Firrst Element_Nataly Iza_9A

1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
TKT PREPARATION
Professor: Lcda. Wilma Suarez
Student’s name: Nataly Iza
Semester: 9th “A”

3. Unit 1 Grammar
Form /fawrm/
Definition: 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
He has studied English for a long time.
How to teach
The best way is to present and explain students the rules clearly without too much
information, if it is possible supplement the activities with extra free practice exercises to
make the lessons more interesting and re-inforce the grammar points. Wherever
possible elicit information from the students, including example sentences and grammar
structures in order to make them realize about the written and spoken form

4. Feature: /féechər/
Definition: A feature of something is an interesting or important part or
characteristic of it. Repetitions, exclamations and contractions
E.g. I wish I hadn’t been so rude with my daughter last morning
How to teach
For this topic it is relevant to explain the students that into the spoken language
there are variations that are not described in grammar books. In addition, present
examples about how two words can be pronounced or written as one. Finally, the
use of flash cards can help them to identify the pronounciation and the spelling.
Contractions
(apostrophe ‘ )
One word written
and pronounced
as one
is+ not =
will+ not=
- Isn’t
- Won’t

5. Function: /fúngkshən/
Definition:The reason or purpose for communication
E.g. making a suggestion; giving advice
You’d better book a place in the gym
How to teach
Students are always interested in knowing the language use through real situations
where the can experienced as it is. The use of role-plays focused on a given topic
“at the airport,” encourage them find out the appropriate lexis as well as
grammatical structures according to the situation

6. Convey meaning: /kən váy/ /méening/
Definition: To express or communicate meaning. Teachers focus on conveying
meaning when they present new language.
E.g. He is writing a letter Present continuous
How to teach
To explains tenses that cause confusion to the students it is good to use real
examples. Thus, students are more likely to make meaning and gain understanding
when they link grammar rules to actions, relate facts to “big ideas,” explore
essential questions, and apply their learning in new contexts to avoid getting
confused among tenses.

7. Accuracy: /ákyərəssee/
Definition: The use of correct forms of grammar, vocabulary, spelling and
pronunciation. In an accuracy activity, teachers and learners typically focus on
using and producing language correctly.
E.g. A pet can be a good companion for the elderly.
How to teach
To achieve accuracy professors can apply language manipulation activities in
their classes. For example, controlled practice, drills, the study and application
of grammar rules, and activities that help learners to identify their own mistakes
such as: language use, grammar, vocabulary, pronunciation as well as fluency.

8. Skills: /skɪls/
Definition:The four language skills are listening, speaking, reading and writing.
E.g. Besides listening and speaking, I enjoy reading and writing letters to my
pen friend
How to teach
Students develop their skills; listening, speaking, reading, and writing, better as
long as they develop the subskills. The use of activities which integrate the four
skills into the course ensure that students learn how to write, pronounce as well
as read and say a word.

9. Noun Phrase: /noun//frāz/
Definition: A single word or a group of words that act as the subject, object
or complement in a sentence or utterance. It usually contains a noun and
words occurring before or after the noun that modify it, e.g. in the sentence
E.g. The giggling child raised his watery eyes and looked at the bewildered
class
How to teach
One way to make students learn noun phrases is to write a noun phrase
down on a piece of paper, then cut up the sentence into the different words
of the phrase, give each word to different students. After that, students stand
up and rearrange themselves so that the noun phrase makes sense. Finally,
tell them where the front and end of the noun phrase should be, so they show
their word to one student at a time.

