Ana altamirano tkt_9_a

UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
TKT PREPARATION
ELEMENT 1
Define the concepts and terms about teaching and learning that
are central to the TKT.
Student’s name: Ana Altamirano.
Teacher’s name: Dra. Mg. Wilma Suárez.
Semester: Ninth «A»

UNIT 1
1. WORD PHONETIC SCRIPT
Affix /əˈfɪks/
TKT DEFINITION PICTURE
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.
HOW TO TEACH
1. Give students printed material such as a page from their
textbook, a newspaper, or the words from their favorite
songs. Ask them to circle every they see.
2. introduce other common suffixes, reinforce the meaning,
and apply it before moving on to another one.
EXAMPLE
Diana is a mischievous assistant. She misreads
instructions, misspell letters, mispronounce names,
exchange important documents, resend messages, and
disobey her boss.

UNIT 1
Base form /beɪs fɔrm/
The infinitive form of a verb without ‘to’.
HOW TO TEACH
1. Present a video about verbs. “The verb rap song”
2. Let students watch it and perform the actions of each
verb.
3. Use this link as reference.
http://www.youtube.com/watch?v=ineCCpqpZrM
EXAMPLE
I run outside. You can perfectly leap. We hardly skip, and
they will bounce on the contest, but none of us swing.

UNIT 1
Clause /klɔz/
A clause generally consists of a subject and a finite verb
relating to the subject and any other elements. A clause can
be a full sentence or a part of a sentence.
HOW TO TEACH
1. Use a picture that contains clauses.
2. Model the clauses within sentences.
3. Show students how to practice sentence from the texts
they are reading in class.
4. Practice through:
Sentence imitation
Writing poetry with phrases
Skeleton stories
Shape sentences
Sentence unscrambling and expansion
EXAMPLE
I bring flowers for you.
That the brothers are triplets is amazing.

UNIT 1
Determiner /dɪˈtɜr·mə·nər/
A determiner is used to make clear which noun is referred
to, or to give information about quantity, and includes
words such as the, a, this, that, my, some, etc.
HOW TO TEACH
1. Begin with the definite article the, and work toward a
and an. Provide examples of when to use each.
2. Explain the difference between countable nouns and
non-countable nouns, in order to introduce article rules to
the students.
3. Then, continue with possessives, such as my, her, and
his. These will help to indicate the relationship of the
determiner to the noun.
4. Continue through the demonstratives, this, that, these,
those. Before touching on the difficult once such as enough
and either.
5. Make sure to incorporate interactive exams, quizzes, and
game ideas.
EXAMPLE
Bricklayers are making up a new building downtown. The
building will have a movie theater, a restaurant, and ice
cream stores.

UNIT 1
Form /fɔrm/
The form of a grammatical structure is the way it is written
or pronounced and the parts which combine to make it, e.g.
the present perfect (grammatical structure) is made up of
have + past participle (the form).
HOW TO TEACH
1. Set the topic by using pictures, realia, a written text, a
recorded dialogue, a video clip, etc.
2. If you are planning a lesson on the present perfect with
for and since you need to think of a real life situation. For
example, your job, trips, an object you have invented, etc.
3. The context should be interesting and engaging for the
learners.
4. It better if form is taught in context rather than in
isolation.
EXAMPLE
I haven’t gone to Canada yet, but I have visited many
other countries such as Britain, Spain and China.

UNIT 1
Function /ˈfʌŋk·ʃən/
The reason or purpose for communication, e.g. making a
suggestion; giving advice.
HOW TO TEACH
1. Give an example of each function to learners.
2. Give learners a situation in which they can express
the language function, greeting, requesting, refusing,
agreeing, etc.
3. Say that a student is at the restaurant, he wants to
order something for dinner. Why is he there?
What will he ask for? Who will he ask to? etc.
EXAMPLE
Mary recommends you visit the Egyptian Pyramids and
see such hieroglyphics they contain
In there you should greet members of the community and
request some food if necessary.

UNIT 1
Grammatical structure /ɡrəˈmæt.ɪ.kəl strʌk·tʃər/
A grammatical structure is a grammatical language pattern,
e.g. present perfect simple
HOW TO TEACH
1. Provide learners with examples of the grammar
structures in context.
2. Learners discover rules and how they are applied.
3. Provide opportunities to practice.
4. Encourage independent learning
5. Use authentic material such as magazines, podcasts,
etc. EXAMPLE
I have eaten sushi only once. I hope you have tried it
while you were in Asia.

