The document provides definitions for language teaching terms across 15 flashcards. It suggests ways for teachers to introduce and explain the terms to students. For example, for the term "affix", the document recommends introducing prefixes and suffixes using flashcards with examples. For "accuracy", it suggests correcting student mistakes in writing activities. Overall, the document gives concise definitions and practical classroom activities to help students understand key language teaching concepts.

2. CARD
1
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.
A
To teach this first of all , we have to know
and learn prefixes and suffixes.Using
flash cards the teacher can show their
students the variety of them and given
some examples for each one.
EXAMPLE: interview, interviewer.
ə-ˈfiks, Affix

3. CARD
2
DEFINITION.-A sound produced by stopping the air flow then
releasing it with friction. A
Using a phoneme chart , the teacher can
use it in order to show students the
differentiation of each sound
emphasizing on affricate sounds.
EXAMPLE: / tâ / , / dΩ /.
ˈa-fri-kətAffricate

4. CARD
3
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.
A
Teachers have to correct every students’
mistake.It means in grammar structure,
vocabulary, spelling and pronunciation.
The best way to do that is when students
have writing activites.
EXAMPLE:
He was working every single momment in
his short life.
/ˈækjʊrəsɪ/Accuracy

5. CARD
4
DEFINITION.-A shorter form of a group of words, which usually
occurs in auxiliary verbs. C
An easy way to teach contractions is
writing on the board and giving some
exaples when we can use contractions.
Students can write their own exampes.
EXAMPLE: you have = you’ve; it is =
it’s.
/kənˈtrækʃən/Contraction

6. CARD
5
DEFINITION.-To express or communicate meaning. Teachers focus
on conveying meaning when they present new language. C
I believe by using planning to make better
learning for our students.Teachers are not only
teaching them words and phrases, but the ability
to convey and understand new meaning within
the framework of the language they want to
learn.
EXAMPLE: The word you want to
translate to doesn't always cover the same
range of meaning and connotation of the
target word.
/kənˈveɪ/ /ˈmiːnɪŋ/Convey meaning

7. CARD
6
DEFINITION.-Any pair or group of words commonly found together
or near one another. C
Give a list of chunks to the students.After
that , using chain drills strategy, they
haver to give one of them without repeat
the same .This activity could be orally
and writing.
EXAMPLE:phrasal verbs, idioms,
collocations,fixed expressions.
Wha’s up ?
/tʃʌŋk/Chunk

8. CARD
7
DEFINITION.-Words which are regularly used together. The relation
between the words may be grammatical, for example when
certain verbs/adjectives collocate with particular prepositions.
C
To teach collocation in a funny way, teacher has
to use flash cards and write a sentence in
parts.After that, the teacher has to give them to
the students and they have to arrange the
sentence with a coherence meaning.In that way
they are lerning collocation.
EXAMPLE:
depend on, good at or when a verb like
make or do
collocates with a noun.
do the shopping, make a plan.
/ˌkɒləˈkeɪʃən/Collocation

9. CARD
8
DEFINITION.- Nouns, verbs, adjectives or prepositions that are made
up of two or more words and have one unit of meaning. C
To teach compound students have to
differentiate nouns, verbs and adjectives.It is
complex to teach it but the best way is giving
examples.While more examples and new
vocabulary students know, it will be better for
them in order to forms their unit of meaning.
EXAMPLE: assistant office manager,
long-legged.
/ˈkɒmpaʊnd/Compound

10. CARD
9
DEFINITION.-The situation in which language is used or presented.
C
Teacher has to show students different kind of
readings and then he has to emphasize the
context of each Reading . It is useful for them
because they will notice those features of each
context.
EXAMPLE: a story about a holiday
experience could be used as
the context to present and practice past
tenses.
/ˈkɒntekst/Context

11. CARD
10
DEFINITION.-A sound in which the air is partly blocked by the lips,
tongue, teeth etc. Any letter of the English alphabet which
represents these sounds.
C
To teach consonants teacher has to devide them
in voiced and unvoiced sounds because it will be
easiest for students learn by sounds. According to
this teacher may apply listening activities.
EXAMPLE:
d /d/, c /k/.
/ˈkɒnsənənt/Consonant

