This presentation contains the main words from TKT (TEACHING KNOWLEDGE TEST) Book . In addition, each word has the definition,example synonyms, antonyms,colloquial language,context clue,and how teachers can teach at classroom and the page where are the words to find easier. Finally , these cards will help you in the teaching/ learning process.
4. Word: Form
Definition: The form of a grammatical structure is the way it is written or pronounced and the parts
which combine to make it. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: Frame, shape Antonyms: inaccuracy
Collocation: Regular form Pronunciation: /foːm/ Pag. 8
Context clue: …particularly as teachers, to describe the language…
How tot each: We can learn grammar unconsciously simply by communicating and using language to carry out tasks. This may be very effective for
some learners. Others learners may benefit more from a more obvious focus on grammar through activities that highlight its forms and uses.
Example: Simple Past is made up of S+V in past form+C
I worked yesterday
5. Word: Prefixes
Definition: a prefix is a letter or group of letters added to the beginning of a word to make a
new word. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: Affixes Antonyms: suffixes
Collocation: Regular form Pronunciation: /ˈpriːfiks/ Pag. 8
Context clue: …grammatical structures…a group of letters added at the beginning
How to teach: Students learn in a cooperative setting to identify, define, and construct words with prefixes. Students guess at initial meanings and
spellings of words, correct misspellings using spelling strategies developed by their work groups, and use resources such as spell checkers and
dictionaries to arrive at correct spellings and definitions. To help assess comprehension, students write sentences for each prefix group the class
has worked on during the lesson.
Example: dishonor, disrespect, disgust
I really do not disrespect people who take a different view.
6. Word: Suffixes
Definition: a suffix is a letter or group of letters added at the end of a word to make a new
word. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: affixation Antonyms: prefix
Collocation: vaguely remember
suffixes
Pronunciation: /ˈsʌf·ɪks/ Pag. 8
Context clue: affixation
How to teach: Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson.
Readers, today we will learn about a part of a word that can change the words meaning. This is called a suffix. Suffixes are a group of letters added
to the end of a word that changes the meaning of the word. It is different from a prefix because the letters are added to the ending of a word As a
class we will be responsible for understanding the meaning of seven suffixes.
Example: In the word "quickly," "-ly" is a suffix meaning "in the specified manner."
7. Word: Adverbs
Definition: an adverb describes or gives more information about a how, when, where, or to what
degree etc something is done.. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: modifier, qualifier Antonyms:
Collocation: Regular form Pronunciation: /ˈæd·vɜrb/ Pag. 8
Context clue: …there are nine parts of speech…
How to teach: This is a great teaching activity to help your students master the sentence structure used with adverbs of frequency. Each student is
given a worksheet. Students begin by writing their name at the top. The teacher then draws the students’ attention to the structures and examples. After
that, the students complete the sentences by writing true sentences about themselves based on the adverbs of frequency on their worksheet. When
everyone has finished, the teacher reads some of the answers from each worksheet to the class. After reading each worksheet, the class tries to guess
who is being described.
Example: In the sentences, "She smiled cheerfully" and "He waited right outside the door," "cheerfully" and "right" are adverbs.
8. Word: Convey meaning
Definition: to express or communicate meaning. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: keep communication Antonyms: deny
Collocation: Regular meaning Pronunciation: /kənˈveɪ/ /ˈmi·nɪŋ/ Pag. 10
Context clue: …or communicate meaning…
How to teach: Students watch and listen to human speech and explore visual and audio cues that aid their understanding. During a short walk,
students listen to the sounds around them and classify them as environmental, voiced, or musical.
Example: Teachers focus on conveying meaning when they present new language
9. Word: NOUN
Definition: a word (other than a pronoun) used to identify any of a class of people, places,
or things common noun, or to name a particular one of these proper noun. (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms:sustantive
Collocation: Abstract noun Pronunciation:/naun/ Pag. 8
Context clue: The form of the plural of regular nouns.
How to teach: I have done a writing activity. I'll try to explain it. I have worksheets for each day I created. I did the typical
activities to give the kids some background for what nouns are/do. Then we brainstormed places we could take a walk, i.e.
bank, store, library, Fallen River Parked. We used specific names of places so we could understand Proper Nouns too. Then
the kids were given a paper that I made with the title "Places I Went for a Walk". The kids had to choose five nouns that were
places to go for a walk and fill in the five boxes on the paper. I left room to decorate the page.
Example: I forgot to write the noun at the beginning of my sentence.
10. Word: VERB
Definition: the word or phrase that gives the action, or asserts something, in a sentence, clause
etc. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun
Collocation: regular verbs / irregular
verbs
Pronunciation: /vəːb/
Context clue: parts of the speech in English verbs.
