Cando_Lisette _evidence_1

Teaching

Knowledge

Test GLOSSARY By Lisette Cando

9th «B»

TKT GLOSSARY OF ENGLISH LANGUAGE TEACHING TERMINOLOGY

In this glossary you will find some relevant words from units 1-2-3-4-5-6-7 and 8 of the Teaching Kwoledge Test (TKT) book.

The terms are aphabetically arranged. Moreover, each word has its definition, its phonemic script, an example of the use of the word and how you as an English professor can teach the different topics.

Additionally, the activitites suggested can vary according to your learners`level, age, needs, and porpuses. Therefore, you can adapt the activities and use them for different ends or outcomes.

Accuracy• 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.

• Phonemic script:

/ˈæk.jʊ.rə.si/

• Use of the word: Accuracy is being precise or concise when using a language so as to convey the message we want.

• How to teach accuracy: English professors can teach accuracy by applying controlled practice activities and drills since these activities will help students to notice their own mistakes.

Affix• 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, e.g. interview, interviewer. Affixation is the process of adding a prefix or suffix

• to a word.


/ˈæf.ɪks/

• Use of the word: We can make a new word by adding letters at the beginning (prefixes) or at the end (suffixes) of a word. E.g. unhappy, happiness.

• How to teach affixes: You could teach affixes using printed materials like songs or magazines. Then, you have to ask your pupils to circle all the prefixes (e.g. dis in the word disrespectful ) and suffixes (e.g. third person s-es-ies or the past tense of regular verbs ed). Doing this activity pupils will recognize which the original word or the root of a word is.

Authentic material• 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.

• Phonemic script: /ɔːˈθen.tɪk məˈtɪə.ri.əl/

•

• Use of the word: Authentic material is material created with no teaching purposes like newspapers, podcasts and magazines. Authentic material can be used with advanced students.

• How to teach English using authentic material: You can use songs to teach vocabulary and listening, use newspapers to teach reading and writing. Finally use films to teach your learners to speak. Applying different authentic material you will develop in your pupils the four skills they need (listening, speaking, reading and writing) to learn English.

Braimstorm• Definition: Think of ideas

(usually quickly) about a topic (often noting these down). This is often done as preparation before a writing or speaking activity.


/ˈbreɪn.stɔːm/

• Use of the word: Brainstorming can be used as a pre-teaching activity to make your students think about what they will read, write, listen or talk because they can think and write as many ideas as they can about the topic given.

• How to teach brainstorming: English professors can teach brainstorming by using a semantic map where students write as many ideas as they can about certain topic. You can also write on the board the topic you want to teach about and ask your pupils to come to the front and write ideas about the topic given.

Chunk• Definition: Any pair or group of

words commonly found together or near one another, e.g. phrasal verbs, idioms, collocations, fixed expressions.


/tʃʌŋk/

• …

• Use of the word: How about… and I´d like to… are examples of chunks since they are semi-fixed expressions that are taught as one piece.

• How to teach chunks: You can teach chunks using conversations with some empty spaces where students have to complete using different words (e.g. What is your… ?), so students can complete that chunk with different information such as What is your favorite color, favorite singer, name, etc.

Clarify (ask for clarification) • Definition: To make clear

what you mean. • To ask for an explanation of

what a speaker means, e.g. What do you mean?


/ˈklær.ɪ.faɪ/ - /ɑːsk fər ˌklær.ɪ.fɪˈkeɪ.ʃən/

• Use of the word: When you are insecure about something you need to ask for clarification to understand what the speaker means.

• How to teach pupils to ask for clarification: You could design situations and role plays where one student misunderstands the other. A possible role play to perform could be “Making an appointment.” Students can use these phrases: What do you mean by...?, Could you repeat please?, Could you be more explicit?, Could you give us an example?

•

Cohesive device• 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.).

• Phonemic script: /kəʊˈhiː.sɪv dɪˈvaɪs/

• Use of the word: Cohesive devices deal with how people link texts. Most of the time sequence words are used to link texts.

• How to teach cohesive devices: Using sequence words could be a great idea to teach cohesive devices when writing. You could cut a story in different parts, and ask your students to order it based on the sequence words. At the end your pupils will link the text and have the original one in the right order.

Colloquial (language)• Definition: Language

normally used in informal conversation but not in formal speech or writing, e.g. Give Gran a ring, OK?

• Phonemic script: /kəˈləʊ.kwi.əl ˈlæŋ.ɡwɪdʒ/

• Use of the word: You could use colloquial language with friends since you can write or speak in an informal way. What´s up? is an informal phrase you could use.

• How to teach colloquial language: English professors can teach colloquial language asking students to perform a role play, setting up a situation in which they can use informal language. A Halloween party between friends could be a great topic to perform since pupils can use slangs and idioms.

Compound noun• Definition: A compound

noun is a combination of two or more words, which are used as a single word, e.g. a flower shop, a headache.


/ˈkɒm.paʊnd naʊn/

• Use of the word: Two or more words make up a compound noun which acts as single units. E.g. brainstorm, haircut, output, etc.

• How to teach compound nouns: You could write on various pieces of cardboards half of a compound noun and then the other half on another cardboard. First, mix the cardboards and throw them on the floor. Second, ask your learners to take one piece of cardboard and go around the class looking for the partner who has the other half of the compound noun. Once the student has found his or her pair, verify that they are matched up correctly and have them sit together. After all the students have found their respective halves, write the compound nouns on the board and define them.

.

Conjunction• Definition: A conjunction

(or connector) is used to connect words, phrases, clauses or sentences.


/kənˈdʒʌŋk.ʃən/

• Use of the word: I can connect two independent clauses and a dependent clause using conjunctions (e.g. but, although, or if ) and write a compound-complex sentence.

• How to teach conjunctions: You could write different sentences in some pieces of cardboards. Then, put all the cardboards in a bowl, ask your pupils to take two of them and join the two sentences using the appropriate conjunction. You can ask your students to repeat the whole sentence (chorus repetition) after checking if it is correct.

Contractions• Definition: A shorter form of

a group of words, which usually occurs in auxiliary verbs, e.g. you have = you’ve;

• it is = it’s.

