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GLOSSARY
UNITS 1-8
By: Gabriela Camana
Accuracy /ˈæk·jər·ə·si/
Meaning:
The use of correct forms of grammar, vocabulary, spelling and pronunciation.
Example: In a conversation activity, teachers and learners, or between learners focus on using and producing language correctly, so that is accuracy.
How to teach: Accuracy might be taught through easy ways where the student doesn’t feel under pressure like dialogues, role plays, and interviews, where that apply grammar, vocabulary, spelling and pronunciation
Affix /əˈfɪks/
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.
Example: we add affixes to the base word like in
Impossible possible possiblyimpossibly Prefix base word
Suffix prefix & suffix
How to teach: Affixes sometimes are difficult because we need to learn which prefix or suffix can be added because according the word it can vary. I should give a list with the frequent words in a base form and then analyze each case and apply exercises and maybe a sentence that contains affixes from one word
Appropriacy /əˈprəʊ.pri.ə.si/
Language which is suitable in a particular situation.
Example: We have appropriacy
of language when it is used
in particular contexts with the right
grammar structures and grammar.
How to teach: to teach appropriacy
we need to give different context to
students so they can differenciate
the language that they are going to
use in each case
Authentic material /ɔːˈθen.tɪk/ /məˈtɪə.ri.əl/
Written or spoken texts which a first language speaker might read or listen to. They may be taken from newspapers, radio etc. The language in the texts is not adapted or made easier for learners or the language learning process.
Example: I get authentic materialwhen I cut interesting readings from magazines, newspapers or I record a program from a radio
How to teach: We can teach through authentic material that is taken from different sources that are not focus on teaching English and it will be better because it can be something in which students are interested in.
Coherence /kəʊˈhɪə.rəns/
When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make sense to the listener orReader.
Example: Into a speech we have
coherence because it must be clear
and have sense to the listener
How to teach: In order to teach
coherence we can use jigsaw
because we can give students a
text divided into three parts and
they should organize them and they
notice how it should go taking into
account the connectors
Cohesion /kəʊˈhiː.ʒən/
The way spoken
or written texts
are joined
together with
logical grammar
or lexis, e.g.
conjunctions
(Firstly, secondly),
lexical sets,
referring words (it,
them, this).
Example: In a paragraph we have
cohesion because we can see
grammatical structures and how the
sentences are joined logically.
How to teach: we teach cohesion
through essays because students
will use conjunctions in order to join
ideas in a correct way.
Cohesive devices/kəʊˈhiː.sɪv//dɪˈvaɪs/
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)
Example: Cohesive devices are
words and phrases that link ideas in
order like:
and, but, because, in the first place,
however; he/him, it, her, their, and
so on
How to teach: teacher should
make students aware of vocabulary
like synonyms and also the
conjunctions in order to use
cohesive devices to get an
understandable and accuracy
Collocation /ˌkɒl.əˈkeɪ.ʃən/
Words which are regularly used together. The relation between the words may be grammatical, for example when certain verbs/adjectives collocate with particular prepositions or when a verb like make or do collocates with a noun.
Example: In English we have
collocations like I “do homework”
not “make homework”, so “do”
collocates with “homework”
How to teach: Words are learned
in groups, not in isolation. So we
have to provide a list of collocations
like
Do exercises
Good at
Look at
Colloquial /kəˈloʊ·kwi·əl/
Language
normally used in
informal
conversation but
not in formal
speech or writing,
e.g. Give Gran a
ring, OK?
Example: when we are talking with
friends we use informal language
which is called colloquial language
How to teach: colloquial language
should teach in classes through role
plays because students can use
their language without formalism.
Compound /ˈkɑm·pɑʊnd/
Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning,
e.g. assistant office manager, long-legged.
Example: compound is a group of words that have one meaning
Foot + ball = football
How to teach: We can give a list of compound words and ask students to divide the words into a T- chart
Firework Fire work
So students will get the idea of the origin of the words
Conjunction /kənˈdʒʌŋk·ʃən/
A conjunction (or connector) is used to connect words, phrases, clauses or sentences, e.g.
Example: We use conjunctions to connect ideas, words or sentences.
conjunction
I like sports but I don’t like soccer because it’s too boring for me.