10. Adverb : /ád vùrb/
Definition: An adverb describes or gives more information about how, when,
where, or to what degree etc. something is done.
E.g.
The teacher clearly explained how to develop the project
How to teach
Teachers can use a short reading that includes adverbial phrases, give a brief
explanation about the use of adverbs. Then, students underline the verbs, and
circle the adverbs that are used to describe the actions Thus, they identify the
role of adverbs in sentences

11. Context: /ˈkɒntɛkst/
Definition: The situation in which language is used or presented
E.g.
Saint Clause always brings presents to well behaved children
How to teach
The use of visual-aids: readings, pictures, movies, help teachers to introduce
and brainstorm the topic of the items that are planned for the class.
Vocabulary, grammatical structures, etc. can be taken from the context that is
presented

12. Grammar 2 Lexis
Collocation : /kɒləˈkeɪʃən/
Definition: Words which are regularly used together. The relation between
the words may be grammatical, for example when certain verbs/adjectives
collocate with particular prepositions
E.g.
I am keen on studying french after finishing this career
How to teach
Students learn better collocations when they feel that they are part of the
class, so half of them can write some adjectives on the board and the rest can
write a list of prepositions. Then, the professor explains the preposition
combinations and students write their own sentences using the grammar
accurately

13. False friend: / fawlss // frend /
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
E.g. Carpeta Carpet Spanish – English
I used to sleep on the carpet of my bedroon when I was five years old
How to teach
Make a list of the most common words that has the same spelling in both
languages, but different meaning. Students need to work out the meaning by
themselves and write in their vocabulary notebook. Additionally, they may
write sentences

14. Consolidate: /kənˈsɒlɪdeɪt/
Definition: To return to something in order to allow learners to understand
and remember it more completely.
E.g. Funnily enough, we have to visit agendaweb.org once a week to
consolidate our knowledge
How to teach
Websites, worksheets, workbook, are sources where the students practice or
comprehend more the grammar or topics presented in the class by developing
the tasks. What’s more, they put into practice what they’ve learnt in the class

15. Homonym: /häm′ə nim′/
Definition: A word with the same spelling and pronunciation as another
word, but which has a different meaning
E.g. I book a hotel (v)
I buy a book (n)
How to teach
In this case it is essential to clarify that a word has more than one role in the
language: verb, noun, adjective and for this students should deduce the
meaning in context or look for the complete definition in an English
dictionary

16. Homophone: /häm′ə fōn′/
Definition: A word which sounds the same as another word, but has a
different meaning or spelling
E.g.
Students knew that the teacher was ill
She is interesting in getting a new car
How to teach
Matching homophones help students to practice with the correct
definitions by creating crossword puzzles. Students read the definition of the
word as the clue and fill the answers in the chart.

17. Idiom: /ˈɪdɪəm /
Definition: 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
E.g.
I am feeling blue
How to teach
Present 5 to 8 idioms according to the students age and level, introduce them
in context, never in isolation because it changes the meaning. Then, students
create and act out heir own role-play using idioms

18. Chunk: /tʃʌŋk/
Definition:Any pair or group of words commonly found together or near one
another
E.g.
It’s rainning cats and dogs
How to teach
Explain the students that it is commonly used in informal situations. They
choose 3 to 5 chunks according to their likes, introduce them in context to
their classmates, and give the definitions. Then, they paraphrase these terms
using their own words

19. Recall :/rɪˈkɔːl/
Definition: To remember, bring something back into the mind
E.g.
My mum promised she’d recall my father to buy a gift for my birthday
How to teach
Oral lessons or presentations encourage students to remember information
for future assessment due to students memorize facts that they recall when it
is needed

20. Compound: /ˈkɒmpaʊnd/
Definition: Nouns, verbs, adjectives or prepositions that are made up of two
or more words and have one unit of meaning,
E.g.
The police officer warned young girls not to use that part of the road
How to teach
In a reading according to the topic students can underline compounds then,
develop matching exercises which help them to identify, remember and
choose the correct unit of meaning for a word from a variety of options .

