UNIVERSIDAD TÉCNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y EDUCACIÓN

CARRERA DE IDIOMAS

NAME: GLORIA LOOR RISCO9TH SEMESTER “A”

Dra. Wilma Suárez

OBJECTIVE

This is a helpful material will help students to study words that refers in each unit , with meaning, examples, pictures and the best way of how to understand it .

TKT UNIT 1

GRAMMAR

Adverbs  /ˈæd·vɜrb/

A To say more about how, when, where, etc. something happens by adding information to adjectives, verbs, other adverbs or sentence.

Functions of an Adverb:Adverbs typically add information about time (rarely, frequently, tomorrow), manner (slowly, quickly, willingly), or place (here, there, everywhere) in addition to a wide range of other meanings.

Forms of an Adverb:Many adverbs--especially adverbs of manner--are formed from adjectives by the addition of the ending -ly (easily, dependably). But many common adverbs (just, still, almost, not) do not end in -ly, and not all words that end in -ly (friendly,

Eg. She is very friendly in the University.

Tips in the Classroom

Is important to play a game with this topic. Using cards with the adverbs of frequency never, sometimes, often, usually,, then stick on the corner of the classroom, explain the activity to the students, They to stand up and come forward to the cards that answer the question like “How often do you get up I 6 o’clock?” “How often do you come to school by bike?” “How often do you play computer games after school?” they need to look for the adverb that identify the answer fro themAfter they stood in front of the right adverb.

Adject ive æ d · k · t v /ˈ ʒ ɪ ɪ FA S T

To describe or give more information about a noun, pronoun or part of sentence.

Recognizing adjectives based on their form: My car is new than the other car

An adjective also compares two things. When two nouns are being compared the adjective has the suffix `–er` as in ` That boy is taller than his friend` and `This table is smaller than the other`.

If the adjective has more than two syllables then it has `more` prefixing it. For example, ` He is more intelligent than his friend`. We can thus recognize the comparative by these two affixes. When more than two nouns are being compared then the adjective takes the suffix `-est`, or, the prefix `most`, as in: ` He is the tallest boy in the class` and `This girl is the most beautiful of all`.

So, we can also recognize the superlative form by these two affixes as well as by the definite article, `the`, preceding the adjective. [The definite article shows things which are unique as does the superlative form].When the positive form is used we usually find the indefinite articles before the noun, as in: `There is a big book on the table` and `There is an old elephant in the zoo`.

So, we can recognize the positive and superlative forms by the presence of the indefinite or, definite article before them.

Tips the classroomLearners need to understand the rules that an adjective has, this means the way to focus on whether adjectives are gradable or not. It may not necessarily be useful for learners to spend time separating adjectives into gradable and non-gradable, as this will not immediately help them use adjectives correctly.

A

Affix A / F K S / Əˈ ɪ

A f f i x e s a r e g r o u p s o f l e t t e r s t h a t a r e a d d e d t o t h e b e g i n n i n g o r t h e e n d o f w o r d s t o m a k e n e w w o r d s . P r e f i x e s g o a t t h e b e g i n n i n g o f w o r d s a n d o f t e n c h a n g e m e a n i n g , w h i l s t s u f f i x e s g o a t t h e e n d o f w o r d s a n d o f t e n c h a n g e t h e k i n d o f w o r d ( e . G . F r o m v e r b t o n o u n , o r n o u n t o a d j e c t i v e e t c . ) .

E g :

I can´t drive my new bycicle.

In the classroom

Tips in the classroom

It is very important to teach affixation as it helps learners guess the meaning of new words they find,

and construct new forms successfully. Word guessing games can help develop awareness.

bi ……..bicycle

Conjuctions C /kənˈdʒʌŋk·ʃən/

To join words , sentences or part of sentences . A word such as "and," "but," "because," or "although" that connects words, phrases, and clauses in a sentence.

Clasification:

Reason, addition, contrast, time, condition, purpose and result.

Example“I wanted to go to the supermarket but my husband said no, and  I decide to go alone.”

Tips In the classroomTeaching conjunctions is problematic for learners because of how they connect with other words, for example ‘in spite of...' , ‘however..' and ‘although' mean the same thing but are used differently. Fpor that reason is important that they recognize conjunctions accurately by identifying and analyzing examples in texts. ( highlighted techniques IS HELPFUL ), because they are more familiar in the context.

Determiner : Noun  [C]  ( /d t r·m ·n r/ɪˈ ɜ ə ə )

DIs used to make clear which noun is referred to ,or give information about quantity, and includes words such as: the, a, this , that , my some.A word that is used before a noun to show which particular example of the noun you are referring to: In the phrase .