How to teach: On the front of each card, write a different sentence, and underline a verb in that sentence. On the back
of each card, write whether the underlined verb is a linking, helping, or action verb. If a student gets the answer
right, they keep the card, and if they do not, they can put the card under the deck. The students with the most cards
at the end of the game wins. These kinds of verb games are for two students to play, and they ensure that students
get a lot of individual practice while learning about verbs.
Example: I can not remember all the irregular verbs.
11. Word: DETERMINER
Definition: (linguistics) a word that is used before a noun to show which thing you
mean. The words ‘a’, ‘the’, ‘this’, and ‘some’ are determiners. (Spratt, Pulverness, &
Williams, 2012)
Part of speech: NOUN
Pronunciation: verb /diˈtəːmin/ Pag. 9
Context clue: Parts of speech in English
How to teach: Determiners determine the character of a noun, and as with articles, impart certain characteristics.
Begin with the possessives, such as “my,” “her,” and “his.” These will help indicate the relationship of the determiner
to the noun.
Example: The determiner HIS is used to refer to He.
13. Word: Collocations
Definition: words which are regularly used together. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: arrangement Antonyms: keeping
Pronunciation: /ˌkɒl.əˈkeɪ.ʃən/ Pag. 16
Context clue: …words that regularly occur together…
How to teach: Noticing is the means by which teachers introduce and encourage learners to make use of the various word combinations in English.
Through noticing, learners can develop an appreciation for the range and patterns of collocation, and transfer this knowledge to subsequent collocations
they encounter in their language learning studies. Lewis (2000) claims that “make and do” collocations provide a useful starting point for introducing the
idea of collocations to learners. What is important is that teachers should tell the students these relationships are arbitrary- there is no reason why it should
be make a decision rather than do a decision. We need to make them aware that this is simply the way we say things in English.
Example: The phrase "a hard frost" is a collocation.
Firstly, I wake up. Secondly, I brush my teeth.
14. Word: False friends
Definition: a word in the target language which looks or sounds as if it has the same meaning as a
similar word in the learners’ first language but does not. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: different Antonyms: same
Pronunciation: /fɔls/ /frend/ Pag. 17
Context clue: …words can relate to one another…
How to teach: From the point of view of EFL teaching and learning, false friends are important because they may lead us to errors in L2 production and to
misunderstandings in L2 comprehension. A sentence such as My nose is bleeding because I am very constipated could be embarrassing when uttered by a
Spanish person in front of an English person with no knowledge of Spanish. Constipated in English means “having difficulty to get rid of solid waste from
one’s body”, this has nothing to do with what the Spanish speaker really means in this utterance.
Example: in French ‘librarie’ is a place where people can buy books. In English, a library is where you may go to borrow books rather than
somewhere where you go to buy books.
15. Word: Homophones
Definition: a word which sounds the same as another word, but has a different meaning or spelling.
(Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: same sounds Antonyms: different sounds
Pronunciation: /ˈhɑm·əˌfoʊn, ˈhoʊ·mə-/ Pag. 17
Context clue: …are important, too, in language learning…
How to teach: Point out a pair of homophones, such as sun/son, and ask identifying questions such as “Which one is a big yellow ball in the sky?”
Incorporating a few mini lessons on homophones into your regular spelling or reading lesson makes the session more memorable, plus they’ll learn new
homophones.
Example: The words "so" and "sew" are homophones.
16. Word: Brainstorm
Definition: To think of ideas (usually quickly) about a topic (often noting these down). This is
often done as preparation before a writing or speaking activity.(Spratt, Pulverness, & Williams,
2012)
Part of speech: noun Synonyms: develop, speak up Antonyms: ignore
Pronunciation: /ˈbreɪnˌstɔrm/ Pag. 18
Context clue: …activity that give more practice…
How to teach: Define the problem clearly lay out any criteria to be met. Keep the session focused on the problem, but be sure that no one criticizes or
evaluates ideas during the session, even if they are clearly impractical. Criticism dampens creativity in the initial stages of a brainstorming session. Ideas
should be listed, rather than developed deeply on the spot; the idea is to generate possibilities. Accordingly, participants should be encouraged to pick up
on ideas offered to create new ones. One person should be appointed as note-taker, and ideas should be studied and evaluated after the session.
Example: the teacher said “Before writing your essay please, develop the brainstorming part in order to get an accurate work.
17. Word: Highlight
Definition: 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. (Spratt, Pulverness, & Williams, 2012)
Part of speech: verb Synonyms: emphasize Antonyms: scape
Pronunciation: /ˈhɑɪˌlɑɪt/ Pag. 19
Context clue: …draw learners’ attention to…
How to teach: Tell students when they find something important or relevant on the paragraph they can highlight to take notes more easier.
