complement , for that
you must write on the
board the structure.
11. ADJECTIVES
/ˈædʒ.ek.tɪves/
Concept
They describe or
give a specific
characteristic to a
noun.
Example
A red car
the word "red” is
describing the car
How to teach
Teacher can teach
adjectives when talking
about physical
appearance. By sticking
pictures of people with
names on the board, she
will describe the people
there and write
sentences on the board.
For instance: Sara is tall,
she is beautiful and she
is thin. Teacher will
make students analyse
when we use them and
then make them describe
people in their family.
13. Brainstorm
/ˈbreɪnˌstɔrm/
Concept
To think of ideas
(usually quickly)
about a topic (often
noting these down).
This is often done as
preparation before
a
writing or speaking
activity.
Example
Brainstorming is
used as a catch all
for all group
ideation sessions.
How to teach
Brainstorming is a
useful activity that
let students ,
organize their ideas
before writing or
speaking .
14. Chunks
/tʃʌŋk/
Concept
Any pair or group
of words
commonly found
together or near
one another.
Example
Phrasal verbs,
idioms,
collocations,
fixed expressions
are good
examples of
chunks .
How to teach
Write on the board
chunks and
sentences .
Ask students to
separated them in
a list of sentences
and chunks
Check if Ss did well
15. Collocations
/ˌkɒl.əˈkeɪ.ʃən/
Concept
Words which are
regularly used
together.
Example
Collocations are partly
or fully fixed
expressions that
become established
through repeated
context-dependent
use.
Cosmetic surgery is a
good example
How to teach
Matching
exercises/completion
exercises
Asks students to complete
a sentence with the
correct collocation or
match words to their
collocates:
Write on the board
………homework
……….a presentation
16. Compound nouns
/ˈkɑm·pɑʊnd// nɑʊns/
Concept
a combination of two or
more words, which are
used as a single word,
e.g. a flower
shop, a headache.
Example
There are three forms of
compounds nouns:
Open: tennis ball
Hyphenated: six-pack
solid: bedroom
Each compound noun acts as a
single unit and can be modified
by adjectives and other nouns.
How to teach
On various flashcards
write down half of a
compound nouns and
the other half on the
others flashcards
Mix all the flashcard and
ask ss to choose one of
them .
Ask students to walk
around the class finding
the his or her pair .
17. False friends
/fɔls frend/
Concept
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.
Example
In Spanish , ‘carpeta’ is a
folder . It does not mean
Carpet .
How to teach
Each day you can
introduce a false
friend
Discuss with the
students what the
word sounds like
and then give
several examples of
its correct meaning.
18. Idioms
/ˈɪd·i·əm/
Concept
A group of words
that are used
together, in which
the meaning of the
whole word group is
different from the
meaning
of each individual
word
Example
Idiomatic expressions in
the form of entire
sentences are called
proverbs
"The devil is in the details"
Things may look good on
the surface, but upon
scrutiny, undesirable
aspects are revealed.
How to teach
Idioms are too
difficult to translate
so that is why ss
have to memorize
them, provide ss a
list of 5 idioms each
class explain them
with sentences and
ask them to write 2
more by their own
creativity.
19. Lexical set
/ˈlek.sɪ.kəl set/
Concept
A group of words
or phrases that
are about the
same content
topic or subject
Example
Cloth-cough, long,
laurel, origin.
How to teach
Explain ss what is
a lexical set gave
them examples .
With pictures stick
on the board ask
students to
separate them in
lexical sets.
20. Word family
/wɜrd ˈfæm·ə·li/
Concept
A group of words that
come from the same
root or base word
Example
At, cat, hat, and fat
are a family of
words with the
"at" sound and
letter combination
in common.
How to teach
Explain ss what is a
word family gave them
examples and explain
them the difference
between word family
and lexical set
With pictures stick on
the board ask students
to separate them in
word family groups .
22. Confidence
/ˈkɑn·fə·dəns/
Concept
The feeling
someone has
when they are
sure of their
ability to do
something well.
