This presentation contains the glossary for the TKT Modules 1,2 and 3. All are explained by an example and how to teach.

1. Gabriela Villamarín
Ninth „A“

3. Phonetic script
/dɪˈtɝmənɚ/
Definition
A determiner is used to make clear which noun is
referred to, or to give information about quantity,
and includes words such as the, a, this, that, my,
some, etc.
Example
That heavy book over there is mine.
How to teach
Using gesture and mime
In the classroom, teachers can point at a chair
near she or he and say “This chair.” Then point
to a chair across the room and say “That
chair”. Then repeat it with other items in the
classroom, incorporating “these” and “those”.
Determiner

4. Phonetic script
/ˈæf.ɪks/
Definition
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, eg.
Interview, interviewer, etc. Is the process of adding a
prefix or suffix to a word.
Example
I feel incapable to do something when my
doy is ill.
(The affix is the prefix in)
How to teach
1. Define the meaning of prefix and sufix.
2. Introduce the most common affixes, such as
in-, un-, dis-, -ly, etc. by examples, and
explaining how the meaning changes.
3. Providea worksheet with exercises to
complete and analyze together.
Affixes

5. Phonetic script
/kənˈvei minɪŋ/
Definition
To express or communicate meaning. Teachers focus
on conveying meaning when they present new
language.
Example
Teacher: Maria is with her head over heels! It
means, that Maria is in love with someone.
How to teach
1. T presents some idioms for new vocabulary.
2. T gives some examples and their meaning,
explaining that those an not be translated
literally.
Convey
meaning

6. Phonetic script
/ˈfiː.tʃər/
Definition
Is an interesting or important part or characteristic of
something.
Example
I can dance salsa as good as my sister.
/ə/ - this weak form is the feature
How to teach
This can be teach while teachers focuses just
in one feature, which can be the schwa. To
this she provides a list of words containing
that sound.
Feature

7. Phonetic script
/kənˈtraːst/
Definition
To compare the differences between two things.
Example
Melanie has the longest hair of her family
How to teach
1. Show two different object (a bottle of water
and a juice) and rw a colum on the board,
where students are going to list the
characteristics of each.
2. Based on that information, introduce the
vocabulary for contrasting, and students are
asked to do the same.
Contrast

8. Phonetic script
/kloːz/
Definition
A clause generally consists of a subject and a finite
verb relating to the subject and any other elements
e.g, object. It can be a full sentence or part of a
sentence.
Example
She stopped walking for 5 minutes.
How to teach
1. Write a clause on the board „ Maria, the girl
with long hair, knew the answer“.
2. Explain that a clause always has a subject
and a infinite verb.
3. Erase the clause and ask if the meaning f
the sentence changed. (it doesn‘t)
4. Provide exercises to all students to
complete.
Clause

9. Phonetic script
/mein kloːz/
Definition
A main clause is an independent clause
because it expresses a complete thought. It
contains a subject and a verb.
Example
Diana kicked the soda machine.
How to teach
1. T writes on the board „I like bananas“
2. T asks if there is information missing or if
the idea is clear. (no information needed)
3. T says that main clauses make sense on
their own.
4. T provides worksheets to practice and then
to analyze togathere.
Main
clauses

10. Phonetic script
/səˈbɔːdɪnɪt klɔz/
Definition
A subordinate clause or dependent clause will
begin with a relative pronoun and will contain
both a subject and a verb. This combination of
words will not form a complete sentence and
needs additional information to finish the
thought.
Example
After Amy sneezed all over the tuna salad (…)
(information is missing to have sense)
How to teach
1. T writes on the board „where I lived as a
small child“ and asks if there is information
missing or if the idea is clear. (information
needed)
2. T says that subordinated clauses cannot
make sense on their own and need a main
clause. Provides more examples.
3. T gives worksheets to practice.
Subordinated
clause

