The document is a glossary containing definitions and teaching methods for various linguistic terms. It includes entries for terms like accuracy, adjective, adverb, antonym, appropriacy, asking for clarification, authentic material, base form, chunk, compound, consonants, contraction, controlled practice, deducing meaning from context, determiner, drafting, and editing. For each term, it provides a definition, reflection on usage, and suggestions for teaching methods like using flashcards, games, or authentic texts.

1. TKT «TEACHING
KNOWLEDGE TEST»
GLOSSARY
BY: Geovanna Manobanda
9th «B»

2. ACCURACY
/'æk . j'. rə. si /
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,
spelling correctly
REFLECTION
Accuracy is being precise and concise with the use of the
language while writing or speaking.
TEACHING
The correct use of the language could be develop by controlled
prectice, like drills. Students will notice their own mistaskes
when they drill a correct grammatical structure.

3. ADJECTIVE
/'æd'.ek.t'v/
DEFINITION
An adjective describes or gives more information about a noun
or pronoun
REFLECTION
An adjective is used to describe a quality to the subject in a
sentence.
TEACHING
Adjectives can be taught through flash cards or posters and later
to practice it would be necessary the use of different activities
such as bingo words, matching words with pictures, picture
dictionary, etc. These type of activities will help learners to
associate the word and its meaning.

4. .
ADVERB
//ˈæd.vɜːb/
DEFINITION
An adverb describes or gives more information about how, when, where, or
to what degree etc something is done.
REFLECTION
Adverbs can modify adjectives, verbs and adverbs as well.
TEACHING
To teach adverbs the teacher would draw on the board a circle and inside
write the word adverb. .Next, ask learners to write their own ideas of the
board. After that, provide learners´ a chart with my information about
adverbs, this chart will have empty spaces in order to fill in the gaps in some
exercises.

5. ANTONYM
/ˈæn.tə .nɪm/
DEFINITION
The opposite of another word.
REFLECTION
Another way of having antonyms in a text is adding prefixes to
the word.
TEACHING
To teach antonyms divide the board into two parts "Side 1 and
Side 2". After that, provide learners a list with different
adjectives in order to go to the board and write them on each
side. Finally, ask different students to go to the board and
correct if they are wrong.

6. APPROPRIACY
/ə ˈ prəʊ .pri.ə. si/
DEFINITION
Language which is suitable in a particular situation.
REFLECTION
Appropiacy is when people choose a level of formality to suit a
situation depending on their context .
TEACHING
The use of authentic material will be the best way to teach
appropriacy because learners could be involved in what the real
language is. Magazines and tv programs help them to view the
context of the language.

7. /
ASK FOR CLARIFICATION
/ɑːsk f ɔ ːr ˌklær. ɪ.fɪˈkeɪ .ʃən /
DEFINITION
To ask for an explanation of what a speaker means
REFLECTION
A student does not understand the purpose of the activity the
teacher is explaining in the class, he uses a language function
asking for clarification in which he makes a question "I´m sorry,
Would you explain again?".
TEACHING
To teach questions or phrases in order to ask clarifications it is
necessary to set a setting in which learners create a conversation
naturally. Furthermore, learners could be able to understand the
function of the language using grammatical structures according
to their context . The Audiolingual method will be the best choice
to teach "asking for clarifications".

8. AUTHENTIC MATERIAL
/ɔ ːˈ θen.tɪk məˈ tɪə .ri.əl/
DEFINITION
Written or spoken texts which a first language speaker might
read or listen to. They may be taken from newspaper
radio, etc. The language in the text is not adapted or made easier
for learners or the language learning process.
REFLECTION
A great number of listening text are given by authentic material
which has all the characteristics of real spoken language
TEACHING
Nowadays English teachers want to develop on learners´ the
ability to use real content of the language and authentic material
is the best choice to increase pupils´ ability to understand the
language into context . Teachers should encourage learners to
read magazine articles, listen to radio cast and watch TV
programs once a week. Moreover, to keep a diary will be
important to monitors students´ job.

