Pre-teach vocabulary
It is useful to teach certain key items of vocabulary before students begin a listening or reading activity. For example, if
they are going to listen to a conversation about people smoking, it may be necessary to pre-teach ‘to smoke’, ‘a cigarette’,
‘to give up’ and so on.
When pre-teaching language it is important to establish the meaning clearly. Try to elicit (see page 14) the new word from
students via prompts such as mime, pictures, definitions or whatever seems most appropriate. If no students are able to
provide the new word then, of course, you will need to supply it. Having supplied it, write it on the blackboard for students
to make a note of.
However, be careful not to swamp the students with new vocabulary. There may be many words the students don’t know,
but focus only on those that they will need to complete the task you are going to give them. Seven or eight new vocabulary
items is probably more than enough for a pre-teach stage.
It is useful to teach certain key items of vocabulary before students begin a listening or reading activity. For example, if
they are going to listen to a conversation about people smoking, it may be necessary to pre-teach ‘to smoke’, ‘a cigarette’,
‘to give up’ and so on.
When pre-teaching language it is important to establish the meaning clearly. Try to elicit (see page 14) the new word from
students via prompts such as mime, pictures, definitions or whatever seems most appropriate. If no students are able to
provide the new word then, of course, you will need to supply it. Having supplied it, write it on the blackboard for students
to make a note of.
However, be careful not to swamp the students with new vocabulary. There may be many words the students don’t know,
but focus only on those that they will need to complete the task you are going to give them. Seven or eight new vocabulary
items is probably more than enough for a pre-teach stage.
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