Example
Confidence is
something that
cannot be faked,
but it is something
that can be built
from teacher to
students.
How to teach
A god way to build
confidence in
students is
Letting them write
at the end of the
class asking them
what they felt
after class.
23. Contraction
/kənˈtræk·ʃən/
Concept
A shorter form of a
group of words, which
usually occurs in
auxiliary verbs
Example
Contractions
replaced missing
letter(s) with an
apostrophe.
She shall- she´ll
How to teach
Contractions are
difficult to recognize on
listenings for that play
recordings or songs
that contains
contractions and
provide them the lyrics
to let them see the
contractions and ask
them to repeat the
contractions found in
the songs
24. Contrastive stress
/kənˈtrɑː.stɪv stres/
Concept
Is used to express an
unusual or emphatic
meaning in a
sentence.
Example
It involves stressing
the important word
according to the different
meanings
He was the boy who print
the letter (not my friend)
He was the boy who print
the letter (not the
homework )
How to teach
Provide students
listening activities
that contains
sentences with stress
ask students to write
down the sentence
and find the word
that is stress and let
them repeat as the
person in the
recording did.
25. Distinguish
/dɪˈstɪŋ·ɡwɪʃ/
Concept
To identify the
difference
between two or
more things.
Example
Distinguishing
minimal pairs
Fat and hat
Free and three
How to teach
Listen songs is a
good way to
distinguish
phonological
term or tenses
and contractions
in English , try to
listen a song per
each class.
26. Minimal pairs
/ˈmɪn·ə·məl peər/
Concept
Two words which differ
from each other by
only one meaningful
sound (or phoneme)
Example
meaning sounds
that students
often get confused
are, like the "th"
and "t" in "thin"
and "tin".
How to teach
Write minimal pairs list
on the board. Drill the
pronunciation around
the class. Then, dictate
some of the words, and
ask ss to write down
.Then the students work
in pairs - one dictates
the words, and the
other say if it is correct
or wrong.
27. Sentence stress
/ˈsen·təns stres/
Concept
refers to the
way some
words in a
sentence are
stressed.
Example
stress can be used to
show meaning,
to emphasize a particular
point or feeling.
Somebody wants you to
sell their car for them
because they have gone
to France the main
stress is in perfect.
How to teach
Play a recording
and ask ss to
repeat the hole
sentence with
the write stress
gave them
some
examples.
28. Voiced sound
/vɔɪsd sɑʊnd/
Concept
To produce a
voiced sound, the
voice is used,
movement or
vibration can be
felt in the
throat.
Example
Vowels are voiced
As in apple
/ˈæp·əl/
How to teach
While teaching if a
letter or a vowel is
voiced or
voiceless teacher
can ask students
to touch their
throat and say the
letter if it vibrates
it is voiced.
29. Word boundary
/wɜrd //ˈbɑʊn·də·ri/
Concept
Where one word ends
and the next one
begins, especially in
connected speech.
Example
Word boundaries
are useful when
you want to match
a sequence of
letters (or digits)
on their own.
How to teach
In flashcards write
words that compound
a sentences and ask
each student physically
represent a word in a
sentence that you
create . Students work
together to arrange
themselves into the
proper order to form a
sentence.
31. Appropriacy
/əˈprəʊ.pri.ə.si/
Concept
Language which is
suitable in a
particular
situation.
Example
We have a good
appropriacy when
a word or phrase
sounds correct as
an in a natural
way.
How to teach
It is not the same
talking with your
friend as talking
with a teacher we
have to be sure
when and
With what person
are you talking at.
32. Colloquial
/kəˈloʊ·kwi·əl/
Concept
Language
normally used
in informal
conversation
but not in
formal speech
or writing
Example
Common names
are also provided
for standardized
formats, when the
formal name
excludes colloquial
elements.
How to teach
In order to be
more formal
let Ss read
newspapers,
magazines, or
watch the
BBC news
33. Exponent
/ɪkˈspoʊ·nənt/
Concept
An example of a
grammar point, function
or lexical set.