“My Alphabet book ”

the word “my” is a determiner.

In the classroom

Determiners are words that introduces a NOUN and provide some information about it (but do NOT describe it): example The ball, His son, five cats, more cars. For teachers is important to use Realia in the class as a good way to demonstrate determiners such as ‘this' and ‘that', for example by asking learners where is the object (near or far) singular or plural.

E

To show a (strong ) feeling- specially in informal spoken. Feelings of doubt or pain likes ( ow and er)

Example:

Ouch, That really hurts!

This word express pain.

Tips in the classroom

Teacher can use the different expresións using the exclamation words , according the correct intonation and feelings , for example , for pain ouch, for surprise wow, etc.

Exclamation noun (c) /ek·skl me · n/ əˈ ɪ ʃə

Preposition noun [C] P / prep· z · n/ ˌ əˈ ɪʃ ə

To show the relationship between a noun, phrase or pronoun and another Word or phrase.Clasification :Time, place, direction , contrast, exemplification ( such, like) exception, cause and effect, dependent.Example:

My house is in front of the new park.

Tips in the classrrom

Using physical actions to demonstrate language and bring it to life with the previous revision of the vocabulary. Eg. Where is the board? The board is in front of the students.

P r e f i x N o u n [ C ]/ p r i · f k s / ˈ ɪ

A p r e f i x i s a w o r d p a r t a d d e d t o t h e b e g i n n i n g o f a r o o t w o r d . I t h a s i t s o w n m e a n i n g . A p r e f i x u s u a l l y f o r m s i t s o w n s y l l a b l e .

R u l e :P r e f i x e s f o r m i n g o p p o s i t e s o r a n t o n y m s o f c e r t a i n w o r d s .

E g . U n + f o l d = u n f o l d D i s + l i k e = D i s l i k e T I P S I m + m o r t a l = I m m o r t a l I n + c r e d i b l e = i n c r e d i b l e E x a m p l e :

T h i s c o m p u t e r i s i n c r e d i b l e .

T i p s i n t h e c l a s s r o o m :

T e a c h e r c a n u s e t h e p r e f i x c a r d s t o p l a y B I N G O i n o r d e r t o p r a c t i c e v o c a b u l a r y a n d g i v e f e e d b a c k a b o u t p r e f i x e s .

TKT UNIT 2

LEXIS

Compounds

C /ˈkɑm·pɑʊnd/ 

Nouns that are made from two or more separated words:

Eg:

I like to play basketball every day.

Tips in the classroom:

I consider that Compound words are an excellent way to help learners in order to expand their vocabulary, for example by focusing on one the star-fish word – is the perfect example to join pictures with words - also teacher can write the complete word on the board and students can be encouraged to use dictionaries to check this word .

/ˈkɑm·pɑʊnd/ 

Collocations/ˌkɒl.əˈkeɪ.ʃən/ 

C a word or phrase that is often used with another word or phrase, in a way that sound correct to people who have spoken the language all their lives , but might not be

expected from the meaning:

Eg:

Make a cake‘

is a freer collocation, as there are many words that can be used instead of 'cake'.

Tips in the classroom:

Collocations often have to be memorized; teachers can help learners focus on and remember collocations by exposing them to authentic texts, and by helping students to record collocations in their notebooks.

Students also need to know how to use new vocabulary items, which makes it necessary to know about their collocational field and contexts in which they are used.

Also students need to have an organized vocabulary journal to record collocations. They can organize their journals in different ways: grammatically, by common key word, by topic, etc. They can also make use of tables or spider-grams, which work well with visual learners.

For example, students can record certain collocations under headings such as have/take/do or make in the process or always remember the order way for use those words.

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'’ language but does not.

False friends are words that look or sound the same as words in the learner's first language but in fact are not so, causing the learner to make a mistake. They can be compared with cognates, which are words that are the same in different languages.

Eg. The Spanish word 'sensible' means sensitive in English and the German word 'gift' means poison. Tips In the classroom

When a teacher needs to teach False Friends , he or she needs to concentrate in the new words for students, when they have a question about vocabulary is important to use the word , the meaning and the correct version into the English to Spanish if is the case . Dealing with false cognates can help remove a major source of common mistakes for a group of learners. It is useful for a teacher to be aware of the common false cognates of various L1s and to anticipate problems when looking at materials for lessons.

Homophones H[hom-uh-fohnhones]

A word with the same pronunciation but a different meaning or spelling

Example:

as heir and air.

The air bring the news for people about the new heir.

