The document discusses pre-teaching vocabulary at lower levels. It recommends reserving part of the whiteboard each class for new words. Key vocabulary that will be used in the lesson should be introduced at the beginning, using visuals, repetition, and translation to help students understand. This pre-teaching of vocabulary is a small change that can make lessons more efficient and help reduce students' anxiety, especially at elementary levels. Research also supports pre-teaching vocabulary to aid comprehension.

1. Pre-teaching
vocabulary
at lower levels

2. frey@anglo.edu.uy
Every class, I save
one side of the
whiteboard for a
NEW WORDS
section

3. frey@anglo.edu.uy

4. frey@anglo.edu.uy
The idea is to pre-teach
vocabulary and phrases
that will be used
throughout the lesson
and students may not
know.

5. frey@anglo.edu.uy
Example:
Elementary 1
File 2B

6. frey@anglo.edu.uy
Right at the beginning of
the lesson I’d pre-teach
the following items…

7. frey@anglo.edu.uy

8. frey@anglo.edu.uy
I’d use a visual contrast to elicit big and
small
I’d elicit accent from the similarity with
spanish.
If necessary, I provide the meaning in
spanish.
From different (which is also very
similar to spanish) I’d elicit same.

9. frey@anglo.edu.uy
Then I do chorus
repetition and start with
the lesson.

10. frey@anglo.edu.uy
I leave the items on the
whiteboard for later
reference.

11. frey@anglo.edu.uy
It’s not a big deal, and
won’t change your
lessons dramatically.

12. frey@anglo.edu.uy
But I’ve always found it
useful and more efficient
in terms of remembering
new words.

13. frey@anglo.edu.uy
It also helps reducing
students’ affective filters,
especially at elementary
levels.

14. frey@anglo.edu.uy
I’ve always done it out of
common sense.

15. frey@anglo.edu.uy
But according to what
Penny Ur said in the
congress, this is backed
up by research.

16. frey@anglo.edu.uy
Go figure ;-)

17. frey@anglo.edu.uy
Hope you find it useful too.

18. Thank you!