glossaryTKT

1. UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
TKT MODULE
ELEMEMTO 1
PROFESSOR: DRA. WILMA SUAREZ
NAME: LINDA MURILLO FABARA

2. ELEMENT 1
AUTHONOMY
/ɔːˈtɒnəmɪ/
When someone can
do something on his
own.Making
information intern
so they can
remember at a
moment of working
This can be taught by
working by themselves
and doing things on
their own without any
help making the
information clear.
Example:
Individual work or
tasks
group work where
each student have
a task to do.
ACHIEVEMENT
/əˈtʃiːvmənt/
The things a person
arrives to do
specially the things
that had a goal.
This can be done
by students that
set themselves
goals, and help
them achieve.
To learn 5 words
per week.
To be more
fluent.

3. AD VERB
/ɔːˈtɒnəmɪ/
describes or gives
more information
about how, when,
where, or to what
degree etc something
is done.
It is possible to
teach adverbs with
sentences and fill-out
examples ore
even with
flashcards
Example:
He worked quickly and
well.
Quickly
Slowly
Fast
APPROPRIACY
/ɔːˈtɒnəmɪ/
Language which is
suitable in a
particular
situation.
It is possible to
teach appropriacy
in the tense of a
sentence or
adjectives or
nouns
Examples:
An educated form
when we speak to
an student or an
authority
could be to teach
the teacher’s main
aim in a lesson

4. ANALYSIS
/əˈnælɪsɪs/
ADVERB
To examine or think
about something in
detail in order to
understand it or get
to know it better.
.
IT can be taught by
Reading and asking to
think about the moral
of the reading or read
between the lines.
Example:
analyze language:
what the form of the
structure is and why it is
being used in this way in
this situation. Teachers
also analyze learners’
styleor performance.
ANAPHORIC REFERENCE
/ˌænəˈfɒrɪk/
Reference to something
that occurs earlier in
the text; often achieved
through use of
pronouns or lexical
chains
It can be taught in many
sentences so students
can see the repetition
and the anaphoric
reference.
In a book
in a story
in a paragraph
Example:
in the text
‘Singapore is on the
sea. It shares a
border with
Malaysia’, It refers
back to Singapore.

5. ASPECT
/ˈæspɛkt/
A way of looking at verb
forms not purely in relation
to time. Aspect relates to
the type of event and the
way speakers
view events.
This can be taught whether it
is long or short, whether it is
complete or not, whether it is
repetitive or not, whether it is
connected to the time of
speaking or not.
There are two aspects in
English, the
continuous/progressive and
the perfect. The continuous
aspect.
SUMMATIVE ASSESSMENT
/əˈsɛsmənt/
Example:
The tense of a
sentence
The suggests that
something is
happening
temporarily.
In a story
In a sentence
A type of assessment
done at the end of a
course where the
focus is on learners
receiving a grade for
their
work rather than
receiving feedback on
their progress.
In a test
This can be taught
throughout the
whole school year
and then taken at
the end of a period
or end of the year.

6. ASSUMPTIONS
/əˈsʌmpʃən/
Authentic material
When teachers think
about what they believe
their learners will or will
not know or how they
will behave in a
particular
lesson.
.
a teacher can plan to
teach the present
simple using the
context of jobs and
daily routines.
Example:
A teacher may make
the assumption that
learners will know
basic job vocabulary
and so knows s/he
will not need to
spend time in the
lesson presenting
these words.
AUTHENTIC MATERIAL
/məˈtɪərɪəl/
Written or spoken
texts which a first
language speaker
might read or listen
to.
Examples:
newspapers
radio
TV news
A picture
A film
This can be taught in any class using real
material not just made believe things but also
news or realia. The language in the texts is not
adapted or made easier for learners or the
language learning process

7. BRAINSTORM
/ˈbreɪnˌstɔːm/
To think of ideas (usually
quickly) about a topic,
This is often done as a
warm-up also.
Examples:
Pets
Food
Stories
fruits
This can be taught in a
class before any topic or
class with a word in the
middle and the teacher
asks for ideas.
CATAPHORIC REFERENCE
/kəˈtæfərə/
Reference to
something that
occurs later in the
text; often achieved
through use of
pronouns or lexical
chains
This can be taught in
a story or in a book or
pronouns or lexical
chains
That’s what it is – a
nuisance, That
refers forward to
nuisance.