• Phonemic script: /kənˈtræk.ʃən/

• Use of the word: People use contractions when speaking in order to make words shorter. You need to use an apostrophe to make a contraction. E.g. He is = he´s, They are = they´re

• How to teach contractions: Write as many words as you can on some flash cards (e.g. I am, you are, is not, etc.). Give the flash cards to your students. Then, ask them to cut the part that has to be omitted when writing the contraction (I´m in this case the letter “a” must be cut). Ask your learners to use a marker to draw an apostrophe in the appropriate place (I´m). Finally, ask your pupils to go to the front and write the contraction on the board. You can ask your students to repeat the word after you in order to check pronunciation.

•

Convey meaning• Definition: To express or

communicate meaning. Teachers focus on conveying meaning when they present new language


/kənˈveɪ ˈmiː.nɪŋ/

• Use of the word: Conveying meaning is transmitting ideas or messages when we speak or write.

• How to teach to convey meaning: Miming is a funny way to convey meaning. Ask your pupils to stand up, say a sentence (according to the language you are focusing on) and at the same time mime what they are saying. You could use this activity chiefly with children.

Deducing meaning from context• Definition: To guess the meaning

of an unknown word by using the information in a situation and/or around the word to help, e.g. I drove my van to the town center and parked it in the central car park. Van must be some kind of vehicle because you drive it and park it.

• Phonemic script: /dɪˈdjuːsɪŋ ˈmiː.nɪŋ frəm ˈkɒn.tekst/

• Use of the word: To guess the meaning of an unknown word, students have to look which words are before and after, that is called getting meaning from context.

• How to teach to get meaning from context: Find an interesting reading and delete some words leaving some empty spaces (one space per each letter) to make your pupils fill them with the word they think it is suitable. Then, your learners will write appropriate words based on the information they have before and after the word, so they will learn new vocabulary words in context without realizing.

Determiner• 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, e.g. That car is mine.

• Phonemic script: /dɪˈtɜː.mɪ.nər/

• Use of the word: We can introduce a noun by using determiners and know which noun is the speaker talking about. E.g. my, the, this, ect

• How to teach determiners: Use realia to teach determiners. Put as many objects as you can inside the classroom, but in different places. Ask your pupils to go around the classroom looking for the objects and saying sentences using demonstrative adjectives (e.g. That teedy bear is in the desk, or those pencils are on the floor). You can also teach vocabulary and prepositions of place doing this activity.

Diphthong• Definition: A vowel

combination which is pronounced by moving from one vowel to another.


/ˈdɪf.θɒŋ/

• Use of the word: The word 'hi' has a diphthong since the vowel 'i' is pronounced like /aɪ/, so diphthongs are sounds formed by the combination of two vowels in a single syllable.

• How to teach diphthongs: First, teach what a diphthong is. Choose different articles of a magazine. Give one to each student. Ask to underline all the diphthongs they find. Then, divide the class into two teams and ask students to go to the front (one by one) and write on the board as many diphthongs as they remember form the article in 5 minutes. Finally, each pupil has to pronounce the word he/she wrote. If there are pronunciation mistakes the other students can correct them.

Draft (Drapting)• 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.


/drɑːft/ - /drɑːftɪŋ/

• Use of the word: Students need to write their first draft putting all their ideas into complete thoughts. Drafting is an important stage since pupils can check and make changes before publishing their final writings.

• How to teach drafting in the writing process: First, you should ask your learners to brainstorm as many ideas as they can about any topic. Second, ask your learners to use those ideas writing complete sentences, then paragraphs. You can also teach drafting, making activities in which your students can take notes quickly (e.g. a note to the teacher, a “to do” list, a reminder, etc).

Edit (Editing)• Definition: To shorten or

change or correct the words or content of some parts of a written text to make it clearer or easier to understand.


/ˈed.ɪt/ - /ˈed.ɪtɪŋ/

• Use of the word: Students can proofread and correct any errors in grammar, they can edit and make changes in their writings to improve them and prepare them to be published.

• How to teach editing in the writing process: Ask pupils to use different color markers to check and correct their writings. For example, students could use a green marker to correct errors about capitalization, an orange marker to correct spelling, a red one to correct punctuation and a blue one to correct grammar. Students should do that, step by step. First they should correct all capitalization errors, then just spelling. After that, only punctuation and finally just grammar errors.

Extensive ( Reading/Listening)• Definition: Listening to or

reading long pieces of text, such as stories or newspapers.

• Phonemic script: /ɪkˈsten.sɪv ˈriː.dɪŋ/ -

/ ɪkˈsten.sɪv ˈlɪs.ənɪŋ/

• Use of the word: When we talk about extensive reading or listening we are saying we enjoy and like to read or listen since we do it for pleasure.

• How to teach read and listen extensively: Using interesting and enjoyable materials (e.g. stories, magazines, videos).

• To read extensively you could ask your pupils to read any story they like and draw pictures about it, it will be very fun, mainly for children and they will not feel bored while reading.

• To listen extensively students could watch their favorite movie. While they are watching the teacher could stop and ask students to predict what they think will happen next, this activity enhance students 'comprehension.

Facial expression (Speaking)• Definition: A person can

show how they feel through their face, e.g. smiling, showing surprise.


/ˈfeɪ.ʃəl ɪkˈspreʃ.ən/

• Use of the word: Students usually use facial expressions when they do not know how to say a word in the target language. If our student smile, we know he/she is saying he`s happy. So, we can understand the message because of the student`s facial expression.

• How to teach to use facial expressions when speaking: You could ask your pupils to perform a role play or any situation (e.g. what your pupil did last week ). First, students have to perform what they did last week just using facial expressions. Then, students do the same, but this time speaking and of course using facial expressions.

False friend• 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).


/fɒls frend/

• Use of the word: False friends are confused with words in other languages because of their similarity in pronunciation and in the written form, however their meanings are totally different. E.g. embarrassed which means looking foolish in public in English and embarazada which means pregnant in Spanish.

• How to teach false friends: You could create flash cards, using cardboards of two different colors (yellow and pink). On the yellow cardboard, you will draw a picture that represents what the word means in your students`L1. On the other cardboard (pink), you draw a picture, representing the meaning of the word in your pupils`L2. Every time you find words that are false friends you could follow the same process. So, when your students see the yellow cardboard, they will know that the cardboard is representing the meaning of certain word in their L1, the same occurs with the pink cardboard.