11. Phonetic script
/ˈrɛlətɪv klɔz/
Definition
A relative clause or adjective or adjectival clause, will:
contain a subject and verb; will begin with a relative
pronoun [who, whom, whose, that, or which] or a
relative adverb [when, where, or why]; and will
function as an adjective, answering the
questions What kind? How many? Or Which one?
Example
To calm his angry girlfriend, Joey offered an
apology which Francine did not accept.
How to teach
1. First, T introduces the relative pronouns and
when to use them
2. T places on the board the sentence „My
teacher, who is nice, is ill“. Then she will explain
that relative clause can be placed between two
commas or at the end, and that that information
is not need, by erasing the part „who is nice“.
3. S analyze if the main idea is lost (no)
Relative
clause

13. Phonetic script
/tʃaŋk/
Definition
Any pair or group of words commonly found together
or near one another, e.g. phrasal verbs, idioms,
collocations, fixed expressions.
Example
She has a bun in the oven
(She is pregnant.)
How to teach
When teaching chunks, mainly to children, it is
useful to work with flashcards.. Then teachers
can have on one card the chunk , like idioms
and in another the definition. First, she will
show each of them and explain them. Then
the T will unscramble them and Ss will have to
put them in order again. So, the T will observe
if they understood their meaning.
Chunk

14. Phonetic script
/ˌkɒl.əˈkeɪ.ʃən/
Definition
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,
e.g. 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.
Example
She is really good at playing basketball.
How to teach
1. T introduces phrassal verbs, by showing
sentences and explaining their meaning.
2. T, with the use of flachcards will devide the
class into two groups. In one card there will be for
example „ good“ and in other „at“, and so on.
Each team will receive the same amount of
flashcards and they have to join them all.The
group that finishes first, is the winner.
Collocation

15. Phonetic script
/ɪkˈstɛnʃən tæsk/
Definition
An activity which gives learners further or extended
practice of the target language or the topic of the
lesson or additional skills work.
Example
Teacher: Now, that we analyzed the use of the
simple past, I will give you a worksheet with
more exercises to practice.
Students: (work silently on their exercises)
How to teach
1. Teacher explains the Simple present on the
board and provides examples.
2. Ss go to the board and complete some
exercises.
3. T provides Ss extra exercises to practice on
their own.
Extension
task

16. Phonetic script
/foːls frends/
Definition
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, e.g. In French,
‘librairie’ is a place where people can buy books. In
English, a library is where you may go to borrow
books rather than somewhere where you go to buy
books (a bookshop).
Example
Spanish speaker might say „I am embarrased!
I am so happy“, but in fact she means that
she is pregnant.
How to teach
Teacher should introde it with a game. She will
prepare some small cards containing words in
spanish, that Ss might translate similarly in
English. The more words a S translate correctly,
will win. However it is important to give the right
translation, since S if they confuse exit with
„exito“, they should know that it means „salida“
and “success“ means „éxito“
False
friends

17. Phonetic script
/ˈhomənim/
Definition
A word with the same spelling and pronunciation as
another word, but which has a different meaning
e.g. bit (past tense of ‘bite’) and a bit (a little).
Example
The words „there“ and „their“ (possessive
pronoun) are homonyms.
How to teach
On slips of paper, T writes different words with
homonyms, such as bear, flower, peace,
dough, or hair. T puts the words in a box or hat
and has a student volunteer to pick one and act it
out. Challenge other students to figure out the
word and write it down on a piece of paper.
Students can check each other’s work to make
sure the correct word and spelling is used..
Homonym

18. Phonetic script
/ˈhɒm.ə.fəʊn/
Definition
A word which sounds the same as another word, but
has a different meaning or spelling.
Example
I knew I had to do homework for tomorrow.
I bought a new amazing book to read during
this holiday.
How to teach
1. T should prepare a useful list of several
homopnym pairs. So Ss are asked to make
sentences using the pairs, like „Jenny ate eight
slices of pizza“
2. Ss will read their sentences aloud and they
spell the homophones to notice their
differences.
Homophone