Example: Highlight the importance of access to decent hygiene facilities.
18. Word: CONTEXT
Definition: the parts directly before or after a word or phrase (written or spoken)
which affect its meaning (Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN
Collocation: Historical context Pronunciation: /ˈkontekst/ Pag. 16
Context clue: A vocabulary item has a context.
How to teach: Teaching is not only about the content. You must consider the context of each class. Understanding
your audience (i.e. first year students, graduate students, language learners) and how your work needs to be presented
(i.e. a large class, a seminar course, online learning) is vital to teaching and learning.
Example: Without a context, I would have to assume that it was written by a woman.
19. Word: IDIOM
Definition: an expression with a meaning that cannot be guessed from the meanings of the
individual words (Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN
Pronunciation: /ˈidiəm/ Pag. 16
Context clue: Idioms are a kind of fixed expressions as they can not be changed.
How to teach: Remember that the goal is to get students to not only understand idioms, but also learn how to use them effectively.
Divide the class into pairs. Each pair of students gets one or two idioms to work with. They must write a conversation and use this
idiom in it. Walk around the classroom to assist students and check for accuracy.
Example: Raining cats and dogs is an idiom you do not have to translate it word by word.
20. Word: HOMONYMS
Definition: a word that sounds the same or is spelled the same as another
word but has a different meaning: (Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN
Pronunciation: /ˈhɒm.ə.nɪm/ Pag. 17
How to teach: For students to learn through context the difference between pairs of commonly used English words
that sound alike but have different spellings or meanings.
Example: Paul used some homonyms in different context according their meanings.
22. Word: Phonology
Definition: it is the study of the sound features used in a language to
communicate meaning. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: sounds Antonyms: grammar
Pronunciation: /fəˈnɒl.ə.dʒi/ Pag. 21
Context clue: …the study of sound features…Languages features
How to teach: Teacher plans a lesson of how to recognize sounds.
T: I want you to listen as I say some words. I want you to tell me what sound the words start
with. Ready? Here we go: mmman, mmmouse, mmmoon.
C: /m/
T: Yes, that’s right
Example: These include sign language phonology, morphology, and syntax
23. Word: Phoneme
Definition: is the smallest unit of sound that can make a difference to meaning
in a language. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: symbols, representation Antonyms: words
Pronunciation: /ˈfəʊ.niːm/ Pag. 21
Context clue: phonology
How to teach: Prepare picture cards. Teachers select pictures to represent target sounds and “odd-man out” pictures to
complete the pack of cards.
3. Model identification of sound. Teachers explicitly model the target sound. For example, if the target sound is initial [b],
teachers will prompt, “I will look for pictures that begin with the sound of [bbb] as in boy,” elaborating the sound
for emphasis.
Example: pupils can make the sound that each grapheme represents then click the button to hear the phoneme
24. Word: Syllable
Definition: a part of a word that usually contains a single vowel sound. (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: phone Antonyms: utterance
Collocation: one syllble Pronunciation: //ˈsɪl.ə.bl̩/ Pag. 22
Context clue: …we give word stress to a… phonology and grammar
How to teach: One of the easiest ways to help children realize that words are made up of several sounds and syllables is to allow
them to “break up” words by clapping or tapping out their syllables. Tapping can be performed with fingers, hands or an object such
as a stick. When first introducing this concept, adults should model clapping or tapping. For example, a teacher can show a child that
the word “balloon” has two syllables by clapping twice while reciting the word (/ba/ -clap- /loon/ -clap-). Once children understand
the activity they should be encouraged to perform it independently on a regular basis. This kinesthetic connection allows children to
become actively engaged with words.
Example: Malay is essentially, with few exceptions, a dissyllabic language, and the syllabic accent rests on the
penultimate unless that syllable is open and short; e.g. um’brell/a
25. Word: Main stress
Definition: The main stress on a word, e.g. DIFFicult. (Spratt, Pulverness, &
Williams, 2012)
Part of speech: noun Synonyms: stress Antonyms: unstressed
Pronunciation: /meɪn/ /stres/ Pag. 22
Context clue: …particularly as teachers, to describe the language… phonology
How to teach: When a word has more than one syllable, not all syllables are pronounced with the same degree of
force. The syllable which is pronounced with greater force is called the stressed syllable. You can also call it the
accented syllable. "Accent" in this case means "emphasis".
When speaking, it is important to put the stress on the correct syllable.
Otherwise, it would sound unnatural, and might even be difficult to understand!
Example: 'She bought a new car' probably has main stress on 'car' and secondary stress on 'bought'.