Form• Definition: The form of a

grammatical structure is the way it is written or pronounced and the parts which combine to make it, e.g. the present perfect (grammatical structure) is made up of have + past participle (the form).

• Phonemic script: /fɔːrm/

• Use of the word: Using an auxiliary, a past-tense or past-participle verb is essential when making up a sentence since if we do not place the word in the right place, we change the form and the meaning of the sentence.

• How to teach form: Teachers could use different geometrical shapes to show how a certain grammatical structured is formed. A circle could mean an auxiliary verb, and a triangle could mean a main verb. So, every time the teacher draws a circle, students will know they need to use an auxiliary verb in the sentences. The same occurs with the triangle. It is useful because students will not forget what each geometrical shapes means.

Formal (language)• Definition: Language used

in formal conversations or writing, e.g. Yours faithfully.


/ˈfɔː.məl ˈlæŋ.ɡwɪdʒ/

• Use of the word: Formal language is used mainly when writing or giving lectures. E.g. yours sincerely.

• How to teach students to use formal language when writing or speaking: You should tell your pupils to avoid using slangs, idioms, and contractions when using formal language. To teach pupils to speak and write formally, you could arrange settings where pupils can perform, speak or write, using formal language.

• - Some possible setting for speaking formally are: giving a lecture, talking with the dean of your collage, or in a job interview, etc.

• - Writing a business letter, sending an e-mail to your teacher, or writing academic essays are examples of settings where you should use a formal writing style.

Gestures (Speaking)• Definition: A movement with

part of the body, e.g. hand, head, which is used to convey meaning.


/ˈdʒes.tʃərs/

• Use of the word: We need to use body movements when speaking, to give a clear message to the addressee.

• How to teach students to use gestures when they speak: Give some poems to your pupils (depending on their level). Then, ask them to read line by line using gestures. After they have learnt the poem and are familiar with it, you could ask them to recite the poem of course using gestures.

Greet (Greeting)• Definition: To welcome

someone, often with words, e.g. Hello, how are you?.


/ɡriːt/ - /ˈɡriː.tɪŋ/

• Use of the word: Teachers have to teach their pupils to greet people when they meet them using polite phrases like Good morning.

• How to teach greetings: Use listening tasks, songs or films where people use greeting expressions. After watching the film or listening the song (more than once), students should write on small pieces of paper all the greeting expressions they heard or watched. Then, students have to put all those pieces of paper into a bag. After that, pupils have to take 2 or 3 papers from the bag and prepare a little conversation (in pairs) using the expressions. The complexity of the conversation must be according to your pupil´s level.

Hesitation (Speaking)• 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.


ˌ/hez.ɪˈteɪ.ʃən/

• Use of the word: Hesitation is common in elementary-level students since they make little pauses when speaking in their L2 to think about the correct word that expresses what they want to say. E.g. mm…, you know…, er…, etc

• How to teach hesitations when speaking: First, teach students what hesitations are and give examples (e.g. er…, mm…, um…, etc). Second, do a brainstorming activity, asking students to write on the board about the topics they would like to talk. Third, ask students to vote for the best 5 topics and order them from the easiest to the most difficult one, making a list on the board. Fourth, put your pupils in pairs. When the teacher gives the signal, one student has to talk about the easiest topic for one or two minutes. The listener has to count how many hesitations his/her partner used. Then, students switch roles and follow the same process. The number of hesitations should increase as the topic get more difficult.

Homonym• 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).

• Phonemic script: /ˈhɒm.ə.nɪm/

• Use of the word: The word 'book' is a homonym. The word “book” has two different meanings, book as a noun means a printed work consisting of pages glued together and as a verb means reserve. Both have the same spelling and pronunciation, but differ in meaning.

• How to teach homonyms: You need cardboards and markers. First, write examples of homonyms on the board ( e.g. “spell” magical charm, “spell” D-A-V-I-D). Divide the class into groups of three. Ask your pupils to draw three circles on the cardboard. (one inside the other). Then, ask them to divide the circles using lines (16 spaces). Ask your pupils to write as many homonyms as they can (inside the circles). After that, students have to write a tongue twister, using the homonyms in the circle. Ask each group to write their tongue twisters on the board, count and check the homonyms each group wrote to identify if your pupils know what each word means according to its context. This activity should be done with advanced learners.

Homophone• Definition: A word which

sounds the same as another word, but has a different meaning or spelling, e.g. I knew he had won; I bought a new book.


/ˈhɒm.ə.fəʊn/

• Use of the word: “Write” and “right” are homophones because their pronunciation is similar, however their spelling and meaning is distinctive.

• How to teach homophones: After reviewing homophones, students work individually to create a mini book with colorful cardboards. Each student has to write a pair of homophones on each cardboard (e.g. male/mail, son/sun) and draw a humorous picture of each word. Students should keep a list of all the homophones they learn day by day.

Idiom• 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, e.g. She felt under the weather means that she felt ill.

• Phonemic script: /ˈɪd.i.əm/

• Use of the word: Idioms are expressions which can not be translated literally since the whole expression has its own meaning. Eg. I have a bigger fish to fry = I have something more important to do.

• How to teach idioms: Give a list of idioms to your learners, each idiom with its respective meaning. First, Explain each idiom giving the context in which it can be used. Then, play “Hot chair or Taboo”. Have your pupils to work in pairs and say a sentence, using each idiom (switching turns). After that, divide the class into two teams. Finally, the teacher has to write on the board one of the idioms studied, and ask one student from each team to come to the front, sit dawn on a chair (having their back to the board) without seeing the word written. The rest of the team has to make gestures, or tell any word or sentences that help his/her partner to guess what idioms is written on the board. The same process is repeated with each member of the team. The group of students who guesses more idioms are the winner.

Infer attitude (Listening)• 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.


/ˈæk.jʊ.rə.si/

• Use of the word: Pupils need to listen carefully to infer about the attitude the speaker is expressing.

• How to teach to infer when listening: First, find interesting listening tasks to engage students in the listening process. After students listen to the track (first time), you have to ask different pupils from the class to infer about the speaker`s feelings and attitude, taking into account the way he/she spoke. Finally, you and your students discuss and come to a conclusion about the speaker`s feelings.