9. BASE FORM
/b e ɪs f ɔ ːrm/
DEFINITION
The base form of a verb is the infinitive form of a verb without
‘ to ’ .
REFLECTION
Some grammatical structures can be written only with the base
form of the verb an example is the negative structure of the
simple present tense.
TEACHING
To teach the base form of a verb provide a worksheet with two
options the base and infinitive form of a verb. Later, ask
learners to choose the best option

10. CHUNK
/tʃ ʌŋk /
DEFINITION
Any pair or group of words commonly found together or near
one another.
REFLECTION
Chunks occur as semi- fixed units and they are learned as one
piece.
TEACHING
To teach chunks helps to use flashcards and then prepare
conversations for learners. First show the flashcard with the
chuck and a picture so students will have an idea of what the
word means. Ex: What time is it?. After that, prepare a short
conversation with the chunks. Finally, make learners realice how
the chunk is used in real language.

11. COMPOUND
/ˈ k ɒm. paʊnd /
DEFINITION
Nouns, verbs, adjectives or prepositions that are made up of two
or more words and have one unit of meaning,
REFLECTION
Compound words could be written separately or together and the
meaning could not be discovered isolated..
TEACHING
On small pieces of card board write down different compound
words, cut them down in order to have 2 words, place these
words on the board. Ex: butter- fly. Ask students to think how
these words will work out together. Leave the cards for the
whole class.

12. CONSONANTS
/ˈ k ɒn.sə.nənt /
DEFINITION
A sound in which the air is partly blocked by the lips, tongue,
teeth.
REFLECTION
Consonants could be classified as voiced and unvoiced sounds.
These classifications are arranged according to
how and where in the mouth they are pronounced.
TEACHING
To teach consonants teachers must prepare a “BINGO” with
pictures and words. The consonant letters must be in capital
letter and in different color so students recognize the letter and
its sound. For example, DoG. Learners listen to the word with its
consonant letters.

13. CONTRACTION
/k ə nˈtræk .ʃən /
DEFINITION
A shorter form of a group of words, which usually occurs on
auxiliary verbs.
REFLECTION
In the context contractions are joined to make connected stream
of sounds, but sometimes could become difficult to
pronounce.
TEACHING
To teach contractions is necessary to expose students to the
longest and shortest structure of auxiliaries. Make a chart
divided in two parts. The first part for the whole auxiliary verb;
the second part for the contraction. Leave the chart in a side of
the board and add more contractions to the chart. Moreover,
every time the teacher or learner provides a grammatical
structure they need to emphasize on the pronunciation of
contractions.

14. CONTROLLED PRACTICE
/k ə nˈ trə ʊld ˈpræk.tɪs/
DEFINITION
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.
REFLECTION
During controlled practice (restricted practice) teachers engage
students to use only grammar and vocabulary
planned for that lesson.
TEACHING
In controlled practice drilling and repetition of grammatical
structures or vocabulary will be suitable for learners.

15. DEDUCING MEANING FROM CONTEXT
/d ɪˈdjuːsɪŋ ˈmiː . nɪŋ f r ɒm ˈ k ɒn .tekst/
DEFINITION
To guess the meaning of an unknown word by using the
information in a situation and/or around the word to help.
REFLECTION
Deducing meaning from context is a reading skill in which
students need to work out the meaning of a word involving
the context in which the reading takes place.
TEACHING
To teach deducing meaning from context teachers need to choose
from 5 to 7 words from a reading; highlight or bold the words in
the reading text. Below the reading text, provide the words and
their meanings scrambled. Ask students to work out on the
correct meaning.

16. DETERMINER
/d ɪˈtɜː.mɪ.nə r /
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.
REFLECTION
This, these, that and those are determiners that are on the group
of demonstrative adjectives. The ones that expresses when an
object is far or near from the speaker.
TEACHING
To teach determiners use technology, there are some web pages
that help students to practice determiners; showing them the clear
use of this part of the language. Ex: www.grammarquizzes.com

17. DRAFTING
/d r ɑ ːftɪŋ /
DEFINITION
A piece of writing that is not yet finished, and may be changed.
REFLECTION
Drafting is part of the writing process. It is considered as the
first writing and will be changed according to the necessities
of the writer in order to have the final version.
TEACHING
Teachers should encourage students to have a draft before
having a final writing evidence. Drafting will be the first
activity teachers should check to rearrange ideas ,correct
grammatical errors and vocabulary. Before writing, provide a
guidance with all the instructions learners need to add in their
final product. In addition, drafting will be a way to check if they
are working in advance.