19. Phonetic script
/ˈidiəm/
Definition
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.
Example
She felt blue because of her illness. (means
that she felt sad)
How to teach
1. T chooses 5 idioms that may be easily
grouped and makes sure that Ss understand
them, by introducing them in context.
2. To present the idioms T might show a
conversation with all of them and then Ss
create one.
3. Ss act their conversation out.
Idiom

20. Phonetic script
/ˈlek.sɪ.kəl set/
Definition
A group of words or phrases that are about the same
content topic or subject.
Example
Means of transportation: bus, car, motorcycle,
bycicle, van, etc.
How to teach
To introduce Lexical sets, we might play a
game called „My papaer boat is full with ...“,
where Ss may add a category, such as
„animals“, so each of them has to name one.
They have to say it quickly otherwise they
loose.
Lexical
set

22. Phonetic script
/kənˈtrɑː.stɪv stres/
Definition
Contrastive stress is used to express an unusual or
emphatic meaning in a sentence. It involves stressing
the important word according to the different
meanings
Example
My FATHER bought bread for today.
How to teach
Befre teaching Contrastive stress, T should
mention what a stress is. Then the T plays
recorded sentences, which shows the
contrastive stress such as „I don‘t think HE
should get the job“, and explain that it shows
or means that someone else should get the
job. To this, more sentences are played, and Ss
should tell the meaning it transmits.
Contrastive
stress

23. Phonetic script
/ˈdifθoŋ/
Definition
A vowel combination which is pronounced by moving
from one vowel to another as one syllable.
Example
The vowel sound „out“ is a diphthong,
pronounced as one.
How to teach
First, we should make sure that Ss understand
what a diphthong is(composed of two letters
together. Second the T hangs a chart on the
wall containing diphthongs and encourage Ss
to write more of them down. Then Ss are ask
to write sentences with them in pairs, such as
„The boy has a toy“
Diphthong

24. Phonetic script
/ˈmɪnəməl peər/
Definition
Two words which differ from each other by only one
meaningful sound (or phoneme)
Example
pea bee, pin bin, peg beg, peep beep, pay
bay, etc.
How to teach
1. Write examples of minimal pairs on the
board.
2. Demonstrate the correct pronunciation of
the minimal pairs written on the board.
3. Elicit students to give examples of other
words
4. Distribute minimal pair sheet as a model to
produce other similar ones.
Minimal
pairs

25. Phonetic script
/ʃwɑː/
Definition
The /ə / sound is called the schwa. It is a feature of
many weak forms.
Example
about- əˈbaut
Cannot- ˈkӕnət
How to teach
1. Provide a list of words containing the schwa
sound.
2. T pronounces the sound by showing how
she moves her tongue and mounth.
3. Ss are asked to exaggerate the vowel as if it
were accented, so that they can notice it
better.
Schwa

26. Phonetic script
/wəːd ˈbaundəri/
Definition
Where one word ends and the next one begins,
especially in connected speech.
Example
Get on. ( geton )
Not at all. ( notatall )
It´s no joke. ( snow joke)
How to teach
1. Provide a small reading and ask Ss to search
for words which ends with a consonant and
that the next word starts with a vowel. They
should underline them.
2. T read the text aloud and exagerate in those
joined words for Ss to notice the connection.
3. Ss are asked to read aloud by taking turns.
Word
boundary

27. Phonetic script
/mein stres/
Definition
The main stress on a word, e.g. DIFFicult. The primary
stress on a word is marked in the dictionary as
follows /'difficult/.
Example
PHO TO GRAPH - ˈfəʊ tə grɑ:f
DESERT - ˈde.zət
RECORD - ˈrek ɔːd
How to teach
Teacher can play a recording of single words
pronouncing the main stress. To this, Ss listen
and repeat several times.
Main
stress