How to teach: I would give a list of conjunctions and their functions like with and join similar ideas, but to show a contrast and give some sentences so, students will choose from the list conjunctions and join the sentences and check
Context /ˈkɒn.tekst/
The situation in
which language
is used or
presented.
Example: The context of class is
that teacher needs to take into
account the level of understanding
of students, their needs and which
language he/she has to use.
How to teach: We can teach
context using role plays because
we can give different situations to
the groups and at the end recognize
which contexts were developed
during the presentations
Contraction /kənˈtræk·ʃən/
A shorter form of a group of words, which usually occurs in auxiliary verbs, e.g. you have = you’ve; it is = it’s.
Example: I use contractions at the
moment of speaking to sound like a
native speaker.
I don’t like pizza Instead of I do not like
pizza
How to teach: this should be taught to
intermediate level because beginner
can get confused. Use dialogues with
contractions would provide students a
right pronunciation and also get
accustomed to them obviously we
need to clarify that it is for informal
writing and speaking.
Contrastive stress /kənˈtrɑː.stɪv//stres/
is used to
express an
unusual or
emphatic
meaning in a
sentence. It
involves
stressing the
important word
according to the
different
meanings.
Example: Contrastive stress expresses an important word in a sentence.
My mom went to buy a HOUSE. In here we are clarifying that she bought a house no a car, no a bicycle, or something else.
How to teach: We can give sentences to the students and they work in pairs the contrastive stress, putting the stress in each word of the sentence, so they can notice the difference when they develop the activity because they have to recognize which word was
Controlled practice/kənˈtrəʊ.ləd//ˈpræk.tɪs/
When learners
use the target
language
repeatedly and
productively in
situations in
which they have
little or no choice
of what
language they
use. The teacher
and learners
focus on
accurate use of
the target
language.
Example: teacher use controlled
practice into the classroom because
when he/she is teaching present
simple students have to use this in
their dialogues, no other structure.
How to teach: at the end of each
grammar structure, teachers can
use dialogues between students
and role plays where students can
use the structure already learned
and use it accurately
Convey meaning /kənˈveɪ/ /ˈmi·nɪŋ/
To express or communicate meaning.
Example: teachers convey
meaning when they present new
words and language L1 to a group
of people from L2.
How to teach: Conveying meaning
is used in class to teach new
language and we need to avoid
translation, instead of that we
should use miming to convey
meaning.
Diphthongs /ˈdɪf.θɒŋ/
A vowel
combination
which is
pronounced by
moving from one
vowel to
another, e.g. / aˆ
/ as in my is
pronounced by
moving from / æ
/to / ˆ /.
Example: We have diphthongs in
many words like in toy or boil where
we have a vowel sound in one
syllable.
How to teach: We can use mini-
charts whit diphthongs focusing on
words with the /ow/ sound and the
/oy/ sound each day. And through
songs we can fill in the chart
Discourse /ˈdɪs.kɔːs/
Spoken or
written language
in texts or
groups of
sentences.
Example: We use Discourse in a
formal communication where we
can express our thoughts
How to teach: We develop
discourse when we use role plays,
debates, dissertation within the
classroom in order to have a formal
discussion about something.
Drill /drɪl/
A technique
teachers use
for
encouraging
learners to
practice
language. It
involves
guided
repetition or
practice.
Example: When we have an script of a role play we have a drillbecause we have a repetition of a dialogue
How to teach: Drills are useful for beginner because we give the drill and they repeat and at the same time they practice pronunciation. We should start with easy drills and easy to understand, with this the student will get accustomed and internalize it.
Emphasis /ˈem.fə.sɪs/
When special
force or attention
is given to a word
or information
because it is
important
Example: Teachers at the end of
the class emphasize that students
have to do the homework for
TOMORROW.
How to teach: it can be taught
through essays or dialogues where
the teacher can highlight a word
and students have to say it with
emphasis when they are talking.
Encourage /ɪnˈkʌr.ɪdʒ/
When a teacher
helps learners to
succeed by
giving them
confidence.
Example: The teacher always
encourages us to talk in front of the
class with out nervous because in
that way we are going to learn and
be self - confident
How to teach: we can encourage
our students through phrases that
make them feel good and without
stress like: “you can do it!”
Error /ˈer.ər/
A mistake that a
learner makes
when trying to
say something
above their level
of language or
language
processing.