18. EDITING
/ˈ e d.ɪtɪŋ/
DEFINITION
To shorten or change or correct the words or content of some
parts of a written text to make it clearer or easier to understand.
REFLECTION
Sometimes during the editing stage students will add more
information or improve the one they had written before.
TEACHING
Before editing learners should have brainstormed all the ideas
they had in order to write the text. To edit they need to have a
brainstorming sheet, and a draft paper . Compare these two
papers to analyze changes or modifications.

19. EXTENSIVE READING
/ɪk ˈsten.sɪv ˈriː.dɪŋ /
DEFINITION
Reading long pieces of text, such as stories or newspapers.
REFLECTION
Reading for pleasure is extensive reading because as you read
your interest and attention vary.
TEACHING
Extensive reading can be encouraged in an English class by
preparing an activity called “S ilent re ading” in which students
must read almost one day during the whole week in the same
classroom environment . The teacher should provide the material
creating a corner just for reading. This reading activity could be
done on Fridays the first 30 minutes. Additionally, to track the
activity it would be useful to have a folder with some
worksheets about reading comprehension.

20. FACIAL EXPRESSIONS
/ˈ f eɪ .ʃə l ɪk ˈ spreʃ .ə n/
DEFINITION
A person can show how they feel through their face.
REFLECTION
To communicate is necessary to use body language which
includes gestures and facial expressions to put the message
strong and clear.
TEACHING
To teach facial expressions for conveying a message a role- play
will be the best option. With a role- play learners could feel
confident and secure while speaking. Furthermore, this process
involves body language to produce the language naturally.

21. FORMAL LANGUAGE
/ˈ f ɔː.mə l ˈ læŋ .ɡwɪdʒ/
DEFINITION
Language used in formal conversations or writings.
REFLECTION
Formal language is used with people that do not know each other
well .
TEACHING
To teach formal language show cards with common formal
expressions. Set a setting in which learners can use those
expressions. If it is necessary stick those expresions on the wall

22. FUNCTION
/ˈ f ʌŋk .ʃən /
DEFINITION
The reason or purpose for communication.
REFLECTION
Examples of language functions are apologizing, greeting,
clarifying, inviting and advising.
TEACHING
If you are going to teach how to apologizing make a poster with
different expressions (chunks) used to apologize. Bring a
worksheet where you establish different situations where they
can use expressions to apologize. This activity could be written
or orally

23. GESTURES
/ˈ d ʒe s .tʃər /
DEFINITION
A movement with part of the body.
REFLECTION
To communicate among groups we need verbal and non verbal
communication; gestures while speaking are part of non verbal
communication.
TEACHING
Gestures are part of body language which cannot be emphasized
too much, but it is valuable to work on how gestures could help
to communicate the language. Miming game could be an option.
Learners must guess a word or phrase just by miming.

24. GREET
/ɡ r iːt/
DEFINITION
Welcome someone often with words.
REFLECTION
Saying Hello, good morning, good afternoon… How are you are
examples of how people greet. It could be formal or informal .
TEACHING
Teaching how to greet is not difficult; it only depends on how
teachers and learners use the language. For example with
beginners learning to greet people is a task of everyday. When
they get into the room teacher should say “Good morning” and
when they leave “Good b ye ” this repetition of every single day
will help students to memorize how to greet people.

25. HOMOPHONE
/ˈ h ɒm. ə.fəʊn /
DEFINITION
A word which sounds the same as another word, but has a
different meaning or spelling
REFLECTION
Most of the students from lower levels have difficulty
understanding the difference among the pronunciation of words
that are considered homophones.
TEACHING
The best way to teach homophones are by dictating them. When
learners are exposed to the correct sound of words they could
discriminate them easier.

