The glossary is a great idea. Thank you for the useful content 👍

I read appreciate the genuine effort you exert. You're voice is really comfortable and convincing 😌 ☺ ✨ 💕

Hello Jo! A very beneficial ideas for teaching vocabulary. Only yesterday, I pre taught three words by using pictures and it was fairly enough for the learners ( Pre-intermediate Level) to get the meaning without even translating that in L1. For some more complicated words, the glossary is a great idea to follow, Jo. Thanks for your efforts. Adel - Libya // :) Hope you still remember me ( I was trained by you in CELTA , 2018) :)

You are wonderful Jo. Every video is so valuable to me as a novice teacher planning my first live classes. Thank you so much. X

That's really interesting. When I work with reading I also worry about the vocab after the gist task. I find it much easier to contextualize things. But funny enough, the idea of a glossary for receptive vocabulary has never occurred to me. I'll begin to experiment on that and see how it turns out! :)

Don't pre-teach vocabulary because: 1- Because they are time-consuming, teacher-centered, and dull 2- The words are not contextualized 3- Lower frequency words It's better to pre-teach after the gist task.

Focus on the interact phase, what is usually called pre. Ask concept formation concept, check how much they know about the topic. A text should answer these questions, their guesses, and help them paraphrase their ideas, and of course know new information and expand their schemata. If their answer in the pre is :it is difficult to protect the Amazon rain forest because it is so big and many animals and plants live there. And then after the reading they are able to paraphrase and say ' preserving the Amazon rainforest is a big challenge because it is a natural habitat for many animal and plant species. That will show that their knowledge of vocabulary has improved and that they are able to use it.

Hello professor Thank you so much for your priceless advice and interesting guidance. I really appreciate your job. I wish you peace and happiness under the sky of prosperity. Your follower from Algeria. All the best. Your follower from Algeria

Top tips as always, Jo. Thanks very much.

Thank you!

THANKS FOR YOUR TIPS

Hello dear teacher Thank you so much for your help and advice,i do appreciate your job.I wish you peace and happness under the sky of prosperity. Take care and have a good time. All the best. Your Student from Algeria

Totally agree! a good chance to promote your reverse reading activity too!

The following, for certain, would be entries in any glossary about Fab Jo! Radiant Amicable Captivating Effervescent NB. To mention but a few beauties!

For a reading lesson, you almost always want to have students read for gist before reading for details, so just plop the vocabulary-teaching between the two! By then, the words will have been contextualized, and you can even get students to guess the meanings of the words - make it more student-centered.

What do you mean by low frequency words

I love you so much I even watched all your videos

It would be better if the teacher focuses on what his learners already know about the topic or what do they really want to know about it but still teaching few words is most of the time necessary.

What about "reverse-reading", having students discuss questions using the more likely "less familiar" words they'll be exposed to in the reading? Or using visuals and having them predict what they'll see in the reading and providing some vocabulary with the visuals as teaching aid [I also agree, not all possibly unknown words, but some]? Also, what is "low-frequency" for some students might be "of interest" for others, so I think we can also assess which words of vocabulary/culture [most of my students become curious when they hear a place's name or a person's name and stop focusing] could be pre-elicited/pre-taught. I've recently been having that debate about how much pre-teaching is "too much" vs "not enough" with a fellow teacher actually. We've also debated situations where students actually have access to the reading/listening material before the class and HOW different students preview differently and our options in those different situations.

Jo, if you see this message before my TP 4 in CELTA, it will be awesome. Do we have to drill these words from the pre-teaching moment? It will be a listening task with pre teaching of vocabulary. Thx in advance, your videos are super valuable.

Is it a good idea to do a dictionary race for just 5-6 minutes and pre-teach vocabulary?

Some courses does that, what should we do as teachers if the vocabularies pre teach inside the course

Thank you!