The document provides definitions and teaching processes for various linguistic concepts. For affixes, suffixes, and prefixes, teachers provide lists and activities for students to memorize examples. For contractions, intonation, and syllables, teachers use demonstrations, recordings, and clapping to help students practice pronunciation. Brainstorming, coherence, and cohesion are taught through writing activities where teachers model structure and students practice joining ideas.

2. 1. Affix
Definition: An addition to the base form or stem of a word in order to modify its
meaning or create a new word.
Example: What caused the clock to malfunction?
Teaching Process: Teachers give a list of ten affixes with flashcards to memorize
every week. Teachers know that flashcards are great tool to study. Teachers take
a test about this list at the end of the week. Teachers always say: Don´t forget to
practice this list in your dairy life.
http://quizlet.com/669224/flashcards

3. 2. Suffix
Definition: A morpheme added at the end of a word to form a derivative.
Example: I changed the antibiotic again.
Teaching Process: Teachers gives a vocabulary chart with 10 suffixes to
memorize every week. Students use a red pen to underline the suffix ,a blue
pen to underline the meaning and a green pen to underline sample words. At
the end of the week Teachers play a game with students where they have to
mach the suffix with the meaning and the sample words.

4. 3. Prefix
Definition: A word, letter, or number placed before another.
Example: Maybe it was not a mistake to come here.
Teaching Process: Teachers write on the board some prefixes and them students
write on the board examples in each prefixes. Students write as many examples
as they can. Students need to search on the internet for more examples.

5. 4. Contraction
Definition: The process of shortening a word by combination or elision from
shortening an original form.
Example: I don`t have a free time at night.
Teaching Process: Teachers use a rubber band to demonstrate how contractions
occur. First, students stretch the rubber band and they notice that it expands
when student let it go, it contracts. Example: He is and He`s. So, Teachers
should give students a contraction worksheet to practice and study.

6. 5. Feature
Definition: A distinctive characteristic of a linguistic unit, especially a speech sound
or vocabulary item, that serves to distinguish it from others of the same type.
Example: Dialects have their own linguistics features.
Teaching Process: Primary teachers that teach how pronounce letters with children
have problems with some students. A good strategy is that Teachers teach them
how to say the sound in isolation according with their age. Each child says the sound
by itself, not in a word or syllable.

7. 6. Convey
Definition: Communicate (a message or information).
Example: Body language is rarely used to convey a message.
Teaching Process: Teachers in the class by pictures should teach how people can
act in the street to be safe or secure. Traffic sign is a great example of using
images to convey information. Humans have the ability to recognize imagines in
few seconds and give them a meaning. The problem is that if you don´t know
you could confuse with the message. You could die if you don`t respect them.

8. 7. Accuracy
Definition: The quality or state of being correct or precise.
Example: Social media coverage and culture beliefs are not equivalent to
accuracy.
Teaching Process: Teachers do some reading`s activities in the class. To improve
accuracy in their students they ask them to record their voice and assess the
students reading and retelling stories. This is a good way to practice and
improve their skills because at the moment they listen their records they can
identify mistakes.

9. 8. Skills
Definition: The ability to do something well; expertise.
Example: Test ability to manage skill on new target.
Teaching Process: Identify student`s skills in the class is really important
because students could be good at speaking but really bad at writing. Students
will be able to perform the skill well by themselves. It means that teacher by
some extra activities and encourage them every time. Teachers mustn't
interfere when students try to do it on their own.

10. 1. Affixation
Definition: The process of adding affixes to roots or bases in order to vary
function modify meaning.
Example: Prefixation and suffixation are kids of affixation.
Teaching Process: Teachers should create two boxes, inside each boxes teachers
should put some examples of prefixes and suffixes to practice in the classroom
with students. Day by day each student needs to write one example of each one
in a piece of paper. One by one puts each example in the correct box in front of
the class.

11. 2. Antonym
Definition: A word opposite in meaning to another.
Example: I love chocolates but I have garlic.
Teaching Process: Teachers give students a sheet of paper to play a matching
game where students need to match the antonym word with the opposite or
with the definition of each word.