28. Phonetic script
/ˈsɛkənˌdɛri stres/
Definition
Secondary stress is stress on a syllable or word in a
sentence that is less strong than the primary (main)
stress.
Example
' comrade
' method
po' lice
How to teach
Teacher can play a recording of single words
pronouncing the primary stress and then the
second stress with less force . To this, Ss listen
and repeat several times
Secondary
stress

29. Phonetic script
/ˈsentəns stres/
Definition
Refers to the way some words in a sentence are
stressed. In English these are usually the
information-carrying words. In the sentence It was
a lovely evening, and the temperature was perfect,
the main stress, when spoken, is probably on the
word perfect. Stress can therefore be used to show
meaning, to emphasize a particular point or
feeling.
Example
Have you seen the new film with Tom Cruise?
How to teach
1. T explains that sentence stress refers is use
to show listeners which parts of the sentence
are important.
2. T plays an audio of examples of „senetnce
stress“ and Ss write down just the most
important words mentioned of each sentence.
Sentence
stress

31. Phonetic script
/əˈprəʊ.pri.ə.si/
Definition
Language which is suitable in a particular situation.
Example
A learner might be fluent (make their meaning
clear) but not accurate (make a lot of
mistakes)
How to teach
To practice accuracy in pronunciation and
structure, Teacher models a small
conversation and reads out loud sentence by
sentence and each Student, has to repeat. So
the Teacher is applying drill and controlled
practice..
Appropriacy

32. Phonetic script
/kəˈləukwiəl/
Definition
Language normally used in informal conversation but
not in formal speech or writing
Example
Can you give me a hand on Saturday?
(Can you help me? – might be between
friends)
How to teach
First, Ss should recognize the features of
colloquial English and when certain register is
appropriate to be prepare for real life. Then Ss
are presented some colloquial conversations
and they have to perform them by acting .
Colloquial

33. Phonetic script
/ˈredʒistə/ - /fɔrˈmælɪti/
Definition
The formality or informality of the language used in a
particular situation. Formal register or language is
that used in serious or important situations, e.g. in a
job application. Informal register or language is that
used in relaxed or friendly situations, e.g. with family
or friends. Register may also refer to language which
is specific to a particular group, e.g. technical register,
scientific register.
Example
Secretary to her boss: “Good morning, Mr.
Bond!.
Secretary to her colleague: “Hey, Mary. How’s
your day?
How to teach
Teacher provides worksheets containing
common expressions according to different
registers. To this, Ss work in pairs and prepare
a conversation in the appropriate level of
formality, between a secretary and her boss.
Register -
Formality (level
of)

34. Phonetic script
/aːsk foː ˈklӕrəfikshon/
Definition
To ask for an explanation of what a speaker means.
Example
Boy: I need time.
Girl: What do you mean with „You need
time“?
How to teach
Teacher practices intonation and stress when
asking for clarification. Then Ss are asked to
perform a role play, where they have to ask
for clarification
Ask for
clarification

35. Phonetic script
/ˈnjuːtrəl/ - /ˈlӕŋɡwidʒ/
Definition
A style of speaking or writing that is neither formal
nor informal, but in between. It is appropriate for
most situations.
Example
Son: Good afternoon Mom! How was your
day?
Mother: Great! And yours?
How to teach
Teacher models a conversation of neutral
language, and explains that it is appropriate
for most situations since it has a balance
between formal and informal. Then, after
analysing the conversation model Ss are asked
to create one and perform in pairs.
Neutral
(language)

36. Phonetic script
/riˈkwest/
Definition
To ask someone politely to do something.
Example
Teacher: Gaby, would you mind closing the
door, please?
Gaby: Sure!
How to teach
T introduces new vocabulary and expressions
of how to ask in a more polite way. Then Ss
are provided with some extra activities to
complete. Finally they have to perfrom a
conversation with Request.
Request

