Improve student vocabulary and memory with these classroom activities

Vaughan Jones
Vaughan Jones
Students working together laughing with a laptop in front of them

Reading time: 6.5 minutes

Vaughan Jones has more than 30 years of experience as an EFL Teacher, Trainer and Author. He’s lived and worked in France, Japan and Spain, and has worked to produce a number of coursebooks, including Focus, an English language learning series for upper-secondary students.

In this post he explores some tips and techniques for language teachers to help students improve their ability to remember vocabulary.

Teaching english vocabulary in 5 easy steps
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Focus on vocabulary and memory

All learning is remembering, said Plato… or was it Socrates? Anyway, I'm sure all of us agree that memory plays a central role in learning a foreign language and in particular, learning new words. The first two thousand are easy. As research tells us, approximately 80% of almost any text in English is made up of the 2,000 most frequent words.

Students meet these words repeatedly whatever they read or listen to, and whether they like it or not. And presumably they like it. Why? Because we know that repeated exposure is vital for long-term memorization, it effectively means that the first 2,000 words come 'for free'.

But what about the next thousand and the thousand after that? Researchers suggest that a student probably needs to know about 5,000 English words to pass the Cambridge First Certificate Exam and maybe upwards of 10,000 to be considered genuinely C2 level on the CEFR scale. For reference, an educated speaker of English as a first language will probably have a passive vocabulary of around 20,000 words.

What can we do to help our language students learn the thousands of less frequent words in the English language? It's not easy, that's for sure. There is no magic bullet. But here are some thoughts based on my own experience of many years in the classroom.

Focus on the most useful words

Sounds obvious, doesn't it? But time is always limited, so make sure that the words you are asking your learners to learn are the most useful, which probably means the most frequent for their particular stage in the learning process.

Usually your coursebook will do this for you. Vocabulary selection in the different levels of Focus is informed by the frequency criteria of the Global Scale of English. So in level 1 you might teach 'silly' (A1) but you wouldn't teach 'preposterous' (C1).

Focus on memorable first encounters

You never get a second chance to make a first impression. This is as true for words as it is for people. Encountering words for the first time in richly evocative, personalized, meaningful or unexpected contexts can help the memorization process. The more neurological stimulation, the better.

Focus on teaching effective word-learning strategies

This should be an ongoing 'learner training' aspect of your language teaching. Firstly, encourage students to expose themselves to as much English as possible outside the classroom: music lyrics, tweets, blog posts, vlogs, video clips, extensive reading and listening (including podcasts and spoken word), and watching films and TV series with English subtitles. These are just a few obvious sources.

Secondly, train language students on how to discover meanings and recognize correct usage: guessing from context, using dictionaries effectively or learning basic meanings of high-frequency affixes.

Finally, teach your students different ways of recording vocabulary. Encourage them to create paper or digital flashcards, introduce them to mnemonic systems such as the keyword method or simply explore more creative ways of noting words down.

Focus on systematic recycling

As you can't guarantee that words outside the top 2,000 will automatically reoccur at conveniently spaced intervals, it's your job to engineer systematic re-encounters with the new words you teach. A coursebook like Focus incorporates frequent recycling of target vocabulary, but it's never enough.

Also, what about all that vocabulary you taught when, for whatever reason, the lesson took a different direction and you went 'off-script' and started scribbling words on the board that weren't even in the coursebook?

My own very low-tech solution to capturing all those words is to institute a class scribe. Students take turns being the class scribe. They are given a blank sheet of paper at the beginning of the lesson and their role is simply to record any new language. This 'data', along with the target vocabulary in my coursebook, becomes my learning corpus. Having a class scribe:

  • provides a unique record of each lesson
  • helps improve classroom dynamics
  • can reveal learning styles and difficulties

Five vocabulary activities to focus on students' vocabulary and memory

So now I know which words I've taught, I can make sure that I recycle them at regular intervals. How do I do that? By equipping myself with a repertoire of tried-and-trusted 5 to 10-minute activities that can be used as lead-ins, warmers or fillers. Activities that require very little or no preparation and can be adapted to cover a wide variety of different lexical areas. Here are my favorite five.

