Embed Size (px)
Citation preview
UNIVERSIDADA TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACION
Name: Jessi Tello
Level: Ninth “B”
Professor: Wilma Suarez
Unit 1 - GRAMMAR
1.- NOUNS
Definition: Nouns are the people, objects or animals we talk
about in a sentence.
Phonemic Transcription: /nauns/
Example:
-The dog was brought to the house after he went to the
veterinarian. (we are talking about a dog, not a cat or a
rabbit)
How to teach: Teacher can use pictures of objects, people
and animals when teaching action verbs to show that those
specific nouns are performing the action. So she can
explains nouns are the ones who perform or do the actions.
Unit 1
2.- PREFIXES
Definition: They are a group of letters added at the
beginning of a base word and they can give an aopposite
meaning to the word.
Phonemic Transcription: /ˈpriː.fɪkses/
Example:
-Those children are happy all the time. (happy – base word)
-Those children are unhappy all the time. (un – prefix)
How to teach: Teacher can teach prefixes when teaching
adjectives to describe people´s feelings and behaviors. So
the teacher first introduces the adjectives and then their
opposites. For instance: Respectful --- people who say
“thank you” are respectful and people who don´t say
“please” are disrespectful.
Unit 1
3.- ADJECTIVES
Definition: They describe or give a specific characteristic to
a noun.
Phonemic Transcription: /ˈædʒ.ek.tɪves/
Example: The big house.
The adjective “big” is giving a characteristic of size to the
house.
How to teach: Teacher can teach adjectives when talking
about physical appearance. By sticking pictures of people
with names on the board, she will describe the people there
and write sentences on the board. For instance: Sara is tall,
she is beautiful and she is thin. Teacher will make students
analyse when we use them and then make them describe
people in their family.
Unit 1
4.- PRONOUNS
Definition: They are parts of speech that replace nouns
(people, objects or animals)
Phonemic Transcription: /ˈprəʊ.naʊns/
Example:
-Maria is tall. (Maria – noun)
-She is tall. (she – pronoun that replaces “MARIA”)
How to teach: After teaching nouns, teacher may introduce
pronouns by showing that they are used to replace nouns.
For instance: Sara throws the ball. She throws the ball.
Teacher should make sentences with all pronouns and then
make students produce their own sentences written and
make them read.
Unit 1
5.- FUNCTION
Definition: It is the purpose every part of speech has in asentence.
Phonemic Transcription: /ˈfaŋkʃən/
Example:
-The water is cold. (water is functioning as a noun, the thingwe talk about)
-I water the plants everyday. (water is functioning as a verb,the action)
How to teach: When teaching the same nouns andpronouns, teacher may explain “function” by describing thepurpose each element of the sentences previously presentedhave. For instance: Sara throws the ball. Sara = doer, throws= to show an action, the = specify which object and ball =receives the action.
Unit 1
6.- VERBS
Definition: They are the part of speech that show an action
is being developed.
Phonemic Transcription: /vɜːrbs/
Example:
-I run in the park everyday before College. (run– it is
showing the action I develop before College)
How to teach: Teacher may stick pictures on the board with
some actions. Then write the verbs that show those actions
and finally make sentences. So students will understand that
verbs show actions done by the subjects.
Unit 1
7.- SUFFIXES
Definition: They are letters added to the end of a base wordto make new words.
Phonemic Transcription: /ˈsafikses/
Example:
-Pablo is always very careful. (careful – functioning as anadjective describing Pablo).
-Pablo always do things carefully. (carefully – with thesuffix “ly” is functioning as an adverb describing how theaction is being done)
How to teach: Teacher may introduce suffixes whenteaching adverbs, because adverbs are formed fromadjectives when we add the suffix “ly”. So students willnotice that the adjectives are changed totally talking aboutthe function. For instance: Quick --- quickly.
Unit 1
8.- ADVERBS
Definition: They are parts of speech that are used todescribe how an action is done, to focus on something or toshow an attitude to something.