21. Unit 3 Phonology
Diphthong: /ˈdɪfθɒŋ /
Definition: A vowel combination which is pronounced by moving from one
vowel to another
E.g.
A lot of people do not have any idea about their identity
How to teach
Choose at least ten words that are pronounced with dipthongs so, students
get familiar with the pronunciation as well as with the place where sounds
are produced

22. Emphasize: /ˈɛmfəsʌɪz/
Definition: When special force or attention is given to a word or information
because it is important
E.g.
People said that the flames were visible EIGHT miles away
How to teach
Show students a list of content words that can be emphasized according to
the level of necessity or importance they what to give to the word. In
addition, tell them that when we pronounce this word they should speak
loudly

23. Word boundary: /wəːd/ /ˈbaʊndərɪ/
Definition: Where one word ends and the next one begins, especially in
connected speech
E.g.
I almost cried at the end of the movie, it was definitely sad
How to teach
When students are learning the language it is necessary to make them notice
the way the spelling and pronounciation of a word change in connected
speech. In this case the end the two words have to be linked as they end and
start with a vowel. The use of listening material like a conversation help
students to get familiar and pratice pronounciation

24. Linking: /ˈlɪŋkɪŋ/
Definition: Joining parts of sentences (phrases and clauses), sentences and
paragraphs to make text more cohesive
E.g.
I went to the supermarket to buy milk. I bought bread
I went to the supermarket to buy milk and bread
How to teach
Give puplis a list of linkers that they may use to join phrases to avoid
redundancy and repetition. Provide worksheets with sentences and
studentshave to join them using the appropriate linkers without changing the
meaning.

25. Model : /ˈmɒdəl/
Definition: A clear example of the target language for learners to repeat or
write down or save as a record. If a teacher is focusing on the target language
of a lesson, s/he usually chooses a model sentence, which s/he writes on the
board. The teacher often models the language as well, by saying it clearly
before drilling the learners.
E.g.
How to teach
Students acquire the language correctly by using authentic material as a model,
in which they develop the four skills; listening , speaking, reading and writing.
Thus, learners get correct pronounciation and writing skills from native
speakers
Reporting
accuse+of+-ing
Model:
Mary accused Juliet of killing her
pet

26. Minimal Pairs: /ˈmɪnɪməl//pɛːs/
Definition: Two words which differ from each other by only one meaningful
sound (or phoneme)
E.g. I think that you shouldn’t buy that thing, our kids are so mischievous
think /thingk/ thing /thing/
How to teach
Learners need a dictionary to look for the phonetic transcriptions of words
that vary just in one letter or vowel sound then work out how many sounds
there are in a particular word, remember, the number of letters is not usually
the same as the number of sounds. If students write these words using sound
symbols, they can see exactly how many sounds they have. These are
definitely useful and easy ways to remember minimal pairs

27. Confidence: /ˈkɒnfɪdəns/
Definition: The feeling someone has when they are sure of their ability to do
something well. Teachers often do activities that help learners to feel more
confident about their own ability
E.g.
She was quite nervous and forgot what she was going to say
How to teach
Role-plays and plays teach students to avoid getting afraid when they are
producing the language. Through the use of group activities they gain more
confidence that when they do it alone.

28. Contrast: /kənˈtrɑːst/
Definition: To compare the differences between two things.
E.g.
This pencil is expensive while this one is cheeper
How to teach
Present students two pictures and a list of conectors that they can use to
contrast the pictures in pairs. They go to the front of the class stick the
pictures on the board and contrast the features of the pitures

29. Vowels: /ˈvaʊəls/
Definition: A sound in which the air is not blocked by the tongue, lips, teeth
etc. Movement or vibration is felt in the throat because the voice is used. The
letters a, e, i, o, u and sometimes are used to represent these sounds.
E.g.
A thief only needs a moment to make off with your valuables
How to teach
Students must learn the difference between a consonant and vowel, the sounds
for each vowel, and that every word must have a vowel. To tech vowels we
can use vowel flags, singing a song, marching around the room, and ending
the activity with a vowel hunt.

30. Unit 4 Functions
Exponent: /ɪkˈspəʊnənt/
Definition: An example of a grammar point, function or lexical set.
E.g.
‘Sorry, can you repeat please?’ Asking for clarification
How to teach
It is good to show the students the functions of the language: greeting,
clarifying, advising, etc. and make them notice that they lexis they use to
express a situation is the exponent of the language

31. Lexis: /ˈlɛksɪs/
Definition: Individual words or sets of words
E.g.
I dislike sports such as skiing, swimming, climbing, but I enjoy walking and
dancing
How to teach
Introduce the topic indirectly by telling Story, Situation, Gesture or Real
Object, elicit the topic through questions to students. After that, student can
spell out the vocabulary words and write these down on the board. Finally,
corrections should be by students only. If needed, then teacher can step in,
but only when it's clear no student will do so.

