2. Accuracy /kjrsi/Meaning:The use ofcorrect formsof
grammar,vocabulary,spelling andpronunciation. Example: In a
conversation activity,teachers and learners, or betweenlearners
focus on using andproducing language correctly, sothat is accuracy.
How to teach: Accuracy might betaught through easy ways wherethe
student doesnt feel underpressure like dialogues, role plays,and
interviews, where that applygrammar, vocabulary, spelling
andpronunciation
3. Affix /fks/A meaningfulgroup of lettersadded to thebeginning
orend of a wordto make a newword, whichcan be adifferent partof
speech fromthe originalword, e.g.interview,interviewer. Example: we
add affixes to the baseword like inImpossible possible
possiblyimpossibly Prefix base wordSuffix prefix & suffix How
to teach: Affixes sometimes aredifficult because we need to learn
whichprefix or suffix can be added becauseaccording the word it can
vary. I shouldgive a list with the frequent words in abase form and
then analyze each caseand apply exercises and maybe asentence that
contains affixes from oneword
4. Appropriacy /pr.pri..si/Language whichis suitable in
aparticularsituation. Example: We have appropriacyof language when
it is usedin particular contexts with the rightgrammar structures
and grammar. How to teach: to teach appropriacywe need to give
different context tostudents so they can differenciatethe language
that they are going touse in each case
5. Authentic material/en.tk/ /mt.ri.l/Written orspoken
textswhich a firstlanguagespeaker mightread or listen to.They may
betaken fromnewspapers,radio etc. Thelanguage in thetexts is
notadapted or madeeasier forlearners or thelanguagelearningprocess.
Example: I get authentic materialwhen I cut interesting readings
frommagazines, newspapers or I recorda program from a radio How to
teach: We can teachthrough authentic material that istaken from
different sources thatare not focus on teaching Englishand it will
be better because it canbe something in which students
areinterested in.
6. Coherence /kh.rns/When ideas in aspoken orwritten text
fittogether clearlyand smoothly,and so arelogical and makesense to
thelistener orReader. Example: Into a speech we havecoherence
because it must be clearand have sense to the listener How to
teach: In order to teachcoherence we can use jigsawbecause we can
give students atext divided into three parts andthey should
organize them and theynotice how it should go taking intoaccount
the connectors
7. Cohesion /khi.n/The way spokenor written textsare
joinedtogether withlogical grammaror lexis,
e.g.conjunctions(Firstly, secondly),lexical sets,referring words
(it,them, this). Example: In a paragraph we havecohesion because we
can seegrammatical structures and how thesentences are joined
logically. How to teach: we teach cohesionthrough essays because
studentswill use conjunctions in order to joinideas in a correct
way.
8. Cohesive devices/khi.sv//dvas/A feature in a textwhich
providescohesion, e.g. useof topic-relatedvocabularythroughout a
text,of sequencingwords (then, next,after that etc.), ofreferencing
words(pronouns he,him, etc.), ofconjunctions(however,although)
Example: Cohesive devices arewords and phrases that link ideas
inorder like:and, but, because, in the first place,however; he/him,
it, her, their, andso onHow to teach: teacher shouldmake students
aware of vocabularylike synonyms and also theconjunctions in order
to usecohesive devices to get an
9. Collocation /kl.ke.n/Words which areregularly usedtogether.
Therelation betweenthe words maybe grammatical,for examplewhen
certainverbs/adjectivescollocate withparticularprepositions orwhen
a verb likemake or docollocates with anoun. Example: In English we
havecollocations like I do homeworknot make homework, so
docollocates with homework How to teach: Words are learnedin
groups, not in isolation. So wehave to provide a list of
collocationslike Do exercises Good at Look at
10. Colloquial /klokwil/Languagenormally used
ininformalconversation butnot in formalspeech or writing,e.g. Give
Gran aring, OK? Example: when we are talking withfriends we use
informal languagewhich is called colloquial language How to teach:
colloquial languageshould teach in classes through roleplays
because students can usetheir language without formalism.
