TKT GLOSSARYCRISTINA PINOS

NINTH “A”

UNIT 1

•GRAMMAR

Function

[fuhngk-shuh n]

• Noun

• The kind of action or activity proper to a person, thing, or institution;

the purpose for which something is designed or exists; role.

• Eg.: People always have their unique function to accomplish.

• To teach functions each students must know what they refer to and applythem, for example asking for permission.

Manner

[man-er]

• Noun

• A way of doing, being done, or happening; mode of action, occurrence,etc.:

• E.g. I don't like the manner in which he complained.

Imperative

[im-per-uh-tiv]

• Grammar. noting or pertaining to the mood of the verb used in

commands, requests, etc., as in Listen! Go!

• Noun

Something that demands attention or action; an unavoidable obligationor req

uirement; necessity.

• E.g.: It is an imperative that we help defend friendly nations.

Conjunction

[kuh n-juhngk-shuh n]

• Noun

• Grammar.any member of a small class of words distinguished in manylangua

ges by their function as connectors between words, phrases,clauses, or senten

ces, as and, because, but, however.

• E.g.: When writing you should use the correct conjuctions.

Affix

[v. uh-fiks; n. af-iks]

• Noun

• Grammar. a bound inflectional or derivational element, as a prefix,infix, or suf

fix, added to a base or stem to form a fresh stem or a word,as -

ed added to want to form wanted, or im- added to possible to form impossible.

• Eg.: In order to write correct words we should use affixes when needed.

Feature

[fee-cher]

• Noun

• a prominent or conspicuous part or characteristic.

• Eg.: Tall buildings were a new feature on the skyline.

Noun Phrase

[noun freyz]

• Noun

• Grammar

a construction that functions syntactically as a noun, consisting of a

noun and any modifiers, as all the men in the room who are reading

books, or of a noun substitute, as a pronoun.

• Eg.: Many people don`t know how to use correctly noun phrases.

Ought

[awt]

• auxiliary verb used to express duty or moral obligation

Eg.: Every citizen ought to help to keep the city cleaned.

UNIT 2

•LEXIS

Idiom

[id-ee-uh m]

• Noun

• An expression whose meaning is not predictable from the usualmeanings of

its constituent elements, as kick the bucket or hang one'shead, or from the genera

l grammatical rules of a language, as the tableround for the round table, and that i

s not a constituent of a largerexpression of like characteristics.

• Eg.: Native speakers use lots of idioms that is why it is more difficult to

understand them.

Collocation

[kol-uh-key-shuh n]

• Noun

• The arrangement, especially of words in a sentence.

• E.g.: Not knowing the correct collocation of words can cause

misunderstandings.

Chunk

[chuhngk]

• Noun

• Language that occurs in (semi-) fixed units.

• E.g.: She quickly learnt some chunks at school.

False Friends

[fawls frend]

• are pairs of words or phrases in two languages or dialects (or letters in two

alphabets) that look or sound similar, but differ significantly in meaning.

• E.g.: Students often commit mistakes due to false friends.

Homonym

[hom-uh-nim]

• Phonetics. a word pronounced the same as another but differing inmeaning, w

hether spelled the same way or not; a homophone (def 1)

• E.g.: Heir and air are two good examples of homonyms.

Lexical Set

[lek-si-kuh l set]

• In general, a group of words that share a specific form or meaning.

• E.g.: Teachers usually use lexical sets to teach better grammar.

Brainstorm

/ˈbreɪnˌstɔːm/

• Noun

• A conference technique of solving specific problems, amassinginformation, s

timulating creative thinking, developing new ideas, etc.,by unrestrained and s

pontaneous participation in discussion

• E.g.: She decided to brainstorm some ideas on the board to start a writing.

Recall

[ ri-kawl

• Verb

• (used with object)to bring back from memory; recollect.

• E.g.: Can you recall what she said?

UNIT 3

•PHONOLOGY

Phoneme

[foh-neem]

• Noun

• Any of a small set of units, usually about 20 to 60 in number, and

different for each language, considered to be the basic distinctive units

of speech sound by which morphemes, words, and sentences are

represented.

• E.g.: People learn basic phonemes to start to study phonology.

Word stress

\ˈwərd stress\

• Noun

• The manner in which stresses are distributed on the syllables of a word —

called also word accent

• E.g.: For learners of foreign language it is hard to keep word stress.

Sentence Stress

[sen-tns stress]

• Noun

• The stress pattern or patterns associated with words as arranged insentences

in a particular language.