Phonemic Transcription: /ˈæd.vɜːrbs/
Example:
-Steve runs fast. (fast – describe the way Steves runs)
-Steve only eats vegetarian food. (only – is focusing on justone thing talking about food)
How to teach: Teacher can use flashcards with peopleperforming actions. Teacher writes a sentence on the board.“Mary runs everyday”. “John plays soccer”. Then, writes onthe board. “BUT HOW”. Mary runs slowly everyday. Johnplays soccer quickly. Teacher writes “HOW” next to “slowlyand quickly”. So students infer they are used to describe theway we do somehting. Students make their own examples.
Unit 2 - LEXIS
1.- LEXIS
Definition: It is the individual words or set of words whichhave a specific meaning.
Phonemic Transcription: /ˈlek.sɪs/
Example:
-milk, soda, juice (they are different lexis or individualwords related to beverages)
-First of all, seond of all, after that (they are lexis or set ofwords used to demonstrate a sequence)
How to teach: Teacher may introduce new vocabulary(transport) from a unit and ask students to make sentenceswith them. After that, she can refer to the vocabulary aslexis. For instance: Ok so this the new vocabulary or lexisfor unit 4. Remember that lexis is a synonym or vocabulary,so please Maria can you tell me which lexis we learned onunit 3?.
Unit 2
2.- IDIOMS
Definition: They are fixed expression that can´t be changedand don´t have a literal meaning.
Phonemic Transcription: /ˈɪd.i.əms/
Example:
-Piece of cake ( it does not mean “pedazo de pastel”, but itmeans something is really easy)
How to teach: After finishing a unit 1 of the interactivecourse for teenagers where students learned about tha partsof the body. Teacher may introduce an easy idiom “You area pain in the neck”. But first she should give an example ofidiom from spanish “Estoy que me como un elefante”.Consequently she might explain that “idioms” areexpression we don´t understand literally. Students makeexamples.
Unit 2
3.- SYNONYMS
Definition: They are words with the same or similarmeaning.
Phonemic Transcription:/ˈsinənims/
Example:
-Talking about her death is always hard.
-Talking about her passing is always hard.
Death and Passing are synonyms because they refer to thesame thing or meaning.
How to teach: Teacher can make students read an articlerelated to the new unit where there are unknown and moresophisticated words for students, after getting the main ideaand discussing about the new vocabulary; teacher mayintroduce more simple words to express the same idea andexplain students they are sysnonyms and they can use eitherboth.
Unit 2
4.- ANTONYMS
Definition: They are words with opposite meaning.
Phonemic Transcription: /ˈӕntənims/
Example:
-Mery is always respectful.
-Mery is always disrespectful.
The two words have opposite meaning, the first one ispositive and the second one is negative.
How to teach: Teacher can make the same previous exerciseto show antonyms, but using the simple words in thereading. Then choose one word from the article to make asentence and then make the sentence but with an antonym.For instance: The girl was full of happiness. The girl wasfull of sadness. Then, ask students to the same with otherwords in bold in the text, to look up the antonyms and createsentences.
Unit 2
5.- WORD FAMILY
Definition: They are words that come through affixationfrom the same word.
Phonemic Transcription: /wəːrd/ /ˈfӕməli/
Example:
-Aliens are real.
-Aliens are really scary.
Real is the base word and really comes from this word byadding the suffix “ly”
How to teach: Teacher can write examples like the onesabove and explain students the words “real” and “really”“unreal” (etc) are word family because they derived fromthe word “real”
Unit 2
6.- FALSE FRIENDS
Definition: They are words which have the same or similar
form in two languages but different meanings.
Phonemic Transcription: /foːls/ /frend/
Example:
-”Library” in Spanish means “Librería” but in English it
means “Biblioteca”.
How to teach: Teacher may write some false friends on the
board like “library” and “embarrassed”, then asks students
(beginners) to give the meaning. In the majority of cases
students might say “librería” and “embarazado”, in that
moment teacher should introduce them as false friends and
give students more examples.
Unit 2
7.- HOMOPHONES
Definition: They are words with the same pronunciation butdifferent spelling or meaning.
Phonemic Transcription: /ˈhɒm.ə.fəʊns/
Example:
-The sea is calm.
-They see birds every day in their windows.
The first “sea” is the noun that describes a big amount ofwater.
The second “see” is the verb that describes an action.
How to teach: Teacher can read some homophones and askstudents which word they heard. Teacher writes the wordsthey heard on the board, for sure some would hear “see” andothers “sea” and so on. After that teacher explains they arehomophones and gives more examples.