Example
Sorry, what do you
mean?
Asking someone
to explain
something
How to teach
The teacher should allow
students to prepare role
plays. In each situation,
the students ought to tell
the functions of
language. Doing this , will
help the teacher knows
the students ability in
using language function.
34. Functional approach
/ˈfʌŋk·ʃə·nəl əˈproʊtʃ/
Concept
A way of
teaching
which uses a
syllabus
based on
functions.
Example
Functional
approach is
suitable to study
attitudes in
students
How to teach
Functional
approach is a
good way to
let students
talk and be
part of the
class.
35. Levels of formality
/ˈlev·əls əv fɔrˈmæl·ɪ·ti̬/
Concept
The formality or
informality of the
language used in a
particular
situation.
Example
Friendly situation
as in the College or
in the University
the level of
formality is
informal
How to teach
We have to stablish
at the beginning of
the class the level
of formality we are
going to have in
the class
remembering that
we as teacher need
to teach a formal
language.
36. Lexis
/ˈlek.sɪs/
Concept
Individual words or
sets of words
Example
For Diabetes, you can
say that someone has
"low blood sugar",
which is fairly simple
language, or you can
use the more
complicated medical
term
"hypoglycemia".
How to teach
Teacher specially in
readings have to
let students a list
of vocabulary
words or lexis with
that he can said
that he or she is
going to introduce
the lexis or
vocabulary
37. Receptive skill
/rɪˈsep·tɪv skɪl/
Concept
When
learners do
not have to
produce
language.
Example
Listening and
reading are
receptive skills.
How to
teach
Giving ss
strategies
for reading
and
listening
38. Register
/ˈredʒ·ɪ·stər/
Concept
The formality or
informality of the
language used in a
particular situation
Example
Informal register
Friend conversations
Formal register
Doctors
conversations or in a
job application
How to teach
Teacher can give to
students to role play
two conversations
one formal and one
informal at the end
he or she ask
students to
recognize which one
is formal or informal
40. Extensive reading
/ɪkˈsten·sɪv ˈri·dɪŋ/
Concept
Reading long pieces of
text, such as stories or
newspapers.
Example
To apply extensive
reading it is
believed to
increase
motivation
through positive
affective benefits
How to teach
Students are free to
choose a book that they
like and are allowed to
read it at their own
pace. The aim of a free
voluntary reading
program is to help
students to enjoy
reading, so assessment
is usually minimized or
eliminated entirely.
41. Infer
/ɪnˈfɜr/
Concept
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.
Example
Reading between
lines can help
catching the main
idea
How to teach
Provide ss some
pictures about the
reading ask them
to see them and
guess what the
reading is going to
be about.
42. Intensive reading
/ɪnˈten·sɪv ˈri·dɪŋ/
Concept
Reading to focus
on how language
is used in a text.
Example
The learners read
a short text and
put events from it
into chronological
order.
How to teach
Teacher provides
students a
reading and ask
them to circle
the preposition
and the world
which is
referring to.
43. Layout
/ˈleɪˌɑʊt/
Concept
The way in
which a text is
organized and
presented on a
page.
Example
Magazines have a
lot of layouts .
As reports,
articles.
How to teach
present to
students
different types
of text and
explain them
that for example
in and an essay
we have to have
an idented line
44. Predict
/prɪˈdɪkt/
Concept
A technique or
learning strategy
learners can use to
help with listening or
reading.
Example
Predicting is
stablish in how
students are good
for listening and
reading .
How to teach
Ask students to
predict what they
are going to eat for
dinner , or write on
the board a word
and let them
brainstorm and
finally with join all
the words ask them
to predict what is the
reading to talk about
45. Productive skills
/prəˈdʌk·tɪv skɪl/
Concept
When learners
produce
language.