• E.g.: Differences between Word stress and sentence stress are remarkable

when speaking.

Connected Speech

/kuh-nek-tid speech/

• is a continuous sequence

of sounds forming utterances or conversations in spoken language.

• E.g.: She always uses connectec speech to speak naturally.

Weak Form

[week form]

• a series of words which have one pronunciation (strong) when isolated, and

another (weak) when not stressed within a phrase.

• E.g.: Weak forms are usually distinguished by a change in vowel quality.

Main Stress

[meyn stress]

• Stress is the relative emphasis that may be given to certain syllables in a

word.

• E.g.: You have to differentiate main stresses in words carefully.

Link

[lingk]

• Noun

• One of the rings or separate pieces of which a chain is composed,

anything serving to connect one part or thing with another; a bond ortie.

• E.g.: The locket was a link with the past.

Minimal pair

• Noun

• A pair of words, as pin and bin, or bet and bed, differing only by one

sound in the same position in each word, especially when such a pair istaken

as evidence for the existence of a phonemic contrast betweenthe two sounds

.

UNIT 4

•FUNCTIONS

Lexis

[lek-sis]

• Noun

• The vocabulary of a language, as distinct from its grammar; the total

stock of words and idiomatic combinations of them in a language; lexicon.

• E.g.: Each language have their own combination of lexis.

Exponent

[ik-spoh-nuh nt]

• Noun

• a person or thing that is a representative, advocate, type, or symbol ofsometh

ing.

• E.g.: Lincoln is an exponent of American democracy.

Formality

[fawr-mal-i-tee]

• Noun

• Condition or quality of being formal; accordance with required or

traditional rules, procedures, etc.; conventionality.

• E.g.: The judicial process take many formalitie.

Colloquial

[kuh-loh-kwee-uh l]

Adjective

Characteristic of or appropriate to ordinary or familiar conversation

rather than formal speech or writing; informal.

E.g.: Ana doesn’t like Emily because of her too colloquial way of speak.

Appropriacy

/əˈprəʊprɪəsɪ/

• noun

• The condition of delicate and precise fittingness of a word or

expressionto its context, even when it is chosen from a number of close

synonyms.

• E.g.: It is important to keep appropriacy when speaking.

Register

[rej-uh-ster]

• Noun

• The degree of formality

• E.g.: We change register depending on whom we are talking to.

Approach

[uh-prohch]

• Noun

• the method used or steps taken in setting about a task, problem, etc

• E.g.: His approach to any problem was to prepare an outline.

Chunk

[chuhngk]

• In studies of language acquisition, several words that are customarily used

together in a fixed expression.

• E.g.: The teachers always teaches the same chunk that is: how are you?

UNIT 5

•READING

Coherence

[koh-heer-uh ns, -her-]

• Noun

• the property of unity in a written text or a segment of

spoken discourse that stems from the links among its underlying ideasand fro

m the logical organization and development of its thematic content.

• E.g.: Not many people make use of coherence when talking.

Cohesion

[koh-hee-zhuh n]

• the property of unity in a written text or a segment of

spoken discourse that stems from links among its surface elements, as

when words in one sentence are repeated in another, and especially

from the fact that some words or phrases depend for their

interpretation upon material in preceding or following text.

• E.g.: There are many misunderstandings about the differences of cohesion

and coherence.

Gist

[jist]

• Noun

• The main or essential part of a matter.

• E.g.: What was the gist of his speech?

Infer

[in-fur]

• verb (used with object), inferred, inferring.1.to derive by reasoning; conclud

e or judge from premises or evidence.

(of facts, circumstances, statements, etc.) to indicate or involve as aconclusio

n; lead to.

• E.g.: They inferred his displeasure from his cool tone of voice.

Skimming

[skim-ing]

• Verb

• to read, study, consider, etc., something in a superficial or cursory way.

• E.g.: She usually is skimming texts that is why she doesn’t know the correct

answers.

Layout

[ley-out]

• Nouna

• An arrangement or plan,

plan or sketch, as of an advertisement or a page of a newspaper ormagazine,

indicating the arrangement and relationship of the parts, asof type and artw

ork.

• E.g.: :We objected to the layout of the house.

Brainstorm

[breyn-stawrm]

• Noun

• A sudden impulse, idea, etc.

• a fit of mental confusion or excitement.

• E.g.:Students brainstorm words and phrases that describe themselves.

Lead-in

[leed-in]

• Noun

• Something that leads in or introduces; introduction; opening.

• E.g.: Never confused warm ups with lead in to introduce a topic.

