Glossary tkt

GLOSSARY
UNITS 1-8
By: Gabriela Camana

Accuracy /ˈæk·jər·ə·si/
Meaning:
The use of
correct forms
of grammar,
vocabulary,
spelling and
pronunciation.
 Example: In a conversation activity,
teachers and learners, or between
learners focus on using and
producing language correctly, so
that is accuracy.
 How to teach: Accuracy might be
taught through easy ways where
the student doesn’t feel under
pressure like dialogues, role plays,
and interviews, where that apply
grammar, vocabulary, spelling and
pronunciation

Affix /əˈfɪks/
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.
 Example: we add affixes to the base
word like in
Impossible possible possibly
impossibly Prefix base word
Suffix prefix & suffix
 How to teach: Affixes sometimes are
difficult because we need to learn which
prefix or suffix can be added because
according the word it can vary. I should
give a list with the frequent words in a
base form and then analyze each case
and apply exercises and maybe a
sentence that contains affixes from one
word

Appropriacy /əˈprəʊ.pri.ə.si/
Language which
is suitable in a
particular
situation.
 Example: We have appropriacy
of language when it is used
in particular contexts with the right
grammar structures and grammar.
 How to teach: to teach appropriacy
we need to give different context to
students so they can differenciate
the language that they are going to
use in each case

Authentic material
/ɔːˈθen.tɪk/ /məˈtɪə.ri.əl/
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.
 Example: I get authentic material
when I cut interesting readings from
magazines, newspapers or I record
a program from a radio
 How to teach: We can teach
through authentic material that is
taken from different sources that
are not focus on teaching English
and it will be better because it can
be something in which students are
interested in.

Coherence /kəʊˈhɪə.rəns/
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.
 Example: Into a speech we have
coherence because it must be clear
and have sense to the listener
 How to teach: In order to teach
coherence we can use jigsaw
because we can give students a
text divided into three parts and
they should organize them and they
notice how it should go taking into
account the connectors

Cohesion /kəʊˈhiː.ʒən/
The way spoken
or written texts
are joined
together with
logical grammar
or lexis, e.g.
conjunctions
(Firstly, secondly),
lexical sets,
referring words (it,
them, this).
 Example: In a paragraph we have
cohesion because we can see
grammatical structures and how the
sentences are joined logically.
 How to teach: we teach cohesion
through essays because students
will use conjunctions in order to join
ideas in a correct way.

Cohesive devices
/kəʊˈhiː.sɪv//dɪˈvaɪs/
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)
 Example: Cohesive devices are
words and phrases that link ideas in
order like:
and, but, because, in the first place,
however; he/him, it, her, their, and
so on
How to teach: teacher should
make students aware of vocabulary
like synonyms and also the
conjunctions in order to use
cohesive devices to get an

Collocation /ˌkɒl.əˈkeɪ.ʃən/
Words which are
regularly used
together. The
relation between
the words may
be grammatical,
for example
when certain
verbs/adjectives
collocate with
particular
prepositions or
when a verb like
make or do
collocates with a
noun.
 Example: In English we have
collocations like I “do homework”
not “make homework”, so “do”
collocates with “homework”
 How to teach: Words are learned
in groups, not in isolation. So we
have to provide a list of collocations
like
 Do exercises
 Good at
 Look at

Colloquial /kəˈloʊ·kwi·əl/
Language
normally used in
informal
conversation but
not in formal
speech or writing,
e.g. Give Gran a
ring, OK?
 Example: when we are talking with
friends we use informal language
which is called colloquial language
 How to teach: colloquial language
should teach in classes through role
plays because students can use
their language without formalism.

Compound /ˈkɑm·pɑʊnd/
Nouns, verbs,
adjectives or
prepositions
that are made
up of two or
more words
and have one
unit of
meaning,
e.g. assistant
office manager,
long-legged.
 Example: compound is a group of
words that have one meaning
Foot + ball = football
 How to teach: We can give a list of
compound words and ask students
to divide the words into a T- chart
 Firework
 Fire work
So students will get the idea of the
origin of the words

Conjunction /kənˈdʒʌŋk·ʃən/
A conjunction
(or connector)
is used to
connect words,
phrases,
clauses or
sentences, e.g.
 Example: We use conjunctions to
connect ideas, words or sentences.
conjunction
I like sports but I don’t like soccer
because it’s too boring for me.
 How to teach: I would give a list of
conjunctions and their functions like
with and join similar ideas, but to show
a contrast and give some sentences
so, students will choose from the list
conjunctions and join the sentences
and check

