GLOSSARY

UNITS 1-8

By: Gabriela Camana

Accuracy /ˈæk·jər·ə·si/

Meaning:

The use of correct forms of grammar, vocabulary, spelling and pronunciation.

Example: In a conversation activity, teachers and learners, or between learners focus on using and producing language correctly, so that is accuracy.

How to teach: Accuracy might be taught through easy ways where the student doesn’t feel under pressure like dialogues, role plays, and interviews, where that apply grammar, vocabulary, spelling and pronunciation

Affix /əˈfɪks/

A meaningful group of letters added to the beginning or end of a word to make a new word, which can be a different part of speech from the original word, e.g. interview, interviewer.

Example: we add affixes to the base word like in

Impossible possible possiblyimpossibly Prefix base word

Suffix prefix & suffix

How to teach: Affixes sometimes are difficult because we need to learn which prefix or suffix can be added because according the word it can vary. I should give a list with the frequent words in a base form and then analyze each case and apply exercises and maybe a sentence that contains affixes from one word

Appropriacy /əˈprəʊ.pri.ə.si/

Language which is suitable in a particular situation.

Example: We have appropriacy

of language when it is used

in particular contexts with the right

grammar structures and grammar.

How to teach: to teach appropriacy

we need to give different context to

students so they can differenciate

the language that they are going to

use in each case

Authentic material /ɔːˈθen.tɪk/ /məˈtɪə.ri.əl/

Written or spoken texts which a first language speaker might read or listen to. They may be taken from newspapers, radio etc. The language in the texts is not adapted or made easier for learners or the language learning process.

Example: I get authentic materialwhen I cut interesting readings from magazines, newspapers or I record a program from a radio

How to teach: We can teach through authentic material that is taken from different sources that are not focus on teaching English and it will be better because it can be something in which students are interested in.

Coherence /kəʊˈhɪə.rəns/

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make sense to the listener orReader.

Example: Into a speech we have

coherence because it must be clear

and have sense to the listener

How to teach: In order to teach

coherence we can use jigsaw

because we can give students a

text divided into three parts and

they should organize them and they

notice how it should go taking into

account the connectors

Cohesion /kəʊˈhiː.ʒən/

The way spoken

or written texts

are joined

together with

logical grammar

or lexis, e.g.

conjunctions

(Firstly, secondly),

lexical sets,

referring words (it,

them, this).

Example: In a paragraph we have

cohesion because we can see

grammatical structures and how the

sentences are joined logically.

How to teach: we teach cohesion

through essays because students

will use conjunctions in order to join

ideas in a correct way.

Cohesive devices/kəʊˈhiː.sɪv//dɪˈvaɪs/

A feature in a text

which provides

cohesion, e.g. use

of topic-related

vocabulary

throughout a text,

of sequencing

words (then, next,

after that etc.), of

referencing words

(pronouns – he,

him, etc.), of

conjunctions

(however,

although)

Example: Cohesive devices are

words and phrases that link ideas in

order like:

and, but, because, in the first place,

however; he/him, it, her, their, and

so on

How to teach: teacher should

make students aware of vocabulary

like synonyms and also the

conjunctions in order to use

cohesive devices to get an

understandable and accuracy

Collocation /ˌkɒl.əˈkeɪ.ʃən/

Words which are regularly used together. The relation between the words may be grammatical, for example when certain verbs/adjectives collocate with particular prepositions or when a verb like make or do collocates with a noun.

Example: In English we have

collocations like I “do homework”

not “make homework”, so “do”

collocates with “homework”

How to teach: Words are learned

in groups, not in isolation. So we

have to provide a list of collocations

like

Do exercises

Good at

Look at

Colloquial /kəˈloʊ·kwi·əl/

Language

normally used in

informal

conversation but

not in formal

speech or writing,

e.g. Give Gran a

ring, OK?

Example: when we are talking with

friends we use informal language

which is called colloquial language

How to teach: colloquial language

should teach in classes through role

plays because students can use

their language without formalism.

Compound /ˈkɑm·pɑʊnd/

Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning,

e.g. assistant office manager, long-legged.

Example: compound is a group of words that have one meaning

Foot + ball = football

How to teach: We can give a list of compound words and ask students to divide the words into a T- chart

Firework Fire work

So students will get the idea of the origin of the words

Conjunction /kənˈdʒʌŋk·ʃən/

A conjunction (or connector) is used to connect words, phrases, clauses or sentences, e.g.

