UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

TKT PREPARATION COURSE

Cristina Tamayo

9th “B”

GLOSSARY

The use of correct

forms of grammar,

vocabulary, spelling

and pronunciation.

Accuracy

/ˈækjʊrəsɪ/

I will tell my Ss' that when they speak correct

their accuracy is correct too.

I will spend my money in a beautiful cellphone. “Is accurately correct”

Language which is

suitable in a particular

situation.

Appropriacy

/əˈprəʊprɪəsɪ/

I will tell them that are similar to the levels of

formality.

Your greeting for Mr. Wilson didn’t show appropriacy

Written or spoken

texts which a first

language

Authentic material

/ɔːˈθɛntɪk/ /məˈtɪərɪəl/

I’d show them a piece of a newspaper and I’d

tell them that is an authentic material.

Newspapers, radio are examples of authentic materials.

When ideas in a

spoken or writer text

fit together clearly

and smoothly, and so

are logical and make

sense to the listener

or reader. Coherence

/kəʊˈhɪərəns/

I would tell them that is similar to Spanish.

His discourse didn't have coherence. I couldn’t understand.

The way spoken or

written texts are

joined together with

logical grammar or

lexis.

Cohesion

/kəʊˈhiːʒən/

I’d make them to write a sentence and I’d

check cohesion between words.

Her paragraph doesn’t have cohesion.

Long normally used in

informal conversation

but not in formal

speech or writing.

Colloquial

/kəˈləʊkwɪəl/

I would give them some examples of

colloquial expressions.

Give Lucia a ring, OK? It’s colloquial.

Nouns, verbs,

adjectives or

prepositions that are

made up of two or

more words and have

one unit of meaning.

Compound

/ˈkɒm.paʊnd,/

I would write the words on the board, I would

give their individual meaning. After, I would

join the two words making the new meaning.

The assistant office manager did not give her boss the documents on

time. The underlined word is the compound.

The feeling someone

has when they are

sure of their ability to

do something well.

Confidence

/ˈkɒnfɪdəns/

I will make them some activities to see if they

are confident.

Teachers often do activities that help learners to feel more confident

about their own ability.

Or connector is used

to connect words,

phrases, clauses or

sentences.

Conjunction

/kənˈdʒʌŋkʃən/

I will tell them that conjunctions are used to

connect sentences and I would write the

conjunctions.

I like coffee but this time I will drink tea. The underlined word is a

conjunction.

A Word which comes the

main meaning; often

contrasted with function

words which mainly

perform a grammatical

function and carry little

meaning. Content Word

/ˈkɒntɛnt/ /wɜːd/

I would put a sentence, I’d underline them

and I tell them that content words are nouns,

verbs, adjectives or adverbs.

The postman was carrying a very big bag. The underlined words are

content words.

A shorten form of a

group of words, which

usually occurs in

auxiliary verbs.

Contraction

/kənˈtrækʃən/

I would write an example on the board.

You have= you’ve.

When learners use

the target language

repeatedly and

productively in

situations in which

they have little or no

choice of what

language they use. Controlled practice

/kənˈtrəʊld/ /ˈpræktɪs/

I would model an example.

The t' and learners lows on accurate use of target language.

is

Is used regularly by

learners in the class. It

generally contains

grammar, vocabulary,

and skills and follows

a syllabus. Coursebook

/kɔːs bʊk/

I’ll show them the parts of their books

Are coursebook unit is a chapter of a coursebook.

When special force or

attention is given to a

word or information

because it is

important.

Emphasis

/ˈɛmfəsɪs/

I’d write a sentence similar to the example by

underlining the principal word giving an

emphasis.

I want to start the lesson at SIX o’clock not seven o’clock.

Looking at the

strengths or

weaknesses of

someone.

Evaluating

/ɪˈvæljʊˌeɪt ɪŋ/

I’d evaluate my students with quizzes and

exams.

Teachers have to evaluate their students weekly.

When learners listen

to or read language

without being

consciously aware of

it.

Expose

/ɪkˈspəʊz/

Modelling an example or giving synonyms of

the words.

Learners are being exposed to language in the English class.