Context /ˈkɒn.tekst/
The situation in
which language
is used or
presented.
 Example: The context of class is
that teacher needs to take into
account the level of understanding
of students, their needs and which
language he/she has to use.
 How to teach: We can teach
context using role plays because
we can give different situations to
the groups and at the end recognize
which contexts were developed
during the presentations

Contraction /kənˈtræk·ʃən/
A shorter form
of a group of
words, which
usually occurs
in auxiliary
verbs, e.g. you
have = you’ve;
it is = it’s.
 Example: I use contractions at the
moment of speaking to sound like a
native speaker.
I don’t like pizza Instead of I do not like
pizza
 How to teach: this should be taught to
intermediate level because beginner
can get confused. Use dialogues with
contractions would provide students a
right pronunciation and also get
accustomed to them obviously we
need to clarify that it is for informal

Contrastive stress /kənˈtrɑː.stɪv//stres/
is used to
express an
unusual or
emphatic
meaning in a
sentence. It
involves
stressing the
important word
according to the
different
meanings.
 Example: Contrastive stress
expresses an important word in a
sentence.
 My mom went to buy a HOUSE. In
here we are clarifying that she bought
a house no a car, no a bicycle, or
something else.
 How to teach: We can give sentences
to the students and they work in pairs
the contrastive stress, putting the
stress in each word of the sentence,
so they can notice the difference when
they develop the activity because they
have to recognize which word was

Controlled practice
/kənˈtrəʊ.ləd//ˈpræk.tɪs/
When learners
use the target
language
repeatedly and
productively in
situations in
which they have
little or no choice
of what
language they
use. The teacher
and learners
focus on
accurate use of
the target
language.
 Example: teacher use controlled
practice into the classroom because
when he/she is teaching present
simple students have to use this in
their dialogues, no other structure.
 How to teach: at the end of each
grammar structure, teachers can
use dialogues between students
and role plays where students can
use the structure already learned
and use it accurately

Convey meaning /kənˈveɪ/ /ˈmi·nɪŋ/
To express or
communicate
meaning.
 Example: teachers convey
meaning when they present new
words and language L1 to a group
of people from L2.
 How to teach: Conveying meaning
is used in class to teach new
language and we need to avoid
translation, instead of that we
should use miming to convey
meaning.

Diphthongs /ˈdɪf.θɒŋ/
A vowel
combination
which is
pronounced by
moving from one
vowel to
another, e.g. / aˆ
/ as in my is
pronounced by
moving from / æ
/to / ˆ /.
 Example: We have diphthongs in
many words like in toy or boil where
we have a vowel sound in one
syllable.
 How to teach: We can use mini-charts
whit diphthongs focusing on
words with the /ow/ sound and the
/oy/ sound each day. And through
songs we can fill in the chart

Discourse /ˈdɪs.kɔːs/
Spoken or
written language
in texts or
groups of
sentences.
 Example: We use Discourse in a
formal communication where we
can express our thoughts
 How to teach: We develop
discourse when we use role plays,
debates, dissertation within the
classroom in order to have a formal
discussion about something.

Drill /drɪl/
A technique
teachers use
for
encouraging
learners to
practice
language. It
involves
guided
repetition or
practice.
 Example: When we have an script
of a role play we have a drill
because we have a repetition of a
dialogue
 How to teach: Drills are useful for
beginner because we give the drill
and they repeat and at the same
time they practice pronunciation.
We should start with easy drills and
easy to understand, with this the
student will get accustomed and
internalize it.

Emphasis /ˈem.fə.sɪs/
When special
force or attention
is given to a word
or information
because it is
important
 Example: Teachers at the end of
the class emphasize that students
have to do the homework for
TOMORROW.
 How to teach: it can be taught
through essays or dialogues where
the teacher can highlight a word
and students have to say it with
emphasis when they are talking.

Encourage /ɪnˈkʌr.ɪdʒ/
When a teacher
helps learners to
succeed by
giving them
confidence.
 Example: The teacher always
encourages us to talk in front of the
class with out nervous because in
that way we are going to learn and
be self - confident
 How to teach: we can encourage
our students through phrases that
make them feel good and without
stress like: “you can do it!”