12. 3. Chunk
Definition: A group together (connected items or words) so that they can be
stored or processed as single concepts.
Example: The pop quiz in Algebra was a piece of cake.
Teaching Process: Teachers show a text which chunks are replace by initials,
later teachers reads aloud the text and student write complete the complete
word. Students can identify chunks as they find them In the text.

13. 4. Collocation
Definition: The habitual juxtaposition of a particular word with another word or
words with a frequency greater than chance. Collocations can be adjective +
adverb, noun + noun, verb + noun and so on.
Example: We entered a richly decorated hotel in Europe.
Teaching Process: Teachers write on the board ten commonly used phrases that
contain collocations. Students understand the meanings of the phrases and
memorize them. Teacher play with student eenie meenie miney moe, each
student needs to say an example of collocation without repetition of words.

14. 5. Homonym
Definition: Each of two or more words having the same spelling or
pronunciation but different meanings and origins.
Example: We live in the North Pole and we buy a tent pole for the house.
Teaching Process: Teachers divide the class in small groups. Students use a
dictionary to create a list of homonyms. Also, they define each word and give
an example: create a sentences with double meaning. Like in this example: A
Horse is a Hoarse, Of Course, Of Coarse

15. 6. Idiom
Definition: A group of words established by usage as having a meaning not
deducible from those of the individual words.
Example: I am going on holiday on Friday so I am all over the moon.
Teaching Process: Teacher should teach the idioms in context, in simple
conversations where students figure out the meaning of each idiom. Teachers
should provide more examples and correct them if they don`t catch the
meaning at the first time.

16. 7. Synonym
Definition: A word or phrase that means exactly or nearly the same as another
word or phrase in the same language.
Example: It tastes good. The food is great.
Teaching Process: Teachers explain the class about synonyms and write on the
board some examples. Later, Teachers give a worksheet with 12 words and then,
students write each sentence and find the synonyms word for the italicized
example.

17. 8. Lexis
Definition: The total stock of words in a language. The level of language
consisting of vocabulary, as opposed to grammar or syntax: the distinction
between grammar and lexis.
Example: This grammar integrates syntax and lexis using corpus data.
Teaching Process: Teacher should teach lexis in phrases because is more easy
for students to memorize. They are really useful for them at the moment they
want to communicate with other people. On the other hand, learning phrases
can help learners understand grammatical rules of the language. Learning by
interactive applications like Duolingo.

18. 1. Consonant
Definition: A basic speech sound in which the breath is at least partly obstructed
and which can be combined with a vowel to form a syllable: Contrasted with
vowel.
Example: A fricative consonant, e.g. f
Teaching Process: Students create a booklet where they circle only the
consonants. Teachers by drills teach how pronounce each consonant. Students
repeat after the teacher. Students practice on the board by games like
hangman.

19. 2. Diphthong
Definition: A sound formed by the combination of two vowels in a single
syllable, in which the sound begins as one vowel and moves towards another
(as in coin, loud, and side).
Example: He opened his wallet and took out five coins.
Teaching Process: Teachers should use authentic materials like magazines,
newspapers to teach diphthongs. First, Teacher explain about diphthongs and
give more examples, later students in pairs choose an article and circle as many
diphthong as they want.

20. 3. Intonation
Definition: The rise and fall of the voice in speaking.
Example: I spoke Italian with a German intonation.
Teaching Process: Teachers should encourage students to practice intonation in
the class by an activity. Teachers should model how to use different tones with
the same word. Students say the following in five different ways.
(Goodbye, Hello, How are you? Do we have to speak Spanish, Sir?). Finally, they
can understand the importance of intonation in communication.

21. 4. Phoneme
Definition: Any of the perceptually distinct units of sound in a specified
language that distinguish one word from another, for example p, b, d, and t in
the English words pad, pat, bad, and bat.
Example: I can differentiate between any two sounds which represent distinct
phonemes.
Teaching Process: Students should learn by activities of pronunciation, for
example every day Students make a circle in the class with their chair, they walk
around. Teacher should say rhyming words like she, tree,
flea,spree,key,bee,sea,went. When Teachers says a word that doesn't rhyme,
students sit down as fast as they can.