Example: We use conjunctions to connect ideas, words or sentences.

conjunction

I like sports but I don’t like soccer because it’s too boring for me.

How to teach: I would give a list of conjunctions and their functions like with and join similar ideas, but to show a contrast and give some sentences so, students will choose from the list conjunctions and join the sentences and check

Context /ˈkɒn.tekst/

The situation in

which language

is used or

presented.

Example: The context of class is

that teacher needs to take into

account the level of understanding

of students, their needs and which

language he/she has to use.

How to teach: We can teach

context using role plays because

we can give different situations to

the groups and at the end recognize

which contexts were developed

during the presentations

Contraction /kənˈtræk·ʃən/

A shorter form of a group of words, which usually occurs in auxiliary verbs, e.g. you have = you’ve; it is = it’s.

Example: I use contractions at the

moment of speaking to sound like a

native speaker.

I don’t like pizza Instead of I do not like

pizza

How to teach: this should be taught to

intermediate level because beginner

can get confused. Use dialogues with

contractions would provide students a

right pronunciation and also get

accustomed to them obviously we

need to clarify that it is for informal

writing and speaking.

Contrastive stress /kənˈtrɑː.stɪv//stres/

is used to

express an

unusual or

emphatic

meaning in a

sentence. It

involves

stressing the

important word

according to the

different

meanings.

Example: Contrastive stress expresses an important word in a sentence.

My mom went to buy a HOUSE. In here we are clarifying that she bought a house no a car, no a bicycle, or something else.

How to teach: We can give sentences to the students and they work in pairs the contrastive stress, putting the stress in each word of the sentence, so they can notice the difference when they develop the activity because they have to recognize which word was

Controlled practice/kənˈtrəʊ.ləd//ˈpræk.tɪs/

When learners

use the target

language

repeatedly and

productively in

situations in

which they have

little or no choice

of what

language they

use. The teacher

and learners

focus on

accurate use of

the target

language.

Example: teacher use controlled

practice into the classroom because

when he/she is teaching present

simple students have to use this in

their dialogues, no other structure.

How to teach: at the end of each

grammar structure, teachers can

use dialogues between students

and role plays where students can

use the structure already learned

and use it accurately

Convey meaning /kənˈveɪ/ /ˈmi·nɪŋ/

To express or communicate meaning.

Example: teachers convey

meaning when they present new

words and language L1 to a group

of people from L2.

How to teach: Conveying meaning

is used in class to teach new

language and we need to avoid

translation, instead of that we

should use miming to convey

meaning.

Diphthongs /ˈdɪf.θɒŋ/

A vowel

combination

which is

pronounced by

moving from one

vowel to

another, e.g. / aˆ

/ as in my is

pronounced by

moving from / æ

/to / ˆ /.

Example: We have diphthongs in

many words like in toy or boil where

we have a vowel sound in one

syllable.

How to teach: We can use mini-

charts whit diphthongs focusing on

words with the /ow/ sound and the

/oy/ sound each day. And through

songs we can fill in the chart

Discourse /ˈdɪs.kɔːs/

Spoken or

written language

in texts or

groups of

sentences.

Example: We use Discourse in a

formal communication where we

can express our thoughts

How to teach: We develop

discourse when we use role plays,

debates, dissertation within the

classroom in order to have a formal

discussion about something.

Drill /drɪl/

A technique

teachers use

for

encouraging

learners to

practice

language. It

involves

guided

repetition or

practice.

Example: When we have an script of a role play we have a drillbecause we have a repetition of a dialogue

How to teach: Drills are useful for beginner because we give the drill and they repeat and at the same time they practice pronunciation. We should start with easy drills and easy to understand, with this the student will get accustomed and internalize it.

Emphasis /ˈem.fə.sɪs/

When special

force or attention

is given to a word

or information

because it is

important

Example: Teachers at the end of

the class emphasize that students

have to do the homework for

TOMORROW.

How to teach: it can be taught

through essays or dialogues where

the teacher can highlight a word

and students have to say it with

emphasis when they are talking.

Encourage /ɪnˈkʌr.ɪdʒ/

When a teacher

helps learners to

succeed by

giving them

confidence.

Example: The teacher always

encourages us to talk in front of the

class with out nervous because in

that way we are going to learn and

be self - confident

How to teach: we can encourage

our students through phrases that

make them feel good and without

stress like: “you can do it!”

Error /ˈer.ər/

A mistake that a

learner makes

when trying to

say something

above their level

of language or

language

processing.

