Presenting New Vocabulary in Context
I’ve noticed that when we introduce new vocabulary in CLIL, the how matters just as much as the what.
When we start with lists of words, students might memorize them for a while, but often, the meaning doesn’t really stick.
Yet, when new vocabulary appears in context — in a story, a picture, a short video, or a real situation — something changes. The words start to make sense. They connect to what students see, think, and feel.
For example, before I teach words like evaporation or condensation, I might show a cup of hot tea and ask what happens to the steam. Or, in a history lesson, I’ll show an image or tell a short anecdote before giving the key terms.
It’s in that moment of curiosity that the vocabulary finds its place.
Putting words in context from the start doesn’t just build language, it builds understanding. Students see how language and content work together, and that’s what CLIL is all about.
How do you like to introduce new vocabulary in your lessons?
Do you start with a story, an image, a real object, or a question?
I’d love to hear your ideas and examples below. We can all inspire each other!
