Teaching Knowledge Test

Glossary

Draft January 2004

A draft glossary of English language teaching (ELT)
terminology

N.B.
This list is indicative only. Other terms may also be used in the TKT test.
The words are entered into categories so as to help the reader. Some words could
fall into more than one category. However, to economise on space they have only
been entered once.

Module 1.1 – Grammar

Adjective
Adverb
Auxiliary
Articles (definite, indefinite and zero)
Clause
Conjunctions
Countable and uncountable nouns
Comparative and superlative adjectives
Conditionals
(Non) defining relative clauses
Direct/Indirect questions
Future plans and intentions
Future clauses with if
-ing/-ed adjectives
Infinitive (of purpose)
Irregular verbs
Modals (can, must, will, should, would, could, need)
Negative
Object
Passive voice
Possessive ‘s’
Past simple/continuous
Past perfect simple/continuous
Possessive adjectives
Present perfect simple/continuous
Present simple/continuous
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Prepositions of place
Pronoun
Past participle
Questions
Question tags
Quantifiers
Rules
Regular verbs
Reported speech and questions
Reporting verbs
State verbs
Subject
Third person
Time expressions
Used to
Verbs
Verb patterns
‘Whose’ and possessive pronouns

Module 1.1 – Vocabulary

Antonym/opposite
Collocation
Compound nouns
Idioms

Lexis
Lexical set
Part of speech
Prefix
Phrasal verbs/multi-word verbs
Suffix
Synonyms
Transitive/intransitive verbs
Word family/field/ lexical field
Word formation

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Module 1.1 – Phonology

Chant
Consonant
Connected speech
Contraction
Drilling (choral and individual)
Emphasis /emphasise
Intonation
Linking (elision)
Minimal pairs
Phoneme
Phonemic chart/script
Phonetic transcription
Pitch
Rhyme
Rhythm
Rising/falling intonation
Sentence stress
Sounds
‘Schwa’
Shifting stress
Stress
Stress marks
Strong and weak forms
Syllable
Voiced/unvoiced sound
Vowel
Word stress
Module 1.1 – Functions

Advising
Appropriate / appropriacy
Apologising
Asking for information
Clarifying
Describing habits
Expressing obligation
Expressing permission
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Expressing prohi
Formal/informal
Functional language
Functional exponent
Negotiating
Polite request
Predicting
Speculating
Suggesting

Module 1.1 – Skills and Subskills

Appropriacy
Article (newspaper)
Composition
Context
Copying
Creative writing
Deduce meaning from context
Develop skills
Dialogue
Draft/drafting
Editing
Essay
Extensive/intensive reading/listening
Features of spoken English
Fluency
Graded reader
Headline
Integrated skills
Interaction/interactive strategies
Note-taking/Note-making
Oral fluency
Organise / organisation
Paragraph/paragraphing
Paraphrasing
Plan
Predicting
Proficiency
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Productive skills
Production
Process/parallel writing
Punctuation
Reading for pleasure
Read/listen for gist
Read/listen for detail
Read for/ listen for general meaning/attitude
Receptive skills
Register
Report
Spelling
Style
Scan for specific information
Skimming
Skill
Subskill
Summarise/summary
Target reader
Text
The four skills: reading, listening, speaking, writing
Theme
Topic
Topic sentence
Tone
Utterance

Module 1.2 – Background to learning

Acquisition /acquire
Attention span
Expose/exposure
Imagination
Independent study
Induction
Kinaesthetic
Learning style/preference
Learning strategies
Learner autonomy
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Learner role
Learner training
L1
L2
Mature/immature/maturity
Memorable
Memorise
Mixed
Motivate/ motivation (al)/de-motivate
Native speaker
Non-native speaker
Needs/needs analysis
Pay attention/concentrate on/focus on
Participation/participate
Personal involvement
Self confidence
Social
Subconscious(ly)
Study skills
Visual

Module 1.3 – Presentation techniques

Cassette
Demonstration
Definition/define
Elicit
Flashcard
Gesture
Mime
Out of context/de-contextualised
Picture/photo
Personalisation
Presentation
Realia
Situational presentation
Substitution table
Story/text
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Through context/to create a context/set a context
Translation
Video
Worksheet/handout
Written record

Module 1.3 – Practice activities/Tasks

Accuracy
Activity
Acting out
Art and craft
Bingo
Brainstorm
Communicative activity
Controlled practice
Drama
Drawing
Discussion
Dialogue
Dictation
Extension tasks
Information gap/exchange/transfer
Interview
Familiarisation activities
Form-filling
Games, quizzes, puzzles
Guided practice/writing
Less controlled/freer practice
Meaningful practice
Oral fluency
Picture stories
Practice
Portfolio
Project work
Problem solving
Rank order
Revision
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Role-play
Restricted practice
Rubric
Sentence completion
Sequencing
Simulation
Songs/singing
Story telling
Surveys
Visualisation
Task completion
Written exercise
A warmer/warm-up/ice-breaker