26. Word: Intonation
Definition: The way the level of a speaker’s voice to show they feel about something
e.g. if they are angry or leased, or to make speech sound polite in English. (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: tonality, pitch Antonyms: homophone
Collocation: Regular form Pronunciation: /ˌɪn·təˈneɪ·ʃən/ Pag. 23
Context clue: …another important feature of connected speech…
How to teach: One word conversations
Write a number of single words (e.g. yes, today, sorry, bread etc.) on scraps of paper. Make groups of three - and give each group
one of the pieces of paper. Tell the class a situation - (e.g. "Two people think the third person is a thief." or "It's one person's
birthday.").
The learners must now have a conversation - but the only word anyone can say is the one on their paper! To express different ideas
and emotions (e.g. anger, requesting, apologizing etc) they will have to vary their intonation. The resulting dialogues are usually funny,
but there's also a real teaching purpose. Without the resources of vocabulary and grammar, students have to find ways to express
much more with intonation. Repeat it a few times - with new words and new situations.
Example: Fall on definite statements:
Listen and repeat:
We 'bought a 'new house
27. Word: DIPHTHONG
Definition: (linguistics) two vowel sounds pronounced as one syllable (Spratt,
Pulverness, & Williams, 2012)
Part of speech: NOUN Synonyms: vowel sound
Pronunciation: /ˈdifθoŋ/ Pag. 22
Context clue: …or communicate meaning…
How to teach: Divide students into pairs, and instruct each student to make up to three sentences with the diphthongs on the list.
For example, they might write "The boy had a toy" or "I set soil on the foil." After they have written three sentences, encourage
them to pair up and read each other's sentences. The advantage of this practice activity is twofold. It not only gives students practice
in reading the diphthongs, but it also enables them to write the diphthongs and to check each other's work. Remind students to
correct their partner's sentences gently, and explain that taking corrections is part of becoming a good writer. This will minimize the
hard feelings that students may feel during the correction process and enable them to feel like a team with their partners.
Example: Students learn how to pronounce diphthongs in one syllable words like go and boy.
28. Word: CONTRACTION
Definition: to make or become smaller, less, shorter, tighter etc (Spratt,
Pulverness, & Williams, 2012)
Part of speech: NOUN Synonyms: Reduction ans disminution
Pronunciation: /kənˈtrӕkt/ Pag. 23
Context clue: Some other characteristics of connected speech are contractions.
How to teach: Students often expect the pronunciation of “they’re” to be a shortening or approximation of “they
are”, whereas it is a completely different word that is pronounced exactly the same as “there” and “their”. Just having
this pointed out can help with both production and comprehension, and some more detailed work on homophones
(e.g. “I’ll” “aisle” and “isle”) and rhyming words (e.g. “you’ve” and “prove”) can be well worth at least half a lesson.
Example: My teacher asked us to do not use contractions in our essays.
29. Word: RHYTHM
Definition: (a regular, repeated pattern of sounds, stresses or beats in music, poetry
etcSpratt, Pulverness, & Williams, 2012)
Part of speech: NOUN Synonyms: accent and swing.
Collocation: speech rhythm. Pronunciation: /ˈriðəm/ Pag. 23
Context clue: These characteristics help to keep the rhythm..
How to teach: Begin the lesson by teaching students to sing the song "A-Hunting We Will Go. "Ask students to identify the two
words that sound the same in the song (fox and box). Continue to sing the song with the following phrases to replace the second
line. As you sing the song, pause for the second rhyming word and allow students to sing the word they think rhymes. This should
be easy and fun for students. Allow students to sing the song together several more times using both the original lyrics and the three
new verses.
Example: The girl had a good rhythm her narrating poem.
31. Word: Function
Definition: The reason or purpose for communication, e.g. making a
suggestion, give advice (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: purpose Antonyms:
Pronunciation: /ˈfʌŋk·ʃən/ Pag. 27
Context clue: …we do so for a reason… language
How to teach: It is up to the teacher to plan the situations within which students will be able to use their language
for a purpose in the classroom context. For instance if the topic being learned is family and relatives then the
situation may be introductions or visiting relatives. By creating a situation the teacher is providing the necessary
context students need to use the language for a function. In addition to creating situations, teachers must also be
prepared to explain that there may be a large number of possible ways to fulfill each function of language.
Example: Simple Past is made up of S+V in past form+C
I worked yesterday
32. Word: Informal
Definition: language used in informal conversation or writing, e.g. Hi John (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: suitable, appropriate Antonyms: not suitable
Collocation: Regular form Pronunciation: /foːm/ Pag. 28
Context clue: …socially casual… register
How to teach: Informal language tends to have shorter words and sentences. The shorter words are often put together into phrasal
verbs and other idiomatic phrases like “hold on”, “let me know” and “give me a ring”. One reason the sentences are shorter is that
they often lose particular grammatical words, e.g. subjects and auxiliary verbs as in “Looking forward to seeing you soon”.