Error /ˈer.ər/
A mistake that a
learner makes
when trying to
say something
above their level
of language or
language
processing.
 Example: when we are in beginner
level we have a lot of errors
because we tried to say something
that we didn’t know because of the
level, but we tried to express that
having errors.
 How to teach: Errors are normal in
each level because we never are
going to handle the language
perfectly. But we can try to avoid
that giving a lot of sources and
practice to students to acquire more

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’
first language
but does not.
 Example: we have false friends
between Spanish and English
 Embarrassed embarazada
People believe that have the same
meaning but it is wrong because
embarrassed is to cause shame and
embarazada should be translated with
pregnant.
 How to teach: Teacher has to ask for
examples of false friends in order to
check that students understand the
meaning. And emphasizes on words
that they will get confused.

Feature /ˈfi·tʃər/
A feature of
something is an
interesting or
important part
or
characteristic
of it.
 Example: We have different
features for each type of sentence.
She plays the piano. The feature
here is that the verb always has an
-s or -es at the end when we have a
third person
 How to teach: we always teach
features or characteristics from
every single grammar structures.
Maybe we can have a chart of each
structure to notice the features

Focus on form /ˈfoʊ·kəs/ /ɔn/
/fɔrm/
Paying
attention to the
words/parts of
words that
make a
language
structure or to
spelling or
pronunciation
 Example: When we write essays or
letters even when we talk we are
focus on form in order to have
accuracy.
 How to teach: first, teacher
provides grammar structures and
asks students to write a short
paragraph with that structure so
they have to be focus on form

Form /fɔrm/
The form of a
grammatical
structure is the
way it is
written or
pronounced
and the parts
which combine
to make it
 Example: We have different forms
or structures like in present simple
(grammatical structure) is made up
of noun + verb base form (the
form).
 How to teach: we can teach the
form dividing the structures of
each tense like in the example
below.
 S + V (which form) + C
 Students will understand which kind

Formal language
/ˈfɔː.məl//ˈlæŋ.ɡwɪdʒ/
Language used
in formal
conversations or
writing.
 Example: We use formal language
depending on the person who we
are speaking to. In formal letter or
formal speech, we use formal
structures instead of informal. Like:
Yours sincerely
 How to teach: formal language is
taught through letters, speech,
debates where teacher should
provide a list of formal words in
order students use them in the
activities.

Function /ˈfʌŋk·ʃən/
The reason or
purpose for
communication.
 Example: The objective of our
communication is called function. What
is the purpose of it and what we want
from the listener. If we ask, suggest,
advice, so on
 How to teach: By creating a situation
the teacher is providing the necessary
context students need to use the
language for a function. Like giving the
social standing relative to the person
they are talking to, how well they know
the person;
who is the listener; and some
circumstances of the communication

Gesture /ˈdʒes.tʃər/
A movement
with part of the
body which is
used to convey
meaning.
 Example: At the moment of
speaking people use gestures to
express an idea or emphasize a
thought
 How to teach: Gestures can be
useful in a conversation and
teacher can develop them in drama,
where students act like someone
else, and they need to use gestures
to convey a meaning. Maybe
something that is not clear, they can
say by gestures

Hesitation /ˌhez.ɪˈteɪ.ʃən/
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: Beginners and also
advanced students often hesitate
until find the right word in a
conversation or presentation. We
have pauses like (mmm…, ah… )
 How to teach: teachers can
overcome this problem with free
dialogues in the classroom, so
students are going to increase their
vocabulary and when they talk, they
can avoid hesitation because have
the right words.

Highlight /ˈhaɪ.laɪt/
To mark words
on paper, on the
board or on a
computer screen
using a colour or
underlining so
that they are
easier to notice.
 Example: During a reading we
need to highlight the main ideas or
details with a color to find easily
those aspects, when it is necessary
 How to teach: teacher provides
strategies to highlight the main
ideas, how to identify details. Use
different colors to differentiate
between them

Homonyms /ˈhɑm·əˌnɪm/
A word with
the same
spelling and
pronunciation
as another
word, but
which has a
different
meaning.
 Example: The homonyms can have
different meaning but the same
spelling and sound, like in:
 Fine = I am fine
 Fine= I have to pay a fine for taking
my book back late
 How to teach: Teacher gives a
paragraph with homonyms and
asks students what is the meaning
according to the sentences which
are surrounding the word.