32. Colloquial: /kəˈləʊkwɪəl/
Definition: Language normally used in informal conversation but not in
formal speech or writing
E.g.
“She may of gone to the movies”
How to teach
Provide the students social situations in which they would say, "Whaddya
want?"
so they get familiar with both our language, and functions of social interaction,
that they would know when to use this for comic effect.

33. Register: /ˈrɛdʒɪstə:/
Definition: The formality or informality of the language used in a particular
situation. Formal register or language is that used in serious or important
situations, e.g. in a job application. Informal register or language is that used
in relaxed or friendly situations
E.g.
When speaking in a formal setting we must use formal language
How to teach
Teacher can use this activity with kids: create several short conversations in
which they act out all the different language registers in various situations. For
example, the casual register could be demonstrated by a conversation between
friends, the formal register could be acted out as a graduation speech. Thus, they
identify how registers differ in real situations

34. Appropriacy: /əˈproʊpriəsi/
Definition: Language which is suitable in a particular situation
E.g.
‘hold on a minute, will you?‘ ‘Could you wait a moment, please?‘
How to teach
learners can identify inappropriate in language in video material, newspaper
such as cartoons, comedy match language to situations where it can be used,
and discuss what is appropriate in their own cultures. The use of authentic
material will help students to use lexis and grammar according to the
situation.

35. Informal: /ɪnˈfɔːrml /
Definition: Language used in informal conversations or writing
E.g.
What’s up?
How to teach
The use of idiomatic expressions allow students to acquire informal
language, in everyday conversations or while chatting with your friends
using an instant messaging system we use the language informaly.

36. Extract: /ˈekstrækt/
Definition: Part of a text which is removed from an original, longer text
E.g.
This was the reason why she wa arrested for speeding
How to teach
Reading strategies help learners to be aware where a sentence best fit based
on previuos and recent information or information that is needed to give
sence to the reading

37. Formal: /ˈfɔːrml /
Definition: Language used in formal conversations or writing
E.g.
Sincerely Tom Harney
How to teach
Give the learners authentic material and explain them that in formal
situations, we use uncontracted forms like do not, cannot and will not, and
even in writing we also tends to observe grammar and punctuation rules more
strictly than in informal writing

38. Unit 5 Reading
Cohesion: /koʊˈhiːʒn/
Definition: The way spoken or written texts are joined together with logical
grammar or lexis
E.g.
I would get up for work at six, then get the bus eight
How to teach
Make sure that students write and speak in more complex and intricate ways,
display and build precise factual knowledge and develop their ideas by
producing connected ideas in logical ways.

39. Coherence: /koʊˈhɪrəns/
Definition: When ideas in a spoken or written text fit together clearly and
smoothly, and so are logical and make sense to the listener or reader.
E.g.
It is absolutely cold in winter but a few animals do manage to survive
How to teach
In this we can use ajigsaw puzzle with an image of a large, smiling daisy on
it. Then, explain how this puzzle represents a paragraph, with each piece
representing a sentence. All of the sentences together should form a complete
picture

40. Conjunction : /kənˈdʒʌŋkʃn/
Definition: A conjunction (or connector) is used to connect words, phrases,
clauses or sentences
E.g.
The audience started claping when the concert finished
How to teach
The use of songs help learners to develop their listening skill and in this case
the can use the lyrics to analyze how conjunctions are used in context

41. Infer attitude: /ɪnˈfɜːr//áttətoód/
Definition: To decide how a writer or speaker feels about something from
the way that they speak or write, rather than from what they openly say
E.g.
She’s never seen such a amazing sunset
How to teach
Self-perception theory helps listeners and readers the mode, style of a
reading or listening task