Example: when we are in beginner

level we have a lot of errors

because we tried to say something

that we didn’t know because of the

level, but we tried to express that

having errors.

How to teach: Errors are normal in

each level because we never are

going to handle the language

perfectly. But we can try to avoid

that giving a lot of sources and

practice to students to acquire more

False friends /fɔls//frends/

A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners’ first language but does not.

Example: we have false friends between Spanish and English

Embarrassed embarazada

People believe that have the same meaning but it is wrong because embarrassed is to cause shame and embarazada should be translated with pregnant.

How to teach: Teacher has to ask for examples of false friends in order to check that students understand the meaning. And emphasizes on words that they will get confused.

Feature /ˈfi·tʃər/

A feature of something is an interesting or important part or characteristic of it.

Example: We have different

features for each type of sentence.

She plays the piano. The feature

here is that the verb always has an

-s or -es at the end when we have a

third person

How to teach: we always teach

features or characteristics from

every single grammar structures.

Maybe we can have a chart of each

structure to notice the features

Focus on form /ˈfoʊ·kəs/ /ɔn/ /fɔrm/

Paying attention to the words/parts of words that make a language structure or to spelling or pronunciation

Example: When we write essays or

letters even when we talk we are

focus on form in order to have

accuracy.

How to teach: first, teacher

provides grammar structures and

asks students to write a short

paragraph with that structure so

they have to be focus on form

Form /fɔrm/

The form of a grammatical structure is the way it is written or pronounced and the parts which combine to make it

Example: We have different forms

or structures like in present simple

(grammatical structure) is made up

of noun + verb base form (the

form).

How to teach: we can teach the

form dividing the structures of

each tense like in the example

below.

S + V (which form) + C

Students will understand which kind

of form they have to use in each

Formal language /ˈfɔː.məl//ˈlæŋ.ɡwɪdʒ/

Language used

in formal

conversations or

writing.

Example: We use formal language

depending on the person who we

are speaking to. In formal letter or

formal speech, we use formal

structures instead of informal. Like:

Yours sincerely

How to teach: formal language is

taught through letters, speech,

debates where teacher should

provide a list of formal words in

order students use them in the

activities.

Function /ˈfʌŋk·ʃən/

The reason or

purpose for

communication.

Example: The objective of our communication is called function. What is the purpose of it and what we want from the listener. If we ask, suggest, advice, so on

How to teach: By creating a situation the teacher is providing the necessary context students need to use the language for a function. Like giving the social standing relative to the person they are talking to, how well they know the person;who is the listener; and some circumstances of the communication

Gesture /ˈdʒes.tʃər/

A movement

with part of the

body which is

used to convey

meaning.

Example: At the moment of

speaking people use gestures to

express an idea or emphasize a

thought

How to teach: Gestures can be

useful in a conversation and

teacher can develop them in drama,

where students act like someone

else, and they need to use gestures

to convey a meaning. Maybe

something that is not clear, they can

say by gestures

Hesitation /ˌhez.ɪˈteɪ.ʃən/

A pause before

or while doing or

saying

something.

Learners often

hesitate if they

are trying to find

the correct

words to say,

because they

need more time

to think.

Example: Beginners and also

advanced students often hesitate

until find the right word in a

conversation or presentation. We

have pauses like (mmm…, ah… )

How to teach: teachers can

overcome this problem with free

dialogues in the classroom, so

students are going to increase their

vocabulary and when they talk, they

can avoid hesitation because have

the right words.

Highlight /ˈhaɪ.laɪt/

To mark words

on paper, on the

board or on a

computer screen

using a colour or

underlining so

that they are

easier to notice.

Example: During a reading we

need to highlight the main ideas or

details with a color to find easily

those aspects, when it is necessary

How to teach: teacher provides

strategies to highlight the main

ideas, how to identify details. Use

different colors to differentiate

between them

Homonyms /ˈhɑm·əˌnɪm/

A word with the same spelling and pronunciation as another word, but which has a different meaning.

Example: The homonyms can have different meaning but the same spelling and sound, like in:

Fine = I am fine

Fine= I have to pay a fine for taking my book back late

How to teach: Teacher gives a paragraph with homonyms and asks students what is the meaning according to the sentences which are surrounding the word.

Homophones /ˈhɑm·əˌfoʊn/

A word which sounds the same as another word, but has a different meaning or spelling.