Unit 2
8.- HOMONYMS
Definition: They are words with the same spelling andpronunciation but different meaning.
Phonemic Transcription: /ˈhɒm.ə.nɪms/
Example:
-My dog bit me.
-I like romantic movies a little bit.
We pronounce and write in the same way the word “bit” butthey have different meaning. The first one is the past of biteand the second one is showing quantity.
How to teach: Teacher can do the same as the previousexample, but this time writing sentences on the board likethe examples above and then make students repeat thesentences. So she can explain later they are homonyms andwrite more examples.
Unit 3 - PHONOLOGY
1.- PHONOLOGY
Definition: It is the study of the sound system.
Phonemic Transcription: /fəˈnɒl.ə.dʒi/
Example:
-In phonology we study the phonemes, word stress, sentence
stress and intonation.
How to teach: Teacher may write some vocabulary words
from the unit they are going to check, makes students repeat
and then explain them each sound of the words ara part of
phonology which studies the sound system.
Unit 3
2.- PHONEME
Definition: It is the smallest unit of sound that can make a
difference to meaning in a language.
Phonemic Transcription: /ˈfəʊ.niːm/
Example:
-The words “bit” has three phonemes - /b/, /i:/ and /t/
How to teach: Teacher again can introduce some vocablary
words, make students pronounce and then explain each
sound is also called phoneme in English, and of course
explain that we talk about a phoneme or sound that we
pronounce that is different from letters.
Unit 3
3.- DIPHTHONGS
Definition: They are the combination of two vowel soundswithing a single syllable.
Phonemic Transcription: /ˈdifθoŋs/
Example:
-I like bats. /a/ is a vowel.
-Beat it. /ea/ is a diphthong.
How to teach: When introducing comparatives and superlatives,teacher may explain also students how to count syllables (onesyllable – one vowel) which is important, so obviously forcounting syllables we count the sounds we pronounce and teachercan use the word “sea” to show that it is only the sounds wepronounce. But in this word we haave just two syllables becausewe have a diphthong “ea” that represents the sound /i:/. In thisway she can introduce the diphthongs and teacher gives moreexamples.
Unit 3
4.- VOICED SOUNDS
Definition: They are the consonant sounds that have
vibration in our voice.
Phonemic Transcription: /voist/ /saunds/
Example:
- I run every Saturday. (the consonant /r/ in “run” is a voiced
sound because it makes vibration in our voice when
pronouncing it.
How to teach: When teaching simple past and the
pronunciation of the different verbs - /t/, /d/ and /id/. She can
explain why we pronounced some verbs with the three
pronunciations by saying that some end in a voiced sound
(vibration) and some in a unvoiced sound (no vibration).
Unit 3
5.- UNVOICED SOUNDS
Definition: They are the consonant sounds that do not make
vibration in our voice.
Phonemic Transcription: /anvoist/ /saunds/
Example:
-The sun is shining. (the consonant /s/ in “sun” is an
unvoiced sound because it does not make vibration in our
voice.
How to teach: When teaching simple past and the
pronunciation of the different verbs - /t/, /d/ and /id/. She can
explain why we pronounced some verbs with the three
pronunciations by saying that some end in a voiced sound
(vibration) and some in a unvoiced sound (no vibration).
Unit 3
6.- PRIMARY STRESS
Definition: It is the stress the speaker puts in what he/she thinks
is the most important word in a sentence.
Phonemic Transcription: /praiˈməri/ /stres/
Example:
-I like pizza. (the stress is on “like” so the speaker wants to show
he/she likes pizza ,“not hates” for example)
-I like pizza. (the stress is on “pizza” so the speaker wants to
show that he/she likes pizza, “not soup or shrimps” for
example)
How to teach: Teacher can introduce the primary stress with the
same exercises about listening we have in the books specially in
questions for students to understand that this stress is the one we
use when we think a word is more important than another and
then make students practice orally.
Unit 3
7.- LINKING
Definition: It is a feature of connected speech which helps
to keep the fluency when speaking, it happens when we
have a word ending in a consonant and other starting with a
vowel so we link the two sounds.
Phonemic Transcription: /liŋkIŋ/
Example:
-I bought a red car.