Homophones /ˈhɑm·əˌfoʊn/
A word which
sounds the
same as
another word,
but has a
different
meaning or
spelling.
 Example: the homophones share
the same sound but not the spelling
and meaning. Like in:
 This is the right question
 I write a question
 How to teach: A tongue twister is
an excellent way to practice
homophones and notice their
meaning. Because students will
pronounce the same but the
meaning is different so they will get
the meaning to understand

Inappropriate /ˌɪn.əˈprəʊ.pri.ət/
Language which
is not suitable in
a particular
situation.
 Example: Some students use
inappropriate language when they
talk with their teachers, because
they use informal vocabulary as if
they talk with friends.
 How to teach: Teacher should
provide different situations in a
conversation or in a role play, so
teachers can correct the
inappropriate language in a
situation that is formal or vice versa.

Infer attitude /ɪnˈfɜːr/ /ˈæt.ɪ.tjuːd/
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: When we read a book, a
poem or something written, we as
readers need to infer writer’s
attitude, to understand what he/she
tries to say through his/her writing
 How to teach: teachers help
students to infer attitude through
readings exercises. In the pre
reading from the topic, then with
questions and after socialize the
answers to get more information
about writer’s attitude

Informal Language
/ɪnˈfɔː.məl//ˈlæŋ.ɡwɪdʒ/
Language used
in informal
conversations or
writing.
 Example: When we are with friends
we use informal language, maybe
contractions, no formal expressions
like hi!, What’s up?
 How to teach: Teacher would use
informal language in drama with an
informal situation and students will
use some expressions that are
according to the situation.

Interaction /ˌɪn.təˈræk.ʃən/
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.
 Example: When a couple have a
conversation and both have the
same opportunity to talk, they have
an interaction because exchange
ideas mutually
 How to teach: The best way to
practice interaction is in dialogues
where teacher provides the topic
and a number of sentences that
each student has to say in order to
have a fluent conversation with the
same amount of participation

Interaction patterns
/ˌɪn.təˈræk.ʃən/ /ˈpæt.ən/
The different
ways learners
and the teacher
work together in
class, e.g.
learner to
learner, in pairs
or groups or
teacher to
learner, in open
class, in plenary.
When teachers
plan lessons,
they think about
interaction
patterns and
write them on
their plan.
 Example: We have different
interaction patterns within the class,
like when we work in groups, in
pairs, directly with the teacher.
There we have the patterns where
we practice interaction.
 How to teach: Teacher can have in
their classes different interaction
patterns according the activity,
between students if it is a
discussion , between teacher and
students if there is an interview.

Jumbled picture
/ˈdʒʌm.bl̩d/ /ˈpɪk.tʃər/
A series of
pictures that are
not in the correct
order. The
learners put the
pictures into the
correct order.
 Example: In the warm up activity
teacher gave us a jumbled picture
and we have to join them in the
correct order.
 How to teach: Teacher should use
this technique when they want to
present a story. They can introduce
the story with jumbled pictures and
students have to guess and order
them as they want and then check
through the written part.

Layouts /ˈleɪ.aʊt/
The way in
which a text is
organized and
presented on a
page. Certain
texts have
special layouts.
 Example: When we want to write
an essay, first we have to develop
the layouts in order to know what
we are going to write and the
structure.
 How to teach: Through the writing
process teacher can explain how
students should organize their ideas
within the writing part and also
present some structures like in
letters in order to have a great
layout of the work and then have

Lead-in /ˈliːd.ɪn/
The activity or
activities used to
prepare learners
to work on a
text, topic or
main task. A
lead-in often
includes an
introduction to
the topic of the
text or main task
and possibly
study of some
new key
language
required for the
text or main
task.
 Example: At the beginning of the
class we have the lead-in part,
where teacher presents an idea of a
new topic through examples.
 How to teach: Teacher can use
lead-in to present the topic implicit
or explicit. Maybe he/she can start
with an example in an implicit way
and then realize the grammar
structure or maybe give the
structure of grammar and then the
examples.

Lexical set /ˈlek.sɪ.kəl/ /set/
A group of
words or
phrases that
are about the
same content
topic or
subject.
 Example: From a big topic as
family we can have a lexical set like
brother, sister, son, etc., that are
part of the subject.
 How to teach: Teacher can provide
a worksheet where in one side they
have different topics and in the
other side words and phrases about
the same topic and students have
to get all the words together with
the topic and students will
recognize the lexical set.