Tips in n the classroom

Homophones are useful to help learners understand that the relationship between spelling and sound is not consistent in English. Dictations, poems, jokes, and word games such as bingo are all used to practice this area, This kind of activities are helpful for learner and teachers in order to identify, sound, also spelling is another activity for reinforce the learning of this topic.

Homonyms H  / ˈhɑm·əˌnɪms/)

A homonym is a word that has the same sound or spelling as another but a different meaning. Homonyms can be separated into two groups, homographs (same spelling) and homophones (same sound).

Example

There are three kinds [of homonyms]: those that sound and look alike

Bank

A blood bank Bank a place for money,

Eg.

I have an account in that bank, because is very famous in my country.

Tips in the classroom

There are various useful learning opportunities associated with homonyms. For example, learners can better understand the difference between English spelling and pronunciation by looking at homophones, and homonyms can be a good way of showing the usefulness of phonemic script.

Idioms I[id-ee-uh m] 

Are kind of fixed expression as they can´t be changed but their meaning is usually different from the combination of the meaning of the individual words they contain (eg, to be under the weather)

Eg.

Example 'I lost my head completely' as an idiom means 'I am very angry', whilst literally it means something very different.

Tips In the classroom Idioms are very difficult to learn , however ,  authentic material offers a good source for teach in an contextualized idioms way , also as a teacher is important to encourage learners to guess the meaning from context. An interesting exercise in a multi-lingual class is to compare idioms from the one culture to our languages.

Part of speech/ˈpɑrt əv ˈspitʃ/ 

A word in the target language which looks or sounds as if it has same meaning as a similar word in the learners 'first language but does not. Eg, in French “librairie” is a place where people can buy books, in a Library in English, you don’t buy books but you borrow them instead.

Lift and elevator are a clear example to notice the difference.

I´m waiting for the elevator since 1 hour but this never came.

Stop ! John works . John is working now.

Tips in the classroom:One way to begin studying basic sentence structures is to consider the traditional parts of speech (also called word classes): nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. The parts of speech come in many varieties and may show up just about anywhere in a sentence. To know for sure what part of speech a word is, we have to look not only at the word itself but also at its meaning, position, and use in a sentence. With this introduction teacher can stick flash cards that contain each word…the final result is that students need to organize the correct sentence.

Synonyms s [sin-uh-nim]  

A word having the same or nearly the same meaning as another in the language, as happy, joyful, .Eg.

Martín is thin, I think that he is the most slim in the classroom.

Tips In the classroomTeacher can practice with synonyms with activities such as matching Games with the correct synonyms exercises, when teacher use synonyms and definitions to clarify meaning in a written and spoken text, the class could be more interested to enjoy the topic.

TKT UNIT 3

Phonology

Connected speech  /KƏˈNEK·TɪD/  /SPITƩ/

C Is the spoken language in which all the words join to make a connected stream of sounds. Spoken language as it is used in a continuous sequence, as in normal conversations. There is often a significant difference between the way words are pronounced in isolation and the way they are pronounced in the context of connected speech.

Eg:

For example, the sound /t/ may be deleted between the words 'want to,' making the pronunciation of 'want to' sound like "w nn .' ə ə

I want to be a teacher in my future.

Tips in the classroom

For practice Connected Speech into the classroom I too important the use of Intensive listening activities, these can help raise awareness, as can teaching phonemic symbols to illustrate these features. Modelling and drilling contextualized language can help learners to approximate connected speech. For example

Get on. ( geton ) Not at all. ( notatall ) It´s no joke. ( snow joke)

But you can certainly show them how words link together and what happens to sounds in the stream of speech. You don’t have to be an expert, and you don’t even need to know very much about the technical aspects; you just need to listen to yourself very carefully and notice what is happening in your mouth as you speak.

Intonation/ ˌ ɪn·təˈneɪ·ʃən/

Is the way a speaker changes the level of their voice to show a meaning, they make emphasis to the attitude and express feelings.

Eg:

It's raining, isn't it?

In the clasrrom

A question added to a declarative sentence, usually at the end, to engage the listener, verify that something has been understood, or confirm that an action has occurred. Also known as a question tag.

Common tags include won't you? wasn't it? don't you? haven't you? okay? and right? .Also Drilling is sueful to practice with students, because they listen specific words and they improve their pronunciation.

I

Minimal pairs M/ˈmɪn·ə·məl peər/ 

Two words that differ in only one sound (a phoneme ). Minimal pairs are pairs of words that only have one sound different. Also ‘But' and ‘bat' are a minimal pair. Only the vowel sound is different.

such as hit and hid.

Eg: I can see a sheep in that ship.