Informal (language)• Definition: Language

used in informal conversations or writing, e.g. Hi John.

• Phonemic script: /ɪnˈfɔː.məl ˈlæŋ.ɡwɪdʒ/

• Use of the word: Slangs, idioms and contractions are used when speaking or writing informally. People usually use informal language among friends. E.g. What`s going on, kisses, lots of love, etc.

• How to teach to speak using informal language: Use slangs, idioms, and contractions to speak or write informally. To speak and write using informal language, you could arrange settings where your pupils can perform, speak or write informally.

- Some possible setting for speaking informally are: conversations among friends, family or classmates.

-Writing a letter, sending a text message or an e-mail to your friend, brother or classmate are examples of settings where you should use a informal writing style.

Intensive reading and listening• Definition: One meaning

of intensive listening/reading is reading or listening to focus on how language is used in a text. This is how intensive listening/reading is used in TKT.

• Phonemic script: /ɪnˈten.sɪv riː.dɪŋ/ -

/ɪnˈten.sɪv ˈlɪs.ənɪŋ/

• Use of the word: When teachers ask students to focus on a certain grammar point or vocabulary, they are making students develop intensive reading and listening. This is done to make students notice how language is used.

• How to teach to read and listen intensively: You could use jigsaw reading, (the aim is to make students notice how sequence words are used). First, divide the class into groups. Then, provide a part of the reading to each group. After that, ask your pupils to read the paragraph silently to get the main idea. Finally, reorganize the class into different groups to get an idea of what the complete reading was about and ask your learners to share ideas as a group.

• To teach intensive listening, play the track at least twice. After listening to the track, ask your pupils to complete a worksheet with gap-filling exercises (the gaps have to be completed with the grammar point or vocabulary the teacher is focusing on).

Interaction (Speaking)• 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.

• Phonemic script: /ˌɪn.təˈræk.ʃən/

• Use of the word: Keeping the listener`s attention is important to have a good interaction between the addresser and the addressee to keep the conversation going.

• How to teach interaction when speaking: A debate is awesome to keep interaction among your pupils. First, you need to choose an issue or controversial topic (should wild animals be trained to work in circuses?). Second, divide the class into two groups (one team is in favor and the other against). Each member of the team needs to speak to give his/her arguments to support his/her point of view. Students will speak to support their view, so interaction will immediately appears since every single student will be interested and listening carefully to what his/her classmates says in order to give his/her argument or response.

Intonation• Definition: The way the level of

a speaker’s voice changes to show meaning such as how they feel about something, e.g. if they are angry or pleased, or to make speech sound polite in English. Intonation can be rising or falling or both.


/ˌɪn.təˈneɪ.ʃən/

• Use of the word: Intonation helps the speaker to express his/her emotions and attitudes. Sentences can end in falling intonation like in Wh questions or in rising intonation like in yes/no questions.

• How to teach intonation: Write 10 Wh questions, 10 declarative sentences and 10 yes/no questions on the board. First, ask your students to imitate your intonation just humming. Then, ask your pupils to repeat each question after you (chorus and individual repetition). After that, put your pupils in pairs and ask them to practice orally the questions and declarative sentences written on the board (using falling or rising intonation). You must monitor the class to check students` intonation.

Learn by heart• Definition: To learn

something so that you can remember it perfectly.

• Phonemic script: /lɝːn baɪ hɑːrt/

• Use of the word: There are some words students have to memorize in their target language in order to remember them perfectly, that is called learning by heart.

• How to make students learn words or phrases by heart: You can use repetition. First, write what you want your students memorize on the board (words or phrases e.g. months, days, greeting expressions, etc). Then, ask them to repeat at least three times. After that, erase from the board one or two words and ask your pupils to repeat (all the words , including the ones you erased). You have to repeat the same process until you erase all the words form the board. As your learners have repeated the same words many times, they will remember and learn all the words by heart.

Lexical set• Definition: A group of

words or phrases that are about the same content topic or subject, e.g. weather – storm, to rain, wind, cloudy.

• Phonemic script: /ˈlek.sɪ.kəl set/

• Use of the word: A lexical set is a group of words that belong to the same topic. E.g. banana, apple, peach and pear belongs to the lexical set ‘fruit'.

• How to teach lexical sets: you can use a memory game. First, write this phrase on the board “I went to the market and bought… (you can use the lexical set fruit) Then, ask your pupils to repeat the phrase and say a name of a fruit (e.g. I went to the market and bought an apple). The next students have to repeat the same phrase , taking into consideration the name of the fruit his/her classmate said and name another fruit (e.g. I went to the market and bough an apple and a banana). The same process is repeated until all your students had said a name of a fruit. Learner are not allowed to repeat the same word his/her classmate said.

Lexis• Definition: (Also

vocabulary) Individual words or sets of words, e.g. homework, study, whiteboard, get dressed, be on time.


/ˈlek.sɪs/

• Use of the word: When learning a language people need to know its lexis which is individual or set of words, also known as the vocabulary that is part of a language.

• How to teach lexis or vocabulary: Write 10 letters on the board (e.g. a,b,c,d,f…etc. they must be written vertically). Give a cardboard to each student and ask them to copy the letters you wrote on the board on the cardboard. Finally, ask your pupils to write a word that starts with the letters they have on cardboard (one word per each letter). You can use vocabulary about fruit, animals, verbs, classroom objects, ect.

Linking (Connected speech)• Definition: The way

different sounds can link into each other in connected speech, e.g. it’s a good day – /ɪtsəɡʊdeɪ/


/'lɪŋkɪŋ/

• Use of the word: Linking is usually used for speaking because when we speak we link words. This happens when a word ends in a consonant sound and the next word begins with a vowel sound or vice versa.

• How to teach to link sounds (connected speech): Prepare some tongue twisters before the class. Write the tongue twisters on the board and ask your students to repeat them after you (chorus repetition). Then, ask them to repeat individually (one by one). Repeat the same process, but this time ask them to repeat faster. Each time students repeat the tongue twister, they have to do it faster and faster. The faster students repeat, the more sound they will link.

Listen for gist• Definition: global

understanding. To listen to understand the general meaning of it, without paying attention to specific details.