Example: when we are in beginner
level we have a lot of errors
because we tried to say something
that we didn’t know because of the
level, but we tried to express that
having errors.
How to teach: Errors are normal in
each level because we never are
going to handle the language
perfectly. But we can try to avoid
that giving a lot of sources and
practice to students to acquire more
False friends /fɔls//frends/
A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners’ first language but does not.
Example: we have false friends between Spanish and English
Embarrassed embarazada
People believe that have the same meaning but it is wrong because embarrassed is to cause shame and embarazada should be translated with pregnant.
How to teach: Teacher has to ask for examples of false friends in order to check that students understand the meaning. And emphasizes on words that they will get confused.
Feature /ˈfi·tʃər/
A feature of something is an interesting or important part or characteristic of it.
Example: We have different
features for each type of sentence.
She plays the piano. The feature
here is that the verb always has an
-s or -es at the end when we have a
third person
How to teach: we always teach
features or characteristics from
every single grammar structures.
Maybe we can have a chart of each
structure to notice the features
Focus on form /ˈfoʊ·kəs/ /ɔn/ /fɔrm/
Paying attention to the words/parts of words that make a language structure or to spelling or pronunciation
Example: When we write essays or
letters even when we talk we are
focus on form in order to have
accuracy.
How to teach: first, teacher
provides grammar structures and
asks students to write a short
paragraph with that structure so
they have to be focus on form
Form /fɔrm/
The form of a grammatical structure is the way it is written or pronounced and the parts which combine to make it
Example: We have different forms
or structures like in present simple
(grammatical structure) is made up
of noun + verb base form (the
form).
How to teach: we can teach the
form dividing the structures of
each tense like in the example
below.
S + V (which form) + C
Students will understand which kind
of form they have to use in each
Formal language /ˈfɔː.məl//ˈlæŋ.ɡwɪdʒ/
Language used
in formal
conversations or
writing.
Example: We use formal language
depending on the person who we
are speaking to. In formal letter or
formal speech, we use formal
structures instead of informal. Like:
Yours sincerely
How to teach: formal language is
taught through letters, speech,
debates where teacher should
provide a list of formal words in
order students use them in the
activities.
Function /ˈfʌŋk·ʃən/
The reason or
purpose for
communication.
Example: The objective of our communication is called function. What is the purpose of it and what we want from the listener. If we ask, suggest, advice, so on
How to teach: By creating a situation the teacher is providing the necessary context students need to use the language for a function. Like giving the social standing relative to the person they are talking to, how well they know the person;who is the listener; and some circumstances of the communication
Gesture /ˈdʒes.tʃər/
A movement
with part of the
body which is
used to convey
meaning.
Example: At the moment of
speaking people use gestures to
express an idea or emphasize a
thought
How to teach: Gestures can be
useful in a conversation and
teacher can develop them in drama,
where students act like someone
else, and they need to use gestures
to convey a meaning. Maybe
something that is not clear, they can
say by gestures
Hesitation /ˌhez.ɪˈteɪ.ʃən/
A pause before
or while doing or
saying
something.
Learners often
hesitate if they
are trying to find
the correct
words to say,
because they
need more time
to think.
Example: Beginners and also
advanced students often hesitate
until find the right word in a
conversation or presentation. We
have pauses like (mmm…, ah… )
How to teach: teachers can
overcome this problem with free
dialogues in the classroom, so
students are going to increase their
vocabulary and when they talk, they
can avoid hesitation because have
the right words.
Highlight /ˈhaɪ.laɪt/
To mark words
on paper, on the
board or on a
computer screen
using a colour or
underlining so
that they are
easier to notice.
Example: During a reading we
need to highlight the main ideas or
details with a color to find easily
those aspects, when it is necessary
How to teach: teacher provides
strategies to highlight the main
ideas, how to identify details. Use
different colors to differentiate
between them
Homonyms /ˈhɑm·əˌnɪm/
A word with the same spelling and pronunciation as another word, but which has a different meaning.
Example: The homonyms can have different meaning but the same spelling and sound, like in:
Fine = I am fine
Fine= I have to pay a fine for taking my book back late
How to teach: Teacher gives a paragraph with homonyms and asks students what is the meaning according to the sentences which are surrounding the word.