Tips in the classroomMinimal pairs are helpful in the classroom , to show the learner how important correct pronunciation of the sound is. Activities to practice minimal pairs include , tongue twisters and drilling works effectively.

Phoneme/ˈfəʊ.niːm/

Smallest One of the smallest units of speech that make one word different from another word. Considered to be the basic distinctive unit speech sound by which morphemes, words, and sentences are represented.

Eg.

Thus /p/ and /b/ are separate phonemes in English because they distinguish such words as pet and bet,

In the classroom

I consider that Phonemes are the basic building blocks of spoken language and the importance that it has in the classroom is too basic. The mean activity in a classroom is to integrate the teaching of pronunciation, dealing with aspects of pronunciation as they come up, the phonetic chart it essential, a phoneme competence that teacher can use is write on the board thwo phonemes , then teacher pronounces a Word and student must to indicate and identify which is the correct phoneme.

RHYTHM R  /ˈrɪð·əm/

The rhythm of speech is the way that some words in a sentence are emphasised or stressed to produce a regular pattern , eg If I were YOU, I´d GO by BUS. The pattern of recurrent strong and weak accents, vocalization and silence, and the distribution and combination of these elements in speech.

Eg.

The curfew tolls the knell of parting day. (poetry)

Tips in the classroom

Teacher can motivate students with a Readers Theater, because in each role, the intonation can have a big variety, according the circumstances that each character has into the scene.

Stress [stres]  S

Emphasis in the form of prominent relative loudness of a syllable or a word as a result of special effort in utterance.

Eg:

We're going to record a record

the two similar words are stressed differently so that the first record is stressed on the second syllable (vowel reduction in the first syllable also assists in helping us to assign stress to the second syllable), whereas the second record is stressed on the first syllable (with vowel reduction in the second syllable).

Tips in the classroom

the best way to use stress, is with a list o words, where student can underline each stress in each word, first, second and the number of syllables, that teacher need to pronounce with clapping , the clapping represents the number of the syllable, and students can identify the stress in each word.

Weak forms W /wik fɔrm/ 

Weak forms are syllable sounds that become unstressed in connected speech and are often then pronounced as a schwa.Example In the sentence below the first 'do' is a weak form and the second is stressed.

What do you want to do this evening?

Tips in the classroom

When in the classroom teacher need to explain about weak ….structural words, such as prepositions, conjunctions, auxiliaries and articles are often pronounced in their weak form, since they do not carry the main content, and are therefore not normally stressed. Also dictations can help in abig way to recognize weak forms in sentences.

Word boundaries W /wɜrd/  /ˈbɑʊn·dri, -də·ri/ 

The beginning and ending of a word.(when a word end the another begins) . In writing, word boundaries are conventionally represented by spaces between words. In speech, word boundaries are determined in various ways.

Eg:

“For days I ran around the house amusing myself with those delicious words.“

Tips in the classroom:

Word boundaries include changes to individual sounds and new sounds being inserted. Learners have to become aware of these changes in order to understand authentic speech, and to help their pronunciation. This is important for students to recognize those patterns.

"I could have sworn I heard on the news that the Chinese were producing new trombones. No, it was neutron bombs.“ This phrase is important at the moment of read, they can notice the word boundaries.

TKT UNIT 4

FUNCTIONS

Colloquial/kəˈloʊ·kwi·əl/ 

Words and expressions informal and conversational , and more suitable for use in speech than in writing.

Catch up ….it is easy

Tips n the classroomTeachers working with multi-lingual groups may find this is an interesting area to explore if there are learners in the class who speak diglossic languages. Learners can explain the different types of language and the roles they have in society and comparisons can be made with English.

Chunks CH  /tʃʌŋk/ 

Chunks are groups of words that can be found together in language. They can be words that always go together, such as fixed collocations, or that commonly do, such as certain grammatical structures that follow rules. A listener or reader uses their knowledge of chunks to help them predict meaning and therefore be able to process language in real time. Chunks include lexical phrases, set phrases, and fixed phrases. Eg.'Utter disaster', 'by the way', 'at the end of the day'

Eg. By the way that I can took this subject, I need to work too.

Tips in the classroom This part of grammar is really important to teach such as idioms, collocations and verb patterns all manages the same way in chunks. Learners can be encouraged to identify and record lexical and grammatical chunks as they find them according examples that they find in their area, zone, countryside, etc.

 /tʃʌŋk/ 

Emphasis E /ˈem·fə·səs/ 

Stress put on certain words in speaking etc.; greater force of voice used in words or parts of words to make them More noticeable. In writing we sometimes underline words to show emphasis.