Example: the homophones share the same sound but not the spelling and meaning. Like in:

This is the right question

I write a question

How to teach: A tongue twister is an excellent way to practice homophones and notice their meaning. Because students will pronounce the same but the meaning is different so they will get the meaning to understand

Inappropriate /ˌɪn.əˈprəʊ.pri.ət/

Language which

is not suitable in

a particular

situation.

Example: Some students use

inappropriate language when they

talk with their teachers, because

they use informal vocabulary as if

they talk with friends.

How to teach: Teacher should

provide different situations in a

conversation or in a role play, so

teachers can correct the

inappropriate language in a

situation that is formal or vice versa.

Infer attitude /ɪnˈfɜːr/ /ˈæt.ɪ.tjuːd/

To decide how a

writer or speaker

feels about

something from

the way that

they speak or

write, rather than

from what they

openly say.

Example: When we read a book, a

poem or something written, we as

readers need to infer writer’s

attitude, to understand what he/she

tries to say through his/her writing

How to teach: teachers help

students to infer attitude through

readings exercises. In the pre

reading from the topic, then with

questions and after socialize the

answers to get more information

about writer’s attitude

Informal Language/ɪnˈfɔː.məl//ˈlæŋ.ɡwɪdʒ/

Language used

in informal

conversations or

writing.

Example: When we are with friends

we use informal language, maybe

contractions, no formal expressions

like hi!, What’s up?

How to teach: Teacher would use

informal language in drama with an

informal situation and students will

use some expressions that are

according to the situation.

Interaction /ˌɪn.təˈræk.ʃən/

Interaction is ‘two-

way

communication’

between listener

and speaker, or

reader and text.

Interactive

strategies are the

means used,

especially in

speaking, to keep

people involved

and interested in

what is said or to

keep

communication

going.

Example: When a couple have a conversation and both have the same opportunity to talk, they have an interaction because exchange ideas mutually

How to teach: The best way to practice interaction is in dialogues where teacher provides the topic and a number of sentences that each student has to say in order to have a fluent conversation with the same amount of participation

Interaction patterns/ˌɪn.təˈræk.ʃən/ /ˈpæt.ən/

The different

ways learners

and the teacher

work together in

class, e.g.

learner to

learner, in pairs

or groups or

teacher to

learner, in open

class, in plenary.

When teachers

plan lessons,

they think about

interaction

patterns and

write them on

their plan.

Example: We have different

interaction patterns within the class,

like when we work in groups, in

pairs, directly with the teacher.

There we have the patterns where

we practice interaction.

How to teach: Teacher can have in

their classes different interaction

patterns according the activity,

between students if it is a

discussion , between teacher and

students if there is an interview.

Jumbled picture/ˈdʒʌm.bl̩d/ /ˈpɪk.tʃər/

A series of

pictures that are

not in the correct

order. The

learners put the

pictures into the

correct order.

Example: In the warm up activity

teacher gave us a jumbled picture

and we have to join them in the

correct order.

How to teach: Teacher should use

this technique when they want to

present a story. They can introduce

the story with jumbled pictures and

students have to guess and order

them as they want and then check

through the written part.

Layouts /ˈleɪ.aʊt/

The way in

which a text is

organized and

presented on a

page. Certain

texts have

special layouts.

Example: When we want to write

an essay, first we have to develop

the layouts in order to know what

we are going to write and the

structure.

How to teach: Through the writing

process teacher can explain how

students should organize their ideas

within the writing part and also

present some structures like in

letters in order to have a great

layout of the work and then have

Lead-in /ˈliːd.ɪn/

The activity or

activities used to

prepare learners

to work on a

text, topic or

main task. A

lead-in often

includes an

introduction to

the topic of the

text or main task

and possibly

study of some

new key

language

required for the

text or main

task.

Example: At the beginning of the

class we have the lead-in part,

where teacher presents an idea of a

new topic through examples.

How to teach: Teacher can use

lead-in to present the topic implicit

or explicit. Maybe he/she can start

with an example in an implicit way

and then realize the grammar

structure or maybe give the

structure of grammar and then the

examples.

Lexical set /ˈlek.sɪ.kəl/ /set/

A group of words or phrases that are about the same content topic or subject.

Example: From a big topic as

family we can have a lexical set like

brother, sister, son, etc., that are

part of the subject.

How to teach: Teacher can provide

a worksheet where in one side they

have different topics and in the

other side words and phrases about

the same topic and students have

to get all the words together with

the topic and students will

recognize the lexical set.

Monitor /ˈmɒn.ɪ.tər/

To watch over

learners in order

to make sure

that they are

doing what they

have been

asked to do, and

help them if they

are having

problems.