Module 1.3 – Teacher role and teaching approaches

Acquisition
Activity based learning
Assessor
Communicative approaches
Controller
Content based
Deductive
Entertainer
Guided discovery
Grammar-translation method
Inductive
Listener
Organiser
PPP
Prompter
Resource
Task Based Learning
Test Teach Test
Teaching strategy
Topic based learning

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Module 1.3 – Monitoring and assessing progress

Achievement
Assess/assessment
Continuous assessment
Learner diary
Learner profile
Prompt students
Self-assessment
Test
Tutorial

Module 1.3 – Correction strategies

To ask a concept question

Error
To echo correct
Facial expressions
To highlight on the board
To ignore
A mistake
Peer correction
To prompt/word prompt
Self correction
A slip
To show with hand gesture
To repeat

Module 1.3 – Assessment types and tasks

Achievement test
Assignment
Blank-filling
Cloze/cloze test
Comprehension questions
Dictation
Diagnostic test
Discrete item
Essay/story/composition/report/article/letters
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Gap-fill
Grade
Matching/matching activity
Multiple-choice questions
Note-taking
Objective test
Oral test
Open questions
Placement test
Proficiency test
Sentence completion
True/false questions
Yes/no question
Wh- questions
Written test

Module 2.1 – Lesson planning

To achieve aims
To analyse meaning
To arouse/generate interest
Assumptions
(Main/subsidiary)Aim
To anticipate language problems
To clarify/clarification
To contextualise
To check understanding/meaning
To convey/get over/get across meaning
To consolidate
To ensure
To elicit
To enable
To encourage
Evidence of learning
To focus students on the topic
To give confidence
To give/lead/ do feedback
To give preparation time
Interaction pattern
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To increase confidence
To involve/involvement
Language awareness
To lead-in/ a lead-in
Logical sequence
Learning sequence
Lesson plan
Objectives
Outcome
Pace
Personal aim/goal
Procedure
To pre-teach vocabulary
To present rules
Reference materials
To revise/revision
To recap
To set a question
Seating/seating arrangement
Scheme of work
Stage
Step
Syllabus
Teacher/student centred
Timetable
Timing
To vary/varied/variety
To work language out

Module 2.2 - Reference resources

Dictionary
Internet
Grammar book
Phonemic chart/symbols

Module 2.2 – Teaching materials/aids

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Activity book
Advanced
To adapt material
Authentic materials
Author
Black/white board
Board games
Charts
Cartoons
Cards
Cassettes
CD’s
CD ROM
Course book / text book
Computer
Costumes
Crayons
Coloured card
Counters
Cuisenaire rods
Curriculum
Diagrams
Dice
A display
Elementary
To exploit material
Fairy tale
Flashcards
Graphs
Handouts
Intermediate
Language laboratory
Leaflet/brochure
Overhead projector/ transparency/OHP/OHT
Pictures
Poems
Poster
Puppets
Realia
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To reject material
Resource
Rhyme
Songs - X obvious at this level
Stories - X obvious at this level
Story book - X obvious at this level
To supplement/supplementary materials
Tables - X obvious at this level
Tapes - X obvious at this level
Tapescripts
Teacher’s book
Toys
Visuals
Video (clip)
Wall-chart
Web
Workbook
Worksheet
Word maps

Module 3.1 – Classroom language

Teacher/ student model (of language)

(functions of classroom language)

Module 3.1 – Functions of learner language

To clarify
To explain
To emphasise
To instruct
To interrupt
To negotiate
Peer correction
Response
Self-correction

Module 3.1 – Identify and categorise learners’ mistakes

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Collocation
To highlight on the board (a mistake)
Grammar
L1 interference
Over-application of the rule
Punctuation
Parts of speech
Spelling
Word order

Module 3.2 – Classroom management

Challenge
Checking understanding
Clarifying
To clap hands
Compete/competitive/competition
Co-operate/co-operation
Discipline
Disruptive behaviour
Eliciting
Empathy
Energy levels
Fairness
Feedback
Get students’ attention
Grading language
Group dynamics
Interaction pattern
Intervention
Mime
Mixed ability/mixed level
To mingle
To misbehave
Monitor
Nominate
Pace
Pairwork/groupwork
To put students into pairs/groups
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Rapport/manner
Prompting
Rhyming
Routines
A row (sit in rows)
Seating
Student involvement
Team game
Teacher’s role
Teacher talk
Whole class/individual

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