Tkt glossary jessy buenaño

Jèssica Buenaño Pico
9th “A”

Form ˈfȯrm
Definition:
Form is the structure of a grammar point and what it looks like. Practice of the form builds students’ accuracy and
helps them recognize the grammar point in authentic situations, so they are better prepared to understand what they
are reading or what other people are saying.
Example:
To interpret a text is needed to pay attention to form in order to understand it better.
How to teach the word:
This word can be taught in class while a new grammatical structure is being presented to the students, so they will
appreciate that the word FORM refers to the grammatical structures of a text.

Parts of speech ˈpärts əv ˈspēch
Definition:
(Grammar) a class of words sharing important syntactic or semantic features; a group of words in a
language that may occur in similar positions or fulfil similar functions in a sentence. The chief parts of
speech in English are noun, pronoun, adjective, determiner, adverb, verb, preposition, conjunction,
and interjection. Abbreviation: POS
Example:
In order to have a well-structured sentence we have to take into account the correct use of the parts
of speech.
The Parts of speech can be taught in class while a grammatical structure is being presented to the
students, so they will appreciate that the each feature (subject, verb, adverb, article, etc.) in a
sentence is a part of speech.

Prefixs prē′fiks′
Definition:
Grammar. an affix placed before a word, base, or another prefix to modify a term's meaning, as by
making the term negative, as un- in unkind, by signaling repetition, as re- in reinvent, or by
indicating support, as pro- in proabolition. Compatible prefixes can work together, as un-and re- in
unrefundable.
Example:
The use of prefixes in our vocabulary can help us in order to combine the words better and sound
more sophisticated when talking.
A Prefix can be taught in the class when we are teaching adjectives, so students could notice that
adding something extra (prefix) before a word will change the meaning and a new word will appear.

Suffixs ˈsə-fiks
Definition:
A letter or a group of letters that is added to the end of a word to change its meaning or to form a
different word
Example:
The use of suffixes in our vocabulary can help us in order to combine the words better and sound
more sophisticated when talking.
A Suffixs can be taught in the class when we are teaching adjectives, so students could notice that
adding something extra (prefix) at the end of a word will change the meaning and a new word will
appear.

Determiners -ˈtər-mə-nər
Definition:
Grammar A word belonging to a group of noun modifiers, which includes articles, demonstratives,
possessive adjectives, and words such as any, both, or whose, and, in English, occupying the first
position in a noun phrase or following another determiner.
Example:
The use of determiners in English is important in order to void redundancy.
A way to explain this word (determiner) in class is while we are teaching articles, demonstratives,
possessive adjectives, etc.

Function ˈfəŋ(k)-shən
Definition:
Function is when and how we use a grammar point. Practice of the function builds students’ fluency
and helps them apply the grammar point in their real lives.
Example:
The use of function in a language is important since it help us to know what kind of language
according to the contexts.
A good opportunity to explain these words to the students will be when teaching the modals for
suggesting and advising.

Affix ə-ˈfiks
Definition:
An affix is a morpheme that is attached to a word stem to form a new word.
Example:
It is impossible to add two suffixes to the same verb to create a different noun.
Affixes can be taught in the class when we are teaching adjectives, so students could notice that
adding something extra (prefix - suffix) before or at the end of a word will change the meaning and a
new word will appear.

Accuracy ˈa-kyə-rə-sē
Definition:
Freedom from mistake or error: the quality or state of being accurate.
Example:
To achieve the C2 level in English you must have accuracy in the management of the four skills.
We could teach the word ACCURACY when we are correcting a student´s work by explaining them that
the state of being accurate is not having mistakes when managing a skill in that target language.

Idiom ˈidēəm
Definition:
An expression whose meaning is not predictable from the usual meanings of its constituent elements,
as kick the bucket or hang one's head, or from the general grammatical rules of a language, as the
table round for the round table, and that is not a constituent of a larger expression of like
characteristics.
Example:
When Paco travelled to USA he had many problems because American people use a lot of idioms in
their speech, and he was not able to understand all of them.
A teacher will probably explain the meaning of IDIOM when he or she presents an authentic reading
from the target language, so there we can find some expressions that students will not understand
because it is not part of their culture.