11. Compound /kmpnd/Nouns, verbs,adjectives orprepositionsthat
are madeup of two ormore wordsand have oneunit ofmeaning,e.g.
assistantoffice manager,long-legged. Example: compound is a group
ofwords that have one meaningFoot + ball = football How to teach:
We can give a list ofcompound words and ask studentsto divide the
words into a T- chart Firework Fire workSo students will get the
idea of theorigin of the words
12. Conjunction /kndkn/A conjunction(or connector)is used
toconnect words,phrases,clauses orsentences, e.g. Example: We use
conjunctions toconnect ideas, words or sentences.conjunctionI like
sports but I dont like soccerbecause its too boring for me. How to
teach: I would give a list ofconjunctions and their functions
likewith and join similar ideas, but to showa contrast and give
some sentencesso, students will choose from the listconjunctions
and join the sentencesand check
13. Context /kn.tekst/The situation inwhich languageis used
orpresented. Example: The context of class isthat teacher needs to
take intoaccount the level of understandingof students, their needs
and whichlanguage he/she has to use. How to teach: We can
teachcontext using role plays becausewe can give different
situations tothe groups and at the end recognizewhich contexts were
developedduring the presentations
14. Contraction /kntrkn/A shorter formof a group ofwords,
whichusually occursin auxiliaryverbs, e.g. youhave = youve;it is =
its. Example: I use contractions at themoment of speaking to sound
like anative speaker.I dont like pizza Instead of I do not
likepizza How to teach: this should be taught tointermediate level
because beginnercan get confused. Use dialogues withcontractions
would provide students aright pronunciation and also getaccustomed
to them obviously weneed to clarify that it is for informal
15. Contrastive stress /kntr.stv//stres/is used toexpress
anunusual oremphaticmeaning in asentence. Itinvolvesstressing
theimportant wordaccording to thedifferentmeanings. Example:
Contrastive stressexpresses an important word in asentence. My mom
went to buy a HOUSE. Inhere we are clarifying that she boughta
house no a car, no a bicycle, orsomething else. How to teach: We
can give sentencesto the students and they work in pairsthe
contrastive stress, putting thestress in each word of the
sentence,so they can notice the difference whenthey develop the
activity because theyhave to recognize which word was
16. Controlled practice/kntr.ld//prk.ts/When learnersuse the
targetlanguagerepeatedly andproductively insituations inwhich they
havelittle or no choiceof whatlanguage theyuse. The teacherand
learnersfocus onaccurate use ofthe targetlanguage. Example: teacher
use controlledpractice into the classroom becausewhen he/she is
teaching presentsimple students have to use this intheir dialogues,
no other structure. How to teach: at the end of eachgrammar
structure, teachers canuse dialogues between studentsand role plays
where students canuse the structure already learnedand use it
accurately
17. Convey meaning /knve/ /min/To express orcommunicatemeaning.
Example: teachers conveymeaning when they present newwords and
language L1 to a groupof people from L2. How to teach: Conveying
meaningis used in class to teach newlanguage and we need to
avoidtranslation, instead of that weshould use miming to
conveymeaning.
18. Diphthongs /df./A vowelcombinationwhich ispronounced
bymoving from onevowel toanother, e.g. / a/ as in my ispronounced
bymoving from / /to / /. Example: We have diphthongs inmany words
like in toy or boil wherewe have a vowel sound in onesyllable. How
to teach: We can use mini-chartswhit diphthongs focusing onwords
with the /ow/ sound and the/oy/ sound each day. And throughsongs we
can fill in the chart
19. Discourse /ds.ks/Spoken orwritten languagein texts orgroups
ofsentences. Example: We use Discourse in aformal communication
where wecan express our thoughts How to teach: We developdiscourse
when we use role plays,debates, dissertation within theclassroom in
order to have a formaldiscussion about something.
20. Drill /drl/A techniqueteachers useforencouraginglearners
topracticelanguage. Itinvolvesguidedrepetition orpractice. Example:
When we have an scriptof a role play we have a drillbecause we have
a repetition of adialogue How to teach: Drills are useful
forbeginner because we give the drilland they repeat and at the
sametime they practice pronunciation.We should start with easy
drills andeasy to understand, with this thestudent will get
accustomed andinternalize it.
21. Emphasis /em.f.ss/When specialforce or attentionis given to
a wordor informationbecause it isimportant Example: Teachers at the
end ofthe class emphasize that studentshave to do the homework
forTOMORROW. How to teach: it can be taughtthrough essays or
dialogues wherethe teacher can highlight a wordand students have to
say it withemphasis when they are talking.
22. Encourage /nkr.d/When a teacherhelps learners tosucceed
bygiving themconfidence. Example: The teacher alwaysencourages us
to talk in front of theclass with out nervous because inthat way we
are going to learn andbe self - confident How to teach: we can
encourageour students through phrases thatmake them feel good and
withoutstress like: you can do it!
23. Error /er.r/A mistake that alearner makeswhen trying tosay
somethingabove their levelof language orlanguageprocessing.
