This document provides definitions for key terms related to teaching English as a foreign language. It includes definitions for concepts like accuracy, affixes, determiners, parts of speech, phonemes, stress, and registers. For each term, it provides a brief classroom application, such as including controlled practice to help with accuracy or using visuals to demonstrate word stress. Overall, the document concisely defines important language teaching concepts and offers starting points for incorporating them into classroom lessons.

1. UNIVERSIDAD TECNICA DE AMBATO
FACULATAD DE CIENCIAS HUMANAS Y DE
LA EDUCACION
CARRERA DE IDIOMAS
TKT GLOSSARY
ESTEFANIA CALERO
9TH “A”

2. CHAPTER 1

3. ACCURACY: ( /ˈæk·jər·ə·si/)
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.
• She practices a lot of English at home to get the accuracy in order to reach
a good level.
In the classroom
Include controlled practice, drills, for application of grammar rules, and act that
help students to 'notice' their own mistakes.

4. AFFIX: (/əˈfɪks, æ-/)
A particle of words that can be add at the biggining or at the end of a word to
change their meaning.
• Happiness is the most important in our lives.
In the classroom
Morphological units or units that determine meaning of words that help
students to guess the meaning a word and teaching the affixes..

5. DETERMINERS: ( /dɪˈtɜr·mə·nər/)
Determiners are used to identify things in further detail. To take the dictionary
definition, they are modifying words that determine the kind of reference a noun
or noun group has.
• Have you see my new wallet?
In the classroom
• Begin with “my,” “her,” and “his.” These help indicate the relationship of the
determiner to the noun.
• Then demonstratives (this, that, these, those) before the difficult once like
“enough” and “either.”

6. EXCLAMATION: ( /ˌek·skləˈmeɪ·ʃən/)
A word that expresses sudden pain, surprise, anger, excitement, happiness, or
other emotion. A sudden expression of pleasure, surprise, agreement, surprise,
agreement, etc.
• “Ouch”
In the classroom
It could indicate the expression of a strong feeling of surprise, absurdity of other
emotions at the end of your phase.

7. FOCUS ON FORMS: (/ˈfoʊ·kəs æd- ɔn- fɔrms/)
Paying attention to the words/parts of words that make a language structure or
to spelling or pronunciation.
• I do not undesrtand what you say.(undestandable)
In the classroom
Make students practice in an accurate way and do thing by several times until
they get completely familiar with the trem and forms of structures or words.

8. PARTS OF SPEECH: ( /pɑrt-ov-spitʃ/)
A way of categorising words according to their grammatical fuction and meaning.
• The noun is the main part in active voice sentences.
In the classroom
Divide all the parts of speech in order to make it more understandable for
students and plan them to know the correct use of each one.

9. TRANSITIVE VERBS: ( /ˈtræn·sɪ·t̬ɪv-vɜrb/)
It is action verbs that have an object to receive that action. In the first sentence
above, the direct object ball received the action of the verb hit.
• They moved their new car.
In the classroom
They have to answer to the question Whom? or What? after the action verb. Thus,
in the sentence, "The clown threw the toy into the air," the verb, threw, is
transitive because (A) it is an action verb, and (B) there is a direct object, toy.

10. INTRASITIVE VERBS: (/ɪnˈtræn·sə·t̬ɪv-vɜrb/)
They are action verbs but unlike transitive verbs, they do not have an object
receiving the action. Notice there are no words after the verb sang.
• I laughed.
In the classroom
It is an action verb, but it does not have a direct object show that no noun or
pronoun receives the action of the verb.

11. CHAPTER 2

12. CHUNKS: (/tʃʌŋk/)
Any pair or group of words commonly found together or near one another.
• Good Morning
• How was your day?
In the classroom
Teacher should motivate to practice the phrases and memorizad by a drill
because it is a very essential in this proces of vocabulary adquisition.

13. COLLOCATIONS: (/ˌkɒl.əˈkeɪ.ʃəns/)
A word or phrase that is often used with another word or phrase, in a way
that sound correct to people who have spoken the language all their lives,
but might not be expected from the meaning.
• In the phrase "a hard frost", "hard" is a collocation of “frost" and
“strong" would not sound natural.
In the classroom
Notice what words always go together when giving out a new reading. This
can call students’ attention to key words and phrases. Spend some time
practicing and interacting with these collocations with each reading.

14. HOMOPHONES: (/ˈhɑm·əˌfoʊns/)
It is a word which is pronounced the same as another word, but which has a
different meaning or spelling.
• Past tense (read) and the color (red)
In the classroom
Practice it by filling in the blank sentences or a cloze paragraph which test
homophones will help them understand which word goes with which
meaning.