• Phonemic script: /ˈlɪs.ən fər dʒɪst/

• Use of the word: To get the general idea of a listening you need to listen to the whole track without taking notes, just paying attention to what the speaker says.

• How to teach listening for gist: Before playing the track write on the board a general question about the listening whose response encompasses its general idea (e.g. what is the main idea of the conversation?, What is the purpose of the conversation?). Then, play the track and ask students to listen carefully to get the answer to the question. After listening, ask students to tell their answers to the class. Finally, you and your pupils have to discuss about the answers given and come to a conclusion to find what the whole listening was about (general or main idea).

Minimal pair• Definition: Two words

which differ from each other by only one meaningful sound (or phoneme),e.g. hit /hɪt/ ; heat

• Phonemic script: /ˈmɪn.ɪ.məl peər/

• Use of the word: The words “live” and “leave” are examples of minimal pairs because the sound /ɪ/ and /i:/ is the only one that differs in each word.

• How to teach minimal pairs: You can use flash cards with pictures and the name of the words, then play bingo. (you must have one minimal pair in each flash card e.g. ship-sheep) Show your flash cards to the class and ask your pupils to repeat the name of the words after you. After your pupils have learnt at least 8 pairs of words you can play “bingo”. Remember you must prepare your bingo cards before the class, they should have just pictures, words are not allowed. Explain your students that they have to cross out the picture of word they listen to. Now, give one bingo card to each student, and start saying your minimal pairs. The student who has crossed out all the pictures is the winner. Do not forget, you need to have a list of the minimal pairs you are going to ask your students to cross out. This activity will help your learners to discriminate sounds.

Narrate (Narrating in Writing)• Definition: To tell a story

or talk about something that has happened. Teachers often narrate stories to young learners.


/ˈnær.eɪtɪŋ/ - /ˈnær.eɪt/

• Use of the word: Narrating is describing or writing about past events as they happened.

• How to teach to narrate when writing: Bring a story to the class and narrate it to your learners. After narrating the story, give your pupils at five pictures of different scenes. Then, ask them to put the pictures in order and write three general ideas they remember from the story. Later, ask them to work in pairs and talk about some details they remember from the story. After getting the main ideas and the supporting details, your pupils can start narrating the story and write as many details about it as they can. Your pupils can include the pictures in their writings to remember relevant scenes.

Oral fluency• 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.

• Phonemic script: /ɔː.rəl ‘fluːən.si/

• Use of the word: Speaking naturally, linking words and using transitional words without making long pauses is called oral fluency.

• How to teach oral fluency: A day before, ask your pupils to bring his/her favorite object to the class. (e.g. toy, pen, book, etc). Now, tell your students they are going to sell their objects to their classmates. Explain your pupils they have to think of some special characteristics that make that object valuable. (e.g. Robert Pattinson was the owner of this object, it is made of gold, etc). Tell your students they have to talk for about three minutes without stopping. Now, ask your pupils to present and sell their objects. The rest of the students have to listen carefully to make questions about the object. Every single student has to buy one object and tell why he/she wants to buy it. The person whose object is the one most students want to but it is chosen as the best salesperson.

Paragraph• Definition: A paragraph is a

section in a longer piece of writing such as an essay. It starts on a new line and usually contains a single new idea. When a writer is paragraphing, she/he is creating paragraphs.

• Phonemic script: /ˈpær.ə.ɡrɑːf/

• Use of the word: A paragraph is a short text which is usually about the same topic and contains more than one sentence.

• How to teach to write a paragraph: Divide the class into groups of five. Together as a class, choose a topic to write about (choose a topic students are familiar with). You and your learners must work together to write a sentence that describes what the paragraph will be about. Now that you have the topic sentence of the paragraph have the first student in each group to add a supporting detail. Then, he/she has to pass the paragraph to the next student who will add another supporting detail, and so on. The fifth student can write the closing sentence.

Paraphrase• 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.


/ˈpær.ə.freɪz/

• Use of the word: Saying someone else`s ideas in our own words is paraphrasing.

• How to teach your leaners to paraphrase: You need to prepare four quotations before the class. To develop this activity you have to divide the class into two groups A and B (they have to be face to face). Then, give one quotation to group A (e.g. What we learn with pleasure we never forget -Alfred Mercier -).Group A has use synonyms to say the same quotation, but in other words. And group B has to guess the original quotation based on the information they receive from group A and write it on the board. The teacher and the members of group A have to check Group B`s quotation and decide if it is the original one. Then, pupils switch roles. The same process is repeated until students have guessed the four the original quotations.What you do

today will be what you will

face tomorrow

Part of speech• Definition: A way of

categorizing words according to their grammatical function and meaning, e.g. noun, verb, adjective, pronoun, adverb, preposition, conjunction.

• Phonemic script: /pɑːrt əf /spiːtʃ/

• Use of the word: Parts of speech are how words are categorize taking into account its function and meaning in a sentence.

• How to teach parts of speech: Write at least four parts of speech on an index card, explain the function each part of speech has in a sentence, and give examples. (one part of speech on each card e.g. noun, verb, adjective, ect). Then , stick the index cards on the board and ask students to go to the front and write one word per each category (e.g. noun= book, Ambato, verb= eat, do, adjective=big, nice, red, etc). After you have at least five words per category, ask your pupils to choose one noun, one verb, one adjective, etc and ask them to write as many sentences as they can on their notebooks. Tell your students that they can change the position of the words, combine, and use them more than once. Finally, ask your pupils to write on the board one of his/her sentence and check if they are correctly arranged.

Phoneme• Definition: The smallest sound

unit which can make a difference to meaning e.g. /p/ in pan, /b/ in ban. Phonemes have their own symbols (phonemic symbols), each of which represents one sound. Words can be presented in phonemic script (usually International Phonetic Alphabet.

• Phonemic script: /ˈfəʊ.niːm/

• Use of the word: A phoneme is the smallest units of sound that make one word different from another. E.g. /t/, /v/, /ə/, etc.

• How to teach phonemes: You could use a phonemic chart or choose a very short paragraph of an English song( no more than 25 words). Then, play the song and stop it at the end of each word and ask your pupils to identify and say aloud the first sound of each word. (e.g the first sound of the word «family» is /f/). Later, do the same, but this time ask your pupils to identify the last sound of each word. (e.g. the last sound of the word «family» is /i/. You need to focus only in the first and last sound of each word. Remember if you work with beginners they just have to recognize sounds and say them aloud, but if you work with advanced levels you can ask them to write the phonemic script of words.