26. IDIOM
/ˈ ɪd .i.əm/
DEFINITION
A group of words that are used together, in which the meaning of
the whole word group is different from the meaning of each
individual word.
REFLECTION
In English language there are plenty of idioms that could not be
translated literally; idioms have their particular meaning.
TEACHING
To teach idioms write on cardboard 7 different idioms related to
just one topic. Additionally, stick them on the wall around the
class to let learners read. Every time they answer a question
they need to repeat an idiom and later the answer to the teacher ´s
question.

27. INFERRING
/ɪn ˈfɜ ːɪŋ /
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.
REFLECTION
Inferring is one of the reading skills in which readers can get
meaning from a text and understand the writers opinion or
feelings
TEACHING
Provide a reading text with three questions. The questions should
b e g in with Wh y d o yo u th ink th e a u thor….? Why d o e s th e
au thor f eel…? . When th ey an swered to th ese q u estions th ey will
have an idea of what is the author ´s opinion or feelings.

28. INFORMAL LANGUAGE
/ɪn ˈfɔ ː.mə l ˈ læŋ.ɡwɪdʒ/
DEFINITION
Language used in informal conversations or writing.
REFLECTION
Informal language is socially casual. It is used in not official
situations among friends, people who we know really well .
TEACHING
In an English class is not suitable just to teach formal language.
Learners have to know the common language used in context .
The use of English videos once a week will be perfect for
teaching informal language. “Friends” or “Full house” are
examples of how native speakers communicate in real world.

29. INTENSIVE READING
/ɪn ˈ ten.sɪv ˈriː.dɪŋ /
DEFINITION
Reading to focus on how language is used in a text .
REFLECTION
Intensive reading focus on grammar and vocabulary to aware
students of how language is used.
TEACHING
Provide students a text in which learners have to look for an
s p e c ific g r amma tic al s tr ucture. F o r e x amp le “Da ily r o utines,
s imp le p r e sent” I g e t u p a t 7 : 0 0 am. L e a r ne rs mu s t u n de rstand
how is used this specific structure on the reading text.

30. INTERACTIVE STRATEGY
/ ˌ ɪ n . təˈræk. t ɪv ˈstræt . ə. dʒi /
DEFINITION
Interact ion “ is two way commu n ic atio n” between listener and
speaker, or reader and text . Interact ive strategies are the means
used, especially in speaking, to keep people involved and interested
in what is said or to keep communication going.
REFLECTION
While we are communicat ing an idea we need to keep eye contact,
use gestures, funct ions to repeat and clarifying information to have
an interactive strategy in our communicative process.
TEACHING
To have interactive strategies in an English class. Teacher must
create an environment where students can imagine things. Provide a
small piece of paper with a different character to each student. Give
3 minutes to establish the situation in which they will perform. Do
not give to much time to do it because the conversation needs to be
as natural as possible.

31. INTONATION
/ˌ ɪn .təˈneɪ.ʃə n/
DEFINITION
The way the level of a speaker´s voice changes to show meaning
such as how they feel about something.
REFLECTION
Raising and falling are different types of intonation
TEACHING
Prepare a conversation to make students read aloud. This
conversation should include falling and raising intonation
patterns. Ask them to read in pairs to correct intonation, the
person who is listening must help his/ her classmate by using his/
her fingers. «Thumps up for raising and Thumps down for falling
intonation».

32. INTRODUCTORY ACTIVITY
/ˌ ɪn.trəˈ dʌk. tər.i ækˈ tɪv.ɪ.ti/
DEFINITION
An activity which takes place at the beginning of a lesson.
Introductory activities often include warmers and lead-ins
REFLECTION
An introductory activity is a brief introduction to the topic
planned for the class. This type of activities activate
learners´knowledge.
TEACHING
Guess Who am I?, Find someone who, Miming, etc. are just few
examples of how to begin a class (pre -teach). In addition, this
activities could be modified depending on the necessities of
students and what the teacher want them to achieve at the end of
the lesson.