Context ˈkäntekst
Definition:
The situation in which something happens: the group of conditions that exist where and when
something happens.
Example:
The teacher is going to explain us in which context are we are going to use this vocabulary.
We could teach the word CONTEXT to the students when they are going to perform a role-play, so we
could say that the context is the situation in which they are going to develop that action.

Collocation ˌkɒləˈkeɪʃən
Definition:
A collocation is a sequence of words or terms that co-occur more often than would be expected by
chance
Example:
The teacher is giving to the students incomplete collocations, so they will have to complete them as
homework.
I think as there are several different types of collocations, we can teach it to the students while they
are learning adjectives or adverbs since collocations can be adjective + adverb, noun + noun, verb +
noun and so on. Below you can see seven main types of collocation in sample sentences.

Chunks ˈchəŋk
Definition:
Chunks are groups of words that can be found together in language. They can be words that always
go together, such as fixed collocations, or that commonly do, such as certain grammatical structures
that follow rules. A listener or reader uses their knowledge of chunks to help them predict meaning
and therefore be able to process language in real time. Chunks include lexical phrases, set phrases,
and fixed phrases.
Example:
They new vocabulary is full of chunks and we have to memorize all of them for the quiz.
While we are working on areas of work such as idioms, collocations and verb patterns all focus on
types of chunks. Learners can be encouraged to identify and record lexical and grammatical chunks as
they find them.

Lexical set ˈleksikəl ˈset
Definition:
A lexical set is a group of words with the same topic, function or form.
Example:
I got a bad score because the lexical set of my composition is wrongly.
This term will be taught in class while students are introduced to a new topic and the teacher makes a
brainstorm of that topic.

Word family ˈwərd ˈfa-məly
Definition:
Are groups of words that are sufficiently closely related to each other to form a 'family'.
Example:
Some words have a great number of word families.
This term can be taught is a phonology class in order to show students how the root of a word will
change into many words.

False friends ˈfȯls ˈfrends
Definition:
False friends are words that look or sound the same as words in the learner's first language.
Example:
Many students used false friends in their compositions that why they have low grades.
I think the chance to teach this word to the students is when they are learning synonyms and antonyms
of the words because they could get confused with some words in their language and transfer it to
English.

Homophone ˈhäməˌfōn
Definition:
A word that is pronounced like another word but is different in meaning, origin, or spelling.
Example:
In the English language we will find lots of homophones.
A good way to teach this term to students is while practicing dictation because we can say two
words that sound the same but they are different in meaning so there we can create awareness in
students in order to avoid miss understanding.

Homonyms ˈhämənim
Definition:
A homonym is a word that has the same sound or spelling as another but a different meaning.
Example:
In the English language we will find lots of homonyms.
A good way to teach this term to students is while practicing dictation because we can say two words
that sound the same but they are different in meaning so there we can create awareness in students in
order to avoid miss understanding.

Phonology fəˈnäləjē
Definition:
Linguistics: the study of the speech sounds used in a language.
Example:
Phonology is a subject in which we have to deal with many terms.
A good way to teach this term to students is while practicing the pronunciation of sounds in oral
language work.

Phoneme ˈfōˌnēm
Definition:
Linguistics: the smallest unit of speech that can be used to make one word different from another
word
Example:
Today I learned that a phoneme could be just the article (a).
language work.

Voiced sounds ˈvȯisəd ˈsau̇nd
Definition:
Voiced are sounds that are made by vibrating the vocal chords.
Example:
Today my team and did a presentation about the voiced sounds which are they that are made by
vibrating the vocal chords.
language work.

Unvoiced sound ənˈvȯisəd ˈsau̇nd
Definition:
Unvoiced sounds are made without vibrating the vocal chords.
Example:
Today Sofy did a presentation about the unvoiced sounds which are they that are made without
vibrating the vocal chords.
language work.

Contractions kənˈtrakshən
Definition:
The act or process of making something smaller or of becoming smaller
Example:
They Touchstone web program does not accept contraction is the typing of the words.
A good way to teach this term to students is while practicing the personal pronouns with the verb to
be, because there we have to make contractions.