Phonemic chart• Definition: A poster

or large diagram of the phonemic symbols arranged in a particular order.


/fəˈniːm.ɪk tʃɑːt/

• Use of the word: In a phonemic chart we can find the phonemic symbols of a language, it is helpful to know how the different sounds of a language are pronounced.

• How to use a phonemic chart: Begin with the schwa sound (if you are a beginner learn just one sound per day). Then, work on recognition, you have to be able to hear the sound in any word and recognize it. Later, you can go for the voiced and unvoiced sounds , you can identify if a sound is voiceless or voiced by putting your hand on you throat. You will feel a vibration with the voiced sounds. Go to this link and click on each symbol or sample word to hear.

https://www.englishclub.com/pronunciation/phonemic-chart-ia.htm

Phonology• Definition: The study

of sounds in a language or languages.


/fəˈnɒl.ə.dʒi/

• Use of the word: Phonology is a very important branch because it helps teachers to upgrade their pronunciation since they can know how words are pronounced.

• How to teach phonology: You can use the phonemic chart or teach phonology by breaking down words into single sounds or syllables. First, collect one object form each student and put it into a bag (a pencil, a marker, an eraser, etc.) Then, ask your pupils to make a circle and put the bag at the middle of the circle. After that, ask one student to take one object form the bag and ask him/her to say the word slowly asking to clap his/her hands while he/she is pronouncing each syllable of the word (e.g. marker = /m/-/ɑ/-/r/-/k/-/ə/-/r/ or /mark/-/ər/). The same process is repeated until all students have participated. This activity can de done with beginners and children. With advanced learners you can use minimal pair exercises, word and sentence stress activities.

Predict (Prediction)• Definition: A technique or learning

strategy learners can use to help with listening or reading. Learners think about the topic before they read or listen. They try to imagine what the topic will be or what they are going to read about or listen to, using clues like headlines or pictures accompanying the text or their general knowledge about the text type or topic. This makes it easier for them to understand what they read or hear.

• Phonemic script: /prɪˈdɪkt/ - /prɪˈdɪk.ʃən/

• Use of the word: Predicting is guessing what will happened. In reading and listening is guessing what the reading or listening will be about.

• How to teach to predict: You can write the tittle of the reading or song on the board and ask students to brainstorm some ideas about it. You can also give a picture about the text or listening track and ask students to look at it and predict what the reading or listening will be about by sharing ideas with their classmates. Then, ask your pupils to answer some questions (e.g. Have you ever been, seen, done…, when…?, How…?,etc). Students have to answer the questions based on their own experiences. The same activities can be done in reading and listening.

Prefix• Definition: A prefix is

a letter or group of letters added to the beginning of a word to make a new word.


/ˈpriː.fɪks/

• Use of the word: I can create a new word using prefixes, usually with opposite meanings. E.g. clear –unclear.

• How to teach prefixes: Write words with the most common prefixes in English on cardboards of different colors. (e.g. a yellow card for all the words with the prefix “un” unhappy a red one for “dis” disrespectful, a green one for “im”,, impolite, etc) Then, put all the words in a bowl. Explain that each color of the cardboard represents a prefix and explain what each prefix means (e.g. “un” means not or deprive of, “dis” and “im” mean not or opposite of). After that, ask each pupil to take five words from the bowl and read them aloud (one by one). Later, ask them to cut all the prefixes of the words they took, and ask them to put the prefixes outside of the bowl (un, dis, im) and the roots of the words inside the bowl (happy, respectful, polite). Now, Ask students to take one word (root of the word) from the bowl and one prefix. Finally, ask your learner to look for the correct prefix of the word they took and stick the whole word on the board, (e.g. unhappy, disrespectful, impolite).

Pre-teach vocabulary• Definition: Before introducing a

text to learners, the teacher can teach key vocabulary from the text which she/he thinks the learners do not already know and which is necessary for them to understand the main points of a text.

• Phonemic script: /priː tiːtʃ vəˈkæb.jʊ.lər.i /

• Use of the word: Pre-teaching vocabulary is essential since you pre-teach words that students will find on the reading and facilitate the understanding of it.

• How to pre-teach vocabulary: The most simple way of pre-teach vocabulary is by association, using pictures. You can also ask your pupils to predict some vocabulary words (e.g. your reading will be about “weather”) so, write the word “weather” on the board and ask students to write any words related to it (e.g. rainy day, sunny day, windy day, etc.). Now, your learners know some of the vocabulary they will find on the reading.

Productive skills• Definition: When learners

produce language. Speaking and writing are productive skills.

• Phonemic script: /prəˈdʌk.tɪv skɪls/

• Use of the word: Productive skills are used to produce the language. Speaking and writing are also know as active skills.

• How to teach the productive skills (speaking and writing): Teach writing by following this process. First, pre-writing where students brainstorm ideas about what they will write. Second, drafting where pupils create their initial composition and put all their ideas in an organized way. Third, revising where learners review, add, or delete their ideas. Fourth, editing where students proofread and correct any grammar error. Finally, publishing where pupils share their final composition with the audience.

• Teach speaking starting with a lead-in where you introduce the topic of the lesson plus some activities including new language. Then, make some practice activities where learners must have opportunities to use the language (you can do controlled or free activities). Finally, post-task activities where learners must speak freely about the topic. The processes mentioned must be developed step by step. You do not have to teach the process theoretically instead you should work together with your pupils, so your leaners will learn the process unconsciously.

Proofread (Writing)• Definition: To read a text

in order to check whether there are any mistakes in spelling, grammar, punctuation etc.

• Phonemic script: /ˈpruːf.riːd/

• Use of the word: Proofreading is reading your writing in order to check errors in grammar, punctuation and spelling before publishing your text.

• How to teach proofreading: Ask your pupils to read the text and underline, circle or highlight any grammar, punctuation or spelling mistake they find on their writings. Your students should use a different colors to highlight their mistakes. (e.g. a yellow marker for spelling mistakes, a pink one for grammar mistakes and a green one for punctuation mistakes). After that, your pupils will identify all the mistakes of their texts and will be able to correct them easily.