37. Phonetic script
/ˈfaŋkʃən/
Definition
The reason or purpose for communication as for
example: making a suggestion; giving avice, etc.
Example
To loose weight you should stop eating
chocolate.
How to teach
It is important to teach functions with
communicative teaching, not based on
teaching grammar, with no need to memorize.
Teacher may introduce a conversation and
analyze the different functions without literal
translation, like: “Hello!” (greeting) “What’s
your name” (asking information), etc.
Function

38. Phonetic script
/priˈdikt/
Definition
To guess or say what you think may happen.
Example
Teacher: Mary lost her ring. What do you
thing she will do?
Student 1: She will look for it!
Student2: Mary will buy another ring! ...
How to teach
Teacher writes on the board the title of the
reading they will read called „A new family“.
Then T ask Students to predict what the story
is going to be about. To this she writes those
prediction on the board, to lanalyze after
reading the story, to see if they guessed
correctly
.
Predict

40. Phonetic script
/kəmˈplɛks ˈsɛntns/
Definition
A sentence containing a main clause and one or more
subordinate clauses.
Example
While I was at the University, I learned many
things for life.
How to teach
Using gesture and mime
1. Before teaching Complex sentences, S
should understand the Independent and
Dependent clause.
2. After writing a Independent and Dependent
clause, tell Students that both together
conform a Complex sentence.
Complex
sentence

41. Phonetic script
/ˈdɪskɔrs/
Definition
Spoken or written language in texts or groups of
sentences.
Example
Stage play, story, folklore, etc. are narrative
discourse examples.
How to teach
1. Students work in groups and receive the
following instruction “You just heard that your
favorite band is playing at the college center on
Friday. Unfortunately, you are scheduled to work
at your part-time job. In a letter to your boss,
explain why you need time off on Friday.”
2. They work to respond to that assignment
and share it
Discourse

42. Phonetic script
/ˈleɪˌaʊt/
Definition
The way in which a text is organized and presented
on a page. Certain texts have special layouts, e.g.
letters and newspaper articles.
Ex.
How to teach
1. Give all S a model of a letter and analyze
the structure of how it is written
2. Ask S to write a similar one following the
same structure.
Layout

43. Phonetic script
/ˈliːd.ɪn/
Definition
The activity or activities used to prepare learners to
work on a text, topic or main task. A lead-in often
includes an introduction to the topic of the text or
main task and possibly study of some new key
language required for the text or main task.
Example
Teacher: According to the picture, what do
you think we will write about?
Students: About Christmas!
How to teach
1. T shows some pictures related to Christmas,
with the use of the overhead projector.
2. Ss describe the pictures and what they are
related to.
3. T introduces a Christmas story and ask Ss to
write their own.
Lead - in

44. Phonetic script
/rəˈseptiv skil/
Definition
When learners do not have to produce language;
listening and reading are receptive skills
Example
Teacher: Now you are going to listen the story
„My biggest surprise“. So, pleaseput
everything away.
Students: (quiet & listen)
How to teach
1. T ask Ss to keep everything from their
desks.
2. T plays a story on the cd player, which last
10 minutes.
3. Ss are asked about what they understood.
Receptive
skill

45. Phonetic script
/ɡreɪdɪd ˈriːdə/
Definition
A book where the language has been made easier for
learners. These are often books with stories or novels
where the language has been simplified.
Example
FRANKENSTEIN
Mary Shelley
Beginners level
How to teach
Teacher asks Ss to get books from the Library
to read in 1 month. All must be beginner level
and cannot be repeated, so they can create a
list to write what book is taken. After one
month they have to present a summary orally.
Graded
reader

46. Phonetic script
/pri: - ˈridɪŋ/
Definition
Before introducing a text to learners, the teacher can
teach key vocabulary from the text which s/he thinks
the learners do not already know and which is
necessary for them to understand the main points of
a text.
Example
Before reading „My first love“, Teacher
introduces vocabulary, which is:
hang out with
spend time with
see someone
How to teach
Teacer writes on the board some key words
related to Christmas, such as „gift“, „candle“,
etc. and analyzes their meaning together.
Then she gives each S one photocopy of the
reading and start analyzing it.
Pre -
reading