Example: It’s raining cats and dogs
33. Word: Appropriate
Definition: language which is suitable in a particular situation (Spratt, Pulverness, &
Williams, 2012)
Part of speech: adjective Synonyms: inappropriate, register Antonyms: not suitable
Pronunciation: /əˈproʊ·pri·ət/ Pag. 28
Context clue: …suitable for the teacher to say…register
How to teach: Teacher gives the students a game during free time that they usually disagree on how to play. Observe if they are
using appropriate language to express themselves.
Example: In an essay never use idioms.
34. Word: Register
Definition: The formality or informality of the language used in a particular situation.
(Spratt, Pulverness, & Williams, 2012)
Part of speech: verb Synonyms: entry Antonyms:ideoms
Pronunciation: /ˈredʒ·ɪ·stər/ Pag. 28
Context clue: …the situation in which language is used…linguistics
How to teach: Following this discussion, divide the class into groups of 3 or 4. Each group will work together to write two versions of
a story. The first version will be in the casual register and then the group will "translate" the story to the formal register. This can be a
simple fairy tale, a story from a book you have read, or a story that you create.
Example: It fascinates me how differently we all speak in different circumstances. We have levels of formality, as in our
clothing.
35. Word: Chunks
Definition: The form of a grammatical structure is the way it is written or
pronounced and the parts which combine to make it. (Spratt, Pulverness, &
Williams, 2012)
Part of speech: noun Synonyms: slot Antonyms: formality
Collocation: Regular form Pronunciation: /tʃʌŋk/ Pag. 29
Context clue: …focus on functions in the classroom…
How to teach: Kids love songs and singing, rhyme and music are underrated and still not used enough in the ESL
classroom as quite often as they should be or not teachers dismiss them as consuming too much of the precious lesson
time.
Example: good luck
36. Word: EXPONENT
Definition: a person able to demonstrate skilfully a particular art or activity
(Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN
Pronunciation: /ikˈspəunənt/ Pag. 27
Context clue: The language we use to express a function is called exponent.
How to teach: Every unit, there will be vocabulary words that students need to know to understand the material. I
think this would be an organized foldable perfect for just that. Students could write the word on the front and write
the definition in the flap. Students could utilize this as a studying tool for the test.
Example: Students uses an exponent language to present their projects.
37. Word: EXTRACT
Definition: Part of a text which is remove from an original , longer
text.(Spratt, Pulverness, & Williams, 2012)
Part of speech: VERB Synonyms: PASSAGE
Pronunciation: /ikˈstrӕkt/ Pag. 29
Context clue: We can see this in the extract from a map.
How to teach: Teacher plays a video-recordings in the lesson and students listen the gist from this recording.
Example: She presented an extract from the novel.
38. Word: FORMALITY
Definition: the rigid observance of rules of convention or etiquette. (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: correctness , protocol and
etiquette.
Pronunciation: fôrˈmalədē/ Pag. 28
Context clue: These exponents express different levels of formality.
How to teach: Although getting formality really right is a sign of a truly advanced learner (and is also the last thing
native speaker teenagers pick up), even beginners can gain from being told the formality differences between “Can
you…?”/“Could you…?”, “Good morning”/“Hello”/“Hi”, etc – and even more so nowadays when students with
limited English often already have to use it in their work and travels.
Example: Her formality and seriousness amused them.
40. Word: Skills
Definition: the four language skills are listening, reading, speaking and
writing.. (Spratt, Pulverness, & Williams, 2012)
Synonyms: ability Antonyms: disability
Collocation: skill up Pronunciation: /skɪl/ Pag. 31
Context clue: …reading, writing, listening and speaking… reading
How to teach: teacher at each lesson teaches one skills for example writing . Follow the writing process to get students
familiar choose a common topic where they can apply their grammar , vocabulary.
Example: Ability to work under pressure and to read a text
41. Word: Receptive skill
Definition: The receptive skills are listening and reading, because learners do not need
to produce language to do these, they receive and understand it. These skills are
sometimes known as passive skills. They can be contrasted with the productive or
active skills of speaking and writing. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: open, sensitive Antonyms: close
Pronunciation: /rɪˈsep·tɪv/ Pag. 31
Context clue: …like listening…
How to teach: When we read a story or a newspaper, listen to the news, or take part in conversation we employ our previous
knowledge as we approach the process of comprehension, and we deploy a range of receptive skills; which ones we use will be
determined by our reading or listening purpose.
Example: Often in the process of learning new language, learners begin with receptive understanding of the new items,
then later move on to productive use.