8. CHUNK
/tʃʌŋk/
CLUE
/kluː/
Any pair or group of
words commonly
found together or
near one another,
e.g. phrasal verbs,
idioms, collocations,
fixedexpressions.
Examples:
An apple a day keeps
the doctor away.
May I go to the
bathroom
This can be taught in a
class with flashcards, a
poster or a written
banner.
A piece of
information that
helps someone to
find the answer to a
problem.
Example:
A teacher could give
the first letter of
a word she is trying
to elicit as a clue to
learners to help
them find the word.
This can be taught
with a game or a
story when they
have to guess a
character.

9. COHERENCE
/kəʊˈhɪərəns/
COLLOCATION
/ˌkɒləˈkeɪʃən/
When ideas in a spoken
or written text fit
together clearly and
smoothly, and so are
logical and make sense
to the
listenerorreader.
Words which are regularly
used together. The
relation between the
words may be
grammatical, for example
when
certain verbs/adjectives
collocate with particular
prepositions, e.g. depend
on, good at or when a
verb like make or do
collocates with a noun
This can be taught by
a writing or a story, a
game ore even jigsaw
Reading.
Example:
Stories
Plays
Reading
Writings
Example: do the
shopping, make a
plan. Collocations
may also be lexical
when two content
words
are regularly used
together, e.g. We
went the wrong way
NOT We went the
incorrect way.
This can be taught by writing or
making sentences or through
flashcards with the parts of the speech.

10. COMMUNICATIVE ACTIVITY
/kəˈmjuːnɪkətɪv//ækˈtɪvɪtɪ/
A classroom activity
in which learners
need to talk or write
to one another to
complete the activity.
Many activities can be
considered
communicative ant
they can be taught by
writing, Reading
listening or speaking.
Example:
Stories
Plays
Reading
Writtings
CONCRETE
/ˈkɒnkriːt/
Relating to real or
specific ideas or
concepts. Lexis can be
concrete, e.g. words for
real objects like clothes,
food,
animals that can be
seen or touched, or
abstract. See abstract.
Examples:
The class
People
Tables
Books
electronics
This can be taught
with realia, with many
real things that can be
found in the
classroom.

11. CONNECTED SPEECH
/kəˈnɛktɪd//spiːtʃ/
Example:
Sentences
Phases
Paragraphs
Spoken language in which
the words join to form a
connected stream of
sounds. In connected
speech some sounds
in words may be left out
or may be pronounced in
a weak way, e.g. Is he
busy " / ˆziÄbˆziÄ /. See
linking, weak
This can be taught by
making comparison
with other objects to
things, in flashcards
or sentences.
This can be taught
though a class of
sentences and tenses.
CONTRAST
(kənˈtrɑːst)
To compare the
differences
between two
things.
Examples:
Comparatives
Superlatives
My friend Maria is
bigger tan my
friend Cristina

12. CONFIDENCE
/ˈkɒnfɪdəns/
What makes
someone to be
sure of something
in this case know
the language.
This can be taught
by making students
interact with each
other and to make
them pass to the
front.
Examples:
Role-plays
Group-work
Retell a story
CONTEXT
/ˈkɒntɛkst/
Situation where
language or a
word is
presented or
used.
This can be taught
by making different
types of sentences
with the same Word
in a different
meaning.
Example:
Show me a
hand.
The show is
going to start.
You are a show-off

13. CONJUCTION
/kəˈnɛkʃən/
DETERMINER
/dɪˈtɜːmɪnə/
A conjunction or a
connector is used to
connect words, phrases,
clauses or sentences.
This can be taught by
making examples
through sentences.
Example:
I don´t like
that book
however I read
it anyway.
It is used to make
clear which noun is
referred to; or to
give information
about quantity
Examples: the, a
this, that, my, etc.
The cat is black.
The chair there is
mine.
This can be taught by
sentences or
flashcards.