33. LEAD- IN
/liːd ɪ n /
DEFINITION
The activity or activit ies 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.
REFLECTION
In English language there are plenty of idioms that could not be
translated literally; idioms have their particular meaning.
TEACHING
Provide learners f ive different words f rom the main task the teacher
planned to teach. Write them on the board and ask students to
predict what are they about . Furthermore, these words could be par t
of a sentence that they need to unscramble if the teacher is going to
teach a tense.

34. LEXICAL SET
/ˈ lek.sɪ.kə l set/
DEFINITION
A group of words or phrases that are about the same content
topic or subject.
REFLECTION
Lexical sets are completely different from word family. Word
family is a group of words that have the same base form or root
of a word. Meanwhile, lexical sets are groups of words with the
same topic.
TEACHING
Lexical sets could be taught through a game called “Scavalous".
In this game teacher will provide a topic to the class and learners
have to give as many words as they can related only to the topic
the teacher suggested previously.

35. LEXIS
/ˈ lek.sɪs/
DEFINITION
Individual words or sets of words.
REFLECTION
Lexis is synonym of vocabulary. They are considered as all of
the words of a language.
TEACHING
To teach lexis the Spelling pocket is a perfect tool. Every
Monday give them 20 words from any content they will be
studying during the week. On Tuesday ask them to repeat those
words. On Wednesday learners look for the definition of those
words using a dictionary. On Thursday learners write sentences
and Finally on Friday they will write a story using just 10 words
and a spelling quiz to emphasize on pronunciation.

36. LISTEN FOR GIST
/ˈ lɪs.ən f ɔ ːr d ʒ ɪs /
DEFINITION
To listen to a text and understand the general meaning of it,
without paying attention to specific details
REFLECTION
Listen for gist is a listening subskill to find out general
information while you are reading.
TEACHING
Listening for gist is the first subskill which means is the first
thing they have to do after listening. Listening for gist questions
is a good activity to practice this subskill . The questions should
written in a general way. For example, What is the subject of the
conversation?, What is the main idea of the conversation?, What
is the purpose of the conversation?

37. LOGICAL
/ˈ lɒdʒ .ɪ.kə l/
DEFINITION
Based on reason. A lesson is logical if the stages follow an order
which makes sense and if one stage leads clearly
and obviously to another.
REFLECTION
In a written text logical is required to organize the ideas in
paragraphs.
TEACHING
Provide students a story just with pictures. This pictures should
be scrambled. Learners unscramble the pictures and put them in
logical sequence.

38. NARRATING
/n ə ˈ reɪtɪŋ/
DEFINITION
To tell a story or talk about something that has happened.
Teachers often narrate stories to young learners.
REFLECTION
In an English class narrating is very common when learners read
a story or when they describe past events.
TEACHING
To narrate learners could have a picture from a magazine; give 3
minutes to think what is on the picture. At the end learners need
to describe past events using that picture.

39. NOUN
/n a ʊ n /
DEFINITION
A person, place or thing, e.g. elephant, girl, grass, school
REFLECTION
Nouns act as subject or object of the verb in a sentence.
TEACHING
Nouns are taught commonly to beginners in order to make them
recognize the subject of a sentence. To teach nouns ask them to
make a list at the end of their notebooks in order to write a noun
every time they recognize one. If it is necessary ask them to add
pictures to remember the meaning.

40. ORAL FLUENCY
/ˈ ɔ ː .rəl ˈfluː.ənsɪ/
DEFINITION
Being able to speak using connected speech at a natural speed wi th
little hesi tation, repeti tion or self -correction. In spoken fluency
activities, learners typically give attention to the communication of
meaning, rather than trying to be correct .
REFLECTION
When a student has oral fluency he/ she has normal speed, li ttle
hesitation and repetition of words.
TEACHING
Class dicussions af ter any topic wi l l help students to be fluent whi le
they are producing the language. Even though, there is a grammar
class at the end of the class an oral ref lection will improve students'
production.