12. CARD
11
DEFINITION.-Language normally used in informal conversation but
not in formal speech or writing. C
To teach colloqial teacher has to give students an
script of a dialogue.Then they have to performe in
a role-play.Finally when they finish it , teacher
explains what is colloquial and highlight them in
the script.
EXAMPLE:
Give Gran a ring, OK?
/kəˈləʊkwɪəl/Colloquial

13. CARD
12
DEFINITION.- 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.
C
To teach coherence to students the teacher could
read a short passage to them and they have to
give an opinión related to the topic.This activity
helps students to get coherence in each word that
the student say.
EXAMPLE:The house has been expanded
and remodeled so many times that now
it's a jumbled mess that lacks coherence.
/kō-ˈhir-ən(t)s/Coherence

14. CARD
13
DEFINITION.-The way spoken or written texts are joined together
with logical grammar or lexis. C
To teach this first of all the teacher has to
introduce linking words such as first, then, next,
thus, furthermore, also, moreover, therefore, etc.
After that give an example using those linking
words.It could be in a essay, article, letter.So, this
will help students to get cohesion.
EXAMPLE:
conjunctions (Firstly, secondly),
lexical sets, referring words (it, them,
this).
/kəʊˈhiːʒən/Cohesion

15. CARD
14
DEFINITION.-A feature in a text which provides cohesion.
C
To teach this first of all the teacher has to introduce
linking words such as first, then, next, thus,
furthermore, also, moreover, therefore, etc. After that
give an example using those linking words.It could be in
a essay, article, letter.So, this will help students to get
cohesion.
EXAMPLE:use of topic-related
vocabulary throughout a text, of
sequencing Words, of referencing words,
of conjunctions.
/kəʊˈhiːsɪv/
/dɪˈvaɪs/
Cohesive device

16. CARD
15
DEFINITION.-Spoken language in which the words join to form a
connected stream of sounds. In connected speech some sounds
in words may be left out or may be pronounced in a weak way.
C
Teachers help students understanding the
tendency of English to simplify and link words
together in the stream of speech, in order to help
the language flow rhythmically.
EXAMPLE:Is he busy?
/kəˈnektɪd/ /spiːtʃ/Connected speech

17. CARD
16
DEFINITION.-To make clear what you mean.
C
The best way to clarify is asking questoins like in
Reading comprehension.It helps to know if
students have a clear idea of what the Reading is
about.
EXAMPLE: When teachers focus on
form, meaning and pronunciation to help
learners understand.
/ˈklærɪfaɪ/Clarify

18. CARD
17
DEFINITION.- It is used to express an unusual or emphatic meaning
in a sentence. It involves stressing the important word according to the
different meanings.
C
To teach this, students could listen to recordings
and choose which meaning matches best. It heap
them to differentiate which are the most
important words in each sentence.
EXAMPLE:
It was my AUNT who bought the car (not
my
uncle) or My aunt bought the CAKE (not
the biscuits)!
/kənˈtrɑːstɪv/
/stres/
Contrastive stress

19. CARD
18
DEFINITION.-A vowel combination which is pronounced by moving
from one vowel to another. D
Introduce the topic explaining what is a
diphthong and where they can find them.Alter
that make a list on the board with all the
diphthongs that students found.Finally, with that
list write sentences.
EXAMPLE:
/ aˆ / as in my is pronounced
by moving from / æ /to / ˆ /.
/ˈdif-ˌthȯŋ/Diphthong

20. CARD
19
DEFINITION.- A draft is a piece of writing that is not yet finished, and
may be changed. D
Ask students to make a brainstorm about any
topic that they want to write .After that, they
have to write their first draft with all the
ideas.Then they must arrange ideas and change
them or correct mistakes that they could have in
their paragraphs.
EXAMPLE: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/Draft