-Ann is ill.
How to teach: In the same way of the previous word the
teacher can show this with the same exercises of listening in
the book and also can provide more examples on her own
and make students practice pronunciation.
Unit 3
8.- MINIMAL PAIRS
Definition: They are words that differe in just one phoneme.
Phonemic Transcription: /ˈminiməl/ /peərs/
Example:
-The ship has left. ( The “i” in “ship” is /I/ sound)
-The sheep is sick. (The “ee” in “sheep” is/i:/ sound)
How to teach: Teacher can stick pictures related to the topicstudents are going to see on the board and write sentencesunder them like the ones above. Then explains these areminimal pairs because they change just in one phoneme andgives students a reading with minimal pairs words, sostudents have to look up which ones are the minimal pairsand Ss write them on the board.
Unit 4 - FUNCTIONS
1.- PURPOSE
Definition: It is the reason why we use certain language and
parts of speech in every situation.
Phonemic Transcription: /ˈpəːrpəs/
Example:
-I have a headache and my throat is in pain. (the purpose is
to describe a physical state)
-I totally agree with you. (the purpose is to show agreement
with someone)
How to teach: Teacher can introduce the present simple and
explain what is the purpose of this tense (writes the word
purpose on the board). The purpose is to show facts and
routines. So students understand “purpose” is why we use
something or do something.
Unit 4
2.- CLARIFYING
Definition: It is when we ask someone to explain
something.
Phonemic Transcription: /ˈklӕrəfaIŋ/
Example:
-Sorry, I did not understand. Can you repeat it again, please?
How to teach: Teacher can introduce this when asking
students to create a conversation about a restaurant.
Obviously in such conversation we have questions of
clarification, so teacher might say rememeber these are
questions for clarifying information. So students prepare the
role play knowing the use of those questions.
Unit 4
3.- REQUESTING
Definition: It is when we ask someone to do something.
Phonemic Transcription: /rɪˈkwestIŋ/
Example:
-Please, Open the window.
How to teach: Teacher can teach this when teaching the
imperatives, so after giving explanation about them students
will understand we use them for requesting someone
something; it means giving an order. Students should
practice making sentences.
Unit 4
4.- FORMAL
Definition: It is the way we use the language when
speaking in a more socially distant way, so in more official
and important situations
Phonemic Transcription: /ˈfoːrməl/
Example:
-Would you mind opening the door, please?
How to teach: Teacher can teach this when teaching the
types of writing. Formal or informal and then after showing
students how to write each type and also giving some
examples of each writing. She must show why some are
informal and some other formal. She should asks them to
write one formal and one informal for students to practice a
bit more.
Unit 4
5.- INFORMAL
Definition: It is the way we use the language whenspeaking in a more socially casual way, so this occurs inrelaxed situations, between intimate friends. It is common touse colloquial language.
Phonemic Transcription: /inˈfoːrml/
Example:
-The test was a piece of cake.
How to teach: Teacher can teach this when teaching thetypes of writing. Formal or informal and then after showingstudents how to write each type and also giving someexamples of each writing. She must show why some areinformal and some other formal. She should asks them towrite one formal and one informal for students to practice abit more.
Unit 4
6.- REGISTER
Definition: It is the level of formality we use in different
situations, it can be too formal or too informal.
Phonemic Transcription: /ˈredʒistər/
Example:
-Teacher: Please, open your books (informal)
-Teacher: Please, would you mind opening your books?
How to teach: Again the teacher can use the previous
examples to show that when we talk about formal or
informal we talk about the type of register or level of
formality or informality.
Unit 4
7.- EMPHASIS
Definition: It the importance or focus we put on a specific
area.
Phonemic Transcription: /ˈemfəsis/
Example:
-The English teacher puts emphasis on listening more than
on writing.
How to teach: This can be taught when teaching listening
also, the help with listening we have in the book, teacher can
say that we have to put more emphasis in one words rather
than in others, so students will understand “emphasis” is
when we put more importance in something.
Unit 4
8.- NEUTRAL
Definition: It is when we use certain language that can show
either formality or informality in certains situations and
depending on the person we are talking to.
Phonemic Transcription: /ˈnjuːtrəl/
Example:
-Why don´t you come with us to the library?