A traditional term for an intensifier used to give added force or a greater degree of certainty to another word in a sentence or to the sentence as a whole.

(such as certainly, obviously, undoubtedly). Eg. Certainly, this is the worst grade that I had had .

Tips in the classroom

Teacher can use emphasis to teach in the classroom, when students write a paragraph , or read aloud, this help to understand in which part the sentences are the emphasis.

Exponent(ɪKˈSPƏƱNƏNT)

A person or thing that acts as an advocate (of an idea, cause, etc.)

Eg:

Let´s go to the party.

Tips in the classroom In the classroom is necessary to listen and look for the correct information about the message, who is saying the message? In a meaningful content. Listening activities is the perfect tool to identify the exponent in a dialogue.

Appropiacy/əˈprəʊ.pri.ə.si/ 

refers to whether a word is suitable for the context it is being used in. it is an important aspect of language but an extremely complex one, as decisions about how to say things depend on understanding exactly what is right for the context and the culture.

exampleit may be appropriate to say ‘hold on a minute, will you?'

‘could you wait a moment, please?' in another. formal

tips in the classroomwhen teacher make introduction on inappropriate forms in a language they need to take account the formality, for example, learners can identify inappropriate in language in video material such as comedy programmes, is important that student can adapt the appropiacy in their own cultures.

lexis vocabulary[LEK′SIS VOƱˈKÆB·JƏˌLER·I/ 

Individual words or set words …..eg. Homework, whiteboard.

I can´t present my homework on time, this was hard.

Tips in the classroom

Teacher needs to look for the aspects of lexis and vocabulary that are considered during the assessment of IELTS Speaking, which include collocation, connotation, the use of less common vocabulary or expressions, and paraphrasing. Suggestions on how to practice and improve your English language lexis and vocabulary are also provided. In this part a dictionary is important to develop a class with the vocabulary.

Register Rverb  /ˈredʒ·ɪ·stər/ 

The formality or informality of the language used in a particular situation. Formal Register or language is used in serious or important situations eg. In a job apllication or informal situations with friends.

Eg.'Would you mind passing the salt?' is appropriate for a formal situation with strangers, whereas

'Pass me the salt' would be used for a situation where friends are talking.

Tips in the classroom 

Learning is the degree of formality, in a classroom . Teachers often divide functional language into three working categories, formal, neutral and informal. The Role play activity is the best way to practice with different dialogue and characters.

Structures/ˈstrʌk·tʃər/ 

the way that something is built, arranged, or organized, wide range of grammatical patterns together at the same time. (determiner, subject, adjectives, verb etc.)

Tips in the Classroom

Is important that the teacher explain with a sentence example the origin of each part into the structure of the sentences….. ( such as the chart)

TKT UNIT 5

READING

COHERENCE /koʊˈhɪər·əns/ 

Coherence is one of the two qualities that give a written or spoken text unity and purpose. The other is cohesion. Coherence refers to the general sense that a text makes sense through the organisation of its content. In writing, it is provided by a clear and understood structuring of paragraphs and sentences in writing.

Eg. A learner's argument essay is coherent because it has a structure that gives unity and follows an accepted form. It begins with a statement of belief, gives the opposing arguments, refutes these, and summarises in a final paragraph.

Tips in the classroom Coherence helps in written work and extended speaking, such as presentations, that need to be made with an appropriate content. This help students to understand cohesion in writing when they make a paragraph.

Discourse/ˈdɪs·kɔrs, -koʊrs/ 

Spoken or written language in texts or groups of sentences. Discourse is one of the four systems of language, the others being vocabulary, grammar and phonology. Discourse also is any piece of extended language, written or spoken, that has unity and meaning and purpose. One possible way of understanding 'extended' is as language that is more than one sentence.

Eg.Something as short as two phrases in a conversation or as long as an entire extended essay are both examples of discourse and both show various features of discourse.

Tips In the classroom

In classrooms language include various features of cohesion and coherence, discourse markers, paralinguistic features (body language), conventions and ways of taking turns. This is essential to make emphasis in the reading text.

Extensive reading /ɪkˈsten·sɪv /ˈri·dɪŋ/ 

E The reading skill is most often taught by close study of short passages followed by analysis of language.

Extensive Reading involves the intention of enjoying the texts.

Tips in the classroom

Extensive reading is important , because students can read for pleasure, in this situation is a good alternative, magazines, fairy tales, in this kind of reading the motivation give a big approach to get a good conclusion into the reading. Also teacher is the guide to create mini-presentations of the book in the classroom.