22. 5. Rhythm
Definition: The rhythm of speech is the way that some words in a sentence are
emphasized or stressed to produce a regular pattern, e.g. If I were YOU, I’d go by
BUS
Example: I can think of three, although there may be four.
Teaching Process: A great idea to teach rhythm in the class is by songs or
poems. Students in an individual activity read a poem or sing a song. Teachers
should ask students to find the rhyming words and generate other words that
rhyme with these rhyming words.

23. 6. Syllable
Definition: A unit of pronunciation having one vowel sound, with or without
surrounding consonants, forming the whole or a part of a word; for example,
there are two syllables in water and three in inferno.
Example: Divide sentence into syllables.
Teaching Process: Students should learn by practice, how? By clapping. Teachers
should write on the board some words like (Even, Mice, Hotdog, Window, Truck,
Paper, Yellow, Toys, elephant). Teachers circle each syllable in the board and
clap it. Students say the word by clapping each syllable.

24. 7. Vowel
Definition: A speech sound which is produced by comparatively open
configuration of the vocal tract, with vibration of the vocal cords but without
audible friction, and which is a unit of the sound system of a language that
forms the nucleus of a syllable.
Example: The vowel letter a can represent a variety of sounds.
Teaching Process: Listen and repeat. Teachers repeat each vowel and students
imitate the exactly sound. Teachers gives a smalls cards with the vowels
phonetics transcription. Students practice by their own recording their voice.
When students record the voice permits to improve their pronunciation
mistakes.

25. 8. Phonology
Definition: The system of contrastive relationships among the speech sounds
that constitute the fundamental components of a language.
Example: Phonology, morphology, and syntax are the base in a language.
Teaching Process: A good activity to learn phonology every day in the class is by
saying sounds. First, Teacher explain about short sound and large sounds.
Students select different sound and they have to explain how is the sound
produce in the mount. The aim of this activity is that students can recognize the
difference sounds.

26. 1. Colloquial
Definition: Language normally used in informal conversation but not in formal
speech or writing, e.g. Give Gran a ring, OK?
Example: to bamboozle – to deceive
Teaching Process: Teachers should print a sheet of paper with some colloquial
examples. Students practice the meaning of each by a crossword activity, where
they have to write the correct colloquial word according with the meaning.
Teachers should give feedback after the activity.

27. 2. Function word
Definition: A word with little semantic meaning that is included in a sentence or
utterance mainly to help form its grammatical structure and convey its
grammatical meaning e.g. in the sentence: Bill was spending the evening at
home. (was, the, at) are function words.
Example: You should go and sleep. (should, and) are function words.
Teaching Process: Teachers should write on the board some examples of
function words, then each students write an example with to function words.
Students one by one explain their example in front of the class.

28. 3. Register
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, e.g. in a job application. Informal register or language is that used in
relaxed or friendly situations.
Example: People in meetings tend to talk formal. People in parties tend to talk
informal; they tend to use different register.
Teaching Process: Teacher divide the class in two big groups, each group create
a role play, each student has to act twice with different roles in the role play.

29. 4. Request
Definition: To ask someone politely to do something.
Example: Please could you close the door?
Teaching Process: Teachers explain some examples about request. Later, they
gives a chart with some request. Students walk around the class and find people
that give a positive answer. The aim of this activity is that students improve
pronunciation and practice grammar structure.

30. 5. Inappropriate
Definition: Not suitable or proper in the circumstances: there are penalties for
inappropriate behavior.
Example: It would be inappropriate for her to talk with you.
Teaching Process: Teachers by examples teach how to write a letter. According
with the purpose and the style of the card could be written formal or informal.
It should be inappropriate when students use informal letter to reply a business
application. Students as homework write a formal letter.

31. 6. Neutral
Definition: A style of speaking or writing that is neither formal nor informal, but
in between. It is appropriate for most situations.
Example: You arguments are so neutral when you talk with them.
Teaching Process: Teacher at the teaching process should be neutral because it`s
really difficult to have a balance in the class with trouble marker students. Also,
Teachers should be neutral at the moment they grade homework and criticize or
give feedback after a presentation.