15. HOMONYMS: ( /ˈhɑm·əˌnɪms/)
A word that is spelled the same as another word but that does not have the same
meaning.
• "Close" as a verb and “close" as an adjective are homonyms
In the classroom
Students can better understand the difference between English spelling and
pronunciation by looking at homophones, and homonyms can be a good way of
showing the usefulness of phonemic script.

16. IDIOMS: ( /ˈɪd·i·əms/)
A group of words whose meaning considered as a unit is different from the
meanings of each word considered separately.
• “It is raining cat s and dogs” this idiom means that it is raining heavily .
In the classroom
Introduce idioms in a meaningful and personalized context, which will make
teaching idioms not only fun, but also highly effective and memorable for
students

17. DENOTATIONS: (/ˌdiː.nəʊˈteɪ.ʃən/)
The main meaning of a word, not including the feeling or ideas that people may
connect with the word.
• Paper: material used to write on or wrap things in.
In the classroom
• Asking students to give their own connotations for particular words
• Classifying words with a positive, neutral or pejorative association
• Finding words in a text that show attitude
• Explaining straight meanings, unusual headlines, metaphors, puns
• Discussing words in a text with regard to their connotations
• Adding words to a text
• Changing the attitude conveyed in a text.

18. LEXICAL SET: (/ˈlek.sɪ.kəl-set/)
A group of words or phrases that are about the same content topic or subject.
• School supplies: pen, pencil, book, note book
In the classroom
Asking learners to sort words into groups by games such as: Odd One Out, and
Stop, and class poster projects.

19. FALSE FRIENDS: ( /fɔls-frends/)
A word in the target language which looks or sounds as if it has the same
meaning as a similar word in the learners'’ language but does not.
• “embarrass” not “embarazado”
In the classroom
Working with false cognates can help remove a major source of common
mistakes for a group of learners. It is useful for a teacher to be aware of the
common false cognates of various L1s and to anticipate problems when looking
at materials for lessons.

20. CHAPTER 3

21. PHONEME:(/ˈfəʊ.niːm/)
One of the smallest units of speech that make one word different from another
word.
• phonemes /ɪ/ and /æ/
In the classroom
Funny activities to practice like a phonemic bingo or hangman, practice with
the dictionaries, posters with the phonetic symbols.

22. SCHWA: (/ʃwɑː/)
The weak vowel sound in some syllables that is not emphasized, such as the
first syllable of 'about' and the second syllable of 'given', or the ə symbol that
represents this sound.
• This gift was given by her mother
In the classroom
The schwa sound can be find in many words and sentences. More effective
way is to take every opportunity to practice it by 'native-speaker' materials like
scripts, movies or records etc.

23. MAIN STRESS: (/mein-stres)
The principal stress in a word.
• If you perFECT your intonation your accent will be PERfect
In the classroom
To show word stress you could do it visually like drawing a line over the main
stress and under in the secondary stress, or using other color of marker to
partially show the unstressed syllables.

24. SECUNDARY STRESS: (/ˈsekənd-stres/)
It is a stress on a syllable or word in a sentence that is less strong than the
primary stress.
• e.g. com/pu/ter 0oo
• e.g. mi/cro/phone oo0o
• e.g. ed/u/ca/tion
In the classroom
The stress in a word. Circles would be useful to show the difference between
the others syllabes.

25. CONTRASTIVE STRESS: (/kənˈtrɑː.stɪv-stres/)
It is used to express an unusual or emphatic meaning in a sentence. It involves
stressing the important word according to the different meaning.
• My cousin buys me a ICE CREAM (not a cake)
In the classroom
The stress in a word. In bold or highlight the word would be useful way to show
the difference between the prior phrase or argument.

26. WEAK FORMS: (/wiːk-fɔːms/)
If a word is unstressed, the weak form of vowels may be used.
• I can play soccer and a guitar (use of schwa)
In the classroom
The weak forms are not normally stressed. Students can find difficult to hear
and to understand in a sentence.

27. STRESS: (/stres/)
The force or emphasis placed, in speaking, on particular syllables or words
• Sentence = /ˈsentəns/
In the classroom
In the classroom you can rise your voice in every part that needs to be
emphasize to wake up to your students and feel the importance of the word.

28. WORD BOUNDARY: (/wəːd-ˈbaundəri/)
Where a word ends and the next one begins, especially in connected speech.
• "I could have sworn I heard on the news that the Chinese were
producing new trombones. No, it was neutron bombs.“
In the classroom
In a normal text spacing provided in written texts helps you get the message
faster. But you can teach the to join words that always go together to make it
easier to understand. You the board and markers to show the joins.