42. Word: Cohesion
Definition: The way spoken or written texts are joined together with logical grammar
and lexis. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: aptness, union Antonyms: separated
Collocation: Regular form Pronunciation: /koʊˈhi·ʒən/ Pag. 31
Context clue: …links between the sentences…
How to teach: To introduce cohesion, I ask students to read two unlabeled paragraphs of nearly identical content but different
construction. One paragraph offers old information before new, uses connecting words and phrases, and contains references to
prior information through pronouns, determiners (e.g., this, that), and repetition of ideas with different wording. The other
paragraph breaks all conventions of cohesion and thus is difficult to follow. After asking students which of the two paragraphs
seems to flow better, we discuss why that is. They usually identify the connecting words first, and I point out any cohesive devices
that they haven’t noted on their own. We examine examples of cohesion within paragraphs and then between paragraphs.
Example: conjunctions.
43. Word: Conjunction
Definition: is used to connect words, phrases, clauses or sentences (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: connector Antonyms: separate
Pronunciation: /kənˈdʒʌŋk·ʃən/ Pag. 31
Context clue: …linking the sentences…
How to teach: Write one conjunction on each of a stack of notecards, and give out one notecard to each student. Then
write the beginning of a sentence on the board, such as “The dog leapt at the cat…” and instruct students to finish the
sentence using their conjunction. Have them work with a partner to perfect their sentences, and then encourage them to
share their finished sentences with the class.
Example: Hemingway and Fitzgerald are among the American expatriates of the between-the-wars era.
44. Word: Extensive
Definition: listening to or reading long pieces of text. (Spratt, Pulverness, & Williams,
2012)
Part of speech: noun Synonyms: general, hobby Antonyms: hate
Pronunciation: /ɪkˈsten·sɪv/ Pag. 33
Context clue: …are ways of reading…
How to teach: The teacher encourages and assists the students with their reading, which the students undertake during and /or after class.
Occasional summaries (oral or written) can help with this as they show both that the students are reading and also that they understand
what their books are about. The activities can also help students improve their writing or speaking ability. Another activity teachers can
become involved in is individual counselling - this gives the teacher an opportunity to ask students about their reading experiences and can
be done by the teacher while the rest of the class are silent reading. Above all, however, extensive reading should be a student-centred and
a student-managed activity.
Example: the little red riding hood
46. Word: Productive skills
Definition: when learners produce language (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: producing Antonyms: competence
Pronunciation: /prəˈdʌk·tɪv/ Pag. 37
Context clue: …producing language rather than receiving…
How to teach: Certain activities, such as working with literature and project work, seek to integrate work on both receptive and productive skills.
Example: a role play
Learners have already spent time practicing receptive skills with a shape poem, by listening to it and reading it. They now move on to productive
skills by group writing their own, based on the example.
47. Word: Formality
Definition: register (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: appropriate Antonyms: inappropriate
Pronunciation: /fɔrˈmæl·ɪ·t̬i/ Pag. 37
Context clue: …use or non-use of note form, addresses or paragraphs…
How to teach: Although getting formality really right is a sign of a truly advanced learner (and is also the last thing native
speaker teenagers pick up), even beginners can gain from being told the formality differences between “Can you…?”/“Could
you…?”, “Good morning”/“Hello”/“Hi”, etc. – and even more so nowadays when students with limited English often already
have to use it in their work and travels.
Example:
It's important to show politeness by using words like would, could, please, thank you etc.
48. Word: Accuracy
Definition: The use of correct forms of grammar, vocabulary, spelling and pronunciation. (Spratt,
Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: properly Antonyms: inappropriate
Collocation: Regular form Pronunciation: /ˈæk.jʊ.rə.si/ Pag. 37
Context clue: …writing also involves using writing subs kills…
How to teach: Accuracy refers to the use of correct forms where utterances do not contain errors affecting the phonological,
syntactic, semantic or discourse features of a language. Therefore, even as teachers help learners to produce correct forms in
English, it is also important that they help them to get across their communicative intent as effectively as possible in listener-speaker
situations.
Example: the teachers and learners typically focus on using and producing language correctly.
49. Word: Summarizing
Definition: to take out the main points of a log text. (Spratt, Pulverness, &
Williams, 2012)
Part of speech: noun Synonyms: rest Antonyms: add
Pronunciation: /ˈsʌməraɪz/ Pag. 37
Context clue: …main points or ideas…
How to teach: Begin by reading OR have students listen to the text selection.
Ask students the following framework questions:
What are the main ideas?
What are the crucial details necessary for supporting the ideas?
What information is irrelevant or unnecessary?
Have them use key words or phrases to identify the main points from the text.
Example: In writing the summary, let your reader know the piece that you are summarizing. Identify the title, author
and source of the piece.