21. CARD
20
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.
D
Explain what does deterniner means and after
that give to the students a passage in which they
have to underline every single deterniner that
they can find. Finally, make a list with them.
EXAMPLE:
That car is mine.
/dɪˈt3ːmɪnə/Determiner

22. CARD
21
DEFINITION.- To identify the difference between two or more things,
e.g. sound discrimination is hearing the differences between
sounds, particularly minimal pairs.
D
It is useful in listening activities beacuse students
have to distinguish sounds.On the other hand, it
is appropriate to look at the difference in
homonyms or homophones.
EXAMPLE:
not/lot ; ship/sheep.
/dɪsˈtɪŋgwɪʃ/Distinguish

23. CARD
22
DEFINITION.-When special force or attention is given to a word or
information because it is important. E
To teach this,the teacher has to write on the
board a sentence and then he and their students
have to choose the most important word .It is
useful to emphasize those words with an
appropriate intonation.
EXAMPLE:
I want to start the lesson
at SIX o’clock not seven o’clock.
/ˈemfəsaɪz/Emphasize

24. CARD
23
DEFINITION.-An example of a grammar point, function or lexical set.
E
Using flashcards teacher can show
students a lexical set .Most of the
students are visual for that reason that
strategy helps a lot to learn.
EXAMPLE: Car, Mobile, train, bike,
airplane, bus, computer, cellphone,
homework, etc.
/eksˈpəʊnənt/Exponent

25. CARD
24
DEFINITION.-A feature of something is an interesting or important
part or characteristic of it. F
Teacher give many kind of readings and students
have to find and understand every feature of each
Reading.
EXAMPLE:The sentence I can
play tennis. In connected speech, can is
pronounced / kWn / – the weak form / W /
is a feature of this sentence.
/ˈfiːtʃəʳ/Feature

26. CARD
25
DEFINITION.- The form of a grammatical structure is the way it is
written or pronounced and the parts which combine to make it. F
Teacher has to introduce a tense chart in which
students might notice the structure of each tense
in a language.
EXAMPLE: The present perfect
(grammatical structure) is made up of
have + past participle (the form).
/fɔːm/Form

27. CARD
26
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.
F
To teach this we have to introduce a Little bit of
culture of a country in order to understand the
difference of meaning.Another way could be
teaching writing exampleson the board.
EXAMPLE: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).
/frend/False friend

28. CARD
27
DEFINITION.- Formal register or language is that used in
serious or important situations. F
Introduce modals to students and teach them
when they are useful.teacher can give some
examples using modals.
EXAMPLE: In a job application.
Could you give me the newspaper, please
?
/fɔːˈmælɪtɪ/Formality

29. CARD
28
DEFINITION.- The reason or purpose for communication.
F
Introduce this topic asking students the use of
language. Prepare a debate about this and
students form their own knowledge about it.
EXAMPLE: Making a suggestion; giving
advice.
/ˈfʌŋkʃən/Function

30. CARD
29
DEFINITION.-, global understanding, listening/reading for gist,
listening/reading for global understanding. To read or listen to a text
and understand the general meaning of it, without paying attention to
specific details.
G
Present to the students a motivation Reading and
ask them to read in order to give their conclusión
or the moral of the story.
EXAMPLE: See detail, read for detail,
listen for detail.
/ˈjist/Gist

31. CARD
30
DEFINITION.- A word with the same spelling and pronunciation as
another word, but which has a different meaning. H
Writing some examples on the board.Teacher has
to explain them how we can differenciate in a
sentence according to the context. Introduce as
many words as you can.
EXAMPLE: . bit (past tense of ‘bite’) and
a bit (a little).
/ˈhɒmənɪm/Homonym

32. CARD
31
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.
H
To teach this I think the best way is that students
prepare a role-play in few minutes. It helpS them
to improvise the dialogue and talk in a natural
form.
EXAMPLE: I am doing my homework,
so I … ??? …
I have to finish it .
/ˌhezɪˈteɪʃən/Hesitation

