Universidad tecnológica de Santiago

(UTESA)

Subjet:
Eva. Lenguas extranjeras

Teacher:
Luis Alexander Feliz

Name:
Arianny Teresa Encarnacion

Registration number:
2-18-4718

Date:
12/06/2022
 Blacky words from TKT book
Grammar
• Forms: the forms refer to how words are made up and presented in speech or
writing.
• Nouns: to name people, places, things, qualities, ideas, or activities to act as the
subject/object of the verb.
• Base word: is any form you can add affixes, prefixes and suffixes to.
• Parts of speech: the part of the speech describes how words behave in sentences.
• Structures: the arrangement of words into patterns which have meaning.
• Prefixes: a group of letters added at the beginning of a base word.
• Suffixes: a group of letters added at the end of a base word.
• Verbs: to show an action, state or experience.
• Adjectives: to describe or give more information about a name, pronoun or part of
a sentence.
• Adverbs: to say more about how, when, where something happens by adding
information to adjectives, verbs, other adverbs or sentences.
• Determiners: to make clear which noun is referred to.
• Prepositions: to show the relationship between a noun, noun phrase or pronoun
and another word or phrase.
• Pronouns: to replace or refer to a noun or noun phrase mentioned earlier or about
to be mentioned.
• Conjunctions: to join words, sentences or parts of sentences.
• Exclamations: to show a feeling, especially in informal spoken language.
• Function: action or activity proper to a person, thing or institution.
• Affixes: a group of letters added at the beginning or end of a base word.
• Convey: to take someone or something to a particular place.
• Context: is the background of events or occurrences.
• Contractions: two words that are pronounced or written as one, example: isn’t,
don’t, etc.
• Features: a distinctive attribute or aspect of something.
• Consciously: noticing that a particular thing exists or is present.
• Skills: is the learned ability to act with determined results with good execution
often within a given amount of time, energy, or both.
• Focus on form: focused interaction in which there is brief, and sometimes
spontaneous, attention to linguistic forms. In contrast, focus on forms involves a
primary emphasis on linguistic structures, often presented as discrete grammar
rules or other metalinguistic information.
• Accuracy: it is a description of systematic errors, a measure of statistical bias; low
accuracy causes a difference between a result and a "true" value.
Lexis
• Lexis: is the complete set of all possible words in a language.
• Context: the parts of a written or spoken statement that precede or follow a specific
word or passage, usually influencing its meaning or effect.
• Prefixes: is placed at the beginning of a word to modify or change its meaning.
• Suffixes: are a letter or group of letters added to the ending of words to change their
meaning or function.
• Form: the forms refer to how words are made up and presented in speech or
writing, composed of or resulting from the union of separate elements, ingredients,
or parts: such as.
• Base words: words that can be broken down into smaller units and words that
cannot. The part of the word that cannot be broken down is called a base word, also
known as a root word.
• Affixes: An affix is added to the root of a word to change its meaning. An affix
added to the front of a word is known as a prefix. One added to the back is known
as a suffix.
• Affixation: is the process of adding a morpheme—or affix—to a word to create
either a different form of that word or a new word with a different meaning;
affixation is the most common way of making new words in English.
• Compound nouns: is a noun that is made up of two or more words. Most
compound nouns in English are formed by nouns modified by other nouns or
adjectives.
• Collocations: refers to how words go together or form fixed relationships.
• Idioms: is a phrase or expression that typically presents a figurative, non-literal
meaning attached to the phrase; but some phrases become figurative idioms while
 retaining the literal meaning of the phrase. Categorized as formulaic language, an
idiom's figurative meaning is different from the literal meaning.
• Chunks: are groups of words that can be found together in language. They can be
words that always go together, such as fixed collocations, or that commonly do,
such as certain grammatical structures that follow rules.
• Synonyms: a word having the same or nearly the same meaning as another in the
language, as happy, joyful, elated.
• Antonyms: are words that have contrasting, or opposite, meanings. Like so much
of the English language, "antonym" is rooted in the Greek language.
• Lexical set: is a group of words with the same topic, function or form.
• Word family: are groups of words that have a common feature or pattern. They
have the same letter combinations a similar sound and they're a wonderful tool for
those new to spelling.
• Homophones: are words that have different meaning and spelling, but the same
pronunciation.
• Homonyms: are two words that are spelled the same and sound the same but have
different meanings.
• Part of speech: We can categorize English words into 9 basic types called "parts
of speech" or "word classes". It's quite important to recognize parts of speech. This
