A pupil who is new to English often understands much more than they can say. What they lack is the words for things they already know. Pairing a clear picture with the teacher’s voice is one of the simplest ways to close that gap.
Why pictures and voice work together
- The picture carries the meaning. A learner doesn’t need to understand the English explanation to see that the photo shows a frog.
- Your voice carries the sound. Hearing the word said slowly and clearly, by the same teacher they hear in class, helps learners recognise it later.
- Replaying is private. At home, a learner can listen five times without anyone noticing. In class, many learners are too shy to ask you to repeat a word.
This is the thinking behind pre-teaching vocabulary: giving learners the key words before the lesson, so that in class they can focus on the ideas instead of struggling with every new word.
How to build a pre-teaching lesson
1. Pick five to eight key words
Choose the words pupils must know to follow tomorrow’s lesson. For a science topic on frogs, that might be: egg, tadpole, froglet, frog, pond, life cycle.
2. One word per card
Each card gets:
- A clear photo or drawing, with nothing else in it that could distract.
- The word, written large.
- Your voice, saying the word slowly, then in a short sentence: “Tadpole. A tadpole lives in water.”
3. Add a gentle check at the end
Use picture choices, not writing. “Tap the tadpole” is a fair question for a beginner. “Spell tadpole” isn’t, yet.
4. Share it the day before
Send the link home, so families can play it together. Some families will listen in their home language first and talk about it. That’s a good thing: it builds understanding of the idea.
In class the next day
- Show the same pictures on the board when you introduce each word. Recognising them builds confidence.
- Look at the quiz results first. If most learners got “froglet” wrong, spend an extra minute on it.
- Invite pupils to say the words with you, once they’ve heard them a few times.
Tips for EAL lessons
- Speak naturally, just a little slower. Over-slow speech can sound odd and isn’t how learners will hear English in class.
- Keep sentences short and repeated. “This is a pond. A frog lives in a pond.”
- Use the same picture every time you mention a word, across lessons.
- Mix in words for classroom life: “listen”, “tap”, “next”, “well done”. These help new arrivals feel at home quickly.
- Celebrate small wins. A star at the end of the lesson matters more to a nervous learner than you might think.
A simple weekly rhythm
| Day | What to share |
|---|---|
| Before a new topic | Pre-teaching lesson: 6 key words with pictures and voice |
| Mid-week | Quick review: the same words, mixed up, with a picture quiz |
| End of week | Sentence lesson: the words used in short sentences |
Pictures and your voice won’t replace good classroom teaching, but they make sure new English learners walk into your lesson ready to take part.