Example: While we are doing an

activity in the classroom, the

teacher is monitoring it and if we

have a question she/he helps us.

How to teach: Teacher always

have to monitor the class activities

in order to check if students are

doing what they supposed to do

and also to provide help. So

students work independently but the

teacher monitors that.

Narrating /nəˈreɪtŋ/

Stories and

things that have

happened.

Example: The teacher narrates an

story that happened to her in the

childhood

How to teach: Teacher brings to

the class different stories and give

them to the students, so they have

to read and past to the from and

narrate the story in few lines.

Neutral /ˈnjuː.trəl/

A style of

speaking or

writing that is

neither formal

nor informal, but

in between. It is

appropriate for

most situations.

Example: We use neutral language

when we don’t know about the

listener or reader language, so we

use a neutral to be understood.

How to teach: To develop this

teacher gives students a reading

with neutral language and students

highlight with different colors the

expressions in order to check which

is for formal and for informal and

how they are combined in the

reading.

Oral fluency /ˈɔː.rəl/ /ˈfluːən.si:/

Being able to

speak using

connected

speech at a

natural speed

with little

hesitation,

repetition or self-

correction. In

spoken fluency

activities,

learners typically

give attention to

the

communication

of meaning,

rather than

trying to be

corrected.

Example: A native speaker has oral

fluency and students can develop

this with a lot of practice and self-

confident.

How to teach: teacher develops

oral fluency in students when gives

the opportunity when it is possible.

With debates, dialogues, role plays,

those will engage students to speak

as much as possible.

Pace /peɪs/

The speed of the

lesson. A

teacher can vary

the pace in a

lesson by

planning

different

activities in order

to keep the

learners’

attention.

Example: Pace during a lesson is

important because is the time

teacher gives to each activity

How to teach: Teacher uses pacing

in favor to know how the class is

going to be developed. Pace

different activities controlled

learners' attention, so teacher can

asks students to develop a lesson

plan to check if they can pace

activities.

Paraphrase /ˈpær.ə.freɪz/

To say or write

something that

has been read

or heard using

different words.

Paraphrase can

also be used to

describe what a

learner does if

she/he is not

sure of the exact

language they

need to use.

Example: When we write a thesis,

we have to research some

information and paraphrase it in our

own words to no do plagiarism

How to teach: Teacher gives

students short readings and asks

them to read, then asks to

paraphrase the reading in their

words, and checks if they

understood the idea.

Phoneme /ˈfəʊ.niːm/

The smallest

sound unit which

can make a

difference to

meaning

Example: A word has different

phonemes and this smallest unit

help us to distinguish meaning.

/t/ in tip, /d/ in dip.

How to teach: Teachers should

allow students to “break up” words

by clapping or tapping out their

syllables. In fact students will notice

the difference between phonemes.

Prediction /prɪˈdɪk.ʃən/

A technique or learning strategy learners can use to help with listening or reading. Learners think about the topic before they read or listen. They try to imagine what the topic will be or what they are going to read about or listen to, using clues like headlines or pictures accompanying the text or their general knowledge about the text type or topic.

Example: Teacher presented the

topic of the reading and we had to

predict about what was going to

happen in the story

How to teach: Teacher presents a

group of pictures or write on the

board the topic and asks students

to predict what is going to happen in

the story.

Productive skill /prəˈdʌk.tɪv/ /skɪl/

When learners

produce

language.

Speaking and

writing are

productive skills.

Example: all the output that

students have are part of their

productive skills like speaking and

writing, where they put their

thoughts.

How to teach: the productive skills

is useful for teachers because they

know if students understood the

language through their output.

Asking them to write o say a topic

that they like, teacher will observe if

they have a good output of the

Recall /rɪˈkɔl/

To remember, bring something back into the mind.

Example: when students forget

something we recall the information

through pictures, questions and

example.

How to teach: teachers use recall

in order to re take a topic that was

already learned and need to be

refresh in students’ mind, it is a

good strategy because students

reinforce their knowledge and don’t

forget it.

Receptive skill /rɪˈsep.tɪv//skɪl/

When learners

do not have to

produce

language;

listening and

reading are

receptive skills.

Example: when people read or

listen use receptive skills because

just receive a lot of input without the

necessity of producing language

How to teach: we develop this

receptive skill through listening and

reading. So teachers provides all

the input through songs, books,

novels because students will

receive all the information.