How to teach: Teacher can introduce this word when
teaching vocabulary about personality adjectives because
some adjectives can be neutral it means either positive or
negative according to the situation. For instance: cheeky or
talkative can be neutral depending on the situation. This way
teacher can explain it.
Unit 5 – READING
1.- RECEPTIVE SKILL
Definition: It is when we have to first receive information
in the target language and then responding to it.
Phonemic Transcription: /rəˈseptiv/ /skil/
Example:
-Reading is a receptive skill because we first read a text and
then respond to some questions.
How to teach: Teacher can teach this terms when teaching
the reading process after teaching it and asking students to
read some text; she can mention reading is a receptive skill
because we receive information from a text and then we
answer questions about the same.
Unit 5
2.- DISCOURSE
Definition: Spoken or written languagein text or groups of
sentences.
Phonemic Transcription: /ˈdiskoːrs/
Example:
-The discourse of this e-mail is informal because we are
talking to intimates.
How to teach: Teacher can introduce this when teaching
types of writing.
Unit 5
3.- COHERENCE
Definition: It is the logical sense and connection two sentenceshave in a text, also taking into consideration the knowledge of theworld (topic) a reader has.
Phonemic Transcription: /kəˈhiərəns/
Example:
-Michael Jackson was one of the best singers and dancers in theworld. He performed all around the world in big concerts. (themajority of us know who Michael Jackson was and what he did,so we understand this sentence and also we understand that sincehe was a great singer he was able to perform in big concerts –logic result)
How to teach: Teacher might write on the board two sentencesone that has sense and another that dont, then make students readand analyze which one they understand and of course the onethey dont understand will not have coherence or sense (teacherexplains)
Unit 5
4.- COHESION
Definition: It is the grammatical link between sentences.
Phonemic Transcription: /kəʊˈhiː.ʒən/
Example:
-Brad Pitt is a great actor. He has performed in many movies.
The grammatical referent “He” shows us the relation between the
two sentences, so we know “he” is refering to Brad Pitt.
How to teach: Teacher may introduce an article related to the
topic of the unit. Then make students read it and develop it in the
normal reading process. After that she would ask students to read
again and focus on the pronouns and what those pronouns refer to
(the relation with the previous sentence or subject), then she will
say that is cohesion.
Unit 5
5.- SCANNING
Definition: It is a reading strategy where the reader readsthe text to look up specific information.
Phonemic Transcription: /skænIŋ/
Example:
-Instruction: How old is the man? What is his profession?Where does he live?
This is specific information we are going to look up in aspecific text given.
How to teach: Teacher can asks students to read an articlefrom their books first to get the main idea and thn writesome questions about the text and ask students to scan orlook up that specific information and after that gives them asimilar article and they do the same.
Unit 5
6.- DEDUCING MEANING FROM CONTEX
Definition: It is a reading strategy where we deduce the meaningof unknown words or phrases by analyzing the context they areplaced in.
Phonemic Transcription: /diˈdjuːsIŋ//miːnIŋ/ /from/ /ˈkontekst/Example:
-The test was a piece of cake. I finished in ten minutes and Ianswer all the questions correctly. I was so lucky.
Maybe a person might not know the meaning of the idiom “pieceof cake” but looking at the context or surronding words theperson might conclude that it means “so easy”
How to teach: It can be taught in the same way while practicingreading, after getting the main idea of the text teacher can askstudent the words they dont understand and then ask them tofigure out what is the meaning from the context or other wordsthey have around the unknown ones. So at the end they worktogether to try and guess. Teacher will say this is “deducingmeaning from context”.
Unit 5
7.- SKIMMING
Definition: It is a reading strategy where we read a text to
find out the general or main idea.
Phonemic Transcription: /skimIŋ/
Example:
-Instructions: Please read the following text and give a
summary about it.
It is understandable that we will have to read for the main
idea and then explain about it.
How to teach: Again Teacher gives students some article
related to the new topic and writes on the board “Skim the
text or get the general idea”. So students will know “skim”
is getting the general idea of a text. Teacher must repeat the
word again and again.
Unit 5
8.- PREDICTING
Definition: It is a reading strategy where we will drawconclusions about what the text is about by reading the titleor a picture related to the text.