14. CONVEY MEANING
/kənˈveɪ/
To express or
communicate
meaning.
This can be taught by
teachers when they
focus on conveying
meaning when they
present new
language new
grammar or new
topics.
Examples:
conversation
Homework
Instructions
CUE CARD, PROMPT CARD
/prɒmpt/
A card on which there is/are
(a) word(s) or picture(s) to
prompt or encourage
learners to produce
particular language,
often during a controlled
practice activity.
This can be taught by a drill,
or by the teacher presenting
I like + ing / I don’t like + ing
could have a
number of picture cue cards
with different activities
(swimming, reading etc).
Learners have to respond to
the cue.
Examples:
A dril
A repetition
A verb
A noun
Or any part of
the verb

15. COLLOQUIAL
/kəˈləʊkwɪəl/
Language normally used in
informal conversation but
not in formal speech or
writing.
Example:
Give Gran a
ring, OK?
This can be taught by a
dialogue in a movie or
a real informal
conversation.
DETAIL
/ˈdiːteɪl/
The important
information about a
character to listen to or
read a text in order to
understand most of what
it says or particular
details.
This can be taught by
Reading a book and
listening for specific
information that is
needed.
Example:
The cat had a
fríen what was
its name?

16. DEDUCE MEANING FROM
Example:
I drove my van to the
town centre and
parked it in the
central car park. Van
must be some kind of
vehicle because
youdrive it and park
it.
CONTEXT
/dɪˈdjuːs/
To guess the meaning of
an unknown word by
using the information in
a situation and/or
around the word to
help.
This can be taught
by Reading a book a
story or a paragraph
as part of the
reading.
DIRECT SPEECH
/dɪˈrɛkt; daɪ-/
The actual words
someone says.
Example:
He said, ‘My name is
Ron.’, ‘What do you
mean, Sue?’, asked
Peter.
This can be thaught by
a direct conversation
and taking turns on
saying things to each
other.

17. DISCOURSE MARKER
(ˈdɪskɔːs; dɪsˈkɔːs)
A word or phrase
that signals the
function of the
information that
will follow/has
just been given.
This can be
taught by
making a debate
or preparing a
speech.
Example: ‘She was
interested in many
subjects, for example, food
technology.’ ‘for example’
signals that an
example will follow. In the
sentence ‘By the way,
they’ve become good
friends.’ ‘by the way’
signals that the
remark gives additional
information not wholly
coherent with previous
information.
FOCUS ON FORM
/ˈfəʊkəs/
Example:
Essays
Paragraph
Stories
Paying attention to
the words/ parts of
words that make a
language structure
or to spelling or
pronunciation.
This can be taught by
making phases or
stories essays.

18. PHONEME
/ˈfəʊniːm/
Example: /p/ in
pan, /b/ in ban
Phonetic Alphabet
or IPA), e.g. / dÅktW
/– doctor.Phonemic
transcription is used
in
dictionaries to show
pronunciation. See
phonemic chart.
The smallest sound
unit which can make a
difference to meaning
. Phonemes have their
own
symbols (phonemic
symbols), each of
which represents one
sound. Words can be
presented in
phonemic script.
This can be taught in a class of
phonology and with the chart.
REGISTER
/ˈrɛdʒɪstə/
This can be taught
by using different
types of
conversations.
in a job application.
Informal register or
language is that used
in relaxed or
friendly situations,
e.g. with family or
friends. Register may
also refer to language
which is specific to a
particular
The formality or
informality of the
language used in a
particular situation.
Formal register or
language is that used
in
serious or important
situations.
.

19. RECEPTIVE SKILLS
/rɪˈsɛptɪv/
When learners do
not have to
produce
language;
listening and
reading are
receptive skills.
Example:
A book
A magazine
A lectura
A speech
This can be
taught by any
listening
activities or
Reading a book
To read a text
quickly to pick
out specific
information, e.g.
finding a phone
number in a
phone book.
SCAN
/skæn/
See detail,
gist,
globalunderst
andingskim.
This can be
taught by
Reading a book
or a short story.