41. PARAGRAPH
/ˈpær.ə .ɡrɑːf /
DEFINITION
A paragraph is a section in a longer piece of writing such as an
essay. It starts on a new line and usually contains a single new
idea. When a writer is paragraphing, s/he is creating paragraphs
REFLECTION
A paragraph is usually about a single event, description or idea.
TEACHING
To write a paragraph first let students see teachers example of
paragraph. Bring a construction paper with an example of short
paragraph. Ask students to read aloud. Later with a marker from
other color underline the parts of a paragraph; introduction, body
and conclusion. To practice ask them to recognize the parts of a
paragraph in a handout.

42. PHONEME
/ˈ f əʊ .niːm/
DEFINITION
The smallest sound unit which can make a difference to meaning
e.g. /p/ in pan, /b/ in ban. Phonemes have their own symbols
(phonemic symbols), each of which represents one sound.
REFLECTION
A phoneme sound can make the difference between one word and
another.
TEACHING
Phonemic audios with all the sounds help students to
discriminate sounds. Sometimes is important to have extra
worksheets to work on. First, teachers work on the phoneme
sounds with the audios and later practice recognition on a
worksheet .

43. PREDICTING
/ pr ɪˈ d ɪ k t ɪ ŋ /
DEFINITION
A technique or learning strategy learners can use to help wi th
listening or reading. Learners think about the topic before they read
or listen. They try to imagine what the topic wi l l 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. This makes it easier for them to understand
what they read or hear.
REFLECTION
Predict ing is a reading or l istening subskill that could be developed
at the beginning of the lesson to pre- teach a topic.
TEACHING
When teachers want to introduce a topic to their students predict ing
could be appropriate. Show a picture, title or just words to make
students guess what is going to be the topic about . It is not
necessary to write the ideas they could just talk about them.

44. PREFIX
/ ˈpri ː . f ɪks /
DEFINITION
A pref ix is a letter or group of let ters added to the beginning of a
word to make a new word
REFLECTION
Prefixes would change the connotat ion of a word and make their
meanings positive or negative. For example important/ unimportant
TEACHING
Write on the board 10 different words, but leave a small space at the
beginning of the word. Furthermore, with cardboard write down
some suffixes and stick on the board next to the previous list. Ask
one student to go to the board, take one suffix and stick next to any
word. At the end ask students to read aloud the word and the suffix.
Explain the difference in meaning.

45. PREPOSITION
/ˌprep.əˈz ɪʃ .ən/
DEFINITION
A word used before a noun, pronoun or gerund to connect it to
another word
REFLECTION
There are different types of preposition such as time, place,
direction and exemplification
TEACHING
Prepositions could be taught by using flashcards with pictures
and words. Learners might understand the meaning with the
picture and with the word learners identify how the preposition
is written.

46. PUNCTUATION
/ˌ p ʌŋk .tjuˈeɪ.ʃə n/
DEFINITION
The symbols or marks used to organise writing into clauses,
phrases and sentences to make the meaning clear.
REFLECTION
Punctuation is remarkably important while writing because in
that way we can develop accuracy when writing.
TEACHING
First, provide a paragraph without punctuation marks. Then, ask
learners to add punctuation where is necessary. Next, show a
power point slide with the same paragraph with the punctuation
marks. Make students realize when is necessary to add
punctuation marks. Do not forget to emphasize that punctuation
is relevant when writing to make the text clear and precise.

47. PREPOSITION
/ˌprep.əˈz ɪʃ .ən/
DEFINITION
A word used before a noun, pronoun or gerund to connect it to
another word
REFLECTION
There are different types of preposition such as time, place,
direction and exemplification
TEACHING
Prepositions could be taught by using flashcards with pictures
and words. Learners might understand the meaning with the
picture and with the word learners identify how the preposition
is written.

48. READING FOR DETAIL
/ˈriː.dɪŋ f ɔ ːr ˈ d iː.teɪl/
DEFINITION
To read a text in order to understand most of what it says or
particular details.
REFLECTION
Reading for detail involves reading for specific information
from every word or sentence.
TEACHING
Provide a reading about history. Ask students to read silently.
After reading provide some questions; these questions could be
(Yes/ No questions or Wh-questions). Make sure that the
questions are written to get specific information. For example,
Who was Michael Jackson? Where was he born?. These type of
questions could be given to students orally or written.