29. CHAPTER 4

30. LEXIS: (/ˈlek.sɪs/)
All the words of a language, individual words or sets of words.
• Be on time, homework, blackboard
In the classroom
Use flash cards or visual aid to motivated students to do it in a dynamic way
and make it easer for our students to learned the new words.

31. EXPONENT: ( /ikˈspəunənt/)
An example of a grammar point, fuction or lexical set.
• Jeans, tennis, jacket, t-shirt, shirt….
In the classroom
The use of didactic materials that helps students to be award of the
language that are leaning and be more effective to get students progress.

32. LEVELS OF FORMALITY: (/ˈlev.əl-əv-ˈfoːməl/)
The formality or informality of the language used in a particular
situation. Formal register or language is that used in serious or
important situations.
• Baby talk is a register.
In the classroom
Divide functional language into three working categories, formal,
neutral and informal. To make easier the acquisition of the language.

33. REGISTER: (/ˈredʒistə/)
Refers to the degree of formality of language, but in a more general
sense it means the language used by a group of people who share similar
work or interests, such as doctors or lawyers.
• Formal register: Would you mind passing the salt?
In the classroom
Let students identify formality, informality and neutral by using real
situations like meeting with friends, business people and foreigners.

34. NEUTRAL: (/ˈnjuːtrəl/)
A style of speaking or writing that is neither formal or informal, but
between. It is appropriate for most situation.
• How are you? Suitable in every situation
In the classroom
It is better to show the language in context or situations and the phrases
that students could use in every situation without create a
misunderstanding.

35. COLLOQUIAL: (/kəˈləukwiəl/)
Language normally used in informal conversation but not in formal
speech or writing.
• What’s up?
In the classroom
Teachers should teach these phrases by introduce them in context and
specific situation in which the students can get the meaning of those with
out needing the literal translation.

36. FUNCTIONS: (/ˈfaŋkʃəns/)
The reason or purpose for communication.
• Greeting “Hi”
In the classroom
Using functions students will be able to identify the different purposes
to communicate and they will use the correct phrase at the correct
moment in a real conversation or interaction.

37. EXTRACT: ( /ikˈstrӕkt/)
Part of a text which is removed from an original, longer text.
• Horatio: Yes, as much as you look like yourself. If the king was
wearing exactly this amor when he fought the king of Norway. And
the ghost frowned just like the king did once when the attacked the
Poles, traveling on the ice in sleds. It’s weird. (Hamlet, act 1)
In the classroom
You used this thing as a reference for classwork or to make student
think critically about language and situations.

38. CHAPTER 5

39. SKILLS: (/skɪls/)
The four language skills are: listening, speaking, reading and writing.
• The lesson plan of today is based on writing, students should present a short
essay at the end of the day.
In the classroom
A teacher should introduce each skill with their respective subskills to achieve the
correct managed from the students.

40. COHERENCE: (/koʊˈhɪər·əns/)
When ideas in a spoken or written text fit together clearly and
smoothly, and so are logical and make sense to the listener or reader.
• argument essay is coherent because it has a structure that gives unity
and follows an accepted form
In the classroom
Do it by presentations, can be practised by looking at suitable
organisation of content, and by planning exercises

41. COHESION: (/koʊˈhi·ʒən/ )
The way spoken or written text are joined together with logical grammar
or lexis.
• Correct use of lexical sets.
In the classroom
Make students conscious about cohesion by asking them to identify
examples of reference, substitution, lexical cohesion, and conjunction.

42. CONJUNCTION: (/kənˈdʒʌŋk·ʃən/)
A word that is used to connect other words, phrases, clauses, or
sentences .
• I love my dog but he make a lot of noise
In the classroom
It will be really helpful to use conjunctions accurately by identifying
and analyzing examples in texts in order to make students familiar with
the terms

43. DISCOURSE: (/ˈdɪs·kɔrs, -koʊrs/ )
It is a spoken or wriyen discussion that informs something.
• Two phrases in a conversation .
In the classroom
To teach discourse students have to be able to recognize or at least
manage the cohesion and coherence.

44. LAYOUTS: ( /ˈleɪˌɑʊt/ )
The way something is designed or arranged.
• His new car has three doors and ours has four, but otherwise the
layout is much the same
In the classroom
This could be adaptable by each teacher according their classroom
situation in order to create a good environment on it.