Monitor /ˈmɒn.ɪ.tər/
To watch over
learners in order
to make sure
that they are
doing what they
have been
asked to do, and
help them if they
are having
problems.
 Example: While we are doing an
activity in the classroom, the
teacher is monitoring it and if we
have a question she/he helps us.
 How to teach: Teacher always
have to monitor the class activities
in order to check if students are
doing what they supposed to do
and also to provide help. So
students work independently but the
teacher monitors that.

Narrating /nəˈreɪtŋ/
Stories and
things that have
happened.
 Example: The teacher narrates an
story that happened to her in the
childhood
 How to teach: Teacher brings to
the class different stories and give
them to the students, so they have
to read and past to the from and
narrate the story in few lines.

Neutral /ˈnjuː.trəl/
A style of
speaking or
writing that is
neither formal
nor informal, but
in between. It is
appropriate for
most situations.
 Example: We use neutral language
when we don’t know about the
listener or reader language, so we
use a neutral to be understood.
 How to teach: To develop this
teacher gives students a reading
with neutral language and students
highlight with different colors the
expressions in order to check which
is for formal and for informal and
how they are combined in the
reading.

Oral fluency /ˈɔː.rəl/ /ˈfluːən.si:/
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
 Example: A native speaker has oral
fluency and students can develop
this with a lot of practice and self-confident.
 How to teach: teacher develops
oral fluency in students when gives
the opportunity when it is possible.
With debates, dialogues, role plays,
those will engage students to speak
as much as possible.

Pace /peɪs/
The speed of the
lesson. A
teacher can vary
the pace in a
lesson by
planning
different
activities in order
to keep the
learners’
attention.
 Example: Pace during a lesson is
important because is the time
teacher gives to each activity
 How to teach: Teacher uses pacing
in favor to know how the class is
going to be developed. Pace
different activities controlled
learners' attention, so teacher can
asks students to develop a lesson
plan to check if they can pace

Paraphrase /ˈpær.ə.freɪz/
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
she/he is not
sure of the exact
language they
need to use.
 Example: When we write a thesis,
we have to research some
information and paraphrase it in our
own words to no do plagiarism
 How to teach: Teacher gives
students short readings and asks
them to read, then asks to
paraphrase the reading in their
words, and checks if they
understood the idea.

Phoneme /ˈfəʊ.niːm/
The smallest
sound unit which
can make a
difference to
meaning
 Example: A word has different
phonemes and this smallest unit
help us to distinguish meaning.
/t/ in tip, /d/ in dip.
 How to teach: Teachers should
allow students to “break up” words
by clapping or tapping out their
syllables. In fact students will notice
the difference between phonemes.

Prediction /prɪˈdɪk.ʃən/
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.
 Example: Teacher presented the
topic of the reading and we had to
predict about what was going to
happen in the story
 How to teach: Teacher presents a
group of pictures or write on the
board the topic and asks students
to predict what is going to happen in
the story.

Productive skill /prəˈdʌk.tɪv/ /skɪl/
When learners
produce
language.
Speaking and
writing are
productive skills.
 Example: all the output that
students have are part of their
productive skills like speaking and
writing, where they put their
thoughts.
 How to teach: the productive skills
is useful for teachers because they
know if students understood the
language through their output.
Asking them to write o say a topic
that they like, teacher will observe if
they have a good output of the

Recall /rɪˈkɔl/
To remember,
bring
something back
into the mind.
 Example: when students forget
something we recall the information
through pictures, questions and
example.
 How to teach: teachers use recall
in order to re take a topic that was
already learned and need to be
refresh in students’ mind, it is a
good strategy because students
reinforce their knowledge and don’t
forget it.

Receptive skill /rɪˈsep.tɪv//skɪl/
When learners
do not have to
produce
language;
listening and
reading are
receptive skills.
 Example: when people read or
listen use receptive skills because
just receive a lot of input without the
necessity of producing language
 How to teach: we develop this
receptive skill through listening and
reading. So teachers provides all
the input through songs, books,
novels because students will
receive all the information.