Example
In speaking and
writing we can
see how well
students produce
the language
How to teach
Gave students
some strategies
for writing and
speaking e.g
avoid hesitations
or practice role
plays in the class
46. Scanning
/skænɪn/
Concept
To read a text
quickly to pick out
specific
information
Example
In scanning
students can find
specific
information as
numbers and
names.
How to teach
Teacher presents
the text and ask ss
to scan and find
specific
information
For example a
phone number or
the name of
someone or a date.
47. Skimming
/skɪmɪn/
Concept
To read a text
quickly to get a
general idea of
what it is about
Example
Students just take
few minutes to
read and get the
main idea of the
hole text
How to teach
Teacher provides
a text and ask ss
to skimm and
cath the main
idea of the hole
text , ask ss to tell
him the main
ideal that could
be.
49. Cohesive devices
/koʊˈhi·sɪv dɪˈvɑɪs/
Concept
A feature in a text
which provides
cohesion.
Example
When sentences,
ideas, and details
fit together clearly,
readers can follow
along easily, and
the writing is
coherent.
How to teach
Teacher ask students
to write a paragraph
and underline the
prepositions they
wrote. Then students
exchange their
paragraphs with
their partners and
the partner will see if
it is coherence or
not.
50. Evaluating
/ɪˈvæl·juˌeɪtɪŋ/
Concept
To assess or judge
the quality,
importance or
effectiveness of
something. Teachers
may evaluate
learners’ progress
or strengths and
weaknesses.
Example
Effective teaching
evaluation must
be individualized
How to teach
We can evaluate
students using a
scale or using a
rubric but at the
end it is necessary
to give them some
feeback.
51. Narrating
/nəˈreɪt/
Concept
To tell a story or
talk about
something that
has happened.
Example
Teachers often
narrate stories to
young learners.
How to teach
Narrate students a
story , ask them to
create their own
story and that
they have to
narrate it to the
class using all the
effect they want
52. Punctuation
/ˌpʌŋk·tʃuˈeɪ·ʃən/
Concept
A group of words all
of which are
members of the same
form class or part of
speech.
Example
Laura, come here and
play .
Laura come here, and
play.
In the first the
comma shows
emphasis in the
name “Laura”
How to teach
provide students a
texts without any
punctuation ask
them to put the
correct punctuation,
then write on the
board the first
paragraph and work
with them , finally
check if they did
wrong or find.
53. Requesting
/rɪˈkwest/
Concept
To ask someone
politely to do
something
Example
He is playing?
Is she playing?
Could you tell me if
she is playing?
The last one is more
polite than the other
ones.
How to teach
Provide students
some phases that
how politeness
them let them
write on the
board some
question using
those phases.
54. Summarizing
/ˈsʌm·əˌrɑɪz/
Concept
To take out the main points of a
long text, and rewrite or retell
them in a short, clear way.
Example
Do not include your
interpretation/analysi
s within the summary
- make a clear
distinction between
your thoughts and
someone else's.
How to teach
Gave students some tips to
summarize as:
Read the original passage or text
very carefully.
Use a pencil to highlight or
underline what you take to be
the main point of the original
text, or make notes in the
margins or on another sheet of
paper.
If you're summarizing an entire
essay, outline the writer's
argument.
Now tell your audience what the
original source argued.
55. Syllabus
/ˈsɪl·ə·bəs/
Concept
This describes the
language and skills to
be covered on a
course, and the order
in which they will be
taught.
Example
It is necessary to
clarify the
objective so at the
end we will see if
we reach them.
How to teach
Advantages of having
a syllabus
Better organization
for teacher and
students
Outline grading
policies
Source important
information
56. Topic sentence
/ˈtɑp·ɪk ˈsen·təns/
Concept
A sentence that gives
the main point or
subject of a paragraph
Example
topic sentence essentially
tells what the rest of the
paragraph is about.
if the topic sentence
concerns the types of
endangered species that
live in the ocean, then
every sentence after that
needs to expound on that
subject
How to teach
Ask students to write
questions about what
they want to write
about, then ask ss to
choose one topic,
they have to be sure
about what they want
to write and tell them
that they can include
some personal
opinions in there.