33. CARD
32
DEFINITION.- Informal register or language is that used in relaxed or
friendly situations. I
Teacher has to introduce the topic giving some
idioms, slangs because they are most common in
informality speech.Teacher can organize
Pictionary activity with those slangs and idioms in
order to learn in a funny way.
EXAMPLE:
With family or friends.
What’s up man ?
/in-fawr-mal-i-tee/Informality

34. CARD
33
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.
I
Teacher has to provide students short readings
with multiple choice questions in which they have
to infer what the author think about it .Another
way is using the same Reading before to read, ask
students about what the Reading is going to be. It
halps them to clarify their ideas of the Reading.
EXAMPLE: I will infer conclusions from
that author.
/ɪnˈf3ːʳ/Infer

35. CARD
34
DEFINITION.- Interaction is ‘two-way communication’ between
listener and speaker, or reader and text. I
Prepare with students a debate about any topic
that they could talk. If it is not useful, they can
perform a role-play or an interview. Teacher has
to find student’s confidence in order to produce
the language .
EXAMPLE: Eye contact, use of gestures,
functions such as repeating, asking for
clarification.
/ˌɪntərˈækʃən/Interaction

36. CARD
35
DEFINITION.- (Also vocabulary)
Individual words or sets of words. L
Introducing thisWord giving lot of vocabulary ,
teacher have to define thisWord and students will
understand in an easy way.
EXAMPLE: Homework, study,
whiteboard, get dressed, be on time.
/lek-sis/Lexis

37. CARD
36
DEFINITION.-The way in which a text is organized and presented on
a page. Certain texts have special layouts. L
Explain students the different styles od writing,
they could be letter , newspapers, essays, etc.
Teacher has to present the correct text
organization for each one. After that, students
have to write their own writing.
EXAMPLE:. Letters and
newspaper articles.
/ley-out/Layout

38. CARD
37
DEFINITION.- 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.
L
Present to the students the difference among
warm-up and lead-in .After that, develop this
activity in class.
EXAMPLE:The activity or activities used
to prepare learners to work on a text, topic
or main task.
/leed-in/Lead-in

39. CARD
38
DEFINITION.- A way of categorizing words according to their
grammatical function and meaning. P
All is realted with language.Students have to have
a previous knowledge of what are noun, verb,
adjective, pronoun,adverb, preposition,
conjunction beacuse everything is part of
speech.Teacher in a sentence can ask students to
divide a sentense in parts of speech.
EXAMPLE: noun, verb, adjective,
pronoun,adverb, preposition, conjunction.
/pahrt uhv ˈspēch/Part of speech

40. CARD
39
DEFINITION.- The smallest sound unit which can make a difference
to meaning Phonemes have their own
symbols (phonemic symbols), each of which represents one sound.
P
To teach this , the teacher have to explain the
difference among morpheme and phoneme
because there is a confusion. On the board make
a chart and write examples and characteristics of
them. It will be useful for students.
EXAMPLE: /p/ in pan, /b/ in ban.
/ˈfəʊ.niːm/Phoneme

41. CARD
40
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.
P
Teacher provides a rading with a picture and
before to read teacher has to ask students look at
the picture in order to predict about what the
Reading is going to be.
EXAMPLE:
Using clues like headlines or pictures
accompanying the text or their general
knowledge about the text type or topic.
/priˈdikt/Predict

42. CARD
41
DEFINITION.- When learners produce language.
P
In a simple way a teacher ask students to write a
paragraph about their life, maybe talk about their
weekend,etc. Everything that involve language
and produce it can be measure in skills.
EXAMPLE:Speaking and writing are
productive skills.
/prə-ˈdək-tiv/
/skɪls/
Productive skills

43. CARD
42
DEFINITION.- To read a text in order to check whether there are any
mistakes in spelling, grammar, punctuation etc. P
Introduce the writing process and every single
step.After that, students have to write an essay
following every step,when they are in proofread
remenber to them why is it important.
EXAMPLE: The manuscript still needs
proofreading.
/ˈpruːfˌriːd/Proofread