Phonemic Transcription: /priˈdiktIŋ/
Example:
-Teacher presents the title “A Dog is the best gift”
-Students might say the text is about dogs, how they behave,the advantages and disadvantages, etc.
How to teach: Teacher may write the title of the textstudents are going to read in the new untit and asks studentsto predict or think what is the text going to be about,repeating several times please predict or tell me what do youthink it is about. So students will know how to use “predict”and in which cases.
Unit 6 - WRITING
1.- COMPLEXITY
Definition: It is the kind of grammar we use depending on the
type of writing we are going to develop, such as elementary or
advanced grammar.
Phonemic Transcription: /ˈkompleksIti:/
Example:
-E-mail to a friend: Hi, Pablo I hope u r good.
-Letter to a teacher: Good morning Teacher, I was wondering if
you don´t mind resending me the power point presentations about
“Reading Strategies” please.
How to teach: Teacher may give students different types of
writings, an e-mail to a friend and an application for a job. She
will focus on the language from both by explaining students in
the e-mail we use simple grammar and in the application we use
more complex grammar and we call that complexity.
Unit 6
2.- PARAGRAPHS
Definition: Theay are parts of a longer piece of writing,which starts on a new line and usually focuses on one idea.
Phonemic Transcription: /ˈpær.ə.ɡrɑːfs/
Example:
-Instructions: The following essay should contain threeparagraphs.
-Introduction, Body and Conclusion
How to teach: After reading an article in the book teachermay ask specific questions about it by numbering theparagraphs in the article and sayin: “Remember a paragraphis a group of sentences that talk about specific details of thetext” “So let´s go to paragraph 1” How old is the boy,Andrea?
Unit 6
3.- FEATURES
Definition: They are the characteristics each text type has.
Phonemic Transcription: /ˈfiːtʃərs/
Example:
-E-mail to a friend: it may contain informal language andnot too much punctuation.
-Application for a job: it may contain formal language andcorrect spelling and punctuation.
How to teach: Teacher may teach adjectives to describethings such as: “big” or “small”. Then with examples sheshould describe some things with pictures and then say: “sothe features or characteristics of this object are: big, whiteand long. So, please Andrea what are the features of thisobject?
Unit 6
4.- EXTRACT
Definition: It is the part of a text that obviously contains a piece of information about the text.
Phonemic Transcription: /ikˈstrӕkt/
Example:
-”Writing is four of the language skills: reading, writing, listening and speaking” This is an extract of the “TKT Course Modules 1, 2, 3” Unit 6 - Writing
How to teach: Teacher tells students to make groups of three and tells them they are going to read an article but eachgroup will have an extract of the article, they will have to read it and then explain to the other groups their extracts. So students will guees extract is a one piece of writing from thetext.
Unit 6
5.- LOGICAL
Definition: It describes the sense there is in a text betweenwords and sentences.
Phonemic Transcription: /ˈlodʒikal/
Example:
-I was born in Venezuela. I lived with my family in Valencia.(it has sense because the sentences have relation and also thegrammar is well used.
-I was born in Venezuela. My dog bites me all the time. (itdoes not have relation between each other and also thegrammar is mixed in an ilogical way)
How to teach: Again the teacher can write some sentenceson the board, some that have sense and some that don´t.Students will notice which ones are understandable andwhich ones not. Teacher should explain some of them arelogical and the others not.
Unit 6
6.- STAGES
Definition: They are the different steps we have to follow in
order to have an accurate writing.
Phonemic Transcription: /steɪdʒes/
Example:
Writing Stages:
Brainstorming, organizing ideas, drafting, editig,
proofreading and re-drafting.
How to teach: Teacher when explaining the different steps
when writing for example a formal letter, she should
introduce the term “stages” or “steps” we have to follow in
order to have a well done essay.
Unit 6
7.- DRAFTING
Definition: It is one of the writing stages where we write thefirst version of our writing.
Phonemic Transcription: /draːftIŋ/
Example:
-My first draft: Once upon a time, there was a lovely girl ina kingdom far far away.
-Editing: Once upon a time, there was a pretty and lovelygirl in a kingdom away from here.
How to teach: When teaching the different stages whenwriting something, teacher should obviously introducedrafting what it means and how students can do it in anefficient way.