58. Authentic material
/ɔˈθen·tɪk məˈtɪr·i·əl/
Concept
Written or spoken
texts which a first
language speaker
might read or
listen to. They
may be taken
from newspapers,
radio
Example
Easier materials to
help students
learn as
magazines,
newspapers
How to teach
Using flash cards
or song you can
introduce
vocabulary.
59. Coursebook
/koʊrsbʊk/
Concept
Is used regularly by
learners in the class.
It generally contains
grammar,
vocabulary and skills
work and follows a
syllabus.
A coursebook unit is
a chapter of a
coursebook
Example
A coursebook
unit is a chapter of
a coursebook
How to teach
Ss can guide in the
coursebook it will
help them to clarify
their ideas or what
the teacher learn,
also activities in the
coursebook will help
them to reinforce
their knowledge
60. Hesitation
/ˌhez·ɪˈteɪ·ʃən/
Concept
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.
Example
In the TOEFL
Exam hesitation
are prohibit
because it shows
insecurity
How to teach
Choose well the
topic you will talk
about
Be positive in what
you know.
practice if front of
the mirror the times
you need.
61. Infer attitude
/ɪnˈfɜr ˈæt̬·ɪˌtud/
Concept
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.
Example
Inferring attitudes
in readings can
help you to
understand the
purpose of the
reading or the
purpose of the
writer
How to teach
Teacher ask
students to read a
text and ask some
question about
what they think
the author tries to
say or what the
author feel about
the topic
62. Introductory activities
/ˌɪn·trəˈdʌk·tə·ri ækˈtɪv·ɪ·ti̬s /
Concept
An activity which
takes place at the
beginning of a
lesson.
Introductory
activities often
include warmers
and lead-ins.
Example
Brainstorming is a
good introductory
part of a lesson
How to teach
Ask students to
brainstorm about
a word that you
write on the
board , or provide
students some
pictures to guess
what they are
going to read.,
63. Listening extensively
/ˈlɪs·ənɪŋ ɪkˈsten·sɪv·li/
Concept
Listening to
or reading
long pieces
of text, such
as stories or
newspapers.
Example
Student listening
skills and self-confidence
improve
when they listen
extensively to easy
texts that arouse
their intrinsic
interests.
How to teach
Ask students
to scan the
text and ask
they some
questions
about it.
64. Self-correction
/ˌself·kəˈrek·ʃən/
Concept
When learners correct
language mistakes they
have made, perhaps
with some help from
the teacher.
Example
Self-correction
builds awareness
of the language, in
turn leading to
more self-sufficient
speakers
How to teach
Ways to Encourage Self-
Correction
-Write the sentence
down as it was said by
the student and ask
him/her to find the
mistake.
-Write the sentence
down and leave a blank
where the mistake was
made. Ask the student to
fill in the blank correctly.
65. Simplified text
/ˈsɪm·pləˌfɑɪ tekst/
Concept
To make something
easier. Simplifying
language or tasks is
a common
scaffolding strategy
Example
The ability to simplify means to
eliminate the unnecessary
a. Needing money to pay my
rent, I forced myself
to beg my parents.
b. I needed money to pay my
rent. I forced myself
to beg my parents.
How to teach
Give students a
long text with
some new words
and ask they to
simplified the text
looking in the
dictionary for
synonyms or the
definitions to
simplified the text
67. Confidence
/ˈkɑn·fə·dəns/
Concept
The feeling
someone has
when they are
sure of their
ability to do
something well.
Example
When lecturing on
positive thinking, we
explore
fear and where it
originates, the impact of
fear and low self-esteem
on
Study, specially in
speaking
How to teach
To build
confidence in
students teacher
can let them talk
or role play , or if
the make mistakes
let them to notice
what they did
wrong.