Register /ˈredʒ.ɪ.stər/

The formality or

informality of the

language used in

a particular

situation. Formal

register or

language is that

used in serious or

important

situations.

Informal register

or language is

that used in

relaxed or friendly

situations.

Register may

also refer to

language which is

specific to a

particular group.

Example: we use different registers

at the moment of speaking

depending on who is the person we

talk to, maybe a friend or our boss.

How to teach: we can give

students different topics and

different situations and they have to

use the appropriate register in the

role play. So they will recognize if

they use formal or informal words.

Rhythm /ˈrɪð·əm/

The rhythm of

speech is the

way that some

words in a

sentence are

emphasized or

stressed to

produce a

regular pattern.

Example: the rhythm shows us

which words are emphasized to get

the idea from the sentence

If I were YOU, I would buy the

HOUSE.

How to teach: We can use patterns

to teach rhythm because students

can socialize the pattern and know

where they use the rhythm.

Sentence stress /ˈsen·təns//stres/

Refers to the

way some words

in a sentence

are stressed. In

English these

are usually the

information-

carrying words.

Stress can

therefore be

used to show

meaning, to

emphasize a

particular point

or feeling.

Example: When we say a sentence

we use sentence stress to

emphasize a word which is

important and we want that the

listener knows.

I love my mom

How to teach: teacher has to

present different sentences and

highlight a word in each one and

asks students to say a loud them

stressing the word in bold.

Silent period /ˈsaɪ.lənt/ /ˈpɪə.ri.əd/

The time when

learners who are

beginning to

learn a first (or

second)

language prefer

to listen (or

read) before

producing the

language.

Example: it occurs to each person

because it is when we learn to

produce our own or new language,

here we have the silent period to

get or acquire the language as

much as possible.

How to teach: teachers can use

this silent period in order to provide

all the input that an student should

have at the moment of the

production.

Syllable /ˈsɪl·ə·bəl/

A part of a word

that usually

contains a single

vowel sound.

Example: we find syllables in each

word like in

umbrella = um/brell/a = 3 syllables

How to teach: this is taught

through the speaking part and use

applauses at the moment of diving

the word in sound because students

will get the idea of the from the

sound that they produce with the

clap. It helps students to recognize

syllables.

Turn taking /tɜːn/ /teɪkiŋ/

Speaking and

then allowing

another person

to speak in reply

is called turn-

taking’.

Example: During a conversation we

have turn taking because when

someone talks the other listen and

answer and continuing the

conversation.

How to teach: turn taking can be

used in a role play where students

just need to listen to provide an

answer and vice versa. So students

realize of turn taking into a

conversation

Utterance /ˈʌt.ər.əns/

A complete unit

of speech in

spoken

language. An

utterance can be

shorter than a

sentence.

Example: A dialogue is formed by

meaningful utterances and

sentences. How are you?

Fine. Thank you.

How to teach: Teacher enters to

the classroom and says “good

morning”, then explains that this

phrase is an utterance, then asks

students to write a dialogue to

including utterances they often use.

Version /ˈvɜː.ʃən/

A particular form

of something in

which some

details are

different from an

earlier or later

form of it.

Example: Sometimes a written text

has different versions because I

each one can have different

vocabulary, details and grammar

structures due to their readership.

How to teach: teacher can give a

text to students and asks them to

rewrite it in other version providing

some information about the future

readerships and they can use their

own lexicon

Word boundary /wɜrd//ˈbɑʊn·dri/

Where one word ends and the next one begins, especially in connected speech.

Example: the word boundary

occurs when one word ends and

the other begins when the words

bump into each other.

She is playing on the beach.

How to teach: it is learned by

reading a loud, so students can

join the sounds of the end of one

word and the beginning of the

next one.

Word family /wɜrd//ˈfæm·ə·li/

A group of words that come from the same root or base word,

Example: we have word family

when from the same base word we

have different words.

React = reaction, reactivate,

reactivation, reactive,

reactivity

How to teach: we can use

brainstorming and write the base

word and asks students to think

about what words have the same

root

Work out /wɜrk//aʊt/

When learners try

to understand

how and why a

particular piece of

language is used

or how it is

formed. For

example, learners

read a text with

different past

tenses then look

at the example

sentences in the

text and work out

how the different

tenses are used

and how they are

formed.

Example: When we don’t

understand a word, we see the

words around it and work out on

their meaning.

How to teach: Teacher presents a

paragraph with unknown vocabulary

and then students need to work out

on vocabulary using the context

where they are presented.