Register /ˈredʒ.ɪ.stər/
The formality or
informality of the
language used in
a particular
situation. Formal
register or
language is that
used in serious or
important
situations.
Informal register
or language is
that used in
relaxed or friendly
situations.
Register may
also refer to
language which is
specific to a
 Example: we use different registers
at the moment of speaking
depending on who is the person we
talk to, maybe a friend or our boss.
 How to teach: we can give
students different topics and
different situations and they have to
use the appropriate register in the
role play. So they will recognize if
they use formal or informal words.

Rhythm /ˈrɪð·əm/
The rhythm of
speech is the
way that some
words in a
sentence are
emphasized or
stressed to
produce a
regular pattern.
 Example: the rhythm shows us
which words are emphasized to get
the idea from the sentence
If I were YOU, I would buy the
HOUSE.
 How to teach: We can use patterns
to teach rhythm because students
can socialize the pattern and know
where they use the rhythm.

Sentence stress /ˈsen·təns//stres/
Refers to the
way some words
in a sentence
are stressed. In
English these
are usually the
information-carrying
words.
Stress can
therefore be
used to show
meaning, to
emphasize a
particular point
or feeling.
 Example: When we say a sentence
we use sentence stress to
emphasize a word which is
important and we want that the
listener knows.
 I love my mom
 How to teach: teacher has to
present different sentences and
highlight a word in each one and
asks students to say a loud them
stressing the word in bold.

Silent period /ˈsaɪ.lənt/ /ˈpɪə.ri.əd/
The time when
learners who are
beginning to
learn a first (or
second)
language prefer
to listen (or
read) before
producing the
language.
 Example: it occurs to each person
because it is when we learn to
produce our own or new language,
here we have the silent period to
get or acquire the language as
much as possible.
 How to teach: teachers can use
this silent period in order to provide
all the input that an student should
have at the moment of the
production.

Syllable /ˈsɪl·ə·bəl/
A part of a word
that usually
contains a single
vowel sound.
 Example: we find syllables in each
word like in
umbrella = um/brell/a = 3 syllables
 How to teach: this is taught
through the speaking part and use
applauses at the moment of diving
the word in sound because students
will get the idea of the from the
sound that they produce with the
clap. It helps students to recognize
syllables.

Turn taking /tɜːn/ /teɪkiŋ/
Speaking and
then allowing
another person
to speak in reply
is called turn-taking’.
 Example: During a conversation we
have turn taking because when
someone talks the other listen and
answer and continuing the
conversation.
 How to teach: turn taking can be
used in a role play where students
just need to listen to provide an
answer and vice versa. So students
realize of turn taking into a
conversation

Utterance /ˈʌt.ər.əns/
A complete unit
of speech in
spoken
language. An
utterance can be
shorter than a
sentence.
 Example: A dialogue is formed by
meaningful utterances and
sentences.
 How are you?
 Fine. Thank you.
 How to teach: Teacher enters to
the classroom and says “good
morning”, then explains that this
phrase is an utterance, then asks
students to write a dialogue to
including utterances they often use.

Version /ˈvɜː.ʃən/
A particular form
of something in
which some
details are
different from an
earlier or later
form of it.
 Example: Sometimes a written text
has different versions because I
each one can have different
vocabulary, details and grammar
structures due to their readership.
 How to teach: teacher can give a
text to students and asks them to
rewrite it in other version providing
some information about the future
readerships and they can use their
own lexicon

Word boundary /wɜrd//ˈbɑʊn·dri/
Where one
word ends and
the next one
begins,
especially in
connected
speech.
 Example: the word boundary
occurs when one word ends and
the other begins when the words
bump into each other.
 She is playing on the beach.
 How to teach: it is learned by
reading a loud, so students can
join the sounds of the end of one
word and the beginning of the
next one.

Word family /wɜrd//ˈfæm·ə·li/
A group of
words that
come from the
same root or
base word,
 Example: we have word family
when from the same base word we
have different words.
 React = reaction, reactivate,
reactivation, reactive,
reactivity
 How to teach: we can use
brainstorming and write the base
word and asks students to think
about what words have the same
root

Work out /wɜrk//aʊt/
When learners try
to understand
how and why a
particular piece of
language is used
or how it is
formed. For
example, learners
read a text with
different past
tenses then look
at the example
sentences in the
text and work out
how the different
tenses are used
and how they are
formed.
 Example: When we don’t
understand a word, we see the
words around it and work out on
their meaning.
 How to teach: Teacher presents a
paragraph with unknown vocabulary
and then students need to work out
on vocabulary using the context
where they are presented.

Glossary tkt

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