Example: when we are in beginnerlevel we have a lot of
errorsbecause we tried to say somethingthat we didnt know because
of thelevel, but we tried to express thathaving errors. How to
teach: Errors are normal ineach level because we never aregoing to
handle the languageperfectly. But we can try to avoidthat giving a
lot of sources andpractice to students to acquire more
24. False friends /fls//frends/A word in thetarget
languagewhich looks orsounds as if ithas the samemeaning as
asimilar word inthe learnersfirst languagebut does not. Example: we
have false friendsbetween Spanish and English Embarrassed
embarazadaPeople believe that have the samemeaning but it is wrong
becauseembarrassed is to cause shame andembarazada should be
translated withpregnant. How to teach: Teacher has to ask
forexamples of false friends in order tocheck that students
understand themeaning. And emphasizes on wordsthat they will get
confused.
25. Feature /fitr/A feature ofsomething is aninteresting
orimportant partorcharacteristicof it. Example: We have
differentfeatures for each type of sentence.She plays the piano.
The featurehere is that the verb always has an-s or -es at the end
when we have athird person How to teach: we always teachfeatures or
characteristics fromevery single grammar structures.Maybe we can
have a chart of eachstructure to notice the features
26. Focus on form /foks/ /n//frm/Payingattention to
thewords/parts ofwords thatmake alanguagestructure or tospelling
orpronunciation Example: When we write essays orletters even when
we talk we arefocus on form in order to haveaccuracy. How to teach:
first, teacherprovides grammar structures andasks students to write
a shortparagraph with that structure sothey have to be focus on
form
27. Form /frm/The form of agrammaticalstructure is theway it
iswritten orpronouncedand the partswhich combineto make it Example:
We have different formsor structures like in present
simple(grammatical structure) is made upof noun + verb base form
(theform). How to teach: we can teach theform dividing the
structures ofeach tense like in the examplebelow. S + V (which
form) + C Students will understand which kind
28. Formal language/f.ml//l.wd/Language usedin
formalconversations orwriting. Example: We use formal
languagedepending on the person who weare speaking to. In formal
letter orformal speech, we use formalstructures instead of
informal. Like:Yours sincerely How to teach: formal language
istaught through letters, speech,debates where teacher
shouldprovide a list of formal words inorder students use them in
theactivities.
29. Function /fkn/The reason orpurpose forcommunication.
Example: The objective of ourcommunication is called function.
Whatis the purpose of it and what we wantfrom the listener. If we
ask, suggest,advice, so on How to teach: By creating a situationthe
teacher is providing the necessarycontext students need to use
thelanguage for a function. Like giving thesocial standing relative
to the personthey are talking to, how well they knowthe person;who
is the listener; and somecircumstances of the communication
30. Gesture /des.tr/A movementwith part of thebody which isused
to conveymeaning. Example: At the moment ofspeaking people use
gestures toexpress an idea or emphasize athought How to teach:
Gestures can beuseful in a conversation andteacher can develop them
in drama,where students act like someoneelse, and they need to use
gesturesto convey a meaning. Maybesomething that is not clear, they
cansay by gestures
31. Hesitation /hez.te.n/A pause beforeor while doing
orsayingsomething.Learners oftenhesitate if theyare trying to
findthe correctwords to say,because theyneed more timeto think.
Example: Beginners and alsoadvanced students often hesitateuntil
find the right word in aconversation or presentation. Wehave pauses
like (mmm, ah ) How to teach: teachers canovercome this problem
with freedialogues in the classroom, sostudents are going to
increase theirvocabulary and when they talk, theycan avoid
hesitation because havethe right words.
32. Highlight /ha.lat/To mark wordson paper, on theboard or on
acomputer screenusing a colour orunderlining sothat they areeasier
to notice. Example: During a reading weneed to highlight the main
ideas ordetails with a color to find easilythose aspects, when it
is necessary How to teach: teacher providesstrategies to highlight
the mainideas, how to identify details. Usedifferent colors to
differentiatebetween them
33. Homonyms /hmnm/A word withthe samespelling
andpronunciationas anotherword, butwhich has adifferentmeaning.
Example: The homonyms can havedifferent meaning but the
samespelling and sound, like in: Fine = I am fine Fine= I have to
pay a fine for takingmy book back late How to teach: Teacher gives
aparagraph with homonyms andasks students what is the
meaningaccording to the sentences whichare surrounding the
word.