Unit 6
8.- EDITING
Definition: It is one of the writing stages where we correct
and improve the content of the text from the first draft.
Phonemic Transcription: /ˈeditIŋ/
Example:
-My first draft: There are three reason for studying: be
successful, learn more and have money.
Editing: There are three main purposes for studying hard: be
successful in life, learn from it and have an economic
estability.
How to teach: Again the teacher can introduce and explain
this during the writing process.
Unit 7 - LISTENING
1.- PUNCTUATION
Definition: The symbols or marks to organize writing into
clauses, phrases and sentences to make the meaning clear.
Phonemic Transcription: /ˈpaŋktʃueiʃon/
Example:
-We uses the punctuation symbol “comma” when we want
to list things.
How to teach: Of course this can be taught in the grammar
subject little by little with lost of examples in sentences and
in paragraphs and for sure students might practice again and
again.
Unit 7
2.- STRESS
Definition: It is the tool to know which syllable or word aremore important when speaking.
Phonemic Transcription: /stres/
Example:
-Difficult – has the stres on the first syllable.
-This job is difficult – the main stres is on the job.
How to teach: When showing students the pronunciation ofnew vocabulary words, teacher must introduce the wordstress by comparing it with the “tilde” we have in spanishand show them the stress in those specific words. Forinstance: “beautiful” – has the stress in the second syllableand “memorable” has the stres in the first syllable.
Unit 7
3.- INTONATION
Definition: The way the level of a speaker’s voice changes
to show different meanings.
Phonemic Transcription: /intəˈneiʃən/
Example:
-In tag questions: if we use rising intonation we are asking
someone to confirm information and if we use falling
intonation we are agreeing.
How to teach: When practicing the present simple with
affirmative and questions, teacher should introduce
“intonation”. By explaining that we have different intonation
in both to express recognize they are positive and questions.
Unit 7
4.- FACIAL EXPRESSION
Definition: They are the expression we show in our faces
when we speak.
Phonemic Transcription: /feiʃal/ /ikˈspreʃon/
Example:
-He did not say a word but his facial expression showed he
was sad.
How to teach: When teaching adjectives for emotions such
as: bored or excited; teacher can invite students to show
with facial expressions the rest of the adjectives and the
partners guess. Of course teacher has to model first, so
students understand what a facial expression is.
Unit 7
5.- HESITATIONS
Definition: They are pauses we use when speaking becausewe are not sure what to say or how to say it.
Phonemic Transcription: /ˈheziteiʃon/
Example:
-I liked the party but she …..mmmm “dont” did not like it.(it is clear the speaker had a hesitation about the auxiliar forthe past so he/she made a pause)
How to teach: Teacher can introduce this by playing someconversations where a person hesitates and does not hesitate.Then asks students to say in which conversation the personmakes a lot of pauses. After that teacher must say the personuse pauses or hesitations which is the same because it is notsure about what to say next.
Unit 7
6.- INTERACTION PATTERNS
Definition: They are the different participants we have in a
conversation.
Phonemic Transcription: /intərˈӕkʃon/ /ˈpӕtərn/
Example:
-In a listening, people will perform a conversation in a
restaurant. So the two interaction patterns are the customer
and the waiter or waitress.
How to teach: Again while practicing with the listening of
the book, teacher can make students identify the different
people who are having the converstaion and then say that
those are the participants or interaction patterns when having
a conversation.
Unit 7
7.- DETAIL
Definition: It is the specific information we will listen to inan audio.
Phonemic Transcription: /ˈdiːteil/
Example:
-Instructions in a test: Where is the person from? What doeshe do?
So in the listening we will have to pay attention specificly tothat information rather than another.
How to teach: After reading an article, teacher will askstudents to scan the text or look for the details about anypiece of information from the text. So students will know“detail” is specific information.
Unit 7
8 .- AUTHENTIC MATERIAL
Definition: This is features from the real spoken languageor real situations.
Phonemic Transcription: /oːˈθentik/ /məˈtiəriəl/
Example:
-Audio: I live and Study in Quito. I like the trolebus becauseI can see many places and travel comfortably.
This information is real and it is related to our EcuadorianCulture.
How to teach: When asking students to plan a lesson,teacher might asks students to plan it based on unit 1 of thebook and use authentic material. For example: You will useauthentic material which is material from the real worldsuch as “el heraldo” or “the serie friends”.