Punctuation• Definition: The symbols

or marks used to organize writing into clauses, phrases and sentences to make the meaning clear.


/ˌpʌŋk.tjuˈeɪ.ʃən/

• Use of the word: A period (.), a comma (,), and a question mark (?) are examples of punctuation we can use when writing in order to separate sentences or show that we are asking something.

• How to teach punctuation: You need a text with no punctuation marks. Give the text to each student and ask to read it silently. Then, ask them if they find something wrong in the text (if there are not answers you could ask yes no questions like Are there any commas on text, are there any periods on the text, etc), so your pupils will answer just saying yes or not. Then introduce the most used punctuation marks to your pupils by giving examples in different sentences. After practicing the different punctuation marks ask your learners to read the text again and add periods, commas, questions marks, etc where they think it is suitable. After that, write the paragraph on the board and ask each pupil to go to the front and put a punctuation mark where it is needed. Finally, you and your students have to read the text together and correct any punctuation error.

Reading for detail• Definition: To read a text

in order to understand most of what it says or particular details.

• Phonemic script: /riːd ɪŋ fər ˈdiː.teɪl/

• Use of the word: We read for detail when we want to find specific information like dates, telephone numbers, names, etc.

• How to teach reading for detail: After getting the main or general idea of a text, you can ask your leaners to read for detail by giving them a worksheet with questions. The worksheet should contain questions that ask students to look for specific information from the text (e.g. Where was he born?, What is his telephone number? or Where does he work?). Tell your students they have to read the text again and underline the specific information they need to answer the questions. Finally, ask your pupils to write the answers on they board or tell them orally to check if they are correct.

Receptive skill• Definition: When

learners do not have to produce language; listening and reading are receptive skills

• Phonemic script: /rɪˈsep.tɪv skɪl/

• Use of the word: Listening and reading are receptive skills because you receive information form texts, articles, films, videos, etc.

• How to teach the receptive skills (listening and reading): You need to teach reading and listening following a process.

- For reading you should start with pre-teaching activities where you introduce the topic, pre-teach vocabulary , ask students to predict, or ask questions about the main idea of the text, etc. Then, the reading stage where students read silently and think about the answers for the previous questions. Later, the post-reading stage where your learners check answers in pairs, answer true/false questions, etc. Finally, the follow-up activities where your pupils develop critical thinking by giving their own point of view, or reflection about the author`s intention.

- For listening, you should start with introductory activitites where you introduce the topic, pre-teach important words and activate learners`knowledge. Then, you continue with the main activitites where your learners develop different listening subskills. Finally, the post-task activitites, where your learner talk about the topic and relate it to their own lives and give opinions. The processes mentioned must be developed step by step. You do not have to teach the process theoretically instead you should work together with your pupils, so your leaners will learn the process unconsciously.

Register• 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.

• Phonemic script: /ˈredʒ.ɪ.stər/

• Use of the word: We change the way we speak (formal or informal) according to the situation or setting we are, that is called register. E.g. academic register.

• How to teach register: Use authentic material such us newspaper, news, or broadcasts to teach formal language and songs to teach informal language (you need to help students to work out how they have to used informal and formal language depending on the situation). Then, ask your pupils to make groups of three, assign a role to each student (a manager, a teacher, a younger brother, etc.) After that, ask students to prepare a role play. Remember, you must set up situations or settings where students can use both formal and informal language.

Rhythm• Definition: The rhythm of

speech is the way that some words in a sentence are emphasized or stressed to produce a regular pattern, e.g. If I were YOU, I’d go by BUS.

• Phonemic script: /ˈrɪð.əm/

• Use of the word: You need to keep the rhythm of a sentence making the weaker syllables or words shorter and emphasizing the important words of the sentence.

• How to teach rhythm: Ask your pupils to write two sentences on their notebooks (e.g I have a new car). Then, put students in pairs and ask them to read the sentences, putting the stresses in different words (e.g. I have a NEW car, I have a new car, I HAVE a new car, I have a new CAR). Students have to switch roles and do the same with the second sentence. After doing that, students will notice that the meaning of the sentence changes depending on the word stress.

Scan (Scanning)• Definition: To read a text

quickly to pick out specific information, e.g. finding a phone number in a phone book. See detail, gist, global understanding, skim.

• Phonemic script: /skæn/ - /skænɪŋ/

• Use of the word: When you scan a text you do not need to read the whole text, you just need to read to find specific information. E.g. A telephone number.

• How to teach to scan a text: After your pupils have skimmed the text, you should give a worksheet with questions where students look for specific information (e.g. Which sport can you watch that takes place outside?, Is there a horror film on this evening?). Ask your pupils to read the text again to find the answers and underline them. Then, ask students to write the answers on the board or say them orally in order to check if the they are correct

Self-correction• Definition: When

learners correct language mistakes they have made, perhaps with some help from the teacher.


/self kəˈrek.ʃən/

• Use of the word: When students correct errors by themselves instead of the professor correcting them.

• How to teach self-correction: Write two incorrect sentences on the board (with grammar, spelling, and punctuation mistakes) . Then, divide the class into two groups. Ask group 1 to find the mistakes of the first sentence and correct them, group 2 has to do the same (the rest of the pupils can help the students who is in the front to correct the sentence). Finally, all the class and you work together to check if group 1 and group 2 have found all the errors in the two sentences.

Sentence stress• Definition: Sentence stress

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

• Phonemic script: /ˈsen.təns stres/

• Use of the word: We can emphasize different words in a sentence according to the meaning we need to convey when giving a message, that is called sentence stress.

• How to teach sentence stress: Write two sentences on the board (e.g I bought a new jacket). Read the sentences three times, stressing different parts of speech (e.g. I BOUGHT a new jacket, I bought a new jacket, I bought a NEW jacket). Then, put students in pairs and ask them do the same you did (stressing different words of the sentence), switching roles. After doing that, students will notice that the meaning of the sentence changes depending on the word stress.

Skim (Skimming)• Definition: To read a text

quickly to get a general idea of what it is about.

• Phonemic script: /skɪm/ - / skɪmɪŋ/

• Use of the word: When you read a text to find the general or main idea, you are skimming the text. You do not need to read and understand the meaning of every single word.