helps you to analyze sentences and understand them. It also helps you to construct
good sentences.
• Consolidated: brought together into a single whole. having become solid, firm, or
coherent.
• False friend: are words in different languages that look or sound similar but differ
significantly in meaning.
• Brainstorming: a conference technique of solving specific problems, amassing
information, stimulating creative thinking, developing new ideas, etc., by
unrestrained and spontaneous participation in discussion.
• Recall: to bring back to mind.
• Highlight: An outstanding part of an event or period.
Listening
• Skills: is the ability to perform an action with determined results often within a
given amount of time, energy, or both. An example of skill is the ability to read or
speak.
• Receptive skill: it involves responding to language rather than producing it, an
example is being the one that listens in a conference while someone is speaking.
• Meaningful: is having meaning or communicating something that is not directly
expressed.
• Context: discourse that surrounds a language unit and helps to determine its
interpretation.
• Punctuation: is the system of symbols that we use to separate written sentences
and parts of sentences, and to make their meaning clear.
• Stress: is the relative emphasis that may be given to certain syllables in a word.
Example: Do you like this or that one? I like this one.
• Intonation: is the variation of pitch when speaking. Intonation and stress are two
main elements of linguistic prosody. Intonation is the music of a language and is
perhaps the most important element of a good accent.
• Connected speech: it is a spoken language in a continuous sequence, as in normal
conversation.
• Gestures: is a body language used to support communication, for example:
movements of hands.
• Facial expressions: is how we use our faces to communicate something.
• Logical sequence: is a set of numbers following in a sequence with some sort of
relation between two consecutive numbers.
• Hesitations: the action of pausing before saying or doing something.
• Complex: is a group of buildings designed for a particular purpose, or one large
building divided into several smaller areas.
• Process: a series of actions or steps taken in order to achieve a particular end.
• Features: a distinctive attribute or aspect of something.
• Utterances: is a unit of speech. In phonetic terms, an utterance is a stretch of
spoken language that is preceded by silence and followed by silence or a change of
speaker.
• Text types: Text types influence our everyday experience of language; they refer
to a specific way of using language that is acceptable in each situation and culture.
Text types has evolved over time and have established practices. Examples:
conversations, stories, announcements, songs, instructions and lectures.
• Interaction: communication or direct involvement with someone or something:
 "For a shy person, social interaction can be a stomach-churning, anxiety-filled
experience" ·
• Patterns: series or sequence that generally repeats itself. The patterns that we
observe in our daily lives are those of colors, actions, shapes, numbers, etc.
• Relevant: closely connected or appropriate to what is being done or considered:
"what small companies need is relevant advice" ·
• Linking: sounds and words together and the use of contracted forms.
• Subskills: The language skills of speaking, listening, writing, and reading are often
divided into sub-skills, which are specific behaviors that language users do in order
to be effective in each of the skills. Which subskill we use depends on our reason
for listening.
• Extensively: to a large or detailed degree: "he has written extensively about the
project".
• Functions: an activity that is natural to or the purpose of a person or thing: "bridges
perform the function of providing access across water".
• Exposes: make (something) visible by uncovering it: "at low tide the sands are
exposed"
• Pre-teaching key words: Pre-teaching vocabulary is when a teacher selects and
teaches her students key words from a reading text. In order to learn pre-teaching
words, some reading must be done first.
• Tasks: Tasks are a single piece of work, or units of related work, that must be
completed in order to satisfy a project deliverable or the requirement of a
deliverable.
• Coursebook: these contain all the features of real spoken language. It is mandatory
to bring the coursebooks to every class.
• Simplify: in a straightforward or plain manner. It is useful to look up unknown
words to simplify the idea of a text.
• Phonemes: Any of the perceptually distinct units of sound in a specified language
that distinguish one word from another. The word ‘hat’ has 3 phonemes – ‘h’ ‘a’
and ‘t’.
• Word stress: Word stress is the verbal emphasis placed on one syllable of a word.
This occurs in every English word that has more than one syllable. Word stress is
your magic key to understanding spoken English.
• Introduction activities: An introduction to the topic of a text and activities
focusing on key vocabulary in the text. The introductory activities are very much
needed before starting a lesson.
Speaking
• Skills: is the ability to perform an action with determined results often within a
given amount of time, energy, or both. An example of skill is the ability to read or
speak.