47. Phonetic script
/tekst ˈstraktʃə/
Definition
The way a text is organized. For example, an essay
typically has an introduction, a main section and a
conclusion.
Example
How to teach
T models and essay example. Explaining how
to create the introduction, the body and the
conclusion and provides useful phrases for
each. Then Ss are asked to produce one on
their own.
Text
structure

49. Phonetic script
/ӕˈkjurəsi/
Definition
The use of correct forms of grammar, vocabulary,
spelling and pronunciation. In an accuracy activity,
teachers and learners typically focus on using and
producing language correctly.
Example
Simple past – Past continous
I was walking when I saw Mickel. (accurate
grammar)
I walked and saw Mickel (wrong)
How to teach
Teacher teaches the mechanism of writing, by
giving examples. While Students write she
monitors to serve as an advicer. So the T
focuses on the writing process and grammar,
rather than on the final product.
Accuracy

50. Phonetic script
/kəʊˈhiː.sɪv diˈvais/
Definition
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 etc.).
Example
To prepare a fruit saled. First, you need to
wash all fruits. Second cut them all in small
squares. Then mix them all together. Finally,
add yogurt and serve.
How to teach
Before asking Ss to write a recipe, Teacher
introduces transition words or phrases to
follow a sequence. Additionally, she gives
photocopies with all that vocabulary and
models a recipe. Ss write their own recipe
using transition words and following the
model.
Cohesive
device

51. Phonetic script
/draːft/
Definition
A draft is a piece of writing that is not yet finished,
and may be changed. A writer drafts a piece of
writing. That is, they write it for the first time but not
exactly as it will be when it is finished.
Example
Teacher: Now; you will write about your last
vacation. You have 10 min. And that draft will
be corrected by your classmate. So, after they
return your draft you must rewrite it.
Student : (Students write their draft and their
classmate correct it)
How to teach
T provides 15 minutes to write a story related
to Christmas. Teacher then collect them and
check the draft and then return them to the
owner. So Ss are asked to write it again
following the suggestions and correcting
mistakes.
Draft
(noun+verb)

52. Phonetic script
/ri - draːft/
Definition
When a piece of writing is changed with the
intention of improving it. A first writer’s draft may
be re-drafted.
Example
When Stundets write their first draft, correct
it by re-drafting and finally edit.
How to teach
After T returns the draft from the story Ss
wrote. She gives some feedback in general.
Each Student will have comments and
suggestion on their first draft in order to re-
draft to make the final editing.
Re-draft

53. Phonetic script
/prəˈdʌktɪv skɪl /
Definition
When learners produce language. Speaking and
writing are productive skills.
Example
Dialogue
Student 1: Hi, mary! How was your weekend?
Student2:. I stayed at the hospital.
Student 1: Why? What happened?
Student 2: .....
How to teach
Teacher divides the class in pairs and give
each of them a situation such as „You want to
buy a house and the seller offers you some“.
In pairs they will write a dialogue of minimum
3 minutes to perform in the class.
Productive
skill

54. Phonetic script
/ˈprəuses ˈraɪtɪŋ/
Definition
An approach to writing, which thinks of writing as a
process which includes different stages of writing
such as planning, drafting, re-drafting, editing,
proofreading.
Example
Before hanging in their stories, Students have
to plan what they will write about, draft, edit
and proofread.
How to teach
Teacher shows wih their overhead projector how
she makes the process writing. She shows that to
plan she branstorm her ideas, then write the
draft, re-draft it. Then she edits it and read it
again to proof it is well done. Then Ss are asked to
write following the same processes.
Process
writing

55. Phonetic script
/kəʊˈhiː.ʒən/
Definition
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 my last vacation I first went to the beach.
Then we visited Cuenca and finally we took a
trip in the amazone region.
How to teach
T gives photocopies of all transition words and
analyzes how to use them and when. Then the
teacher models an example and asks Ss to
write one by their own.
Cohesion