50. Word: Draft
Definition: a draft is a piece of writing that is not yet finished, and may be
changed. (Spratt, Pulverness, & Williams, 2012)
Part of speech: noun+verb Synonyms: redo Antonyms: final
Collocation: Regular form Pronunciation: /dræft/ Pag. 39
Context clue: …stages of writing…
How to teach: Draft letters are a simple strategy that asks students to think critically about their writing on a specific
assignment before submitting their work to a reader. Students write reflective letters to the teacher, identifying their
own thoughts on the piece that the teacher is about to read. This lesson explains the strategy and provides models for
the project, which can be adapted for any grade level and any writing project. It may be completed only for major
assignments or on a more regular basis with all composition that students do.
Example: The architects gave us their first draft of the design
52. Word: Receptive
Definition: when learners do not have to produce language. (Spratt, Pulverness,
& Williams, 2012)
Part of speech: noun Synonyms: get Antonyms: produce
Pronunciation: /rɪˈsep·tɪv/ Pag. 43
Context clue: …responding to language rather than producing…
How to teach: Activities such as conversations, discussions, radio/television broadcasts, puppetry, telephoning,
reporting, interviewing, telling jokes/riddles, book reports and role playing can be used to develop oral language
activities.
Example : Often in the process of learning new language, learners begin with receptive understanding of the
new items, then later move on to productive use.
53. Word: Gestures
Definition: a movement with part of the body. (Spratt, Pulverness, & Williams,
2012)
Part of speech: noun Synonyms: move Antonyms: inaction
Collocation: body gesture Pronunciation: /ˈdʒes·tʃər/ Pag. 43
Context clue: …uses body language to support…
How to teach:
It is important for mainstream teachers to understand how the gestures they use unconsciously may be
misunderstood. This activity allows participants to look a little closer at how body language might be interpreted by
English Language Learners and their parents. Demonstrate the gestures below and ask participants to write down
what they think each gesture means.
Example: Gesture: Sitting, legs apart Meaning: Open, relaxed
54. Word: Simplify
Definition: to make something easier. (Spratt, Pulverness, & Williams, 2012)
Part of speech: verb Synonyms: simple Antonyms: complex
Pronunciation: /ˈsɪm·pləˌfɑɪ/ Pag. 45
Context clue: …text that have been made easier…grammar
How to teach: This type of writing standard is also known as a controlled language because it restricts grammar, style
and vocabulary to a subset of the English language. The main characteristics of the Simplified Technical English
standard are simplified grammar and style rules.
A limited set of approved vocabulary with restricted meanings.
A thesaurus of frequently used terms and suggested alternatives.
Guidelines for adding new technical words to the approved vocabulary.
Example: "Close the door"
55. Word: MINIMAL PAIRS
Definition: In phonology, minimal pairs are pairs of words or phrases in a particular
language, which differ in only one phonological element, such as a phoneme, toneme
or chroneme and have distinct meanings. They are used to demonstrate that two
phones constitute two separate phonemes in the language. (Spratt, Pulverness, &
Williams, 2012)
Part of speech: NOUN Synonyms: Minimum units.
Pronunciation: /ˈmɪn.ɪ.məl/ /peər/ Pag. 45
Context clue: 5-MINUTES ACTIVITY ON MINIMAL PAIRS
Example:
PIN and BIN are minimal pairs in English.
56. Word: Utterances
Definition: a complete unit of speech in spoken language (Spratt, Pulverness, & Williams,
2012)
Part of speech: noun Synonyms: word Antonyms: sentence
Collocation: utterance boundary Pronunciation: /ˈʌt̬·ər/ Pag. 44
Context clue: …the conversation contains examples of incomplete sentences…
How to teach: In phonetic terms, a stretch of spoken language that is preceded by silence and followed by silence or a change of
speaker. (Phonemes, morphemes, and words are all considered "segments" of the stream of speech sounds that constitute an
utterance.)
In orthographic terms, a syntactic unit that begins with a capital letter and ends in a period, question mark, or exclamation point.
Example: ok? uhhuh. not on the floor!
57. Word: Complex
Definition: complicated, not simple. (Spratt, Pulverness, & Williams, 2012)
Part of speech: adjective Synonyms: multiform Antonyms: simple
Collocation: make complex
sentences
Pronunciation: /kəmˈpleks, ˈkɑm·pleks/ Pag. 43
Context clue: …usually uses quite exact vocabulary and …
How to teach: In the complex sentence John left when his sister arrived, the clause when his sister arrived is a
dependent clause because it is preceded by the word when, which is a subordinating conjunction. Dependent clauses
are not complete sentences; they cannot stand alone as a complete sentence. For example, *When his sister arrived
cannot stand alone. Dependent clauses must be attached to independent clauses in order to form a complete sentence.
In the complex sentence above, John left is the independent clause."