44. CARD
43
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.
p
Write some examples on the board. Explain that
paraphrase means hcange the structure and not
the meaning of a sentense.After that, give
students extra sheets in order to practice
paraphrase.Then you can check them writing on
the board.
EXAMPLE:
• Her life spanned years of incredible
change for women.
• Mary lived through an era of liberating
reform for women.
/ˈpӕrəfreiz/Paraphrase

45. CARD
44
DEFINITION.- An approach to writing, which thinks of writing as a
process which includes different stages of writing. P
Introduce the writing process and every single
step. After that, students have to write an essay
following every step. Manage students and check
their mistakes.
EXAMPLE: Planning, drafting, re-
drafting, editing, proofreading.
/ˈproses/ /raitn/Process writing

46. CARD
45
DEFINITION.- The rhythm of speech is the way that some words in a
sentence are emphasized or stressed to produce a regular pattern. R
Listen to a easy song , students could sing and
learn the rhythm.Also, they might find a dialogue
inn order to listen and practice the intonation,
rhythm and pronunciation of the language.
EXAMPLE: If I were YOU, I’d go by
BUS.
/ˈriðəm/Rhythm

47. CARD
46
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. Informal register or language is that
used in relaxed or friendly situations. Register may also refer to
language which is specific to a particular group.
R
Make a comparison chart on the board and write
informal and formal language. Explain to
students when they can use them and use a
register as a term to define them.
EXAMPLE:
What’s up man ?
How are you?
/ˈredʒistə/Register

48. CARD
47
DEFINITION.- To make a (polite) request
To ask someone politely to do something. R
Introduce the class giving some modals and
explain when they can use them.Next ask
students to prepare a role-play using modals.The
script should be formal and polite.
EXAMPLE:
Please could you open the window?
/riˈkwest/Request

49. CARD
48
DEFINITION.- When a piece of writing is changed with the intention
of improving it. A writer’s first draft may be re-drafted. R
Introduce the writing process and every single
step. After that, students have to write an essay
following every step. Manage students and check
their mistakes and help them giving some ideas
to re-draft their essay.
EXAMPLE:
He was looking at me.
He was looking to everyone in the class.
He was analyzing to everyone in the class.
/re-draːft/Re-draft

50. CARD
49
DEFINITION.- When learners do not have to produce language;
listening and reading are receptive skills. R
Give students motivation stories and they have to
read aloud.they have to listen and read in order to
catch the main idea of the Reading and they
should give the moral of them.
EXAMPLE:
I’m gonna give you my conclusions of
that Reading . What I understood.
/rəˈseptiv/ /ˈskils/Receptive skills

51. CARD
50
DEFINITION.- Adjective
The degree to which something is related to or useful in a situation. R
Give students a direct meanig of relevant
(important) and they have to write some
examples using thatWord in the sentence.
EXAMPLE:
Any relevant information should be given
to the police
/ˈreləvənt/Relevant

52. CARD
51
DEFINITION.- The / W / sound is called the schwa. It is a feature of
many weak forms. S
Explain students that schwa is a weak sound and
give them some examples where you can find
them.
EXAMPLE: / kWn / in I can play tennis.
/ʃwɑː/Schwa

53. CARD
52
DEFINITION.-
A suffix is a letter or group of letters added at the end of a word to
make a new word.
S
Introduce the topic with a game (the telephone is
broken) it helps students to memorize words.
Write on the board some exampes of suffixes and
then give students all suffixes.Ask them to
memorize and explain how the Word change in
the context.
EXAMPLE:
good – goodness.
/ˈsafiks/Suffix

54. CARD
53
DEFINITION.- To read a text quickly to pick out specific information.
S
Make the differenc among scan and skim
technique to read.After that , students have to
read in both ways. Finally , ask some questions
about the Reading in order to prove if they scan
the text and understood the Reading.
EXAMPLE:
Finding a phone number in a phone book.
/skӕn/Scan