Homophones /ˈhɑm·əˌfoʊn/
A word which sounds the same as another word, but has a different meaning or spelling.
Example: the homophones share the same sound but not the spelling and meaning. Like in:
This is the right question
I write a question
How to teach: A tongue twister is an excellent way to practice homophones and notice their meaning. Because students will pronounce the same but the meaning is different so they will get the meaning to understand
Inappropriate /ˌɪn.əˈprəʊ.pri.ət/
Language which
is not suitable in
a particular
situation.
Example: Some students use
inappropriate language when they
talk with their teachers, because
they use informal vocabulary as if
they talk with friends.
How to teach: Teacher should
provide different situations in a
conversation or in a role play, so
teachers can correct the
inappropriate language in a
situation that is formal or vice versa.
Infer attitude /ɪnˈfɜːr/ /ˈæt.ɪ.tjuːd/
To decide how a
writer or speaker
feels about
something from
the way that
they speak or
write, rather than
from what they
openly say.
Example: When we read a book, a
poem or something written, we as
readers need to infer writer’s
attitude, to understand what he/she
tries to say through his/her writing
How to teach: teachers help
students to infer attitude through
readings exercises. In the pre
reading from the topic, then with
questions and after socialize the
answers to get more information
about writer’s attitude
Informal Language/ɪnˈfɔː.məl//ˈlæŋ.ɡwɪdʒ/
Language used
in informal
conversations or
writing.
Example: When we are with friends
we use informal language, maybe
contractions, no formal expressions
like hi!, What’s up?
How to teach: Teacher would use
informal language in drama with an
informal situation and students will
use some expressions that are
according to the situation.
Interaction /ˌɪn.təˈræk.ʃən/
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.
Example: When a couple have a conversation and both have the same opportunity to talk, they have an interaction because exchange ideas mutually
How to teach: The best way to practice interaction is in dialogues where teacher provides the topic and a number of sentences that each student has to say in order to have a fluent conversation with the same amount of participation
Interaction patterns/ˌɪn.təˈræk.ʃən/ /ˈpæt.ən/
The different
ways learners
and the teacher
work together in
class, e.g.
learner to
learner, in pairs
or groups or
teacher to
learner, in open
class, in plenary.
When teachers
plan lessons,
they think about
interaction
patterns and
write them on
their plan.
Example: We have different
interaction patterns within the class,
like when we work in groups, in
pairs, directly with the teacher.
There we have the patterns where
we practice interaction.
How to teach: Teacher can have in
their classes different interaction
patterns according the activity,
between students if it is a
discussion , between teacher and
students if there is an interview.
Jumbled picture/ˈdʒʌm.bl̩d/ /ˈpɪk.tʃər/
A series of
pictures that are
not in the correct
order. The
learners put the
pictures into the
correct order.
Example: In the warm up activity
teacher gave us a jumbled picture
and we have to join them in the
correct order.
How to teach: Teacher should use
this technique when they want to
present a story. They can introduce
the story with jumbled pictures and
students have to guess and order
them as they want and then check
through the written part.
Layouts /ˈleɪ.aʊt/
The way in
which a text is
organized and
presented on a
page. Certain
texts have
special layouts.
Example: When we want to write
an essay, first we have to develop
the layouts in order to know what
we are going to write and the
structure.
How to teach: Through the writing
process teacher can explain how
students should organize their ideas
within the writing part and also
present some structures like in
letters in order to have a great
layout of the work and then have
Lead-in /ˈliːd.ɪn/
The activity or
activities used to
prepare learners
to work on a
text, topic or
main task. A
lead-in often
includes an
introduction to
the topic of the
text or main task
and possibly
study of some
new key
language
required for the
text or main
task.
Example: At the beginning of the
class we have the lead-in part,
where teacher presents an idea of a
new topic through examples.
How to teach: Teacher can use
lead-in to present the topic implicit
or explicit. Maybe he/she can start
with an example in an implicit way
and then realize the grammar
structure or maybe give the
structure of grammar and then the
examples.
Lexical set /ˈlek.sɪ.kəl/ /set/
A group of words or phrases that are about the same content topic or subject.
Example: From a big topic as
family we can have a lexical set like
brother, sister, son, etc., that are
part of the subject.
How to teach: Teacher can provide
a worksheet where in one side they
have different topics and in the
other side words and phrases about
the same topic and students have
to get all the words together with
the topic and students will
recognize the lexical set.