56. Phonetic script
/kəˈhiərəns/
Definition
When ideas in a spoken or written text fit together
clearly and smoothly, and so are logical and make
sense to the listener or reader.
Example
I am afraid of spiders but they a re cute!
(does not have sense since you cannot be
afraid of something and like it at the same
time)
How to teach
T shows some sentences with the overhead
projector, which do not have sense and ask
Studnets to reformulate them in order to
make sense in pairs.
Coherence

58. Phonetic script
/ˈheziteit/
Definition
A pause before or while doing or saying something.
Learners often hesitate if they are trying to find the
correct words to say, because they need more time
to think.
Example
I like playing basketbal, ehm , because i think
it is fun and ...ehm...and interesting.
How to teach
T explains what hesitation is and gives each
Student a topic to talk about, such as „What is
your favorite meal?“ and provides 5 minutes
to prepare themselves. Finally they Ss must
talk about their topic for 1 minute without
stopping or hesitating.
Hesitation

59. Phonetic script
/ˈrɛlɪvəns/
Definition
The degree to which something is related to or useful
in a situation.
Example
Teacher: In order to study vocabulary about
fruits and vegetables. In pairs you will
describe your favorite one and then we will
guess which fruit or vegetable it is.
Student 1: It is red, sweet and....
How to teach
Teacher introduces a new grammar point, the
past simple. And ask Studnets to create a
story in the past using some presented
vocabulary.
Relevance

60. Phonetic script
/oːˈθentik məˈtiəriəl/
Definition
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
How to teach
Teacher encourages Ss to listen to the news at
home at the webpage cnn and then to report
in class the next day.
Authentic
material

61. Phonetic script
/inˈfəː ˈӕtitjuːd/
Definition
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
Student shows a sad face by facial expressions
and studnets guess
Studnet 1: You are sad! ...
How to teach
Teacher writes adjective related to feeling,
such as sad, happy, etc. And put them in a hat.
Each S tudent has to take out one and that at
it out for the rest to guess or infer the
attitude.
Infer
attitude

62. Phonetic script
/ˈlɪs.ən foː ˈdiːteil/
Definition
To listen to or read a text in order to understand
most of what it says or particular details.
Example
Teacher writes on the board: What the name
of the woman? Why is she mad? And then
plays the recording and Ss write down the
answer.
How to teach
T tells Ss that they will listen to a conversation
between two guys. And they have to answer
some questions related to it.
Listen
for detail

63. Phonetic script
/ˈlɪsən foː dʒist/
Definition
To read or listen to a text and understand the general
meaning of it, without paying attention to specific
details.
Example
Teacher skim the text and get the main idea.
How to teach
T provides a samll reading and asks Students
just to skim through the text to gat the main
idea of each paragraph and underline it.
Listen
for gist

64. Phonetic script
/ˈsɪmplɪˌfaɪ/
Definition
To make something easier. Simplifying language or
tasks is a common scaffolding strategy, for example.
Example
Would you mind helping me carrying this stuff
to the living room?
Can you help me with this? (simple)
How to teach
Teacher provides some sentences with lost of
vocabulary use and asks them to work in pairs
to make them more easier to understand and
more direct.
Simplify

65. Phonetic script
/ˌɪntrəˈdʌktərɪ ækˈtɪvɪtɪ/
Definition
An activity which takes place at the beginning of a
lesson. Introductory activities often include
warmers and lead-ins.
Example
Students get into pairs/groups. The teacher
writes a topic on the board, and students
brainstorm associated vocabulary for the
topic. Each pair/group should write the words
in a notebook.
How to teach
Teacher writes on the board the word
„Miami“ and asks Ss to come to the front and
write what they now about that place. Then
they read an article about Miami.
Introductory
activity