20. SCHWA
/ʃwɑː/
The / W / sound is
called the schwa. It is
a feature of many
weak forms, e.g. /
kWn / in I can play
tennis.
Examples:
Father
Mother
Brother.
This can be taught
in a class of
phonology or any
time that we are
given a class
whenis necessary
explain a sound in
this case the
schwa.
LEXIS
/ˈlɛksɪs/
Individual
words or set of
words
Examples:
Cards
Mother
Book
This can be space
taught with
flashcards

21. IDIOM
/ˈɪdɪəm/
A group of words
that are used
together, in which
the meaning of the
whole word group
is different from
the meaning of
each individual
word.
This can be taught
by stories real
conversations and
movies.
I felt like in
nineth cloud
whenI saw
him.
FALSE FRIEND
/fɔːls//frɛnd/
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:
Embarrased-embarazada
Sing_ sin
This can be taught by
showing flashcards or in
pronunciation of certain
words that are very similar
in two languages.

22. INTONATION
/ˌɪntəʊˈneɪʃən/
Example:
How are you?
As question
I´m Ok
As an answer.
It´s how the
speaker´s
voice changes.
This can be taught
by making
affirmative
statements or
questions so it can
be obvious the
intonation.
NEUTRAL
/ˈnjuːtrəl/
A particular way
of speaking that
is neither formal
or informal.
Example:
See you¡¡¡¡
Hey¡¡¡¡¡
What´s up¡¡¡¡
This can be
taught by making
informal
conversations,
dialogues, or real
speech.

23. INFER
/ɪnˈfɜː/
To try to
understand
what the writes
wants to say or
imply.
This can be
taught by
Reading a text
and asking
questions about
it.
Example:
I read a book
and I could
infer what the
author wanted
to convey.
A term originally used to
refer to teacher talk that
supports pupils in
carrying out activities
and helps them to solve
problems work without
Examples include
simplifying tasks by
breaking them down into
smaller steps; keeping
pupils focused on
completing the task by
reminding them of what
the goal is; showing
other ways of doing
tasks. Scaffolding also
includes support
strategies for writing and
speaking,
Examples:
When a student
wants to learn
how to cook, he
gets help by his
mother, father
brothers and
teacher.
SCAFFOLDING
/ˈskæfəldɪŋ/
This can be taught by helping each
other, in each class and have a
common knowledge

24. SENTENCE COMPLETION
/kəmˈpliːt/
A task-type in which
learners are given parts
of a sentence, e.g. the
beginning or the end,
and are asked to
complete
the sentence, using
specific target language.
Example:
At the
weekend, I
love … ;In the
evenings, I
This can be taught by enjoy…
making examples
with certain parts of
a sentence like
verbs, nouns,
pronouns,
prepositions etc.
STATE (STATIVE) VERBS
/steɪt/ /vɜːb/
Verbs which describe a
state or situation rather
than an action. They
tend not to be used in
the progressive
continuous
Example:
towant
to contain
to be
This can be taught
by making
sentences and fill
in the gap info.

25. PARAPHASE
/ˈpærəˌfreɪz/
To say or write
something that has
been read or heard
using different words.
Paraphrase can also
be used to
describe what a
learner see.
This can be taught
by listening and
retelling
something.
Example:
To paraphase
a phase.
PART OF SPEECH
/pɑːt/ /spiːtʃ/
A way of categorizing
words according to
their grammatical
function and meaning
Example:
noun, verb,
adjective,
pronoun,
adverb,
preposition,c
onjunction.
This can be taught
by making
sentences and
putting the words
separated and
explaining each
word.

26. PRIMARY, MAIN STRESS
/ˈpraɪmərɪ/ /strɛs/
is the pronunciation
of a syllable with
more force or
emphasis than the
surrounding
syllables
which are said to be
unstressed.
Example:
DIFFicult,
indiVIDual. The
primary stress on
a word is marked
in the
dictionary as
follows 'difficult.
WORD STRESS
/wɜːd/ /strɛs/
The main stress
on a word in a
sentence.
This can be
taught by
making games
or through
sounds with
the hands, or
claps.
Example:
umbrella /
√m«brelW/.
This can be taught by making
them games with the Palma
or with different types of
periods like a small to a big on
the stress.