34. Homophones /hmfon/A word whichsounds thesame asanother
word,but has adifferentmeaning orspelling. Example: the homophones
sharethe same sound but not the spellingand meaning. Like in: This
is the right question I write a question How to teach: A tongue
twister isan excellent way to practicehomophones and notice
theirmeaning. Because students willpronounce the same but
themeaning is different so they will getthe meaning to
understand
35. Inappropriate /n.pr.pri.t/Language whichis not suitable ina
particularsituation. Example: Some students useinappropriate
language when theytalk with their teachers, becausethey use
informal vocabulary as ifthey talk with friends. How to teach:
Teacher shouldprovide different situations in aconversation or in a
role play, soteachers can correct theinappropriate language in
asituation that is formal or vice versa.
36. Infer attitude /nfr/ /t..tjud/To decide how awriter or
speakerfeels aboutsomething fromthe way thatthey speak orwrite,
rather thanfrom what theyopenly say. Example: When we read a book,
apoem or something written, we asreaders need to infer
writersattitude, to understand what he/shetries to say through
his/her writing How to teach: teachers helpstudents to infer
attitude throughreadings exercises. In the prereading from the
topic, then withquestions and after socialize theanswers to get
more informationabout writers attitude
37. Informal Language/nf.ml//l.wd/Language usedin
informalconversations orwriting. Example: When we are with
friendswe use informal language, maybecontractions, no formal
expressionslike hi!, Whats up? How to teach: Teacher would
useinformal language in drama with aninformal situation and
students willuse some expressions that areaccording to the
situation.
38. Interaction /n.trk.n/Interaction is
two-waycommunicationbetween listenerand speaker, orreader and
text.Interactivestrategies are themeans used,especially inspeaking,
to keeppeople involvedand interested inwhat is said or
tokeepcommunicationgoing. Example: When a couple have aconversation
and both have thesame opportunity to talk, they havean interaction
because exchangeideas mutually How to teach: The best way
topractice interaction is in dialogueswhere teacher provides the
topicand a number of sentences thateach student has to say in order
tohave a fluent conversation with thesame amount of
participation
39. Interaction patterns/n.trk.n/ /pt.n/The differentways
learnersand the teacherwork together inclass, e.g.learner
tolearner, in pairsor groups orteacher tolearner, in openclass, in
plenary.When teachersplan lessons,they think
aboutinteractionpatterns andwrite them ontheir plan. Example: We
have differentinteraction patterns within the class,like when we
work in groups, inpairs, directly with the teacher.There we have
the patterns wherewe practice interaction. How to teach: Teacher
can have intheir classes different interactionpatterns according
the activity,between students if it is adiscussion , between
teacher andstudents if there is an interview.
40. Jumbled picture/dm.bld/ /pk.tr/A series ofpictures that
arenot in the correctorder. Thelearners put thepictures into
thecorrect order. Example: In the warm up activityteacher gave us a
jumbled pictureand we have to join them in thecorrect order. How to
teach: Teacher should usethis technique when they want topresent a
story. They can introducethe story with jumbled pictures
andstudents have to guess and orderthem as they want and then
checkthrough the written part.
41. Layouts /le.at/The way inwhich a text isorganized
andpresented on apage. Certaintexts havespecial layouts. Example:
When we want to writean essay, first we have to developthe layouts
in order to know whatwe are going to write and thestructure. How to
teach: Through the writingprocess teacher can explain howstudents
should organize their ideaswithin the writing part and alsopresent
some structures like inletters in order to have a greatlayout of
the work and then have
42. Lead-in /lid.n/The activity oractivities used toprepare
learnersto work on atext, topic ormain task. Alead-in oftenincludes
anintroduction tothe topic of thetext or main taskand possiblystudy
of somenew keylanguagerequired for thetext or maintask. Example: At
the beginning of theclass we have the lead-in part,where teacher
presents an idea of anew topic through examples. How to teach:
Teacher can uselead-in to present the topic implicitor explicit.
Maybe he/she can startwith an example in an implicit wayand then
realize the grammarstructure or maybe give thestructure of grammar
and then theexamples.
43. Lexical set /lek.s.kl/ /set/A group ofwords orphrases
thatare about thesame contenttopic orsubject. Example: From a big
topic asfamily we can have a lexical set likebrother, sister, son,
etc., that arepart of the subject. How to teach: Teacher can
providea worksheet where in one side theyhave different topics and
in theother side words and phrases aboutthe same topic and students
haveto get all the words together withthe topic and students
willrecognize the lexical set.