Inferring/ɪNˈFɜR/ 

To reach an opinion from available information or facts . Inferring is the technique of finding answers from clues and from prior knowledge rather than directly.

Eg.Learners listen to a discussion between two unidentified speakers and must infer their relationship from what they hear.

Tips In the classroom Inferring is the best technique for student for developing the ability to infer meaning and situation correctly is an important skill, as in many cultures speakers avoid saying something directly by using implication. Teacher can share newspaper and give the opportunity in the classroom that student can choose an article, and practice this technique.

Intensive reading/ɪnˈten·sɪv  /ˈri·dɪŋ/ 

Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.

Eg.The learners read a short text and put events from it into chronological order.

Tips in the classroomFor teacher Intensive reading involves different activities that include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order. Teacher need to be creative , because students using Intensive reading just for studies and not for pleasure, in this case crossword could be effectively for awake the motivation to read.

Layouts\ˈlā-ˌauk t\

The ways in which text is placed on the page. Certain texts have special layouts.

eg.

Letters and news paper articles.

Tips in the classroom

Is important to bring magazines, newspaper, ad other resources that student can read and in groups share the news that they read and identify vocabulary, toughts, and inclusively teacher can organize a debate.

Skill S/skɪl/ s

The four language skills are listening, speaking, Reading and Writing. The ability, coming from one's knowledge, practice, aptitude, etc., to do something well.

Eg:

My skill is in reading, I can read fast and understand everything.

Tips in the classroom

 Skills are the most important factor when student read, because in this way they can develop into a precisely ability such as speaking, reading , writing and listening , this idea of teaching trough different tools, like cds, newspaper, role play and essay are the integrated skills, that help to develop the preference into the classroom.

Prediction P (prɪˈdɪkʃən)

Prediction is an activity learners carry out before reading or listening to a text, where they predict what they are going to hear or read. This gives them a reason to listen or read, as they confirm or reject their predictions.

Eg.Learners are going to listen to a presentation about a journey through Africa. They predict what vocabulary they might hear, and also what kind of emotions the speaker might have felt. They listen to confirm their ideas.

Tips in the classroom Prediction is a valuable phase in listening and reading activities. Also is a tool that teacher can motivate the speaking part at the moment of present a picture, where predictions form an important base for being able to process language in real time, in this stage student give opinion to the topic.

TKT UNIT 6

WRITING

ACCURACY A (ˈæk yər ə si) 

The condition or quality of being true, correct, or exact; precision; exactness. (correct use of languages). Accuracy refers to how correct learners' use of the language system is, including their use of grammar, pronunciation and vocabulary. Accuracy is often compared to fluency when we talk about a learner's level of speaking or writing.

Eg.A learner might be fluent (make their meaning clear) but not accurate (make a lot of mistakes).

Tips in the classroom for teacher the language manipulation activities can help develop accuracy with students . These include controlled practice, drills, the study and application of grammar rules, and activities that help students to 'notice' their own mistakes. Different projects that give the confidence to write about a specific topic in the classroom is perfect for developing accuracy.

Complexity C (kəmˈplɛk sɪ ti) 

The state or quality of being complex ; intricacy: Not simply.

Eg:

For students write essays have a lot of complexity

Tips in the Classroom

This activity help in the classroom to to find the type of sentence, to distinguish the clause, to identify the voice and tense, to change the voice, to identify the sentence pattern and to identify the parts of speech. The use of strong vocabulary, effective thoughts in writing or speaking, situational talk and so on are to decorate or to grade up your idea. Its necessary to motivate students write essays.

Draft D/dræft/ 

A piece of writing or drawing that is done early in the development of a work to help prepare it in its final form. (it will be changed).

Eg.

The learners are at the editing stage of their writing work so spend time identifying problems and correcting them, with the teacher helping.

In the classroom 

This process into writing is helpful for teacher in the way of give confidence to students, because they need to correct mistake , it can take a lot of class time, but the final has a good experience for start to write in a best way.

Editing /ˈed·ət/

to prepare text or film for printing or viewing by correcting mistakes, deciding what will be removed, etc., or to be in charge of what is reported in a newspaper, magazine.

Eg:

He edits the local newspaper, the news are too important at the end of the day.

Tips in the classroom

In process writing, the editing stage is where the writer and peers edit the written work. It comes after the other stages: pre-writing activities, focusing ideas and structuring. This give enough confidence to continue in the process of Writing . This activity can develop in pairs , where the student can make suggestion and give ideas to his or her classmates.

