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.

http://www.youtube.com/watch?v=ineCCpqpZrM

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)

ana altamirano tkt_9_a

Education

finite verb

new word

verb rap song

original word

noncountable nouns

new building downtown

article rules

definite article