Example: The country where I grew up is located in South America.
59. Word: Integrated skills
Definition: an integrated skills leson combine work on more han one language skill.
(Spratt, Pulverness, & Williams, 2012)
Part of speech: noun Synonyms: involve Antonyms: separate
Pronunciation: /ˈɪn·təˌɡreɪt/ Pag. 50
Context clue: …give opportunities for speaking practice as learners…
How to teach: In a CLIL lesson, all four language skills should be combined. The skills are seen thus:
Listening is a normal input activity, vital for language learning
Reading, using meaningful material, is the major source of input
Speaking focuses on fluency. Accuracy is seen as subordinate
Writing is a series of lexical activities through which grammar is recycled.
Example: reading and then writing.
60. Word: Drills
Definition: To tell someone something repeatedly to make them remember it:
(Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN Synonyms: Routine
Pronunciation: /drɪl/ Pag. 49
Context clue: Activities include drills.
Example:
Some students prefer learn pronunciation by drills just repeating things.
61. Word: Silent period
Definition: The time when learners who are beginning to learn a first language
prefer to listen before producing the language. (Spratt, Pulverness, & Williams,
2012)
Part of speech: noun Synonyms: silent, shy Antonyms: open, talkative
Collocation: Regular form Pronunciation: /ˈsɑɪ·lənt/ /ˈpɪər·i·əd/ Pag. 50
Context clue: …at the beginning of a course…
How to teach: Common classroom techniques can address the needs of learners in a silent period, e.g. listening
comprehension and vocabulary input. There are also methodologies which explicitly incorporate a silent period, such
as Total Physical Response and the Natural Approach.
Example: babies have a silent period when they listen to their parents before starting to try to speak themselves,
62. Word: Motivate
Definition: motivation is the thoughts and feelings which make us want to do
something and help us continue doing it. (Spratt, Pulverness, & Williams, 2012)
Part of speech: verb Synonyms: encourage Antonyms: give up
Pronunciation: /ˈmoʊ·t̬ɪv/ Pag. 50
Context clue: …helping ss. To use grammar, vocabulary and pronunciation…
How to teach: Give students options in the classroom. Empower students by giving them a sense of autonomy and
helping them develop skills for self-directed learning. Whether it’s allowing students to select a research topic or
getting their input when designing an evaluative rubric, students’ motivation is increased if they feel that they have
control of their learning outcomes.
Example: She’s motivated by a desire to help people.
63. Word: PACE
Definition: The speed at which someone or something moves, or with which
something happens happens or changes: (Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN Synonyms: step
Pronunciation: /peɪs/ Pag. 49
Context clue: A pace of speaking.
Example:
The lesson pace was good there were a lot of activities.
64. Word: Hesitate
Definition: a pause before or while doing or saying something. (Spratt, Pulverness, &
Williams, 2012)
Part of speech: noun Synonyms: stop, give up Antonyms: continue
Collocation: make hesitation Pronunciation: /ˈhez·ɪˌteɪt/ Pag. 48
Context clue: …we often do when we speak… speaking
How to teach: I know this is a rare problem: quiet kids. But what suggestions do you have for a ninth-grade class that is made up
predominately of students who seem to be unwilling (or unable) to share thoughts or ask questions during class discussion. They’re
even hesitant to answer direct questions aloud. Add to that all the girls are quiet and the boys are willing to answer and ask
questions. I’m looking for ideas to motivate conversation, as my regular tricks are not working!
Example: students often hesitate if they are trying to find the correct words to say.
65. Word: FLUENCY
Definition: When a person is fluent, they can speak a language easily, well, and
quickly: (Spratt, Pulverness, & Williams, 2012)
Part of speech: NOUN Synonyms: Eloquence
Collocation: Written fluency Pronunciation:/-ən.si/ Pag. 48
Context clue: oral fluency.
Example:
Fluency in spoken an written English is essential.
66. Word: Paraphrase
Definition: to say or write something that has been read or heard using different
words. (Spratt, Pulverness, & Williams, 2012)
Part of speech: verb Synonyms: rehash, rewording Antonyms: same words
Collocation: to paraphrase Pronunciation: /ˈpær·əˌfreɪz/ Pag. 48
Context clue: …we often do when we speak…developing language, performance
How to teach: Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and
remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson,
students learn to use paraphrasing to monitor their comprehension and acquire new information. They also realize that if
they cannot paraphrase after reading, they need to go back and reread to clarify information. In pairs, students engage in
guided practice so that they can learn to use the strategy independently. Students will need prompting and
encouragement to use this strategy after the initial instruction is completed. The lesson can be extended to help students
prepare to write reports about particular topics.
Example: I Used My Own Words! Paraphrasing Informational Texts