UNIT 6

•WRITING

Narrate

[nar-eyt, na-reyt]

• Verb

• To give an account or tell the story of (events, experiences, etc.).

to add a spoken commentary to (a film, television program, etc.)

• E.g.: She was asked to narrate a slide show.

Syllabus

[sil-uh-buh s]

• Noun

• An outline or other brief statement of the main points of a discourse,

the subjects of a course of lectures, the contents of a curriculum, etc.

• E.g.: The students didn’t know the syllabus for their subject.

Draft

[draft, drahft]

• Noun

• a first or preliminary form of any writing, subject to revision, copying,etc.

• E.g.: Teachers advise to do a drafting first to start writing.

Proofread

[proof-reed]

• Verb

• To read (printers' proofs, copy, etc.) in order to detect and mark errors

to be corrected.

• E.g.: It is a must to proofread a final paper before handing it in.

Jumble

[juhm-buh l]

• Verb

• To mix in a confused mass; put or throw together without order.

• E.g.: You've jumbled up all the cards.

Composition

[kom-puh-zish-uh n]

• Noun

• the act of combining parts or elements to form a whole,

the resulting state or product, manner of being composed; structure.

• E.g.: This painting has an orderly composition.

Guided

[gahy-did]

• Verb

• To assist (a person) to travel through, or reach a destination in, anunfamiliar

area, as by accompanying or giving directions to the person.

• E.g.: He guided us through the forest.

Model

[mod-l]

• Adjective

• Serving as an example or model

• E.g.: A model home open to prospective buyers.

UNIT 7

•LISTENING

Context

[kon-tekst]

• Noun

• The parts of a written or spoken statement that precede or follow a

specific word or passage, usually influencing its meaning or effect.

• E.g.: You have misinterpreted my remark because you took it out of context.

Receptive

/rɪˈsɛptɪv/

• Adjective

• Able to apprehend quickly

• E.g.: She is a extremely receptive student, so is considered brilliant.

Pattern

[pat-ern

• noun

• an arrangement of repeated or corresponding parts, decorative,etc.

• E.g.: Although the notes seemed random, a careful listener could detect a pattern

Relevant

[rel-uh-vuh nt]

• Adjective

• bearing upon or connected with the matter in hand; pertinent.

• E.g.: That brand had a relevant remark.

Authentic

[aw-then-tik]

• Adjective

• not false or copied; genuine; real

• E.g.: He bought an authentic antique.

Global

[gloh-buh l]

• Adjective

• Pertaining to the whole world; worldwide; universal

• E.g.: Many people have the dream of global peace.

Simplify

[sim-pluh-fahy]

• Verb

• To make less complex or complicated; make plainer or easier.

• E.g.: She often tries to simplify a problem.

Interaction

[in-ter-ak-shuh n]

• Noun

• Reciprocal action, effect, or influence.

• E.g.: There have always been interaction between students.

UNIT 8

•SPEAKING

Paraphrase

[par-uh-freyz]

• Noun

• A restatement of a text or passage giving the meaning in another form,

as for clearness; rewarding.

• E.g.: He could paraphrase all the official document.

Interactive

[in-ter-ak-tiv]

• Adjective

• Acting one upon or with the other. Of or pertaining to a two-

way system of electronic communications, as

by means of television or computer

• E.g.: There is Interactive communications between families using two-way cabletelevision.

Drill

[dril]

• Any strict, methodical, repetitive, or mechanical training, instruction, or

exercise.

• E.g.: Many people think that a spelling drill is useful to learn.

Convey

[kuh n-vey]

• Verb

• To carry, bring, or take from one place to another; transport; bear,

to communicate; impart; make known

• E.g.: She wanted to convey a wish.

Pace

[peys]

• Noun

• A rate of movement, especially in stepping, walking, etc.,

A rate of activity, progress, growth, performance, etc.; tempo.

• E.g.: To walk at a brisk pace of five miles an hour.

Memorize

[mem-uh-rahyz]

• Verb

• To commit to memory; learn by heart.

• E.g.: I have been always been good at memorising.

Gap

[gap]

• Noun

• an empty space or interval; interruption in continuity; hiatus

• E.g.: A momentary gap in her presentation caused her to fail.

Follow-up

[fol-oh-uhp]

• Noun

• of or pertaining to action that follows an initial treatment, course of

study, etc.

• E.g.: They had a follow-up care for mental patients.

Bibliography:

• http://dictionary.reference.com/

• http://grammar.about.com/od/c/g/chunkterm.htm