Monitor /ˈmɒn.ɪ.tər/
To watch over
learners in order
to make sure
that they are
doing what they
have been
asked to do, and
help them if they
are having
problems.
Example: While we are doing an
activity in the classroom, the
teacher is monitoring it and if we
have a question she/he helps us.
How to teach: Teacher always
have to monitor the class activities
in order to check if students are
doing what they supposed to do
and also to provide help. So
students work independently but the
teacher monitors that.
Narrating /nəˈreɪtŋ/
Stories and
things that have
happened.
Example: The teacher narrates an
story that happened to her in the
childhood
How to teach: Teacher brings to
the class different stories and give
them to the students, so they have
to read and past to the from and
narrate the story in few lines.
Neutral /ˈnjuː.trəl/
A style of
speaking or
writing that is
neither formal
nor informal, but
in between. It is
appropriate for
most situations.
Example: We use neutral language
when we don’t know about the
listener or reader language, so we
use a neutral to be understood.
How to teach: To develop this
teacher gives students a reading
with neutral language and students
highlight with different colors the
expressions in order to check which
is for formal and for informal and
how they are combined in the
reading.
Oral fluency /ˈɔː.rəl/ /ˈfluːən.si:/
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
corrected.
Example: A native speaker has oral
fluency and students can develop
this with a lot of practice and self-
confident.
How to teach: teacher develops
oral fluency in students when gives
the opportunity when it is possible.
With debates, dialogues, role plays,
those will engage students to speak
as much as possible.
Pace /peɪs/
The speed of the
lesson. A
teacher can vary
the pace in a
lesson by
planning
different
activities in order
to keep the
learners’
attention.
Example: Pace during a lesson is
important because is the time
teacher gives to each activity
How to teach: Teacher uses pacing
in favor to know how the class is
going to be developed. Pace
different activities controlled
learners' attention, so teacher can
asks students to develop a lesson
plan to check if they can pace
activities.
Paraphrase /ˈpær.ə.freɪz/
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
she/he is not
sure of the exact
language they
need to use.
Example: When we write a thesis,
we have to research some
information and paraphrase it in our
own words to no do plagiarism
How to teach: Teacher gives
students short readings and asks
them to read, then asks to
paraphrase the reading in their
words, and checks if they
understood the idea.
Phoneme /ˈfəʊ.niːm/
The smallest
sound unit which
can make a
difference to
meaning
Example: A word has different
phonemes and this smallest unit
help us to distinguish meaning.
/t/ in tip, /d/ in dip.
How to teach: Teachers should
allow students to “break up” words
by clapping or tapping out their
syllables. In fact students will notice
the difference between phonemes.
Prediction /prɪˈdɪk.ʃən/
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.
Example: Teacher presented the
topic of the reading and we had to
predict about what was going to
happen in the story
How to teach: Teacher presents a
group of pictures or write on the
board the topic and asks students
to predict what is going to happen in
the story.
Productive skill /prəˈdʌk.tɪv/ /skɪl/
When learners
produce
language.
Speaking and
writing are
productive skills.
Example: all the output that
students have are part of their
productive skills like speaking and
writing, where they put their
thoughts.
How to teach: the productive skills
is useful for teachers because they
know if students understood the
language through their output.
Asking them to write o say a topic
that they like, teacher will observe if
they have a good output of the
Recall /rɪˈkɔl/
To remember, bring something back into the mind.
Example: when students forget
something we recall the information
through pictures, questions and
example.
How to teach: teachers use recall
in order to re take a topic that was
already learned and need to be
refresh in students’ mind, it is a
good strategy because students
reinforce their knowledge and don’t
forget it.
Receptive skill /rɪˈsep.tɪv//skɪl/
When learners
do not have to
produce
language;
listening and
reading are
receptive skills.
Example: when people read or
listen use receptive skills because
just receive a lot of input without the
necessity of producing language
How to teach: we develop this
receptive skill through listening and
reading. So teachers provides all
the input through songs, books,
novels because students will
receive all the information.
Register /ˈredʒ.ɪ.stər/
The formality or
informality of the
language used in
a particular
situation. Formal
register or
language is that
used in serious or
important
situations.
Informal register
or language is
that used in
relaxed or friendly
situations.