Rhythm ˈriƟəm
Definition:
In phonetics, the sense of movement in speech, marked by the stress, timing, and quantity of
syllables.
Example:
Is very important to take into account the rhythm when making Tag Questions, otherwise the
meaning will be misunderstood.
A good way to teach this term to students is while practicing tag questions.

Link ˈliŋk
Definition:
When we say a sentence in English, we join or "link" words to each other. Because of this linking, the
words in a sentence do not always sound the same as when we say them individually.
Example:
Linking words in English can make you sound better at the moment of talking.
In the classroom Learners can be helped to distinguish how words are linked through ‘how many
words did you ... hear?'

Link ˈliŋk
Definition:
When we say a sentence in English, we join or "link" words to each other. Because of this linking, the
words in a sentence do not always sound the same as when we say them individually.
Example:
Linking words in English can make you sound better at the moment of talking.
In the classroom Learners can be helped to distinguish how words are linked through ‘how many words
did you ... hear?'

Lexis ˈleksəs
Definition:
The vocabulary of a language, as distinct from its grammar; the total stock of words and idiomatic
combinations of them in a language; lexicon.
Example:
The lexis of the BBC English is very complex.
This term can taught to the students at the moment of analyzing a text, so we can say that the total
stock of words and idiomatic combinations of them in a language that are present in that text are lexis.

Exponent ikˈspōnənt
Definition:
The language we use to express a function is called an exponent.
Example:
The exponents that are written on the board are to express agreeing.
This term can taught to the students at the moment of planning a role-play, so we can write some
expressions (vocabulary) by saying that those are exponents that they are going to use for that function.

Levels of Formality ˈle-vəl əv fȯrˈmalətē
Definition:
Writing should always be appropriate for the intended audience. The format, word choice, complexity
of sentences, and length of a written communication to a friend will not be the same as in a
composition written for an English class. The level of formality of written language should correspond
to the intended audience and the purpose of the writing.
Example:
In my speech I have to use the levels of formality in order to get to all types of audiences.
This term can taught to the students at the moment of planning a role-play, so the teacher can explain
that one group is going to use formal language and other group is going to use informal language in
their scripts, so students will realize that their plays are directed to two kinds of audiences.

Neutral Exponent ˈnyütrəl ikˈspōnənt
Definition:
Are those exponents that we use when we want to show neither great respect nor too much
casualness towards the person we are talking to.
Example:
In some cases we have to use a neutral exponent when talking in order to avoid misunderstanding.
This term can taught to the students at the moment of planning a role-play, so the teacher can
explain that one group is going to use formal language, other group is going to use neutral
language and other group is going to use informal language in their scripts, so students will realize
that their plays are directed to some kinds of audiences.

Informal inˈfȯrməl
Definition:
Use of active voice
Use of personal pronouns, eg. I, you, we
Verbs that show feelings, eg I think, we feel, I am pleased.
Example:
People mostly use an informal register when they are talking with close friends.
explain that one group is going to use formal language, other group is going to use neutral language
and other group is going to use informal language in their scripts, so students will realize that their
plays are directed to some kinds of audiences.

Appropiacy aprōprIasy
Definition:
Appropriacy refers to whether a word is suitable for the context it is being used in. It is an
important aspect of language but an extremely complex one, as decisions about how to say things
depend on understanding exactly what is right for the context and the culture.
Example:
It may be appropriate to say ‘hold on a minute, will you?' in one context and ‘Could you wait a
moment, please?' in another.
Focusing on inappropriate forms of language and delivery first is a good way to raise awareness of
this area. For example, learners can identify inappropriate in language in video material such as
comedy programmes, match language to contexts where it can be used, and discuss what is
appropriate in their own cultures. In general, it is exposure to a range of authentic material that
will help students develop their understanding of appropriacy.

Register ˈrejəstər
Definition:
Register often refers to the degree of formality of language.
Example:
The register that this person is using to talk is king of rude.
explain that one group is going to use formal language, other group is going to use neutral language
and other group is going to use informal language in their scripts, so students will realize that their
plays are directed to some kinds of audiences.