44. Monitor /mn..tr/To watch overlearners in orderto make
surethat they aredoing what theyhave beenasked to do, andhelp them
if theyare havingproblems. Example: While we are doing anactivity
in the classroom, theteacher is monitoring it and if wehave a
question she/he helps us. How to teach: Teacher alwayshave to
monitor the class activitiesin order to check if students aredoing
what they supposed to doand also to provide help. Sostudents work
independently but theteacher monitors that.
45. Narrating /nret/Stories andthings that havehappened.
Example: The teacher narrates anstory that happened to her in
thechildhood How to teach: Teacher brings tothe class different
stories and givethem to the students, so they haveto read and past
to the from andnarrate the story in few lines.
46. Neutral /nju.trl/A style ofspeaking orwriting that
isneither formalnor informal, butin between. It isappropriate
formost situations. Example: We use neutral languagewhen we dont
know about thelistener or reader language, so weuse a neutral to be
understood. How to teach: To develop thisteacher gives students a
readingwith neutral language and studentshighlight with different
colors theexpressions in order to check whichis for formal and for
informal andhow they are combined in thereading.
47. Oral fluency /.rl/ /flun.si:/Being able tospeak
usingconnectedspeech at anatural speedwith
littlehesitation,repetition or self-correction.Inspoken
fluencyactivities,learners typicallygive attention
tothecommunicationof meaning,rather thantrying to be Example: A
native speaker has oralfluency and students can developthis with a
lot of practice and self-confident. How to teach: teacher
developsoral fluency in students when givesthe opportunity when it
is possible.With debates, dialogues, role plays,those will engage
students to speakas much as possible.
48. Pace /pes/The speed of thelesson. Ateacher can varythe pace
in alesson byplanningdifferentactivities in orderto keep
thelearnersattention. Example: Pace during a lesson isimportant
because is the timeteacher gives to each activity How to teach:
Teacher uses pacingin favor to know how the class isgoing to be
developed. Pacedifferent activities controlledlearners' attention,
so teacher canasks students to develop a lessonplan to check if
they can pace
49. Paraphrase /pr..frez/To say or writesomething thathas been
reador heard usingdifferent words.Paraphrase canalso be used
todescribe what alearner does ifshe/he is notsure of the
exactlanguage theyneed to use. Example: When we write a thesis,we
have to research someinformation and paraphrase it in ourown words
to no do plagiarism How to teach: Teacher givesstudents short
readings and asksthem to read, then asks toparaphrase the reading
in theirwords, and checks if theyunderstood the idea.
50. Phoneme /f.nim/The smallestsound unit whichcan make
adifference tomeaning Example: A word has differentphonemes and
this smallest unithelp us to distinguish meaning./t/ in tip, /d/ in
dip. How to teach: Teachers shouldallow students to break up
wordsby clapping or tapping out theirsyllables. In fact students
will noticethe difference between phonemes.
51. Prediction /prdk.n/A technique orlearning strategylearners
can use tohelp with listeningor reading. Learnersthink about
thetopic before theyread or listen. Theytry to imagine whatthe
topic will be orwhat they are goingto read about orlisten to, using
clueslike headlines orpicturesaccompanying thetext or their
generalknowledge aboutthe text type ortopic. Example: Teacher
presented thetopic of the reading and we had topredict about what
was going tohappen in the story How to teach: Teacher presents
agroup of pictures or write on theboard the topic and asks
studentsto predict what is going to happen inthe story.
52. Productive skill /prdk.tv/ /skl/When
learnersproducelanguage.Speaking andwriting areproductive skills.
Example: all the output thatstudents have are part of
theirproductive skills like speaking andwriting, where they put
theirthoughts. How to teach: the productive skillsis useful for
teachers because theyknow if students understood thelanguage
through their output.Asking them to write o say a topicthat they
like, teacher will observe ifthey have a good output of the
53. Recall /rkl/To remember,bringsomething backinto the mind.
Example: when students forgetsomething we recall the
informationthrough pictures, questions andexample. How to teach:
teachers use recallin order to re take a topic that wasalready
learned and need to berefresh in students mind, it is agood
strategy because studentsreinforce their knowledge and dontforget
it.
54. Receptive skill /rsep.tv//skl/When learnersdo not have
toproducelanguage;listening andreading arereceptive skills.
Example: when people read orlisten use receptive skills becausejust
receive a lot of input without thenecessity of producing language
How to teach: we develop thisreceptive skill through listening
andreading. So teachers provides allthe input through songs,
books,novels because students willreceive all the information.