45. LEAD-IN: ( /ˈliːd.ɪn/)
It is something that introduces something in the classroom, such as the
new words and topic that are used to present to the students.
• A letter to Santa for a Christmas lesson.
In the classroom
Use different strategies like warm-ops and icebreakers.

46. INFER: (/ɪnˈfɜr/)
It is to find answers from clues and from prior knowledge rather than
directly.
• Students listen to a discussion between two unidentified speakers
and must infer their relationship
In the classroom
Teacher gives examples to let students make an analysis of dialogue
from films, learner implication - inference exchanges, listening tasks,
using video and games

47. CHAPTER 6

48. PRODUCTIVE SKILL: ( /prəˈdʌk·tɪv- skɪl/)
They are speaking and writing, because learners doing these need to produce
language. They are also known as active skills.
• Students write an essay after reading an article about the National Day.
In the classroom
In class teacher can motivate their students by project work, seek to integrate
work on both receptive and productive skills.

49. REQUESTING: ( /rɪˈkwestɪŋ/)
To ask for something
• Can i use your pencil for a while?
In the classroom
Teach the structure and function of question in order to make clear the
propose of them in the class.

50. FEATURES: ( /ˈfi·tʃər/)
A feature of something ius an interesting or important or characeristic of
it.
• What are you gonna do?
In the classroom
Teacher make students think about pauses, main stress, linking, and
intonation changes occur in simple words. They can then practise
reading this aloud.

51. SUBKILLS: (/ˈsʌb·skɪl/)
The language skills of speaking, listening, writing and reading are
often divided into sub-skills, which are specific behaviors that
language users do in order to be effective in each of the skills.
• A listening sub-skill help to be able to recognise contracted forms
in connected speech.
In the classroom
Teachers should let learners spend more time developing a great
amount of sub-skills as they build each of the four skills.

52. COHESIVE DEVICES: (/koʊˈhi·ʒən-dɪˈvɑɪs/)
A feature in a text which provides cohesion
• Teach a topic by vocabulary like: pronouns or articles
In the classroom
Teacher gives list of vocabulary to make student familiar with terms
that they can use in a speech.

53. AIM: (/eɪm/)
It is what want to achieve in a lesson or a course. Activity in a class is
planned in order to achieve these aims.
• SWBA to create their own essay about word history by using past
perfect..
In the classroom
Teachers can tell learners their lesson aims, or involve learners in
setting them. This can help create a sense of purpose and progress.

54. STAGES: (/steɪdʒ/)
A section of a lesson plan.
• The practice stage after the introductory part of the lesson
In the classroom
Present the lesson in a organza way and that the students can identify
every one of them

55. LOGICAL: (/ˈlɑdʒ·ɪ·kəl/)
It is to be reasinable and based good judmment
• You put the sock before the shoes (logically)
In the classroom
Use visual aids to help students to recognize the sequence of different
events to do it easer.

56. CHAPTER 7

57. CONTEXT. (/ˈkɑn·tekst/)
The text or speech that comes immediately before and after a particular phrase
or piece of text and that influence how it is used and what it means
• Picture un the middle of a text to give a better ideas what it is going to be
about
. In the classroom
This make clear the way how students can get the idea of a whole text.

58. INTERACTION PATTERNS: (/ˌɪn·tərˈækt-pæt̬·ərn/)
In ELT interaction patterns are the different ways learners and the teacher
can interact in the class. Using the right interaction pattern is a fundamental
factor in the success of any activity and the achievement of aims.
• The interaction pattern is teacher to the whole group (T-Ss). Other
patterns include pair work (S-S), and group work (Ss-Ss)
In the classroom
Changing interaction patterns can help vary the pace and choosing an
appropriate pattern can help achieve learning aims, for example, making
learners take the place of the teacher (S-Ss) can be very productive.

59. LINKING: (/ˈlɪŋ·kɪŋ/)
It is when sounds are joined together or when a sound is inserted
between two others to make them easier to say
• When someone says ‘I am' we insert a /j/ sound to produce ‘I yam'.
In the classroom
how words are linked can be taught by games like ‘how many words
did you hear?', and can be encouraged to produce linked language
through the teacher back chaining models for pronunciation.

60. GIST: (/dʒɪst/)
It is the general meaning or purpose of a text, either written or spoken.
Reading a text for gist is known as skimming.
• Before answering questions about a short story, learners read it quickly
for gist, and then match the text to a pictures that summarizes it..
In the classroom
Students should apply some reading skills including prediction, reading
for gist, scanning and intensive reading.