• Receptive skill: it involves responding to language rather than producing it, an
example is being the one that listens in a conference while someone is speaking.
• Intonation: is the variation of pitch when speaking. Intonation and stress are two
main elements of linguistic prosody. Intonation is the music of a language and is
perhaps the most important element of a good accent.
• Monitor: a person who has the job of watching or checking things, or a machine
that regularly tests or records things: United Nations monitors were prevented from
entering the area.
• Word: word is the basic unit of language. Words can be classified according to
their action and meaning, but it is challenging to define.
• Sentence stress: Sentence stress occurs when we say certain words more loudly
and with more emphasis than others. In all languages, sentence stress is used.
• Greet: address with some form of salutation; welcome. It is polite to greet adults.
• Paraphrase: a restatement of a text or passage giving the meaning in another form,
as for clearness; rewording. It is very common among students to paraphrase info
from the internet.
• Hesitate: to be reluctant or wait to act because of fear, indecision, or disinclination.
For example, if clients see sellers hesitating, they won’t buy products from you.
• Subskills: The language skills of speaking, listening, writing, and reading are often
divided into sub-skills, which are specific behaviors that language users do in order
to be effective in each of the skills. Which subskill we use depends on our reason
for listening.
• Functions: an activity that is natural to or the purpose of a person or thing: "bridges
perform the function of providing access across water".
• Connected speech: it is a spoken language in a continuous sequence, as in normal
conversation.
• Text types: Text types influence our everyday experience of language; they refer
to a specific way of using language that is acceptable in each situation and culture.
Text types has evolved over time and have established practices. Examples:
conversations, stories, announcements, songs, instructions and lectures.
• Oral fluency: is a measure of how well and how easily you can communicate your
ideas clearly and accurately in speech. For example, it takes a lot of time and
practice to get better at oral fluency.
• Self-correction: is when learners correct themselves instead of a teacher doing it.
• Interactive strategies: can be defined as a practical approach to help students to
be more involved in retaining more material to improve their skills.
• Gestures: a movement or position of the hand, arm, body, head, or face that is
expressive of an idea, opinion, emotion, etc. For example, you can know the
person’s mood just by the gestures they make.
• Facial expressions: are movements of the numerous muscles supplied by the facial
nerve that are attached to and move the facial skin. For example, by my facial
expressions, you can tell whether I’m in a good mood or not.
• Clarify: is when you use specific strategies to figure out the meaning of what
you’re reading.
• Interaction: a situation where two or more people or things communicate with
each other or react to each other.
• Turn-talking is another interactive strategy we use, it involves using intonation,
language or body language to show you want to join a conversation or end one.
• Features: a distinctive attribute or aspect of something.
• Linking: sounds and words together and the use of contracted forms.
• Contractions: is a shorter way to say two words. Using contraction in everyday
speech is very common.
• Convey: to carry, bring, or take from one place to another; transport; bear.
• Meaning: the sense or significance of a word, sentence, symbol, etc.
• Accuracy: the condition or quality of being true, correct, or exact; freedom from
error or defect; precision or exactness.
• Appropriacy: Language which is suitable in a situation. For example, we have
appropriacy of language when it is used contexts.
• Pace: a rate of movement, especially in stepping, walking, etc. For example, while
learning a new language, it’s normal to talk at a slow pace.
• Formality: condition or quality of being formal; accordance with required or
traditional rules, procedures, etc.; conventionality.
• Informality: the fact of not being formal or official, or of being suitable for friends
and family but not for official occasions.
• Structures: is the action of building: construction. How to use structure in a
sentence.
• Complex: is a group of buildings designed for a particular purpose, or one large
building divided into several smaller areas.
• Controlled activities: activities in which the learners are required to repeatedly use
the language that they have just been taught.
• Drill: the action of making a hole in something by boring with a drill.
• Motivation: the act or an instance of motivating or providing with a reason to act
in a certain way. For example, motivation is key for achieving goals.
• Confidence: full trust; belief in the powers, trustworthiness, or reliability of a
person or thing. For example, every time my students try to speak in English, their
confidence increases.
• Task: Tasks are a single piece of work, or units of related work, that must be
completed in order to satisfy a project deliverable or the requirement of a
deliverable.