42. Layouts: /ˈleɪaʊt/
Definition: The way in which a text is organised and presented on a page.
Certain texts have special layouts
E.g.
Letter to copy
How to teach
Present a variety of text and make students notice the diffrence of text
organization according topic or reason

43. Extensive: /ɪkˈstɛnsɪv/
Definition: Listening to or reading long pieces of text, such as stories or
newspapers
E.g.
I love reading romantic novels when I am free
How to teach
Allow students to to choose the books they read depending on their interests,
even if it is not always a follow-up discussion or work in class. In this way
students are encouraged to read for pleasure and should become better
readers

44. Complex Sentence: /ˈkɒmplɛks//sént'nss/
Definition: A sentence containing a main clause and one or more subordinate
clauses
E.g.
Despite the fact I am a single mother, I am proud of having a baby
How to teach
Example and explanations help students to understand that a complex
sentence contains one independent clause (the boy ran) and one or more
dependent clauses (when he was at the park)

45. Intensive: /ɪnˈtɛnsɪv/
Definition: One meaning of intensive listening/reading is reading or listening
to focus on how language is used in a text.
E.g.
The reading quiz yesterday was full of objective questions
How to teach
Give the class a reason for reading the text. This will help them to vary their
strategies. For example, there is a text on food and hygiene. Tell them they are
going to enter a TV competition and they will need to know the rules of
hygiene.

46. Unit 6 Writing
Subskill: /sʌbskɪl/
Definition: Each of the four language skills can be divided into smaller
subskills that are all part of the main skill
E.g.
The little girl was born in Quito on December 1, 1991
How to teach
Learners spend time developing a wide range of sub-skills as they build each
of the four skills. Amongst the sub-skills focussed on are scanning and
skimming in reading, organisational and editing skills in writing, recognition
of connected speech and understanding gist in listening, and pronunciation
and intonation in speaking.

47. Narrate: /nəˈreɪt/
Definition: To tell a story or talk about something that has happened.
Teachers often narrate stories to young learners
E.g.
Kids are interested in acting out the cinderella fairy tale
How to teach
We can use videos to allow students identify characters as well as the
language used in the story

48. Logical : /ˈlɒdʒɪkəl/
Definition: Based on reason. A lesson is logical if the stages follow an order
which makes sense and if one stage leads clearly and obviously to another.
E.g.
First of all, the love of your family is different from that you have for your
sweetheart. The love for your family something you need it in your live,
because they will protect you from everything in this live.
How to teach
Take out some parts of the original reading and ask students to join these
parts in a logical way.

49. Stages: /steɪdʒs/
Definition: A section of a lesson. Lessons work through different stages or
steps such as lead-in, presentation, controlled practice etc
E.g.
Lesson plans usually include three stages: Presentation, practice and
production
How to teach
Controlled activities ensure that students follow steps that help them to
success in tasks

50. Draft: /drɑːft/
Definition: A draft is a piece of writing that is not yet finished, and may be
changed. A writer drafts a piece of writing. That is, they write it for the first
time but not exactly as it will be when it is finished.
E.g.
Once upon a time there lived a really incredible guy who was called
“Arnold.” He was a legendary king …….
How to teach
Write down the first ideas about the topic that is going to be written.
Brainstorm the information and the grammar as well as lexis to be included
and think bout how the text is going to be organized

51. Edit: /ˈɛdɪt/
Definition: To shorten or change or correct the words or content of some
parts of a written text to make it clearer or easier to understand
E.g.
Finally, they looked cryptically with tears brimming in his eyes, “¡I might
know you!, and ¡I might not!.” And then they both hugged to their son and he
said: “And my time that had stopped… began to flow once again.....”
How to teach
Pass out a sample rough draft with mistakes to each pair of students. Ask
students to peer edit the rough draft together and use editing marks to fix
mistakes.