The expressions on

our faces.

Facial expression

/ˈfeɪʃəl/ /ɪkˈsprɛʃən/

I’d make some kind of faces in order to teach

them the meaning of the word.

Facial expression is an example of body language.

A feature of

something is an

interesting or

important part or

characteristic of it.

Feature

/ˈfiːtʃə/

Take, for example, the sentence I can play

tennis. In connected speech can is

pronounced /kən/- the weak form /ə/ is a

feature of this sentence.

The leaves are an important feature of a tree.

Paying attention to

the words /parts or

words that make a

language structure or

to spelling or

pronunciation. Focus on form

/ˈfəʊkəs/ /ɒn/ /fɔːm/

I would give them a clear example writing i

ton the board.

Teachers need to focus on form of the sentences in order to teach their

students.

The reason or

purpose for

communication.

Function

/ˈfʌŋkʃən/

I would give my students the different ways

of greet, give advice, etc. I will tell them that

those are the different functions of language.

Greeting is a function of language.

A way of teaching

which uses a syllabus

based on functions.

Functional approach

/ˈfʌŋkʃənəl/ /əˈprəʊtʃ/

To give them the concept in English.

This book is based on functional approaches which is really easy for my

Ss'.

An activity in which

learners fill the spaces

or gaps in sentences

or texts.

Gap-fill

/ ɡæp- fɪl/

I’d make them to fill a gap filling activity.

Choose the correct verb, am, is, and are:

-She_____ my best friend. “gap filling activity”

A pause before or

while doing or saying

something.

Hesitation

/hɛzɪˌteɪʃən/

I’d make a spoken example.

Learners often hesitate if they are trying to find the correct word to say,

because they need more time to think.

A group of words that are

used together, in which

the meaning of the whole

word is different from the

meaning of each individual word.

Idiom

/ˈɪdɪəm/

There are lots of idioms and I would print the

most used with a little drawing that reflects

the meaning of the word.

She felt under the weather means that she felt ill.

Studying without a

teacher present or

without the teacher

monitoring and

directing the learning

very closely. Independent study

/ˌɪndɪˈpɛndənt/

/ˈstʌdɪ/

I would tell them that independent study

belongs to them by studying at home and

they have to study by themselves.

Learners could carry out research on a topic using reference resource.

That is independent study.

The different ways

learners and the

teacher work together

in class

Interaction patterns

/ˌɪntərˈækʃən/

/ˈpætəns/

By modeling an example with the Students

Learners to learn, in pairs or groups or teacher to learner, in open class, in

plenary are examples of interaction patterns.

Are the means used,

especially in speaking,

to keep people

involved and

interested in what is

said or to keep

communication going. Interactive strategies

/ˌɪntərˈæktɪv/ /ˈstrætɪdʒɪs/

Modelling an example with the Ss'.

Eye contact, use of gestures, functions are examples of interactive

strategies.

An introduction to the

topic of the text and

activities focusing on key

vocabulary in the text to

pre-teach important

vocabulary, and to

encourage learners to

activate their knowledge

of the world in relation to

the topic.

Introductory activities

/ˌɪntrəˈdʌktərɪ/ /ækˈtɪvɪtɪs/

I’d do some introduction activities when we

are listening or reading something.

Pre-teach vocabulary is one of the introductory activities.

A word or aspect of

language in a piece of

discourse or text,

which is important for

understanding the

text. Key word

/kiː/ /wɜːd/

I’d write a paragraph and I’d underline the

words that are most important, for example

just the verbs or nouns.

You have to underline just the key words of this reading.

Things that are

memorized.

Learn by heart

/lɜːn/ /baɪ/ /hɑːt/

I’d give a synonym and examples of the word.

Model an example.

Ss' need to learn by heart the meaning of some words.

ways

Ways of saying things.

Level of formality

/ˈlɛvəl/ /of/

/fɔːˈmælɪtɪ/

I would give examples of two levels of

formality.

There are two levels of formality, the formal and informal.

Refers to individual

words of sets of

words.

Lexis

/ˈlɛksɪs/

I will give them the concept of lexis and I will

put examples.