Reading
• Skill: A skill is the learned ability to perform an action with determined results with
good execution often within a given amount of time, energy, or both.
• Discourse: discourse is connected by grammar and vocabulary and/or our
knowledge of the world.
• Coherence: The definition of coherence is something logical or consistent and
something that makes sense. An example of coherence is an argument that has no
inconsistencies.
• Cohesion: Cohesion means sticking together. If your group of friend’s heads to the
lunchroom as a team and sits all together, you're demonstrating strong cohesion.
Cohesion is a word that comes to us through physics, where cohesion describes
particles that are the same and tend to stick together — water molecules, for
example.
• Conjunction: a word used to connect clauses or sentences or to coordinate words
in the same clause (e.g., and, but, if).
• Subskills: Subskills include visualizing (making mental pictures about the text),
making connections (linking the text to their own experiences, other texts or real-
world stories), making inferences or "reading between the lines," asking questions,
forming opinions, making predictions and retelling or summarizing.
• Skimming: To skim is to read over something quickly or to glance over something.
• Inferring: deduce or conclude (something) from evidence and reasoning rather
than from explicit statements.
• Infer attitude, feeling, mood: Infer Sentence Examples. You can infer the
meaning of the word from the context of the rest of the sentence. He will infer
conclusions from secondary data. We should infer that the tables in the document
were all approved by the company. The definition of an attitude is a way of feeling
or acting toward a person, thing or situation. Passion for a sport, dislike for a certain
actor and negativity toward life in general are each an example of an attitude.
Definition of Mood. disposition; temperament. Examples of Mood in a sentence:
The worker was so exhausted and irritable that literally anything could cause her
mood to plummet.
• Deducing: arrive at (a fact or a conclusion) by reasoning; draw as a logical
conclusion.
• Work out: plan or devise something in detail: "we need to work out a seating plan".
• Prediction: The definition of a prediction is a forecast or a prophecy.
• Text structure: Text structure refers to how the text is organized. For example, a
text might present a main idea and then details, a cause and then its effects, an effect
and the causes, two different views of a topic.
• Solution: a means of solving a problem or dealing with a difficult situation.
• Brainstorm: Brainstorming is a group creativity technique by which efforts are
made to find a conclusion for a specific problem by gathering a list of ideas
spontaneously contributed by its members. (Ex: Here's an example of a mind map.
The student used colors to organize her ideas: red is the idea she started with, green
are broader concepts, black are subtopics. She put a red star on the topic she decided
to focus on).
• Complex (language): A complex sentence is a sentence that contains an
independent clause and one or more dependent clauses. (Ex: ‘‘Because my coffee
was too cold, I heated it in the microwave’).
• Comprehension: The definition of comprehension refers to your ability to
understand something, or your actual understanding of something. An example of
comprehension is how well you understand a difficult math problem.
• Context: The definition of context is the words that surround other words and
impact their meaning or the setting in which something occurs. An example of
context is the words that surround the word "read" that help the reader determine
the tense of the word.
• Extensive reading: Extensive reading can be defined as reading a large quantity of
text, where reading confidence and reading fluency are prioritized. “Possible
examples of extensive reading material are magazines, graded readers, novels and,
yes, even comic books!”
• Graded reader: A graded reader is a story which has been adapted for people
learning to read or learning a foreign language. Graded readers avoid using difficult
grammar and vocabulary.
• Intensive reading: The definition of intensive is concentrated or strongly focused
on a specific thing. An example of something that would be described as intensive
is a month long, detailed study of a book, an intensive study.
• Introductory activity: Introductory, Warm Up & Energizer Activities. Beginning
training sessions with warm introductions starts you off on the right foot. It invites
people to actively participate. It encourages them to get to know one another. It sets
the stage for having everyone learn from one another.
• Layout: The definition of a layout is an arrangement, plan or design. An example
of a layout is a drawing of how a house will be built.
• Lead-in: The definition of a lead-in is an introduction or opening. An example of
lead in is the musical act before the main performer.
• Pre-teach Pre-teaching is a strategy that involves teaching students’ concepts or
skills prior to a lesson on the subject. Examples can include teaching new
vocabulary items related to a lesson on geography. explaining new math concepts
prior to a math class.
• Read for detail: This is when you pay attention to every single word and spend
time thinking about what each individual sentence means. Examples: reading a
grammar explanation, reading the instructions for an exercise in a textbook.
• Read for gist: Generating Interactions between Schemata and Texts (GIST) is a
summarization procedure that helps students digest complex texts by requiring
contextual word learning. GIST explicitly combines the most important words with
reading and writing to comprehend complex texts.
• Read for global: Students use Global Reading Strategies to work with text directly
or to manage and monitor their reading intentionally and carefully. Problem
Solving Strategies are used for solving problems of understanding that arise during
the reading of a text.
• Understanding: Reading comprehension is the ability to process text, understand
its meaning, and to integrate with what the reader already knows. If word
recognition is difficult, students use too much of their processing capacity to read
individual words, which interferes with their ability to comprehend what is read.
• Scan: Scanning a text means looking through it quickly to find specific
information. Scanning is commonly used in everyday life, for example when
looking up a word in a dictionary or finding your friend's name in the contacts
directory of your phone.
• Skim: To skim is to read over something quickly or to glance over something. An
example of skim is when you just take a quick glance at your class notes.
• Text type: The notion of text type is an abstract category designed to characterize
the main structure of a particular text or one of its parts according to its dominant
properties. It is intended to integrate common features of historically varying genres
(novella, novel, short story, etc.)