49. REQUESTING
/r ɪˈ kwe stɪŋ /
DEFINITION
To ask someone politely to do something
REFLECTION
One of the purposes why people write a formal document is for
requesting things.
TEACHING
The teacher provides a small piece of paper with different
situations in which learners can request. These pieces of paper
should be distributed randomly. After that, ask students to work
in pairs in order to present their situation and how would they
request . In addition, this activity could be orally or written.

50. SCANNING
/ s kæn ɪŋ /
DEFINITION
To read a text quickly to pick out specific information, e.g.
finding a phone number in a phone book
REFLECTION
When teachers ask their students to look for a date on a reading
text ; students are scanning a text .
TEACHING
To scan a text students a game could be interesting and useful.
“ S c a nning g ame ” te a c h ers a s k s tu dents to lo o k f o r s ome s p e c ific
information in 30 seconds and answer the question.

51. SELF- CORRECTION
/ self k ə ˈ rek .ʃən /
DEFINITION
When learners correct language mistakes they have made,
perhaps with some help from the teacher.
REFLECTION
Self- correction is part of oral fluency. When students avoid
self- correction when they speak they are considered oral fluent
in the use of the language.
TEACHING
To avoid self- correction in an oral activity teachers should let
students finish their performance and then give feedback.
Teachers should write down all the mistakes in a piece of paper
and later write those mistakes on the board and correct them with
the whole class to let students recognize what they do wrong

52. SKIMMING
/s k ɪmɪŋ /
DEFINITION
To read a text quickly to get a general idea of what it is about .
REFLECTION
When students answered to the following ques tion“ What is the
text a b o ut? ” while they are reading; they were skimming a text .
TEACHING
For scanning a text give students less than 5 minutes to read a
text. Ask them to close their books if they are using one or to put
away their reading worksheet. After that, the teacher should start
asking general questions about the reading text.

53. STRUCTURES
/ˈ s trʌk .tʃər /
DEFINITION
The way in which the parts of a system or object are arranged or
organized.
REFLECTION
Structures and functions are taught together in order to make the
learning process less difficult for learners to understand.
TEACHING
To teach structures teachers should use different shapes, makers
or numbers. Sometimes students are visual learners if the teacher
uses a color, shape or number to teach a grammatical structure
they will associate the structure with those items.

54. SUMMARIZING
/ˈ s ʌm. ər.aɪzɪŋ /
DEFINITION
To take out the main points of a long text, and rewrite or retell
them in a short, clear way.
REFLECTION
When students summarize they take only the important aspects
of a text in few words for writing or telling.
TEACHING
To make students summarize a text is necessary to ask them to
use graphic organizers. The teacher can provide a template of a
graphic organizer for his/her class to make the activity
challenging for them . After doing the graphic organizer the
teacher can decide if the summary is written or oral.

55. TEXT TYPES
/tekst ta ɪp /
DEFINITION
Texts that have specific features, e.g. layout, use of language,
that make them part of a recognizable type of text.
REFLECTION
Shopping list, post card, emails, diaries messages, stories, etc.
are examples of text types.
TEACHING
To make students recognize plenty of text types; try to vary
every time they are asked to read one. Moreover, if they read and
know about a new text type every week they will be able to write
in a different way.

56. TOPIC SENTENCE
/ ˈ tɒ p . ɪ k ˈsen. təns/
DEFINITION
A sentence that gives the main point or subject of a paragraph. This
is usual ly the opening sentence in a paragraph.
REFLECTION
The first sentence in a paragraph contains the topic sentence. This
sentence wil l help to identify what is going to be the whole
paragraph about .
TEACHING
To pract ice wi th students how to identify a topic sentence in a
paragraph teachers need to provide as many examples as they can.
Br ing three short paragraphs written on construction paper; these
paragraphs should be incomplete without the topic sentences. Wri te
on the board three different topic sentences and ask students to
match with one of the paragraphs. If it is necessary bring extra
material handouts.