I have to get up at 4 a.m. GET UP is the lexis because it has a specific

meaning.

Joining parts of

sentences.

Linking

/lɪŋkɪŋ/

Writing a sentence on the board and

underlying the linking word.

I went shopping them I went to the GYM. The underlined word is linking

word.

Two words with differ

from each other by

only one meaningful

sound or phoneme.

Minimal pair

/ˈmɪnɪməl/ /pɛə/

I’d find some minimal pairs and I’d show them

the differences.

Hit /hɪt/ heat /hiːt/

A clear example of the

target language for

learners to repeat or

write down or save as

a record.

Model

/ˈmɒdəl/

I’d use a model when I'm teaching them with

the inductive approach. I’d write a sentence

to elicit the rule.

If at is focusing on the target language of a lesson, s/he usually chooses a

model sentence which is written on the board.

To watch over

learners in order to

make sure than they

are doing what they

have been asked to

do, and help them if

they are having

problems. Monitor

/ˈmɒnɪtə/

Modeling an example and giving synonyms.

She is walking around the class, 'monitoring the class'

A style of speaking or

writing that is neither

formal nor informal,

but in between. It is

appropriate for more

situations. Neutral

/ˈnjuːtrəl/

I’d speak to them using neutral language not

too formal but neither informal.

My parents and I use neutral language.

To say or write

something that has

been real or heard

using different word.

Paraphrase

/ˈpærəˌfreɪz/

I’d tell them that they have to give their own

meaning of the word without looking in a

dictionary.

To explain the meaning of one word using different language.

A way to categorizing

words according to

their grammatical

function and meaning

e.g noun, verb,

adjective, pronoun,

adverb, preposition,

conjunction. Part of speech

/pɑːt/ /of/ /spiːtʃ/

I would put a sentence and I’d explain that all

of the words are part of speech.

My uncle gave me a present for my birthday. All of the words are part of

speech.

A technique or learning

strategy learners can use

to help with listening or

Reading.

Predicting

I’d tell them that predict is similar to Spanish.

I asked my Ss' to read the topic of the reading and predict what they think

about the reading is about.

A prefix is a letter or

group of letters added

to the beginning of a

word to make a new

word.

Prefix

/ˈpriːfɪks/

I would put just base words and I would teach

them the diff kinds of prefixes.

The explanation was unclear. "UN is the prefix"

To learn language

without studying it,

just by hearing and/or

reading and then

using it.

Pick up

/pɪk/ /ʌp/

I would give them the meaning with an

example.

The learners pick new words up, only recognizing their meaning and then

using it productively.

To read a text in order

to check whether

there are any

mistakes in spelling,

grammar,

punctuation, etc. Proofread

/ˈpruːfˌriːd/

I would tell the Ss' that they have to find

errors in spelling and grammar. So, they will

be doing proofreading.

The Ss' have to find some mistakes in the spelling of some words. I’m

doing proofreading.

The symbols or marks

used to organize

writing information,

clauses, phrases and

sentences to make

the meaning clear. Punctuation

/ˌpʌŋktjʊˈeɪʃən/

I’d write sentences by underlying the symbols

of punctuation and I’d explain them the use

of each one.

Apostrophes, exclamation mark comma, full stop, question mark, speech

marks, are symbols of punctuation.

To read a text in order

to understand most of

what it says or

particular detail.

Reading for detail

/ˈriːdɪŋ/ /fɔː; / /ˈdiːteɪl/

I’d ask them to read and find specific details

of their readings.

I asked my Ss' to read and find some important details.

To read or listen to a

text and understand

the general meaning

of it, without paying

attention to specific

details.

Reading for gist

/ˈriːdɪŋ/ /fɔː; / /dʒɪst/

I’d ask them to read and look for the general

idea of the text.

I’d asked my Ss' to read and look for the general idea of the reading.

When learners do not

have to produce long:

listening and reading

are receptive skills.

Receptive skill

/rɪˈsɛptɪv/ /skɪl/

I will give them the meaning of the word.

I think that reading is the most important receptive skills.

The formality or

informality of the

language used in a

particular situation.