UNIT 1
Part of speech /ˈpɑrt əv ˈspitʃ/
A way of categorizing words according to their
grammatical function and meaning, e.g. noun, verb,
adjective, pronoun,
adverb, preposition, conjunction.
HOW TO TEACH
1. Begin with nouns.
2. Ask learners to list as many nouns as they can.
3. Ask for words that describe each one.
4. Ask students to look at each noun and adjective add an
action.
5. Ask how the actions are done. E.g. fast, perfectly, etc.
6. Continue adding more parts of speech as learners
become aware of their uses.
EXAMPLE
Bed
Comfortable bed
Use a comfortable bed
Happily use a comfortable bed
I happily use a comfortable bed.

UNIT 2
Consolidate /kənˈsɑl·əˌdeɪt/
To return to something in order to allow learners to
understand and remember it more completely. For example,
learners can consolidate a grammar point by doing extra
practice.
HOW TO TEACH
1. Use flashcards to show students both the image and
word.
2. Show students the word side of the flashcard so they
can practice reading and pronouncing it.
3. Show them the image, in order to comprehend it.
4. Challenge your students when they become more
familiar with certain vocabulary by unscrambling
them.
5. Ask them to use the words within sentences or in
context.
EXAMPLE
Visual learners consolidate grammar structures through
observing and doing extra practice at home rather than
hearing.

UNIT 2
False friend /foːls frend/
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.
HOW TO TEACH
1. Make a collection of false friends you come across.
2. Teach what a false friend is and give examples.
3. Ask students to explain the difference between them,
what it means in their own language and then in
English.
4. Create a set of guided exercises to check the meaning.
EXAMPLE
In Spanish we use the word carpeta to refer to a folder,
while in English carpet is a long rug.
In English the word actually means in fact, but Spanish
speakers get confused with the word actualmente .

UNIT 2
Homonyms /ˈhɒm.ə.nɪm/
A word with the same spelling and pronunciation as
another word, but which has a different meaning.
HOW TO TEACH
1. Give learners a list of homonyms .
2. Divide the class into two teams.
3. Team A spells a word from the list and asks a member
of team B to use the word in a sentence.
4. Then, team B spells a word from the list and team A
uses it in a sentence.
5. This continues until 8 homonyms are accurately used.
EXAMPLE
A poisonous mosquito bit my dog’s paw. I carried him to
the vet and now he feels a little bit better.

UNIT 2
Homophones /ˈhɑm·əˌfoʊn/
A word which sounds the same as another word, but has a
different meaning or spelling.
HOW TO TEACH
1. Give learners matching homophones exercises.
2. Ask them to fill in a crossword puzzle.
3. Give the definition of the word as the clue and have
your students fill the answers in the it.
EXAMPLE
1. A long, narrow space between rows of seats in
an aircraft, cinema, or church.
2. An island, especially a small one.

UNIT 2
Idiom /ˈɪd·i·əm/
A group of words that are used together, in which the
meaning of the whole word group is different from the
meaning of each individual word.
HOW TO TEACH
1. Introduce idioms in context, never in isolation, for
example, in simple conversations where the its
meaning is very clear.
2. Ask learners to figure out the meaning of the idiom.
3. Ask them to provide other examples of what it means.
Then, move on to another conversation based on
another idiom.
4. Ask them to work in threes, write a conversation
applying as many idioms as they can, and act it out. It
will help learners remember them.
EXAMPLE
Break your leg, means, Good luck.
A chip on your shoulder, means, being upset about the
past.

UNIT 2
Lexical set /ˈlek.sɪ.kəl set/
A group of words or phrases that are about the same
content topic or subject.
HOW TO TEACH
1. Ask learners to sort words into groups,.
2. Use word games such as:
 the chaining game,
 odd one out,
 posters, etc.
EXAMPLE
Cat, dog, hamster, goldfish, are part of the lexical set
PETS.

UNIT 2
Utterance /ˈʌt̬·ər·əns/
A complete unit of speech in spoken language. An
utterance can be shorter than a sentence.
HOW TO TEACH
1. Distribute small cards on which one word is written.
2. Mix them properly.
3. Ask learners to arrange those cards in their respective
groups and write possible sentences from what is
written on cards.
4. Invite groups to present what they found and write
them on the board. EXAMPLE
Beginning English leaners study vowel sounds.
Marie writes letters in order to make up utterances.