Register may
also refer to
language which is
specific to a
particular group.
Example: we use different registers
at the moment of speaking
depending on who is the person we
talk to, maybe a friend or our boss.
How to teach: we can give
students different topics and
different situations and they have to
use the appropriate register in the
role play. So they will recognize if
they use formal or informal words.
Rhythm /ˈrɪð·əm/
The rhythm of
speech is the
way that some
words in a
sentence are
emphasized or
stressed to
produce a
regular pattern.
Example: the rhythm shows us
which words are emphasized to get
the idea from the sentence
If I were YOU, I would buy the
HOUSE.
How to teach: We can use patterns
to teach rhythm because students
can socialize the pattern and know
where they use the rhythm.
Sentence stress /ˈsen·təns//stres/
Refers to the
way some words
in a sentence
are stressed. In
English these
are usually the
information-
carrying words.
Stress can
therefore be
used to show
meaning, to
emphasize a
particular point
or feeling.
Example: When we say a sentence
we use sentence stress to
emphasize a word which is
important and we want that the
listener knows.
I love my mom
How to teach: teacher has to
present different sentences and
highlight a word in each one and
asks students to say a loud them
stressing the word in bold.
Silent period /ˈsaɪ.lənt/ /ˈpɪə.ri.əd/
The time when
learners who are
beginning to
learn a first (or
second)
language prefer
to listen (or
read) before
producing the
language.
Example: it occurs to each person
because it is when we learn to
produce our own or new language,
here we have the silent period to
get or acquire the language as
much as possible.
How to teach: teachers can use
this silent period in order to provide
all the input that an student should
have at the moment of the
production.
Syllable /ˈsɪl·ə·bəl/
A part of a word
that usually
contains a single
vowel sound.
Example: we find syllables in each
word like in
umbrella = um/brell/a = 3 syllables
How to teach: this is taught
through the speaking part and use
applauses at the moment of diving
the word in sound because students
will get the idea of the from the
sound that they produce with the
clap. It helps students to recognize
syllables.
Turn taking /tɜːn/ /teɪkiŋ/
Speaking and
then allowing
another person
to speak in reply
is called turn-
taking’.
Example: During a conversation we
have turn taking because when
someone talks the other listen and
answer and continuing the
conversation.
How to teach: turn taking can be
used in a role play where students
just need to listen to provide an
answer and vice versa. So students
realize of turn taking into a
conversation
Utterance /ˈʌt.ər.əns/
A complete unit
of speech in
spoken
language. An
utterance can be
shorter than a
sentence.
Example: A dialogue is formed by
meaningful utterances and
sentences. How are you?
Fine. Thank you.
How to teach: Teacher enters to
the classroom and says “good
morning”, then explains that this
phrase is an utterance, then asks
students to write a dialogue to
including utterances they often use.
Version /ˈvɜː.ʃən/
A particular form
of something in
which some
details are
different from an
earlier or later
form of it.
Example: Sometimes a written text
has different versions because I
each one can have different
vocabulary, details and grammar
structures due to their readership.
How to teach: teacher can give a
text to students and asks them to
rewrite it in other version providing
some information about the future
readerships and they can use their
own lexicon
Word boundary /wɜrd//ˈbɑʊn·dri/
Where one word ends and the next one begins, especially in connected speech.
Example: the word boundary
occurs when one word ends and
the other begins when the words
bump into each other.
She is playing on the beach.
How to teach: it is learned by
reading a loud, so students can
join the sounds of the end of one
word and the beginning of the
next one.
Word family /wɜrd//ˈfæm·ə·li/
A group of words that come from the same root or base word,
Example: we have word family
when from the same base word we
have different words.
React = reaction, reactivate,
reactivation, reactive,
reactivity
How to teach: we can use
brainstorming and write the base
word and asks students to think
about what words have the same
root
Work out /wɜrk//aʊt/
When learners try
to understand
how and why a
particular piece of
language is used
or how it is
formed. For
example, learners
read a text with
different past
tenses then look
at the example
sentences in the
text and work out
how the different
tenses are used
and how they are
formed.
Example: When we don’t
understand a word, we see the
words around it and work out on
their meaning.
How to teach: Teacher presents a
paragraph with unknown vocabulary
and then students need to work out
on vocabulary using the context
where they are presented.