52. Proofread: /ˈpruːfriːd/
Definition: To read a text in order to check whether there are any mistakes in
spelling, grammar, punctuation etc
E.g.
One day, an angel protector, who cares/d of wild animals and possesses/d
eternal liv/fe and Jack a man full of curiosity and
How to teach
Reading from back to front, sentence by sentence, is a way to get the
reader really focused on the grammar and usage errors rather than focusing
on the larger meaning

53. Punctutation: /pʌŋktʃʊˈeɪʃən/
Definition: The symbols or marks used to organise writing into clauses,
phrases and sentences to make the meaning clear.
E.g.
On some nights, I close my eyes and said “I love you and I forgive you”
How to teach
Storyboards can be utilized in the classroom to teach important grammar
and punctuation lessons as well. By teaching punctuation using
storyboards, students get the chance to write and illustrate their meaning.

54. Encourage: /ɪnˈkʌrɪdʒ/
Definition: When a teacher helps learners to succeed by giving them
confidence
E.g.
You got ten in the quiz. ¡Congratulations!
How to teach
Feedback and authentic material encourage students in their learning process.
For example, The theme of a video is encouraging speaking then, provide a
number of fun and useful activities that can be used to encourage them to
speak more in English.

55. Unit 7 Listening
Definition: To actively think about new information in order to understand it
completely and be able to use it in future
E.g.
Learning is a process that will never end, it is just a step to experience a
life full of changes and developments
How to teach
Process: /ˈprəʊsɛs /
Students can integrate new and old information by following process that are
needed to develop a skill, For example, the writing process—prewriting,
drafting, revising and editing, rewriting, publishing

56. Hesitations: /hɛzɪˈteɪʃns/
Definition: A pause before or while doing or saying something. Learners
often hesitate if they are trying to find the correct words to say, because they
need more time to think.
E.g.
Although students know the language, they need time to answer the tefl
speaking questions
How to teach
Game activities encourage students to think before answering questions, for
example, the warm-up “Hot seat”. Students need a time to listen and guess
the word that is being performed by the classmates

57. Gesture : /ˈdʒɛstʃə/
Definition: A movement with part of the body, e.g. hand, head, which is used
to convey meaning.
E.g.
My daughter always frown every time she wants something
How to teach
The use of non-verbal communication includes gestures such as waving or
tapping your fingers, eye movements ... of non-verbal communication are
different in different cultures. That is why before introducing gestures we can
give a short explanation about culture

58. Meaningful: /ˈmiːnɪŋfʊl/
Definition: an activity can be meaningful if it is useful for learners in the real
world outside the classroom or is relevant to them
E.g.
The most remarkable memory when I was as a child is the time I was part of
a play
How to teach
Realia or the real thing. This relies on the words you are teaching being
objects and you being able to bring that object into class, but it can be
really effective for students who are tactile learners and who need to touch.

59. Utterance: /ˈʌtərəns/
Definition: A complete unit of speech in spoken language. An utterance can
be shorter than a sentence
E.g. A: Whay are you doing
B: Homework
How to teach
Workshop activities will explore the potential of using Audacity to teach
aspects of pronunciation, speaking and listening in the second language
classroom.

60. Interaction Patterns: /ɪntərˈakʃən/ /ˈpatəns/
Definition: The different ways learners and the teacher work together in
class, e.g. learner to learner, in pairs or groups or teacher to learner, in open
class, in plenary. When teachers plan lessons, they think about interaction
patterns and write them on their plan.
E.g. Debate
A: I think that learning English is more difficult that French
B: I disagree with you because…….
How to teach
Speaking strategies; debate, disscusion, role-plays, encourage learners to
interact with ther classmates by sharing opinions, thoughts in real context

61. Detail: /ˈdiːteɪl/
Definition: To listen to or read a text in order to understand most of what it
says or particular details
E.g.
Pablo Picasso was born in Spain on October 25, 1881
How to teach
Students may find out the kind of details are usually needed in a reading task
and pay attetion or underline them while reading

62. Relevant : /ˈrɛlɪvənt/
Definition: The degree to which something is related to or useful in a
situation.
E.g.
Pupils regard learning English as optional, they do not care about knowledge
How to teach
Present a reading and ask students to identify essential and additional
information, taking into account content words.