32. 7. Form
Definition: The form of a grammatical structure is the way it is written or
pronounced and the parts which combine to make it.
Example: the present continuous is made of verb to be and the verb plus ing. I
am writing a letter.
Teaching Process: Teachers write on the board a chart with some grammatical
structures divided by tenses. Students analyze each tense and how they form,
Later, Students practice each different tense with the meaning of the sentence.
Also, the difference between past and present or present continuous.

33. 8. Exponent
Definition: An example of a grammar point, function or lexical set.
Example: The movie is so interesting.
Teaching Process: Students have problems when they want to understand some
parts of the grammar point. Teaching grammar without extra activities is not a
good idea. To teach how to identify an exponent and the purpose of it is by
reading the grammar boxes and later doing some grammatical activities.

34. 1. Brainstorm
Definition: To think of ideas (usually quickly) about a topic (often noting these
down). This is often done as preparation before a writing or speaking activity.
Example:
Teaching process: Teacher should do a brainstorm activity before an activity, if
teachers want to teach something relate with music, the brainstorming should
be about music, so students give a lot of words related with music, after that
the teacher socialize as summary the music meaning. Student should guide by
this activity to write their own writing.

35. 2. Coherence
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.
Example: The coherence of my letter lies in mine believes.
Teaching process: How to teach coherence in writing? Teacher explain how to
write, the introduction part, the body part and the final part. Also, they explain
the use of transitions words in the writing. How ideas in a text are related to
one another, Teacher model a writing in the board as an example and later
students write their own writing.

36. 3. Cohesion
Definition: The way spoken or written texts are joined together with logical
grammar or lexis.
Example: Conjunctions and lexical sets are great in the essay.
Teaching process: Teachers should use strategies for creating cohesion in
writings. For example the way students develop their arguments so that the
readers are persuaded by them. Also, the way students structure their
paragraphs and the use of conjunctions. The only way to improve and practice
cohesion in writing is by practice every day.

37. 4. Complex sentence
Definition: A sentence containing a main clause and one or more subordinate
clauses.
Example: She returned the computer after she noticed it was damaged.
Teaching process: Teachers write on the board some examples of subordinating
conjunctions and then students write in their notebooks some examples about
complex sentences. By a power point presentation teacher should explain more
examples and students can participate more in the class.

38. 5. Comprehension
Definition: Understanding a spoken or written text.
Example: read the questions and understand the meaning of the words in
italics.
Teaching process: Speaking test: Most of the time students don`t understand
some questions in the speaking test. Teacher should teach team how to get the
main idea of each question to answer without problems. Also, Teachers can use
body language and some clue words to help students to understand.

39. 6. Layout
Definition: The way in which a text is organized and presented on a page.
Certain texts have special layouts.
Example: The newspaper article has a perfect layout.
Teaching process: Students bring some different texts. Teachers divide the class
in small groups. Each group has a specific layout. Each group has to write a
similar example as the model paragraph. Teachers should give feedback after
the activity.

40. 7. Scan
Definition: To read a text quickly to pick out specific information, e.g. finding a
phone number in a phone book.
Example: You should underline the ingredient in the recipe.
Teaching process: Teachers give a reading every day to practice the strategy of
scanning. The first day could be a little difficult but if students practice a lot it
could be more easy and familiar for them to pick out specific information in the
text without losing time.

41. 8. Subskill
Definition: Each of the four language skills can be divided into smaller subskills
that are all part of the main skill.
Example: Identifying the main ideas in the text (reading).
Teaching process: How to improve listening sub-skills? Teacher should do many
activities that allow students to predict events, to take notes, and to understand
vocabulary in context. Teacher should give a worksheet where students can
practice listening sub-skills.

42. 1. Narrative
Definition: To tell a story or talk about something that has happened. Teachers
often narrate stories to young learners.
Example: Students write narrative stories.
Teaching process: Teachers should encourage students to write their own
stories. First, Teachers show a model of a narrative story and then assess them
to write a similar as an example of the model one. Students can choose their
favorite style but teachers can show them how a narrative story is writing.