27. SUBSTITUTION
/ˌsʌbstɪˈtjuːʃən/
This can be taught by
filling the gaps with
the substitution
words or phrases.
SUFFIX
(ˈsʌfɪks)
A suffix is a letter
or group of letters
added at the end of
a word to make a
new word
Replacing words,
phrases or clauses in
discourse with
another word or
words to achieve
cohesion.
Example:
‘Bill is going to
university next
year, and Jim is
too’, ‘too’
substitutes for
‘going to
university next
year’.
This canbetaugh
in a fill in the gap
worksheet, or a
compleat
information
form.
Examples:
Go-going
Make-making
Work-worked

28. PHRASE
/freɪz/
Example: the
green car, on
Friday
morning
A group of words
which are often a
part of a sentence
rather than the
whole
sentence.Also a
group of words that
together have a
particular meaning.
This can be taught by
making examples and
writing sentences with
all the parts of the
speech.
PRAISE
/preɪz/
To tell someone
they have done
well.
This can be done
as much as
possible to
students so
teachers can
encourage them.
Example:
That’s excellent.
Well done!

29. PREPOSITION
/ˌprɛpəˈzɪʃən/
Example:
He was in the
garden.
A word used
before a noun,
pronoun or
gerund to
connect it to
another word.
This can be
taught as part of
the sentences
when we divide it
and explained
each Word.
PROCEDURE
/prəˈsiːdʒə/
The details of
exactly what is
going to happen
in each stage of
a lesson.
A series of steps
we have to take
to teach a class.
Example: learners
practice the
language of
complaints in a
role-play in pairs.

30. POSSESSIVE PRONOUN
/pəˈzɛsɪv/ /ˈprəʊˌnaʊn/
is used to replace
a noun and shows
something
belongs to
someone.
Example:
the house
is mine.
The doctor is
a friend hers.
This can be taught
by making
students use their
own things to
declare and use
their possessives.
REFLEXIVE PRONOUN
/rɪˈflɛksɪv//ˈprəʊˌnaʊn/
A is used when the
object of a sentence
refers to the same
person or thing as the
subject
of the sentence. Examples:
He cut himself.
She is by herself
They spoke for
themselves
This can be taught by
making students fill
in on a worksheet or
fill in the gaps with
the different
reflexive pronouns.

31. PROOFREAD
/ˈpruːfˌriːd/
To read a text in
order to check
whether there are
any mistakes in
spelling, grammar,
punctuation
This can be taught
by writing and
checking and
changing a story or
an essay students
write.
Examples:
Essays
Letters
projects
RAPPORT
/ræˈpɔː/
The relationship
between the
teacher and
learners. Teachers
try to build or
create a good
rapport or
relationship with
their learners.
This can be
achieved by having
sometimes
conversations with
students and doing
things out of
common.
Taking a class
out of class and
changing the air
of the class
once in a while
and talking to
them.

32. RE-DRAFT
/drɑːft/ LEARNER
When a piece of
writing is changed
with the intention of
improving it. A
write r’s first draft may
be re-drafted.
/ˈlɜːnə/
The important
thing is always
to have
interesting
things for the
learner to keep
interested.
This can be done
though practice
and working on
writing and in it
the process it
requires.
Examples:
Stories
Essays
Stories
Retelling
Role-plays
A person that
tries to learn or
a student.
Examples:
Topics that are
in
Songs
Stories
Books
magazines

33. TARGET LANGUAGE
/ˈtɑːɡɪt/ /ˈlæŋɡwɪdʒ/
Examples:
Listening to a
song
Playing a game
Speaking allthe
time in English
using realia.
REPETITION
/ˌrɛpɪˈtɪʃən/
Examples:
Drills
Repetitions
Repeat after me
The language
that is being
learnt by the
students.
This can be taught by
making them play
games, with
flashcards, and
working sheets, also
with songs and body-language.
To say something
again, often for
practice.
To do this is
necessary to have
interesting drills or
games that can be
done once twice or
three times.