61. UTTERANCE: (/ˈʌt̬·ər·əns/)
A complete unit of speech in spoken language. An utterance can be
shorter than a sentence
• When is he coming?
• Next week
In the classroom
Use short answer in the dialogues that help students to be familiar with
this situation.

62. EXPOSES: ( /ɪkˈspoʊz/)
When learners listen to or read language without being consciously
aware of it.
• Hear music on the radio
In the classroom
Make students familiar with a language before learn it can help to be
more accurate with the pronunciation of some words

63. EXTENSIVE: ( /ɪkˈsten·sɪv/)
Students are allowed to choose the books they listen to or read
depending on their interests, and there is not always a follow-up
discussion or work in class. In this way students are encouraged to
read for pleasure and should become better readers.
• A student choose “The Adventure of Peter Pan” to reads at home
In the classroom
Use this to help students discover they can read in English and that
they enjoy it. This positive experience should stimulate them to read
more, increasing motivation, enjoyment and a desire to read.

64. CONNECTED SPEECH: ( /kəˈnek·tɪd- spitʃ/)
Changes in pronunciation within and across word boundaries include
changes to individual sounds and new sounds being inserted
• Elision: The disappearance of a sound in connected speech;
chris(t)mas, int(e)rest.
In the classroom
Use this by mmodeling and drilling contextualized language can help
learners to approximate connected speech.

65. CHAPTER 8

66. PARAPHRASE: ( /ˈpær·əˌfreɪz/)
It is finding another way to say something when you don't know how to say it.
Paraphrasing is not only an essential skill for all speakers but also key to
learners developing communicative ability beyond their existing knowledge of
language
• A photograph of a glider and doesn't know the word, so paraphrases by
saying ‘an airplane that uses the wind'.
In the classroom
To improve it you can do this by written forms in crossword activities as well.

67. HESITATION: (/ˌhez·ɪˈteɪ·ʃən)
A pause before you do or say something, often because you are
uncertain or nervous about it
• I am from hmmm ehhh Ecuador, yes from Ecuador
In the classroom
Use it to make students feel confortable about their speaking abilities and
improvement.

68. TURN-TAKING: (/tɜrn-teɪkɪŋ/)
It is the time when a speaker is talking and turn-taking is the skill of
knowing when to start and finish a turn in a conversation. It is an
important organizational tool in spoken discourse.
• Speakers signal a finished turn is to drop the pitch or volume of their
voice at the end of an utterance.
In the classroom
Teacher considered turn-taking in language that includes pronunciation,
e.g. intonation, grammatical structures, utterances such as 'ah', 'mm'
and 'you know', body language and gestures.

69. PACE: (/peɪs/)
It refers to the speed of the class. It is a subjective judgement, connected
with how it feels for the learner to go through the sequence of activities
in a class.
• Whole group brainstorming activity will work best at a fast pace and
an intensive reading at a slow one.
In the classroom
By asking learners if they feel activities went on for the right amount of
time, and if they were too fast or slow will give a teacher good
information about the pace of a class. Alternatively, another way to
assess this is to ask another teacher to watch the class and give
feedback.

70. DRILL: ( /drɪl/)
A technique used to practise new language. It involves the teacher
modelling a word or a sentence and the learners repeating it. There are
different kinds of drilling, such as choral drill, which involves the whole
class, and substitution drill, where the teacher changes the cue words
after each repetition.
• Teacher: I like cars
Learners: I like them
Teacher: I like dog
Learners: I like it
Teacher: I like fish etc
In the classroom
A technique which some teachers reject due to a possible lack of
communicative quality and its highly controlled, teacher-centred nature.

71. LEARNT BY HEART( /lɜrn-bɑɪ- hɑrt/)
It is to learn something so well that it can be written or recited without
thinking to memorize something.
• The teacher told me to learn my speech by heart. I had to go over it
many times before I learned it by heart..
In the classroom
This technique can be use in the classroom to make students accurate
with the new vocabulary and make them competent with their skills..

72. SILENT PERIOD: (/ˈsɑɪ·lənt-ˈpɪər·i·əd/)
It is the idea that when a language is learned, there should be a period in
which the learner is not expected to actively produce any language. This
is based on observations of a listening period in infants when they learn
a first language.
• When someone study a new language, he/she can go through a silent
period when it is unsufficient exposure or comprehensible input
In the classroom
Teacher can add activities like listening comprehension and vocabulary
input. Or use methodologies which take into account the silent period,
like Total Physical Response and the Natural Approach

73. BIBLIOGRAPHY:
• http://www.teachingenglish.org.uk/
• http://dictionary.cambridge.org/
• Teaching Knowledge Test Glossary