43. 2. Paragraph
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.
Example: To correct a paragraph the teacher should use a rubric.
Teaching Process: Teacher show a essay where has some paragraphs. The
importance of learn how to write a paragraph and the purpose of it is crucial at
the moment students write. It is necessary that students know the purpose of
the first paragraph, the aim of the second one and how conclude the last
paragraph.

44. 3. Correction Code
Definition: A series of symbols a teacher may use to mark learners’ writing so
that they can correct mistakes by themselves,
Example: P = punctuation mistake, T = tense mistake.
Teaching Process: Teachers at the beginning of the year should explain about
the correction codes that they use at the moment they correct a writing to
avoid misunderstanding and to facilitate comprehension.

45. 4. Edit
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.
Example: The edit in the writing process is a step really necessary.
Teaching Process: Edit in writing process is really important. Teachers should
encourage students to do all the steps when they want to write something, they
should start step by step and also, the edit process should be done in a correct
and accurate way. Finally, the result is the end of the writing process. Students
improve this skill by writing and practice.

46. 5. Evaluation
Definition: To assess or judge the quality, importance or effectiveness of
something. Teachers may evaluate learners’ progress or strengths and
weaknesses.
Example: The peer evaluation is almost done.
Teaching Process: Evaluation in teaching process is the basic in the education
because evaluations shows a results and also, they permit to improve students´
weakness. Teacher should explain about the different evaluations that during
the period students must take in a mandatory way.

47. 6. Model
Definition: A clear example of the target language for learners to repeat or write
down or save as a record. If a teacher is focusing on the target language of a
lesson, s/he usually chooses a model sentence, which s/he writes on the board.
Example: The teacher often models the language as well, by saying it clearly
before drilling the learners.
Teaching Process: Teachers the major of time use some models to explain
different things in the class. As grammar, how to write, how to pronouns and so
on. Model is crucial for students.

48. 7. Summary
Definition: To take out the main points of a long text, and rewrite or retell them
in a short, clear way.
Example: Students should summarize the information.
Teaching Process: How to summarize? Teachers should teach some strategies
about how to summaries information. Students by practice can learn and
improve in a better way some techniques like jigsag or graphic organizers.

49. 8. Version
Definition: A particular form of something in which some details are different
from an earlier or later form of it.
Example: A written text may have different versions.
Teaching Process: Students when write something tend to write in their own
style and version. Teachers should encourage them improve their own version
when they use their own ideas to show their thought at the moment they write.

50. 1. Gesture
Definition: A movement with part of the body, e.g. hand, head, which is used to
convey meaning.
Example: Body language has a lot of gestures when someone communicates
something.
Teaching process: In the learning process is crual to use gestures to
communicate. How can teach gestures meanings in the class? Teacher should
use cards with some examples and then they gives them the meaning. Students
by mimic can play an activity to practice vocabulary like in Pictionary.

51. 2. Hesitation
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
Example: The final oral exam was a lot hesitation in the whole class.
Teaching Process: Teacher should encourage students and the moment they
hesitate in oral exams, it could be a bad idea to interrupt them but after the
exam teachers should give feedback. A good way to about hesitation is when
students practice a lot and learn a lot of vocabulary.

52. 3. Relevant
Definition: The degree to which something is related to or useful in a situation.
Example: Students should identify the relevant information in the reading.
Teaching Process: Teacher should teach the importance of relevance when
students present a summary or when they do a project. Something useful and
really impotant should be better than a lot of information.

53. 4. Simplify
Definition: To make something easier. Simplifying language or tasks in the
activity.
Example: When teacher use the scaffolding strategy in the class they simplify
the activity.
Teaching Process: Teachers simplify some grammar explanations to catch the
attention of students. Students when teachers simplify their explanations
involves better in the process of teaching because they don´t get bored in this
period of teaching. Simplify process is a good idea.

54. 5. Receptive skill
Definition: When learners do not have to produce language; listening and
reading are receptive skills.
Example: Students do the listening part and read the questions about it.
Teaching Process: Listening and reading are receptive skills so teacher should
encourage students to improve this skills by doing some strategies and some
extra activities at home.