57. VERB
/v ɜ ːb /
DEFINITION
A word used to show an action, state, event or process
REFLECTION
Verbs are the most important part of a sentence because they can
convey a meaning to the whole statement . Additionally, without
verb there´s no sentence.
TEACHING
Mini flashcards with the verb written and a picture. If students
can have this mini flashcards one per each student it would be
suitable because learners can play taboo in pairs one student
takes the card and the other guesses the word. What´s more, they
can hide the written word and only show the picture to say the
verb.

58. SUFFIX
/ˈ s ʌf .ɪks/
DEFINITION
A suffix is a letter or group of letters added at the end of a word
to make a new word.
REFLECTION
Words that are suffixes could change from adjectives into nouns
TEACHING
Divide the class in groups of 4 students. Provide each student a
set of 10 words. Write on the board some suffixes that they can
use to add to those words. Give less than 2 minutes to complete
the assignment. The group who finishes first needs to write on
the board all the words they made. Additionally, they have to say
the meaning of those words.

59. SYLLABLE
/ˈ s ɪl .ə.bl̩/
DEFINITION
A part of a word that usually contains a single vowel sound
REFLECTION
When syllables are word stressed they tend to have more length
and sound on its vowel sound.
TEACHING
For teaching syllables students should use their hands to clap and
separate a word into syllables. Remember students that a syllable
contains a single vowel.

60. SYNONYM
/ˈ s ɪn .ə .nɪm/
DEFINITION
A word which has the same, or nearly the same, meaning as
another word
REFLECTION
Synonyms replace words which are used more than twice in a
sentence to make the text less redundant .
TEACHING
Hot potato will be a suitable game to teach synonyms. The
teacher provides a word at the beginning. After that, the ball will
be passing down while the music is playing. If a student stays
holding the ball when the music stops; he/she has to give a
synonym of the word the teacher gave previously.

61. TURN- TAKING
/ tɜːn teɪk ɪ ŋ /
DEFINITION
When someone speaks in a conversation this is called a turn.
Speaking and then allowing another person to speak in reply is
called ‘ tur n-taking’ .
REFLECTION
In a conversation we need some interactive strategies l ike turn-taking
which helps to make sure that the speaker and receiver get
the message.
TEACHING
Fish bowl ; ask students to come to the front, take one paper from
the bowl and read. The papers in the bowl wil l have language
funct ions to help students to create a conversation in pairs where
the two students have the same time to participate in a
conversation. For example, (Student A agreeing Student B
disagreeing) . If the class is too big or they are too shy to speak
create groups to work on.

62. VOWEL
/ vaʊ əl /
DEFINITION
A sound in which the air is not blocked by the tongue, l ips, teeth
etc. Movement or vibrat ion is fel t in the throat because the voice is
used.
REFLECTION
The movement f rom one vowel sound to another wi thout a syllable
is considered a diphthong.
TEACHING
To teach vowel sounds there are two ways first as they are voiced;
touching the throat whi le pronunciating will help to identify
vowels. Second, dictat ion and audio activities with those sounds.
However, to engage students with their learning process it could
help a game. Draw on the board two squares in the squares one
vowel for each. Later ask learners to go to the board and touch the
sound the heard.

63. WORD BOUNDARY
/wɜːd ˈ b a ʊn .dər.i /
DEFINITION
Where one word ends and the next one begins, especially in
connected speech.
REFLECTION
Word boundary happens when a word ends in a consonant and
starts with a vowel .
TEACHING
Tongue twisters will help students to speak faster and link words
without thinking too much.

64. WORD STRESS
/wɜːd stres/
DEFINITION
It is the pronunciation of a syllable with more force or emphasis
than the surrounding syllables which are said to be unstressed.
REFLECTION
There are some signs that help learners to identify where a word
is stressed. For example “ ´” or “ _ ” . Student .
TEACHING
Teachers use dictation. This strategy sometimes is challenging
for students because they could not understand. Meanwhile, if
the teacher provides two different ways to pronounce a word to
let students choose one of them they can learn the correct word
stress from different words.