63. Unit 8 Speaking
Oral Fluency: /ˈɔːrəl/ / /ˈfluːənsi /
Definition: being able to speak using connected speech at a natural speed
with little hesitation, repetition or self-correction. In spoken fluency
activities, learners typically give attention to the communication of meaning,
rather than trying to be correct.
E.g.
Girls insisted that they speak more fluently than boys because of their grades
How to teach
Bring a dialogue and recording to class. Give each student a copy of the
dialogue, ask them to take turns reading their part of the dialogue along with
the recording of the native speaker. If students are too slow to speak up, the
recording won’t hold the conversation for them. If they are able to keep good
time with the recording, they are showing signs of good fluency.

64. Self-correction : /sɛlf/-//kəˈrɛkʃən/
Definition: When learners correct language mistakes they have made,
perhaps with some help from the teacher.
E.g.
Students should proofread their works before delivering them to teacher to
avoid grammar mistakes that can affect their grades
How to teach
The writing process encourage studets to follow some steps to avoid
grammar and lexis mistakes. When students realize about their own mistakes
they almost never will do them again.

65. Interactive Strategies : /ɪntərˈaktɪv/ /ˈstratɪdʒi /
Definition: Interaction is ‘two-way communication’ between listener and
speaker, or reader and text. Interactive strategies are the means used,
especially in speaking, to keep people involved and interested in what is
saidor to keep communication going
E.g.
I like that speech because of the strategies he used to get
people’s attetion
How to teach
When using th language fuctions it is relevant to encourage students to use
interactive strategies like, eye contact, getures, etc. in order to emphasize
whay they are ssaying and catch listeners’attention

66. Drills : /drɪls/
Definition: A technique teachers use for encouraging learners to practise
language. It involves guided repetition or practice. In a choral drill the
teacher says a word or sentence and the learners repeat it together as a class.
E.g.
He went to the cinema yesterday (repeat 3 times)
He went to the library yesterday
How to teach
In his activity teachers can use the Audiolingual Method to encourage
students to listen and reapeat sentences accurately as well as to introduce
lexis

67. Contraction : /kənˈtrakʃən/
Definition: A shorter form of a group of words, which usually occurs in
auxiliary verbs
E.g. I + would = I´d
I’d like trying french fries instead of cookies
How to teach
Give explanation about how contractions are formed and what they actually
mean, which letters the apostrophe replaces, will go a long way in helping
students to avoid these common mistakes in the future. Then , we can use a
short game to ensure students understood what was explained “BINGO”.

68. Pace: /peɪs/
Definition: The speed of the lesson. A teacher can vary the pace in a lesson by
planning different activities in order to keep the learners’ attention.
E.g.
Games related to the topic are useful to keep students active, before or after a
hard class
How to teach
Plan the class by including several activities that get students involved in the
class and no to get bored. Extra activities are good when students finished the
tasts before the others

69. Silent Period: /ˈsʌɪlənt/ /ˈpɪərɪəd/
Definition: The time when learners who are beginning to learn a first (or
second) language prefer to listen (or read) before producing the language,
e.g. babies have a silent period when they listen to their parents before
starting to try to speak themselves.
E.g.
Gestures can talk alot about how the speaker is feeling
How to teach
The Total Physical Response Method can be used in order to help beginner
students to produce the language because of their level of knowledge. Puplis
look at the teacher’s physical movement and and figure out what he/she is
saying

70. Learnt by heart: /ləːnt/ /bʌɪ/ /hɑːt/
Definition: To learn something so that you can remember it perfectly.
E.g.
I already know the steps to develop a project, I don’t need to read them
again
How to teach
When students develop projects, plays, role-plays, etc. are good ways of
experiencing the language, so it helps them to remember things for a lomg
period of time.

71. Sources
o 2014. Oxford University Press. Retrieved from:
http://www.oxforddictionaries.com/definition/english/phrase
o http://www.usingenglish.com/forum/threads/57153-Teaching-Colloquialisms
o http://www.teachingenglish.org.uk/search/site/narration