68. Information-gap activities
/ˌɪn·fərˈmeɪ·ʃən-ɡæp ækˈtɪv·ɪ·ti̬/
Concept
A classroom activity in
which learners work in
pairs or groups.
Learners are given a
task, but they are given
different
information and, to
complete the task, they
have to find out the
missing information
from each other.
Example
Same different
Guess the card
Find your partner
Words on back
Are some information
gap activities
How to teach
Same different:
Students work in pairs.
Each has a different
picture that should not
be shown to their
partner. The students
take turns asking each
other yes or no
questions to find out
how the pictures are
different.
69. Interactive strategies
/ˌɪn·təˈræk·tɪvˈstræt̬·ə·dʒi/
Concept
Ways of keeping people
interested and involved in what
we are saying
Example
Interactive
strategies are
mainly use in
group activities.
How to teach
First provide a brief description
of the study in which we initially
implemented this program and
summarize its salient findings.
We then describe the theoretical
model from which the
instructional components of the
Interactive Strategies program
were derived and thereafter
rationalize and describe these
components. Finally, we present
data supporting the relative
effectiveness of the program
and discuss the implications of
our findings for remediating and
preventing long-term reading
difficulties in beginning readers.
70. Memorize
/ˈmem·əˌrɑɪz/
Concept
To learn something so
that you can
remember it later;
something which is
easy to remember.
Example
Some techniques
used to memorizes
are:
Mnemonic
Peg system
Art of memory
Rote learning
How to teach
Rote learning, a
learning technique
which focuses not on
understanding but on
memorization by
means of repetition.
if words are to be
learned, they may be
repeatedly spoken
aloud or repeatedly
written down.
71. Motivation
/ˌmoʊ·tə̬ˈveɪ·ʃən/
Concept
Motivation is the thoughts and feelings which
make us want to do something and help us
continue doing it.
Example
Intrinsic and
extrinsic
motivation.
How to teach
Get to know your students. You will be able to
better tailor your instruction to the students’
concerns and backgrounds, and your personal
interest in them will inspire their personal loyalty
to you. Display a strong interest in students’
learning and a faith in their abilities.
Use examples freely. Many students want to be
shown why a concept or technique is useful
before they want to study it further. Inform
students about how your course prepares
students for future opportunities.
Use a variety of student-active teaching
activities. These activities directly engage
students in the material and give them
opportunities to achieve a level of mastery.
Teach by discovery. Students find as satisfying as
reasoning through a problem and discovering the
underlying principle on their own.
Cooperative learning activities are particularly
effective as they also provide positive social
pressure.
72. Oral fluency
/ˈɔr·əl ˈflu·ən·si/
Concept
being able to
speak using
connected speech
at a natural speed
with little
hesitation,
repetition
or self-correction.
Example
In spoken fluency
activities, learners
typically give
attention to the
communication of
meaning, rather than
trying to be correct.
How to teach
Ask students to
record themselves
while they speak ,
then they have to
listen their, and
they will notice
their mistakes and
that they need
fluency
73. Silent period
/ˈsɑɪ·lənt ˈpɪər·i·əd/
Concept
The time when
learners who are
beginning to learn
a first (or second)
language prefer to
listen (or read)
before
producing the
language
Example
Children (or
adults) learning a
second language
have some silent
periods as they
think first in order
to say latter
How to teach
Ask students to write
in a little paper some
clue words before
they have to talk, so
when they have to
pass to the front
they will use those
clue words to talk
fluently.
74. Turn-taking
/tɜrn teɪkɪŋ/
Concept
When someone
speaks in a
conversation this
is called a turn.
Speaking and then
allowing another
person to speak in
reply is called
‘turn-taking’.
Example
Practice
conversations or
role-plays are good
examples of turn-taking
activities.
How to teach
Ask students to
role play or write
scripts to pass to
the front to
perform it .
75. Bibliography
• Teaching knowledge test glossary(March
2011)
• M,Spratt,A,Pulverness,M,Williams , teaching
knowledge test course(2012). Units
1,2,3,4,5,6,7,8.