Transfer transˈfər
Definition:
To convey or cause to pass from one place, person, or thing to another.
Example:
Some students tend to transfer words from their mother tongue to the target language.
This term can be taught to the students when they are doing some speaking activity and they transfer a
word from their mother tongue to the target language, so they will understand that they are bringing
such word to their speaking.

Receptive skill riˈseptiv skil
Definition:
The receptive skills are listening and reading, because learners do not need to produce language to do
these, they receive and understand it. These skills are sometimes known as passive skills. They can be
contrasted with the productive or active skills of speaking and writing.
Example:
The receptive skills as reading help students in order to acquire more vocabulary.
The relationship between receptive and productive skills is a complex one, with one set of skills
naturally supporting another. For example, building reading skills can contribute to the development of
writing.

Discourse dskôrs
Definition:
Discourse is one of the four systems of language, the others being vocabulary, grammar and phonology.
Discourse has various definitions but one way of thinking about it is as any piece of extended language,
written or spoken, that has unity and meaning and purpose. One possible way of understanding 'extended'
is as language that is more than one sentence.
Example:
The teacher told me that the discourse is connected by grammar and vocabulary and our knowledge of the
world.
Areas of written and spoken discourse looked at in language classrooms include various features of
cohesion and coherence, discourse markers, paralinguistic features (body language), conventions and ways
of taking turns.

Coherence k-hîrns
Definition:
Coherence is one of the two qualities that give a written or spoken text unity and purpose. The other is
cohesion. Coherence refers to the general sense that a text makes sense through the organization of its
content. In writing, it is provided by a clear and understood structuring of paragraphs and sentences in
writing.
Example:
In order to have coherence in a text we have to connect correctly our ideas.
We can teach this term in writing and speaking activities since coherence in written work and extended
speaking, e.g. presentations, can be practiced by looking at suitable organization of content, and by
planning exercises.

Cohesion kōˈhēzhən
Definition:
Cohesion is one of the two qualities that give a written or spoken text unity and purpose, the other
being coherence. It refers to the use of linguistic devices to join sentences together, including
conjunctions, reference words, substitution and lexical devices such as repetition of words, collocations
and lexical groups.
Example:
The cohesion of the grammatical rules is very complex.
Cohesion is one of the two qualities that give a written or spoken text unity and purpose, the other
being coherence. It refers to the use of linguistic devices to join sentences together, including
conjunctions, reference words, substitution and lexical devices such as repetition of words, collocations
and lexical groups.

Scan skn
Definition:
Scanning is reading a text quickly in order to find specific information, e.g. figures or names. It can be
contrasted with skimming, which is reading quickly to get a general idea of meaning.
Example:
The teacher asked us to scan the text so that we will have specific information for answering our
questions.
This term can be introduced to the students at the moment of developing a reading activity when
they have questions to answer, we can tell them to scan the text for specific information.

Skimming ˈski-mmIn
Definition:
Skimming is one of the tools you can use to read more in less time. Skimming refers to looking only
for the general or main ideas, and works best with non-fiction (or factual) material.
Example:
The teacher asked us to skim the text so that we will have general information for understanding the
reading.
This term can be introduced to the students at the moment of developing a reading activity when
they want to have the main idea we can tell them to skim the text for general information.

Work out wûrk aʊt
Definition:
Physical or mental effort or activity directed toward the production or accomplishment of
something.
Example:
Students have to work out on the meaning of the new words.
This term can be introduced to the students when the teacher is asking them to think or to do any
activity in their books.

Layout ˈlā-ˌau̇t
Definition:
The design or arrangement of something : the way something is laid out.
Example:
The teacher say that when we layout something we arrange it.
This term can be introduced to the students when the teacher is asking them to think or to do any
activity in their books.

Productive skill prə-ˈdək-tiv skil
Definition:
The productive skills are speaking and writing, because learners doing these need to produce
language. They are also known as active skills. They can be compared with the receptive skills of
listening and reading.
Example:
The productive skills help us to develop our management on the language.
This term can be introduced to the students when doing certain activities, such as working with
literature and project work, seek to integrate work on both receptive and productive skills

Brainstorming ˈbreɪnˌstɔːmɪŋ
Definition:
A group problem-solving technique that involves the spontaneous contribution of ideas from all
members of the group; also: the mulling over of ideas by one or more individuals in an attempt to
devise or find a solution to a problem.
Example:
We had to do a brainstorming in order to have more ideas for our composition.
This term can be introduced to the students when looking for new ideas for an activity.