Gap-filling  /ɡæp/ fɪl·ɪŋ/ 

A filling is also a substance put into the space in a tooth where decayed material has been removed . A gap-fill is a practice exercise in which learners have to replace words missing from a text. These words are chosen and removed in order to practice a specific language point. Gap-fill exercises contrast with cloze texts, where words are removed at regular intervals, e.g. every five words.Eg.The first sentence above prepared to practice article use could read '______ gap-fill is ______ practice exercise where ______learners have to replace ______ words which have been removed from ______ text.‘

Tips in the classroom Gap-fills are often used to practice specific language points, for example items of grammar and vocabulary, and features of written texts such as conjunctions. They are common in testing and very used in writing skills.

TEXT TYPES T /tekst tɑɪp/ some types of reading and its purposes.Skimming - running the eyes over quickly, to get the gist

Scanning - looking for a particular piece of information

Extensive reading - longer texts for pleasure and needing global understanding

Intensive reading - shorter texts, extracting specific information, accurate reading for detail.

Tips in the classroom

According to the above mentioned types of reading and its purposes, I would like to know what type of reading do you use for teaching and for studying? I consider that each student has a big necessity to understand.

Subskills /sʌb/ /skɪl/

The language skills of speaking, listening, writing and reading are often divided into sub-skills, which are specific behaviours that language users do in order to be effective in each of the skills.

Eg.

Learners developing the skill of listening need to have the sub-skill of being able to recognize contracted forms in connected speech.

Tips in the classroom Teacher needs to help student in the process of discover the sub-skills focused on are scanning and skimming in reading, organizational and editing skills in writing, recognition of connected speech and understanding gist in listening, and pronunciation and intonation in speaking.

TOPIC SENTENCE The topic sentence is a sentence in a paragraph which shows what the paragraph is about and works as a summary of it. It is often the first sentence of the paragraph.

Eg:

Motivation is one of the key factors that determine the rate and success of attainment.

It provides the main incentive to initiate learning a foreign language and later the determination to persevere and sustain the long and often difficult learning process. Without sufficient motivation, even individuals with the best of abilities cannot accomplish long-term goals. Teachers working in state schools are first and foremost supposed to teach the curriculum, but we cannot ignore the fact that this cannot happen without motivating our learners. In addition, adolescent learners come with their own emotional and psychological baggage and interests making the task of motivating them one of the greatest challenges for teachers.

Tips in the classroom

Teaching learners how to identify topic sentences is a good idea, especially for exams. Learners can be encouraged to highlight the topic sentence in each paragraph as they read. This is a effective extension activity is to then use these as the basis for summary writing that in the future can help to improve new skills.

TKT UNIT 7

LISTENING

Authentic material[aw-then-tik [muh-teer-ee-uh l]  Authentic material refers to posters, flags, magazines, and various materials that help create a English atmosphere for their students.

The authentic material create a good atmosphere with student in the classroom.

Tips in the classroom

When students have a kind of panic at the moment of faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level. This is an unnecessary fear, as using authentic materials can be rewarding and stimulating for both teacher and students. For example magazines, books, etc, that help to students get more familiar with the real material.

Coursebooks[kawrs boo k] 

Help to understand and I find the activities of whole class to do this and prepare a variety of activities for my learners including quizzes and mini-presentations on features of the new material.

The new coursebook was editing by the Principal.

Tips in the Classroom

Teacher use the coursebook as the mean tool, where they can find it interesting at the moment that they start working with any activities, that are established with a model of a variety of activities for learners including quizzes and mini-presentations on features of the new material.

DICTATION[dik-tey-shuh n]

Dictation is a very useful ESL activity that promotes many skills at once:* writing (accuracy: spelling, punctuation) into the * listening* vocabulary* grammar* reading (when students read the text afterwards for correction)* speaking (when T & students discuss the text afterwards)

Tips in the classroom

Teacher needs to use Dictation as a big activity , they read the dictation text through once, at normal speed. The students should only listen. Then teacher read again and they stop after each phrase or meaningful unit. Students write what they hear. For any words they cannot transcribe, they leave a blank.

Gestures[jes-cher] 

A movement with a part of the body eg. Han , head , which is used to convey meaning.

Eg.

My brother said me yes when he moved his head.

Tips in the classroom

Even the smallest gestures have the greatest effect - a fist bump, eye contact with a smile, a congratulatory handshake, etc. Agree?, those of them are used as the code for give feedback, but at the moment of teach with gestures is important to talk about GREETINGS around the world, as the perfect topic for explain this topic.

Hesitation H (ˌhɛz ɪˈteɪ ʃən)  The act of hesitating; a delay due to uncertainty of mind or fear.

Eg.

His hesitation cost him the championship.