67. Phonetic script
/kənˈtrəʊl d ˈprӕktis/
Definition
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 provides vocabulary to use when
speaking about their favorite place.
How to teach
T introduces a conversation between two
women talking about their hobbies. Then Ss
have to follow the same structure and
vocabulary used to talke about their hobbies,
in the front.
Controlled
practice

68. Phonetic script
/lɜːn baɪ hɑrt/
Definition
To learn something so that you can remember it
perfectly
Example
I love playing basketball with my friends.
I love playing basketball with my friends.
I love playing basketball with my friends. ....
How to teach
T provides workshhets of vocabulary related
to sociolinguistics and their definition and tell
Students to memorize them, to learn they by
heart. Then she takes a quiz.
Learn by
heart

69. Phonetic script
/ˈpærəˌfreɪz/
Definition
To say or write something that has been read or
heard using different words. Paraphrase can also be
used to describe what a learner does if s/he is not
sure of the exact language they need to use, i.e.
explain their meaning using different language.
Example
According to Mc Shane (2003) when
employees feel responsible for their work,
they tend to be more motivated.
Mc Shane claim taht employees feel
responsible for their work when they are
motivated (2003)!
How to teach
T provides some examples of paraphrasing
and then gives Ss some worksheets with
sentences, which they have to paraphrase in
their own words.
Paraphrase

70. Phonetic script
/təːn ˈteɪkɪŋ/
Definition
When someone speaks in a conversation this is called
a turn. Speaking and then allowing another person to
speak in reply is called ‘turn-taking’.
Example
?
Student 1: I like pizza. And you?
Student2: I like hamburgers. And you? ...
How to teach
In groups of three, studnets will prepare a
conversation of any topic, but all have to
speak the same amount of time. To this,
Teacher introduces some phrases to turn
taking such as, what about you? And you? etc.
Turn
taking

71. Phonetic script
/ˈɪntɪˌɡreɪtɪd skɪls/
Definition
An integrated skills lesson combines work on more
than one language skill. For example reading and
then writing or listening and speaking.
Example
Teacher: Now that we read aout Ana Frank,
you must write you opinion of the reading.
Individually!
Students: (Write their opinion)
How to teach
Teacher provides all Students a different
article of the newspaper. They will read it and
analyze by their own and then they have to
write their opinion, at least 10 lines.
Integrated
skills

72. Phonetic script
/ˌɪntərˈæktɪv ˈstræt.ə.dʒis /
Definition
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, e.g. eye contact,
use of gestures, functions such as repeating, asking
for clarification.
Example
Student 1: I am afraid of the quiz!
Student2: Mary don‘t worry we will study
together (holds her hand) ...
How to teach
T asks Students to prepare a conversation on
their own in pairs. In addition, she provides a
rubric of what she is going to grades, eye
contact, vocabulary, etc. Then Studnets
perform it in front of the whole class.
Interactive
strategies

73. Phonetic script
/ˈoːrəl ˈfluːənsɪ/
Definition
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 correct.
Example
Student1: I love playing basketball because I
feel fit and I can spend time with my friends.
In addition, I love it because ........
How to teach
T interviews each of the Ss by their own and
give them one minute to speak, without
stopping them. Then she provides feedback
and repeats the same activity the next week.
Oral
fluency

74. Phonetic script
/ˈklӕrəfai/
Definition
1. To make clear what you mean.
2. Clarify language. When teachers focus on form,
meaning and pronunciation to help learners
understand the use and rules of target language.
Example
Man: I am against the law for homosexual
marriage.
Woman: Why? Would you please clarify your
statement?
How to teach
1. T provides vocabulary and phrases to ask
for clarification and analyze them together.
2. Students are asked to perform a roleplay in
groups where they have to to use
Clarification.
3. T gives feedback.
Clarify

75. O TKT Glossary
University of Cambridge – ESOL
Examination
March 2011
O Teaching English – BBC Concil
http://www.teachingenglish.org.uk/knowledge
-database/accuracy