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The advantage of the second method-teaching vocab mid-text-is that context is already established, so your students can engage much more actively with new vocabulary and you can use their extensive reading skills to elicit the meanings of words. I like to give the students the meaning (written and spoken) and use several visual aids to get the meaning and context across. In the first method, I will introduce the lesson and the themes, and then study the new vocabulary. Either I pre-teach the new vocab before reading the story, or we pause mid-text to address any words that the students don’t know or are struggling with. ![]() When I am teaching new words to my students using stories, I use one of two methods. When you are reading a new story it is very likely that your students will be coming up against new vocab. I like to let my students draw their stories as they write them. For higher level students, give them more scope for creativity. This can be a cloze activity in which they fill in the gaps (animals and adjectives in this case). Give a structure for lower level students.
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