• How to teach to skim a text: Ask students to read the title of the text and look at any visual aids. Then, ask them to read the beginning and the end of the article, ignoring details ( read just the first sentence of every paragraph). After that, ask your pupils what the main idea of the text is. You and your pupils must discuss to come up to a conclusion and get the general idea of the text they read. After your pupils get the general idea, you can ask them to read for detail or scan the text.

Suffix• Definition: A suffix is a

letter or group of letters added at the end of a word to make a new word.

• Phonemic script: /ˈsʌf.ɪks/

• Use of the word: Adding at the end of the word the suffix 'ness' in the adjective 'nervous' I get the noun nervousness.

• How to teach suffixes: Write some adjectives and verbs on cardboards, using yellow cardboards for adjectives and pink ones for verbs ( e.g. happy, nervous, active, work, play, etc). Then, write some suffixes for the adjectives and verbs written previously on other cardboards, using one color per each suffix (ness, er, ity, ed, etc) and put them in a bowl. After that, explain what a suffix is and what is its function in a word by giving examples. Later, stick all the adjectives and verbs on the board, divide the class into two teams, ask your pupils to take one suffix from the bowl, go o the front and paste the suffix next to the word they think is correct (e.g. happy-ness, nervous-ness, work-er, play-ed), students have to develop this activity in 5 minutes. Finally, check your students` answers. The winners are the ones who have joined more words correctly.

Summarize• Definition: To take out the

main points of a long text, and rewrite or retell them in a short, clear way.

• Phonemic script: /ˈsʌm.ər.aɪz/

• Use of the word: Summarizing is to express the most important points of a text or article in a short way.

• How to teach to summarize: Read aloud a simple text such as a fairy tale. Guide your pupils to generate a list of the main points from the text. Write the list on the board. Then, cross out unnecessary or repetitive details or sentences. After that, ask each student to write a summary. Put your pupils in pairs and ask them to exchange their summaries to check and correct them. Finally, ask your students to re-write their final summary making the changes needed. You can ask two or three students to read their summaries to the class.

Text types• Definition: Texts that

have specific features, e.g. layout, use of language, that make them part of a recognizable type of text, e.g. letters, emails, news reports.

• Phonemic script: /tekst taɪps/

• Use of the word: There are different types , so we need to use the most appropriate or suitable language for each type. E.g. stories, academic essays, articles, etc.

• How to teach text types: You could teach by the application of the genre model. You need to follow this procedure. First, preparation where you introduce the text and activate students` schemata to anticipate the structural features of the genre of the text. Second, modeling and reinforcing where you introduce a model of the genre, discuss how the text is structured and organized. Third, planning where you ask students to brainstorm about the topic and relate it to their own experience. Fourth, joint constructing where you and your students work together to write a text. Fifth, independent constructing where students compose their own texts. Finally, revising where your pupils check, discuss and evaluate their writings with fellow students. The processes mentioned must be developed step by step. You do not have to teach the process theoretically instead you should work together with your pupils, so your leaners will learn the process unconsciously.

Topic sentence• Definition: A sentence that

gives the main point or subject of a paragraph. This is usually the opening sentence in a paragraph.

• Phonemic script: /ˈtɒp.ɪk ˈsen.təns/

• Use of the word: The topic sentence is usually at the beginning of a paragraph and it tells you what the text is going to be about. E.g. I have three main favorite sport.

• How to write a topic sentence: Ask your pupils to brainstorm some ideas about the topic the are going to write about. Then, ask them to choose the best idea and write a sentence that encompasses the general idea and the supporting details they are going to write about.

Turn-taking• 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’.

• Phonemic script: /tɜːrn teɪkɪŋ/

• Use of the word: Turn-taking is the process by which people in a conversation decide who is going to speak next.

• How to teach turn-taking: Ask your pupils to have a conversation and at the end of each sentence add the question “And you?” . Example of a conversation

A: Hi, how are you?

B: Fine, and you?

A: I am fine. What`s new?

B: Not much. And you?...

Unvoiced sound• Definition: To produce an

unvoiced sound, no voice is used, e.g. /p/ in pad, /t/ in tomorrow. No movement or vibration can be felt in the throat.


/ʌn'vɔɪst saʊnd/

• Use of the word: The /t/ sound is an example of an unvoiced sound because when you produce it your vocal cords do not vibrate.

• How to teach unvoiced sounds: You should write on the board all the voiced and unvoiced sounds in English. Then, ask your students to pronounce each sound putting their fingers on their throats. Explain that if they do not feel a vibration while pronouncing the sound, it is an unvoiced sound. After that, make a chart on the board, divide it into two parts (one for voiced and the other for unvoiced sounds). Ask your pupils to come to the front, one by one and classify the sounds, putting the voiced and unvoiced sounds in the correct part of the chart. You must do the same to teach voiced sounds.

Voiced sound• Definition: To produce a

voiced sound, the voice is used, e.g. /b/ in bad, /d/ in dentist. Movement or vibration can be felt in the throat. Vowels in English are voiced.

• Phonemic script: /vɔɪst saʊnd/

• Use of the word: When you pronounce a voiced sound like the /v/ sound your vocal cords vibrate.

• How to teach voiced sounds: You should write on the board all the voiced and unvoiced sounds in English. Then, ask your students to pronounce each sound putting their fingers on their throats. Explain that if they feel a vibration while pronouncing the sound, it is a voiced sound. After that, make a chart on the board, divide it into two parts (one for voiced and the other for unvoiced sounds). Ask your pupils to come to the front, one by one and classify the sounds, putting the voiced and unvoiced sounds in the correct part of the chart.

Word stress• Definition: It is the

pronunciation of a syllable with more force or emphasis than the surrounding syllables which are said to be unstressed.


/wɝːd stres/

• Use of the word: The word essay can have the stress in the first and in the second syllable. If you put emphasis in the first syllable the word acts as a noun, but if the emphasis is in the second the word 'essay' acts as a verb, that is called word stress.

• How to teach word stress: You have to ask your students to create a small booklet with the different words they learn day by day. To make your pupils notice the stress of a word ask them to draw a circle like this above the stress syllable in each word

(e.g. happy, comfortable, etc).

Education

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