Stages steɪdʒ
Definition:
A single step or degree in a process; a particular phase, period, position, etc., in a process,
development, or series.
Example:
To have a good writing we have to follow some stages.
This term can be introduced to the students when doing a writing activity, so they will understand
that the steps they have to follow for writing are called stages.

Drafting ˈdräftin
Definition:
Drafting is a kind of practice exercise for your final draft. What you can hope to produce in a draft
is a rough version of how your final essay will look. If you have made an outline already, you can
build up your draft by expanding the points in your outline into paragraphs.
Example:
Is essential to make a drafting of our writings to not make mistakes.
This term can be introduced to the students when doing a writing activity, so the teacher can tell
them to make the drafting of their writing.

Edit ˈe-dət
Definition:
To supervise or direct the preparation of (a newspaper, magazine, book, etc.); serve as editor of;
direct the editorial policies of.
Example:
Editing a text needs too much work since that is what the reading is going to receive.
This term can be introduced to the students when doing a writing activity, so the teacher can tell
them to make the editing of their writing.

Aim (eɪm)
Definition:
To plan, hope, or intend to achieve something.
Example:
For today´s lesson we to accomplish three aim.
This term can be introduced to the students at the moment to write the aim of the lesson on the
board.

Jumble ˈdʒʌmbəl
Definition:
To mix in a confused way; throw together carelessly.
Example:
The rapid-fire questioning jumbled the witness's thoughts.
This term can be introduced to the students at the moment to make groups in the classroom so the
teacher will say that the students are going to be jumbled in order to make groups of four people for
example.

Highlight ˈhaɪˌlaɪt
Definition:
Something (such as an event or a detail) that is very interesting, exciting, or important: the best part of
something.
Example:
Some words on the text are highlighted.
This term can be introduced to the students at the moment to read a text we can say that they have to
Highlight a word a red pen.

Connected speech kəˈnɛktɪd spēch
Definition:
In connected speech, the pronunciation of a word will change depending on the words around it.
Changes in pronunciation within and across word boundaries include changes to individual sounds
and new sounds being inserted. Learners have to become aware of these changes in order to
understand authentic speech, and to help their pronunciation.
Example:
In the listening activities the connected speech is very essential.
Intensive listening activities can help raise awareness of the features of connected speech, as can
teach phonemic symbols to illustrate these features. Modeling and drilling contextualized language
can help learners to approximate connected speech.

Hesitations ˈhe-zə-ˌtāt
Definition:
To stop briefly before you do something especially because you are nervous or unsure about what to
do.
Example:
I tend to hesitate too much when I am nervous.
We can teach these words in class after a student´s speech if he did lots of stops briefly during his
speech we can explain that that is to hesitate.

Turn-taking ˈtərn ˈtākin
Definition:
A turn 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.
Example:
The teacher likes to makes us practice turn taking activities.
There are many ways that speakers manage turn-taking and they vary in different cultures. Areas
that can be considered in language teaching include pronunciation, e.g. intonation, grammatical
structures, utterances such as 'ah', 'mm' and 'you know', body language and gestures.

Interaction patterns ˌin-tər-ˈak-shən ˈpa-tərn
Definition:
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.
Example:
Different interaction patterns can support the aims of different kinds of activities. For example, if the
learners are doing group writing then small Ss-Ss groups are best, but for elicitation of ideas the
interaction pattern could be Ss-T. 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.

Minimal pair ˈmi-nə-məl ˈper
Definition:
Minimal pairs are pairs of words that only have one sound different.
Example:
We can teach this term while we are doing dictation or while doing tongue twisters and drilling.

Word stress ˈwərd ˈstres
Definition:
Word stress indicates which syllables are stressed - or emphasized - in a word.
Example:
Today I learned that the word stress vary if a word acts as verb or as a noun.
There are many ways to indicate word stress visually, including the method above, putting a line
above main stress and below secondary stress, and using a board marker to partially rub out
unstressed syllables.