55. Register /red..str/The formality orinformality of
thelanguage used ina particularsituation. Formalregister orlanguage
is thatused in serious orimportantsituations.Informal registeror
language isthat used inrelaxed or friendlysituations.Register
mayalso refer tolanguage which isspecific to a Example: we use
different registersat the moment of speakingdepending on who is the
person wetalk to, maybe a friend or our boss. How to teach: we can
givestudents different topics anddifferent situations and they have
touse the appropriate register in therole play. So they will
recognize ifthey use formal or informal words.
56. Rhythm /rm/The rhythm ofspeech is theway that somewords in
asentence areemphasized orstressed toproduce aregular pattern.
Example: the rhythm shows uswhich words are emphasized to getthe
idea from the sentenceIf I were YOU, I would buy theHOUSE. How to
teach: We can use patternsto teach rhythm because studentscan
socialize the pattern and knowwhere they use the rhythm.
57. Sentence stress /sentns//stres/Refers to theway some
wordsin a sentenceare stressed. InEnglish theseare usually
theinformation-carryingwords.Stress cantherefore beused to
showmeaning, toemphasize aparticular pointor feeling. Example: When
we say a sentencewe use sentence stress toemphasize a word which
isimportant and we want that thelistener knows. I love my mom How
to teach: teacher has topresent different sentences andhighlight a
word in each one andasks students to say a loud themstressing the
word in bold.
58. Silent period /sa.lnt/ /p.ri.d/The time whenlearners who
arebeginning tolearn a first (orsecond)language preferto listen
(orread) beforeproducing thelanguage. Example: it occurs to each
personbecause it is when we learn toproduce our own or new
language,here we have the silent period toget or acquire the
language asmuch as possible. How to teach: teachers can usethis
silent period in order to provideall the input that an student
shouldhave at the moment of theproduction.
59. Syllable /slbl/A part of a wordthat usuallycontains a
singlevowel sound. Example: we find syllables in eachword like
inumbrella = um/brell/a = 3 syllables How to teach: this is
taughtthrough the speaking part and useapplauses at the moment of
divingthe word in sound because studentswill get the idea of the
from thesound that they produce with theclap. It helps students to
recognizesyllables.
60. Turn taking /tn/ /teki/Speaking andthen allowinganother
personto speak in replyis called turn-taking. Example: During a
conversation wehave turn taking because whensomeone talks the other
listen andanswer and continuing theconversation. How to teach: turn
taking can beused in a role play where studentsjust need to listen
to provide ananswer and vice versa. So studentsrealize of turn
taking into aconversation
61. Utterance /t.r.ns/A complete unitof speech
inspokenlanguage. Anutterance can beshorter than asentence.
Example: A dialogue is formed bymeaningful utterances andsentences.
How are you? Fine. Thank you. How to teach: Teacher enters tothe
classroom and says goodmorning, then explains that thisphrase is an
utterance, then asksstudents to write a dialogue toincluding
utterances they often use.
62. Version /v.n/A particular formof something inwhich
somedetails aredifferent from anearlier or laterform of it.
Example: Sometimes a written texthas different versions because
Ieach one can have differentvocabulary, details and
grammarstructures due to their readership. How to teach: teacher
can give atext to students and asks them torewrite it in other
version providingsome information about the futurereaderships and
they can use theirown lexicon
63. Word boundary /wrd//bndri/Where oneword ends andthe next
onebegins,especially inconnectedspeech. Example: the word
boundaryoccurs when one word ends andthe other begins when the
wordsbump into each other. She is playing on the beach. How to
teach: it is learned byreading a loud, so students canjoin the
sounds of the end of oneword and the beginning of thenext one.
64. Word family /wrd//fmli/A group ofwords thatcome from
thesame root orbase word, Example: we have word familywhen from the
same base word wehave different words. React = reaction,
reactivate,reactivation, reactive,reactivity How to teach: we can
usebrainstorming and write the baseword and asks students to
thinkabout what words have the sameroot
65. Work out /wrk//at/When learners tryto understandhow and why
aparticular piece oflanguage is usedor how it isformed. Forexample,
learnersread a text withdifferent pasttenses then lookat the
examplesentences in thetext and work outhow the differenttenses are
usedand how they areformed. Example: When we dontunderstand a word,
we see thewords around it and work out ontheir meaning. How to
teach: Teacher presents aparagraph with unknown vocabularyand then
students need to work outon vocabulary using the contextwhere they
are presented.