Register

/ˈrɛdʒɪstə/

I will show them the two kinds of situations

by modeling them.

Formal register or long is that used is a serious or important situations e.g.

in a job application. Informal register or language is that used in relaxed or

friendly situations.eg with the family, friends.

The degree to which

something is related

to or useful in a

situation.

Relevant

/ˈrɛlɪvənt/

Providing some examples or putting the word

in a sentence making them to guess the

meaning of the word in context.

Mathematics is relevant in the high school.

To ask someone

politely to do

something.

Request

/rɪˈkwɛst/

I would give my Ss' the different ways of

requesting and each day we’d practice them.

Please could you open the window?

The /ə/ sound is

called the schwa. It is

a feature of many

weak forms.

Schwa/ə/

/ʃwɑː/

I’d elicit some words that use the schwa

sound and making them to repeat the word.

I can play tennis. The word can is phonetically written /kən/.

When learners correct

language mistakes

they have made,

perhaps with some

help from the

teacher. Self-correction

/sɛlf- kəˈrɛkʃən/

I would correct them asking them to have a

mistake intentionally.

I are a student. Sorry says the Ss' I am a student.

Refers to the way

some words in a

sentence are stressed.

In English these are

usually the

information-carrying

word. Sentence stress

/ˈsɛntəns/ /strɛs/

I’d write a sentence for showing them that I

am putting emphasis the main part of the

sentence.

In the sentence it was a lovely evening, and the temperature was perfect,

the main stress, when spoken. The underlined words have the stress.

Each of the four

language skills can be

divided into smaller

subskills ‘that are all

part of the main skill.

E.g. identifying text

organization (reading) Subskill

/sʌb skɪl/

I would explain them the meaning of subskill

and I’d teach them the subskills of reading or

example.

Identifying text organization (reading)

A suffix is a letter or

group of letters added

at the end of a word

to make a new word.

Suffix

/ˈsʌfɪks/

I will put the base words and I would teach

them the different kinds of suffixes.

Goodness is a gift that some people have. “NESS is the suffix"

To take out the main

point of a long text,

and rewrite or retell

them in a short, clear

way.

Summarize

/ˈsʌməˌraɪz/

I would make them to take out the main ideas

of some readings and I would teach them

different ways of summarizing.

The Ss' are summarizing the story.

An activity that

learners complete

Task

/tɑːsk/

I’d provide synonyms.

Problem-solving act or information-gap act are tasks.

The way a text is

organized.

Text structure

/tɛkst/ /ˈstrʌktʃə/

I’ll introduce how to write a letter for

example and I’d show them the text

structure.

An essay typically has an introduction, a main section and a conclusion.

Text that have specific

features, e.g. layout,

use of long, that make

them part of a

recognizable type of

text. Text type

/tɛkst/ /taɪp/

I’d make them to write a letter and I’d explain

them that that it is a text type.

Letters, e-mails, news reports are examples of text types.

A sentence that gives

the main point or

subject of a

paragraph. This is

usually the opening

sentence in a

paragraph. Topic sentence

/ˈtɒpɪk/ /ˈsɛntəns/

I’d teach them the parts of a paragraph and I

would explain them how to create the topic

sentence.

I need to find a good topic sentence for my essay.

English is spoken as a

first or second language in

many countries around the

world, but the English

spoken may be slightly or

significantly different in

each country or in different parts of one

country. Variety of English

/vəˈraɪɪtɪ/ /of/

/ˈɪŋɡlɪʃ/

I will make them hear a short dialogue in the

U.S and U, K language.

A variety of English could be the spoken in the U.K.

To produce a voiced

sound, the voiced is

used.

Voiced sound

/vɔɪst/ /saʊnd/

I’d put on the board the voiced sounds and i[d

make them to repeat.

/b/ in bad, /d/ in dentist. Movement and vibration can be felt on the

throat.

Is the pronunciation

of a syllable with

more force or

emphasis than the

surrounding syllables

which are said to be

stressed. Word stress

/wɜːd/ /strɛs/

I’d write some stressed words giving them the

pronunciation and the phonetic transcription.

Umbrella /ʌmˈbrɛlə/