55. 6. Meaningful
Definition: Something which shows the meaning of language or an activity can
be meaningful if it is useful for learners in the real world outside the classroom
or is relevant to them.
Example: Reading Strategies are really meaningful for test.
Teaching Process: Teacher should do meaningful activities in the class, to avoid
time and energy. It`s really crucial to eliminate activities that waste time or
don`t produce a meaningful result. It`s most common when teachers plan
activities to do in class.

56. 7. Method
Definition: A way of approaching or doing a particular activity, e.g. use
modern/new/traditional methods in language teaching; a set of methods.
Example: Teachers should change their methodology according with students
needs.
Teaching Process: Teachers teach about different methods for teaching like
cooperative learning, Inquiry-Based learning and so on. Each method should
apply according with the students needs. Teaching and assessment are
connected with the method.

57. 8. Coursebooks
Definition: It is used regularly by learners in the class. It generally contains
grammar, vocabulary and skills work and follows a syllabus. A coursebook unit is
a chapter of a coursebook.
Example: Students use a course book every day in class.
Teaching Process: It`s really necessary to socialize the coursebook that they
students use during the period. Teacher should socialize to the syllabus. The
coursbook and the syllabus should present by a power point presentation where
students can ask some questions about them.

58. 1. Clarify
Definition: To make clear what you mean, and clarify language is when teachers
focus on form, meaning and pronunciation to help learners understand the use
and rules of target language.
Example: The teacher should clarify the grammar questions.
Teaching Process: Teachers in the teaching process focus on forms, check
mistakes, Teacher the most of the time clarify ideas about what students
thought in some meanings or rules that Teachers teach in the class.

59. 2. Paraphrase
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.
Example: Explain the meaning in your own word.
Teaching Process: Teachers use paraphrasing when students don`t understand
something in the class. Also, students should use paraphrasing when transfer
information with their own words. Teachers should encourage students to use
paraphrasing in the class when they summarize activities and give opinions.

60. 3. Mother tongue
Definition: The very first language that you learn as a baby, which is usually the
language spoken to you by your parents. Also called L1 or first language.
Example: The mother tongue should affect in the learning process of a second
language.
Teaching Process: Mother tongue in a teaching process is the base to study
another language. Teachers should avoid to interfere the mother tongue with
the new language. The new language can affect in the way students speak.

61. 4. Skim
Definition: To read a text quickly to get a general idea of what it is about.
Example: Students should skim the reading.
Teaching Process: Students should apply the strategy of skimming to get the
general idea about the text. Teacher should give them text every day. Students
need to skim the text and get the general idea as fast as they can.

62. 5. Memorized
Definition: To learn something so that you can remember it later or something
which is easy to remember.
Example: Students memorize the grammar structures.
Teaching Process: Memorized when students study a second language is
important because students need to know vocabulary, grammar structures,
some rules and so on. Some Student tent to reap as many times as they can the
word, the phrase or the structure to memorize and study.

63. 6. Drill
Definition: A technique teachers use for encouraging learners to practice
language. It involves guided repetition or practice.
Example: Teacher uses drills in the class when students practice pronunciation.
Teaching Process: When students need to improve their pronunciation, Teachers
most of the time use drills. Repeat after me and the students imitate and repeat
after Teachers as many times as Teachers wants.

64. 7. Lead-in
Definition: The activity or activities used to prepare learners to work on a text,
topic or main task. A lead-in often includes an introduction to the topic of the
text or main task and possibly study of some new key language required for the
text or main task.
Example: The teacher does a lead-in activity at the beginning of the class.
Teaching Process: Teachers should prepare students to work on a topic by a
lead-in activity. They should introduce the topic and gives some vocabulary that
students need. Students involve with this activity as fast as thay can.

65. 8. Motivation
Definition: It is the thoughts and feelings which make us want to do something
and help us continue doing it.
Example: Teacher must motivate students in the class.
Teaching Process: Motivation in the learning process is really important, for
that reason Teacher should encourage students to be the best in their lives, to
do thing correctly. Students should read motivational readings to increase their
positive attitude and thoughts.