23 terms

TKT Unit 2 Lexis

1. The situation in which language is used or presented, e.g. a story about a holiday experience could be used as
the _______ to present and practise past tenses. Photographs can help to provide a ______ for a magazine
2. The words or phrases before or after a word in discourse which help someone to understand that word.
See deduce meaning from __________.
A ____ is a letter or group of letters added to the beginning of a word to make a new word, e.g. clear - unclear.
A ______ is a letter or group of letters added at the end of a word to make a new word, e.g. good - goodness.
Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning,
e.g. assistant office manager, long-legged.
base words
The core word or part of a word from which other words can be made by adding a prefix or suffix, e.g. photograph is
the root or _______ word of photographer and photographic.
Affix (verb), affixation (noun)
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, e.g. interview, interviewer. _____ is the process of adding a prefix or suffix
to a word.
Compound nouns
is a combination of two or more words, which are used as a single word, e.g. a flower
shop, a headache.
Words which are regularly used together. The relation between the words may be grammatical, for example when
certain verbs/adjectives _______ with particular prepositions, e.g. depend on, good at or when a verb like make or do
__________ with a noun, e.g. do the shopping, make a plan. _______ may also be lexical when two content words
are regularly used together, e.g. We went the wrong way NOT We went the incorrect way.
Idiom (noun), idiomatic (adjective)
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. She felt under the weather means that she felt ill.
Any pair or group of words commonly found together or near one another, e.g. phrasal verbs, idioms, collocations, fixed expressions.
A word which has the same, or nearly the same, meaning as another word, e.g. nice is a synonym of pleasant.
The opposite of another word, e.g. hot is an antonym of cold.
Lexical set
A group of words or phrases that are about the same content topic or subject, e.g. weather - storm, to rain, wind, cloudy.
Word family
A group of words that come from the same root or base word, e.g. economy, economist, economic.
False friends
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. In French, 'librairie' is a place where people can buy books. In English, a library is where you may go to borrow books rather than somewhere where you go to buy books (a bookshop).
A word which sounds the same as another word, but has a different meaning or spelling, e.g. I knew he had won; I bought a new book.
A word with the same spelling and pronunciation as another word, but which has a different meaning, e.g. bit (past tense of 'bite') and a bit (a little).
Varieties of English
English is spoken as a first or second language in many countries around the world, but the English spoken may be
slightly or significantly different in each country or in different parts of one country, e.g. different vocabulary or
grammar may be used. An example of this is the English spoken in the USA and that spoken in the UK.
Part of speech
A way of categorising words according to their grammatical function and meaning, e.g. noun, verb, adjective, pronoun,
adverb, preposition, conjunction.
Consolidate, reinforce
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.
Brainstorm (noun + verb)
To think of ideas (usually quickly) about a topic (often noting these down). This is often done as preparation before a writing or speaking activity.
To remember, bring something back into the mind.
1. To mark words on paper, on the board or on a computer screen using a colour or underlining so that they are
easier to notice.
2. To draw attention to or focus on something so that learners realise it is important, e.g. to highlight a mistake by
underlining it.