Unit 8 - SPEAKING
1.- PRODUCTIVE SKILL
Definition: It is a skill which involves producing language
rather than receiving it.
Phonemic Transcription: /prəˈdatIv/ /skil/
Example:
-Teacher: Please talk about your goals for the near future.
How to teach: Teacher can give a brief review about the
four skills and explain which ones are receptive and which
ones are productive and why.
Unit 8
2.- PARAPHRASE
Definition: It is to say the same thing but in our own words.
Phonemic Transcription: /ˈpӕrəfreiz/
Example:
-Summarising: expressing main points or ideas in a fewclear words.
Paraphrasing
-Summarising: To say the main idea in some words.
How to teach: Before giving students an article to read,teacher can write on the board a phrase related to the topic.Then ask students to say what they understand about thatand then adds that what they did is paraphrasing and askthem to read the article and paraphrase what is says.
Unit 8
3.- ORAL FLUENCY
Definition: It is speaking at a normal speed without hesitation
and self-correction.
Phonemic Transcription: /ˈoːrəl/ /ˈfluənsi:/
Example:
-The girl was in the pool and she …….. does not…. Sorry did not
like it because it was …….. cold.
The speaker clearly is having hesitations that are shown with the
dots and it is correcting him/herself.
How to teach: Teacher can play some listenings of people who
speaks fluently and some that don´t. Teacher will explain that in
the first conversation the person has oral fluency because he/she
does not make pauses, uses appropriate vocabulary and speaks
naturally; the seond one obviously has lots of grammar mistakes
and pauses so he/she does not have oral fluency.
Unit 8
4.- SELF-CORRECTION
Definition: It is when a person corrects his/herself whilespeaking.
Phonemic Transcription: /self/ /kəˈrekʃon/
Example:
-I go to Quito yesterday, oh no sorry I went to Quito yesterdayand then I visited /vIsIti:d/ no visited /vIsItId/.
Obviuosly the speaker is correcting hi/herself in grammar andpronunciation points.
How to teach: Teacher may interview students about some newgrammar. For example: present simple. Questions: how old areyou? Or how are you?. Teacher must pay attention to studentsself-correction because as beginners they are going to do it. Atthat time the teacher should introduce the term by saying it isgood that you use self correction, it means you correct your ownmistakes and that is valueable when learning the language.
Unit 8
5.- GESTURES
Definition: They are movements we show with our whole
body in order to convey a clearer meaning.
Phonemic Transcription: /ˈdʒes.tʃərs/
Example:
-My sister always uses her hands to exaggerate a story. For
instance, the other day she was talking about a tsunami and
she was moving her hands as waves; it was so funny.
How to teach: It can be also taught by teaching adjectives
of emotions, so students will show a gesture to show the
emotion; for instance: bored or excited.
Unit 8
6.- TURN-TAKING
Definition: It involves using intonation, body language orany type of language to show we want to begin or end a partof a conversation.
Phonemic Transcription: /təːrn/ /teikIŋ/
Example:
-A: I tell you I don´t want to talk to him. That´s it.
-B: But you should talk to him, he loves you; you know.
-A: Maybe, but he let me down and it´s over.
-B: Ok. If you don´t want to; I won´t insist. That´s ok.
The words in bold show the other speaker his/her turn tospeak.
How to teach:Teacher might teach this when teachinglistening. Here teacher can xplain the different features of agood listening.
Unit 8
7.- CONVEY
Definition: To express a message or a meaning.
Phonemic Transcription: /kənˈvei/
Example:
-It a target language it is important to learn to convey our
messages in a correct way if not the other person might
misunderstand them.
How to teach: Teacher can use pictures to show people who
is trying to express a message. After that she can introduce
the word “convey” by saying is a synonym of “express”.
Teacher will have to use the word repeatedly so students get
accustomed to it.
Unit 8
8.- LEARNT BY HEART
Definition: It is when we memorize something before
saying it.
Phonemic Transcription: /ləːrn/ /bai/ /haːrt/
Example:
-We must learn the verbs in past by heart.
How to teach: When introducing some idioms, the teacher
can introduce this phrase and show examples about how to
use it and when.