Tips in the classroomStudents who like to talk always have something ready to say but the others who are not on the side of speaking about anything, prefer to seem hesitant. There is no need to work on the first group as they are ever eager but how to make the second group as willing as the first group? In this case is necessary to modeling the activity for students.

Puntuaction/ˌpʌŋktjʊˈeɪʃən/

The use of symbols not belonging to the alphabet of a writing system to indicate aspects of the intonation and meaning not otherwise convey in the written language.

Tips in the classroom

Punctuation are indispensable to help a reader to understand exactly what is meant by the written way . There are cases when  the meaning of this or that sentence depends entirely upon its punctuation. Teacher need to be creative in the class, to show different rules for the use of those.

TASKS[task]

A function to be performed; an objective. A usually assigned piece of work often to be finished within a certain time

Eg:

The last task that my teacher gave was awful.

Task increase learners' exposure to natural English through teacher talk and teacher-led tasks exploit text-book material to help structure a task sequence incorporate priming tasks at the Pre-task stage manage a task-planning-report cycle with a language focus in the Planning stage do form-focused study after the task cycle.

Utterances[uht-er-uh ns]

Any speech sequence consisting of one or more words and preceded and followed by silence: it may be coextensive with a sentence.

Eg:

The utterance is, after all, the important part of the act.

Tips in the classroom

Choose any dialogue, for example a dialogue involving someone checking into a hotel. Then You can use your course book for this or any other listening skills book.Tell students that they are going to hear part of a conversation in a hotel or whatever other situation you have chosen. Finally ask them to predict what they think they will hear.

TKT UNIT 8

SPEAKING

CONTRACTIONS

FORMALITY

FEATURES

Interaction /ˌɪn·tərˈæk·ʃən/

The act or process of interacting. Eg.

The interaction permit me feel more relaxed in the classroom.

Tips in the classroom

Teacher can use the Telephone Role play , these role cards present a series of simple situations for pre-intermediate and intermediate-level learners, working in pairs. They could also be used for higher levels, who should be encouraged to elaborate on the conversations and make them more natural.

Meaning M[mee-ning] Is a process that speakers go through to reach a clear understanding of each other.

Eg.Asking for clarification, rephrasing, and confirming what you think you have understood are all strategies for the negotiation of meaning.

Tips in the classroomTeacher can use Information gap activities such as jigsaw readings or listening, group story building, to create communicative skills , also crosswords are examples of activities that give learners the opportunity to develop their communicative competence .

Monitor[mon-i-ter] 

To monitor is to watch and listen to learners while they are doing an activity but not to lead them in the activity. Teachers monitor to find out what problems the learners are having, and to identify the type of errors learners make as they produce language.

Eg.The class break into pairs to practice pronunciation of contracted forms in a short dialogue. The teacher walks around the class monitoring for difficulties and corrects where necessary, then talks to the whole class about common mistakes.

In the classroom Monitoring is an important classroom technique and works best when it is directed at lesson aims. Teachers can take time to explain to learners why they are doing it, and always try to will give feedback on problems.

Oral fluency /ˈɔr·əl, /ˈflu·ən·si/ 

Accuracy and Fluency are two factors which can determine the success of English language students in the future. Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. Accuracy is relative. A child in early primary isn't capable of the same level of accuracy as an adult. Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English. Typical accuracy activities are: grammar presentations, gap-fill exercises frame dialogues. Fluency is the ability to read, speak, or write easily, smoothly.

Eg:

Oral Fluency is the factor of speak with accuracy and fluency .

Tips in the classroom

In order to create a new atmosphere in the classroom , teacher needs to pay more attention to meaning and context and are less concerned with grammatical errors. Typical fluency activities are: role plays , speeches, communicative activities, games . Balancing the accuracy and fluency should be the maın aim of us as the English teachers.

Paraphrase /ˈpær·əˌfreɪz/ 

Paraphrasing is finding another way to say something when you don't know how to say it. Paraphrasing is not only an essential skill for all speakers but also key to learners developing communicative ability beyond their existing knowledge of language.

Eg.

The learner is describing a photograph but he doesn't know the word, so paraphrases by saying ‘an airplane that uses the wind'.

Tips in the classroomOne way to practice paraphrasing is through word games. For example, in a definition game learners have to provide paraphrases, so that others can guess the original word. This can be done in written form in crossword activities as well.

BIBLIOGRAPHY

•http://dictionary.reference.com/

•Tkt Glossary

•Mary Sprat , Allan Pulverness, and Melanie Williams Tkt course 1,2, 3 ,

•http://www.thefreedictionary.com/

•http://dictionary.cambridge.org/dictionary/american-english/