55. CARD
54
DEFINITION.- Each of the four language skills can be divided into
smaller subskills that are all part of the main skill. S
We will read a text about the pictures
you’ve seen. But before reading the whole text,
I want you to predict the story using
the beginning and the end of the text. Ss predict
and write the body part of the text (5 sentences).
Finally Ss discuss about their stories
EXAMPLE:
Identifying text organization (reading);
identifying word stress (listening).
/sub’skil/Subskill

56. CARD
55
DEFINITION.- Texts that have specific features, e.g. layout, use of
language, that make them part of a recognizable type of text. T
Introduce the class with a Brianstorm and
students have to write as many text type as they
know. After that, teacher has to complete it with
new types that students don’t know.
EXAMPLE:
Letters, emails, news reports,etc.
/ˈtekst/ /taip/Text type

57. CARD
56
DEFINITION.- The way a text is organized.
T
Show students an article and explain them the
structure of the article, essays, letters,etc. Make a
chart of this and finally students can write an
example of them using the appropriate structure.
EXAMPLE:
An essay typically has an introduction, a
main section and a conclusion.
/ˈtekst/ /ˈstraktʃə/Text structure

58. CARD
57
DEFINITION.- Turn, 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’.
T
Ask students to prepare a dialogue in order to
have turn-talking or interaction between
students.
EXAMPLE:
A: Hi, how are you?
B: fine and you?
A: I am OK .
B: …
/təːn/ / ˈtȯkin/Turn-taking

59. CARD
58
DEFINITION.- A complete unit of speech in spoken language. An
utterance can be shorter than a sentence. U
Teacher can teach utterance in spoken language
analyzing the smallest unit of speech. It is a
continuous piece of speech beginning and ending
with a clear pause. In the case of oral languages
like dialogues, interviews, etc.
EXAMPLE:
A: When’s he
coming?
B: Tomorrow. ‘Tomorrow’ is an utterance
here.
/ ˈə-tə-rəns /Utterance

60. CARD
59
DEFINITION.- English is spoken as a first or second language in
many countries around the world, but the English spoken may be
slightly or significantly different in each country or in different parts of
one country.
A
Make a comparison chart among American and
British pronunciation and explain students those
features of each langueage.
EXAMPLE: An example of this is the
English spoken in the USA and that
spoken in the UK.
/vəˈraɪə.ti/ /əv/
/ˈiŋɡliʃ/
Varieties of English

61. CARD
60
DEFINITION.- A sound in which the air is not blocked by the tongue,
lips, teeth etc. Movement or vibration is felt in the throat because the
voice is used.
V
Pronunciation is very important and teacher can
start the class practicing vowel sounds.
EXAMPLE: The letters a, e, i, o, u and
sometimes y are used to represent these
sounds.
/ˈvauəl/Vowel

62. CARD
61
DEFINITION.- To produce a voiced sound, the voice is used,
Movement or vibration can be felt in the throat. Vowels in English are
voiced.
V
Students have to feel a vibration in their
throat.So students have to practice those sound
and say if the some consonants are voiced or
unvoiced sounds.
EXAMPLE: /b/ in bad, /d/ in dentist.
/voised/ /saund/Voiced sound

63. CARD
62
DEFINITION.- A group of words that come from the same root or
base word. W
Teacher can give students an extra sheet with
some examples of Word family. They have to
choose the odd Word in each example.
EXAMPLE:
economy, economist, economic.
/wəːd/ /ˈfӕməli/Word family

64. CARD
63
DEFINITION.-If a word is unstressed, the weak form of vowels may
be used. W
Explain students that schwa is a weak sound and
give them some examples where you can find
them.
EXAMPLE: I can (/ kWn /) speak Italian,
French, English and Spanish. The sound /
W / is called schwa.
/wiːk/ /foːm/Weak form

65. CARD
64
DEFINITION.- Where one word ends and the next one begins,
especially in connected speech. W
In writing, word boundaries are conventionally
represented by spaces between words. In speech,
word boundaries are determined in various ways.
So the pronunciation is linking with the next
word. Provide some examples to the students.
EXAMPLE: When I was very young, my
mother run in a competition.
/wəːd/ /ˈbaundəri/Word boundary