Unit 2 & 3 Lexis and Phonology PDF

PT3\_Instructions **Unit 2 Lexis** **Affixation:** the process of adding affixes; for example instuct-instruction **Antonym:** words with opposite meanings **Base word:** the basic words or parts of a word from which other words can be made; for example **un**safe, **il**legal **Chunk:** we usu...

PT3\_Instructions **Unit 2 Lexis** **Affixation:** the process of adding affixes; for example instuct-instruction **Antonym:** words with opposite meanings **Base word:** the basic words or parts of a word from which other words can be made; for example **un**safe, **il**legal **Chunk:** we usually learn them as one piece; for example Have a good trip, I'd like to.., how about... **Collocation:** is a natural combination of words that frequently go together in a language; for example make a decision **Compound:** nouns made from two more more seperate words **Compound noun:** the hav a different meaning from the individual words they are made up of; for example telephone number, bookshop **Context:** situation; it is the meaning that a vocabulary item has in the situation in which it is used **Extension (activity):** activities that give more practice, such as brainstorming **False friend:** are very important in language teaching and learning. They are words which have the same or a similar form in two languages but a different meaning **Highlight:** draw learners' attention to **Homonym:** are wordss with the same spelling and pronunciation as another word, but a different meaning; for example they sat on the river **bank** **Homophone:** are words with the same pronunciation but a different meaning or spelling; for example know, whether **Idiom:** is a group of words that means something different from the actual words used; for example spill the beans, means to reveal a secret and not to actualy spill beans **Key word:** important words **Lexical set:** groups of words that belong to the same topic area; for example family, furniture, food **Lexis:** refers to individual words or sets of words; for example: tree,get up; simply it means the vocabulary of a language, it includes all the words and phrases used in a language. **Recall:** remember **Synonym:** words with the same or similar meanings **Varieties of English:** refer to te different forms of the English language spoken around the world. These varieties differ in pronounciation, vocabulary, grammar and usage; British or american english **Word family:** words that come through affixation from the same base word; for example real, really, realistic, unreal **UNIT 3 Phonology** **Connected speech:** is how we naturally speak when words are combined in a sentence. Instead of saying each word clearly, we blend or change the sounds to make it easier and faster to talk. **Consonant:** the flow of air is partly blocked by the tongue, lips or teeth when these sounds are made **Contraction:** don't; isn't **Contrastive stress:** Putting the stress on an unexpected word in a sentence **Diphthong:** a movement from one vowel sound to another withing a single syllable **Distinguish:** notice or understand the difference between two things; for example sock and shock **Emphasise:** give special force to a word **Intonation:** it is the way a speaker changes the level of their voice to show meaning **Linking:** refers to the way sounds are connected between words when speaking, creating smooth transitions. This happens especially in fluent or fast speech **Minimal pairs:** are pairs of words that differ by only one sound and have different meaning. They often used in language learning to help with pronunciation and to illustrate how a single sound can change a word's meaning. For example bat and pat; bit and beat **Phoneme:** is the smallest unit of soun that can make a difference to meaning in language. For example, the s in books in English shows that something is plural, so the sound /s/ has meaning and is a phoneme **Phonemic chart:** the phonemes of English are often shown in this chart **Phonology:** is the study of the sound features used in a language to communicate meaning. It includes phonemes, word stress, sentence stress and intonation **Primary, main stress:** this is the word which the speaker thinks is most important to the meaning of the sentence **Rhythm:** pattern of stress **Schwa:** is the most common vowel sound in English. It's represented by the symbol /e/ in phonetics. The schwa is a shord, relaxed sound often found in unstressed syllables. For example in the word about the „a" is pronounced as a schwa sounding like „uh" **Secondary stress:** This is not so strong as main stress and falls on words which are not so important to the meaning of the sentence as the word with main stress **Sentence stress:** we say different parts of the sentence with more or less stress; slower and louder, or quicker and more softly **Stress:** means putting extra emphasis on certain words or syllables when we speak. **Syllable:** we say it with greater energy and usually higher **Unvoiced sound:** spoken without using our voice /p/, /t/ **Voiced sound:** spoken using the vibration of our voice /b/ /d/ **Vowel:** sounds made with the mouth partly open and where the air is not stopped by the tongue, lips or teeth **Weak form:** are pronunciations of certain words that change when they are unstressed in a sentence. **Word boundary:** where one word ends and the next one begins **Word stress:** the sign **'** is used to show word stress **2b)** It's important that learners need to meet the same words again and again as they advanced in their language learning. The words we recognise are called our ‚receptive' vocabulary; the words we can use are called our ‚productive' vocabulary. It's useful to teach words in context rather than in isolation, for example through texts, stories or descriptions. **2c)** These tips are important in primary school because young learners need to see and hear words many times to remember them. Recognizing words (receptive vocabulary) helps them understand, while using words (productive voc.) helps them communicate. Teaching words in context, like through stories or descriptions, makes learning easier and more enjoyable. When words are part of a story, children understand their meaning better and remember them longer. This approach keeps students engaged and buils a strong foundation for their language skills, helping them feel confident as they learn to speak and understand the new language.