Intensive listening ɪnˈtɛnsɪv lisnin
Definition:
When designing listening activities keep in mind that, in addition to global comprehension, we need
to focus our attention on intensive listening. This is crucial to help students develop effective
listening strategies and build bottom-up listening skills, in addition to the top-down skills that are
emphasized in global listening activities.
Intensive listening involves zeroing in on particular segments of the text, and this should come only
after the students have developed global comprehension of the text.
Example:
Intensive listening getting more detailed understanding of some segments of the text,
Intensive listening activities can be done in class or in the lab or can be given as homework
assignments. At the lower levels of instruction, consider doing global comprehension activities in
class to work on strategies and utilize group work, and assign the intensive listening part for
homework.

Infer ɪnˈfɜr
Definition:
When you infer something, you read between the lines. To infer is to make a well informed guess.
Example:
If you see your mom’s bag on the table, you might infer that she’s home.
This term can be taught while students are doing a reading because after the activity they can infer
things from the text.

Paraphrase ˈper-ə-ˌfrāz
Definition:
A paraphrase is a restatement of the meaning of a text or passage using other words.
Example:
In the passive voice students have to paraphrase what others are saying.
This term can be taught while students are studying the passive and the active voice.

Drill ˈdril
Definition:
Drilling is a technique that has been used in foreign language classrooms for many years. It was a
key feature of audio lingual approaches to language teaching which placed emphasis on repeating
structural patterns through oral practice.
Example:
Some methods to teach English use drills to practice the language.
This term can be taught while students are studying a new grammatical structure in which they
have to ask and answer questions, so the teacher can explain that the act of reaping a question and
answer is a drill.

Strategy ˈstrætɪdʒɪ
Definition:
A careful plan or method for achieving a particular goal usually over a long period of time. The skill of
making or carrying out plans to achieve a goal
Example:
There are many strategies to teach English.
This term can be taught while students are reading a text we can tell them that there are several
strategies to understand a text better.

Turn-taking ˈtərn ˈteɪkɪŋ
Definition:
A turn 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.
Example:
There are many strategies to teach English.
This term can be taught while students are practicing intonation. There are many ways that speakers
manage turn-taking and they vary in different cultures. Areas that can be considered in language
teaching include pronunciation, e.g. intonation, grammatical structures, utterances such as 'ah', 'mm'
and 'you know', body language and gestures.

Convey meaning kən-ˈvā ˈmiːnɪŋ
Definition:
When teaching any language whether it is a word, a phrase or a verb form, at some point it will be
essential to convey and check that your students have understood the meaning.
In most classrooms this is most commonly done through translation by the teacher or students, but
is this really the best way? In this article I'd like to share some alternative methods which I have
used in my teaching. .
Example:
To conveying meaning requires more planning than translating words
This term can be taught while students are practicing intonation. We can tell them that we have
use a clear intonation to convey the meaning of what we are saying to the others.

Silent period ˈsī-lənt ˈpɪərɪəd
Definition:
The silent period hypothesis 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.
Example:
Primary schools are the ones who mostly suffer the silent period.
When learners begin to study a new language, they can go through a silent period where they are
exposed to sufficient comprehensible input to allow them to begin to acquire language.

Lead-in ˈlēd-ˌin
Definition:
A lead-in is a short phrase, usually five words or less, that starts off a photo caption in a newspaper, high
school yearbook, magazine or other publication.
Example:
Primary schools are the ones who mostly learn lead-ins when they are being exposed to the target
language.
We can teach this term while students are learning a new vocabulary.

Controlled practice kən-ˈtrōld ˈpræktɪs
Definition:
Controlled practice is a stage in a lesson where learners practice new language in a limited form. It
can be compared to free practice, which involves learners producing language using the target
content freely.
Example:
The controlled practice helps students to get more confident with the new difficult grammar points.
We can teach this term while students are learning a new vocabulary. The teacher can show the
learners the form and use of the past passive form. They now practice using the structure by
completing sentences using cues, e.g.

Tkt glossary jessy buenaño

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