UNIT 2
Word family /wɜrd ˈfæm·li/
Word family
A group of words that come from the same root or base
word.
HOW TO TEACH
1. Begin with a key word. E.g. book.
2. Ask learners which other word can come from the
same word, e.g. books
3. Write each elicited word on the board so that leaners
can see them.
4. Create a word family chart and say the function of
each word. .E.g noun, adjective, verb, etc. EXAMPLE
Verb:
Draw (base form)
Drew (past tense)
Drawn (past participle)
Draws (third person)
Drawing (continuous)

UNIT 3
Connected speech /kəˈnek·tɪd spitʃ/
Spoken language in which the words join to form a
connected stream of sounds. In connected speech some
sounds in words may be left out or may be pronounced in a
weak way.
HOW TO TEACH
1. Dictate a sample of the reduced forms students had
learned.
2. Asks students to write the full forms of the words of
the words they hear.
3. Teacher must read three times at natural speed.
4. Provided pauses for students to write.
EXAMPLE

UNIT 3
Contrastive stress /kənˈtrɑː.stɪv stres/
It is used to express an unusual or emphatic meaning in a
sentence. It involves stressing the important word
according to the different meanings.
HOW TO TEACH
1. Ask leaners to write ten false sentences about
anything, as only as they are not true.
2. Have learners work in pairs. One reads the statements
to their partner.
3. The other learner should correct the incorrect
statements he hears.
4. This is an idea of how it can work:
Christmas is in July.
No, Christmas is in December .
EXAMPLE
He walked to the party yesterday.
* Each of the statements present a different meaning,
according to the word in bold which is widely stressed.

UNIT 3
Diphthong /ˈdɪf.θɒŋ/
A vowel combination which is pronounced by moving from
one vowel to another.
HOW TO TEACH
1. Make sure students understand diphthongs.
2. Write the letters oy on the board.
3. Pronounce this sound emphasizing how your mouth
moves to make it.
4. Teach each diphthong in isolation or in pairs. E.g. oy
and oi.
5. Give plenty of time for learners to practice each
diphthong before moving on to another.
6. Cover all these diphthongs: oy, oi, oo, ou, ow, aw, au,
ew.
7. Ask learners to write three statements using at least
two diphthongs.
8. Learners share their statements with the class.
EXAMPLE
Grandma gave a toy to the boy.
The agronomist set soil on the foil to make an invention.

UNIT 3
Phoneme /ˈfəʊ.niːm/
The smallest sound unit which can make a difference to
meaning.
HOW TO TEACH
1. Make phoneme teaching time a game by maintaining
a playful attitude.
2. Encourage learners to recognize beginning sounds,
then ending sounds and the middle sounds.
3. Say three words that begin with the same sound, such
as: man, mouse, moon.
4. Ask learners to think of same middle sounds within
words. E.g. bed, let, set.
5. Learners come up with final position sounds within
words. E.g. say; salary, buy.
EXAMPLE
My softy monkey .
Incredible and delicious rice with chicken.

UNIT 3
Primary stress /ˈprɑɪ·mer·i stres/
The main stress on a word.
HOW TO TEACH
1. Introduce the rules and patterns of stress.
2. Make a list of words which have different function,
for example the ones which work as a noun, adjective
or verb.
3. Model stressed words, and ask learners to repeat them
after you.
4. Hand in a worksheet on word stress, where learners
have to differentiate whether the word is a noun,
adjective or verb.
5. Learners can work in pairs and have self correction.
EXAMPLE
I received a present from my aunt.
My aunt was present in my graduation.

UNIT 3
Secondary stress /ˈsek·ənˌder·i stres/
Stress on a syllable or word in a sentence that is less strong
than the primary (main) stress.
HOW TO TEACH
1. Record learners’ speech.
2. Work with them to compare their target and mother
tongue stress .
3. Learners listen to the two versions and find the
differences between both.
4. Learners hear as many times as they can to develop
speech perception about stress and word connection. EXAMPLE
Paulina had extra /ˈpræk·tɪs/ on synonyms and antonyms.
Lorein /rɪˈkɔrdɪd/ her voice before the audition.

UNIT 3
Sentence stress /ˈsen·təns stres/
Sentence stress refers to the way some words in a sentence
are stressed. In English these are usually the information-carrying
words. In the sentence It was a lovely evening,
and the temperature was perfect, the main stress, when
spoken, is probably on the word perfect. Stress can
therefore be used to show meaning, to emphasize a
particular point or feeling.
HOW TO TEACH
1. Read a sentence aloud from a textbook without
stressing content words.
2. Ask learners if they think it sounds right.
3. Then read the same sentence with the correct stress
pattern.
4. Ask them what they think now. This will raise their
consciousness about stress.
5. Allow learners to practice by calling up names.
EXAMPLE
I would like to have a lemon tea, please, with some
pancakes, not cookies.

UNIT 3
Word boundary /wɜrd ˈbɑʊn·dri/
Where one word ends and the next one begins, especially in
connected speech.
HOW TO TEACH
1. Word boundaries could be written through phrases on
the board.
2. Use language learners have recently been working on
in the classroom.
3. Ask the class to count the number of sounds in each
word, and write the numbers on the board above the
words. E.g. 1 2 3 4
You must tell him.
4. Read them and ask learners to write down how many
sounds they hear. E.g. You must tell him.
5. Ask learners to practice .
EXAMPLE
Get on. (geton)
Not at all. (notatall)
It’s no joke. (snow joke)

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