1. Board bingo

Write down 12 to 15 words you want to revise on the board. Ask the students to choose five of the words and write them down. When they've done that, tell the students that you're going to read out dictionary definitions of the words in random order and that they should cross out their words if they think they hear the definition. When they've crossed out all five words, they shout Bingo.Make sure you keep a record of the word definitions you call out so that you can check the students' answers.

2. Odd one out

An old favorite. Think of the English vocabulary, pronunciation or grammar point you want to revise. Write five words on the board and ask students which one is the odd one out. The students then explain why. This usually relates to the meaning of the word, so in the following example, the odd one out is dog.

pink/red/dog/blue/yellow

However, you could have any criteria you like, say, the number of syllables. In that case, the odd one out would be yellow. In fact, the more unexpected the criteria, the better. The important thing is that they're looking at and thinking about the words you want them to revise.

3. Category dictation

Choose the language you want to review and devise a way of categorizing it into preferably two categories. Write the category headings on the board and ask the students to copy them. Then dictate the words (10-12 maximum) slowly and clearly, and ask the students to write them down in the correct category. For example, say you want to revise jobs, your categories might be jobs you do inside and jobs you do outside.

Then, dictate the words, eg a farmer, an archaeologist, a surgeon, an au pair, a vet, etc. The students write down the words in the correct category. When you've dictated the words, ask students to compare their lists.

4. Scrabble

Choose a lexical set you want to revise. Students work in pairs. They'll need a piece of paper, preferably graph paper with squares on.

Choose a topic, for exampleschool subjects. Student A writes 'Across' words and Student D writes 'Down' words. It's a good idea to provide the first word across and make sure that it's a long one.

Student D then adds another school subject down the paper from top to bottom. This word must intersect with the school subject written across the page.

Student A then writes another school subject that intersects with the school subject Student D has written down. Students continue taking turns to write in their own words.

Students build up words like on a Scrabble board until they can't think of any more school subjects. (You could make it into a game by saying that the last person to write a school subject is a winner.) Note that students must leave one square between each word – this is why it's better and clearer to use squared paper.

5. Random letters

This activity is good for revising any type of vocabulary. Ask the students to call out any seven letters from the alphabet. Write the letters scattered on the board. Then ask the students in pairs to think of a word beginning with each letter on the board. The most obvious criteria is to revise words from a specific lexical set that you have taught recently, egjobs, clothes, food, animals, etc.

Alternatively, you could simply ask them for words they've noted down in lessons over the past two weeks. Another possibility would be to find the most interesting words they can from the Student Book unit that you've just finished. If the lexical set you want them to revise is particularly rich, you could ask the students to think of as many words for each letter as they can in, say, three minutes: make it into a contest to find the most words.

It's always worth spending time thinking about how you can help your students to learn words more efficiently and more effectively. Way back in the 1970s, the linguist David Wilkins summed up the importance of vocabulary learning thus: 'Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed.'

Bibliography

  • Bilbrough, N. (2011) Memory Activities for Language Learning. Cambridge University Press
  • Cook, G. (2000) Language Play, Language Learning. Oxford: Oxford University Press
  • Thornbury, S (2002) How to Teach Vocabulary. ɫèAV
  • Webb, S. & Nation, P. (2017) How Vocabulary is Learned. Oxford University Press

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    Lesser-known differences between British and American English

    By Heath Pulliam
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    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isitalicized.

    1.Footballerandfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.I dzܱ’t care lessandI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I dzܱ’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.Anticlockwiseand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.Haveand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.In the U.S., peopletakeshowers andtakenaps, while in the U.K., peoplehaveshowers andhavenaps. Another example of this is how Americanstakea swim and Britshavea swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,quiteis typically used as an intensifier, like the wordvery.In the U.K., it’s normally used as a mitigator, like the wordsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

    9.Torchandflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.What Brits are referring to when they use the wordtorchis aflashlight (AmE), a small, battery-run electric lamp.

    10.’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.Although each dialect from across the pond seems very different, they have far more similarities than differences.

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    Almost everyone has studied for a test at some point in their life. Have you ever studied a lot for a test and still not received a great grade? Probably so. This is because not all study methods are created equal. Just because you’ve ‘studied’ doesn’t necessarily mean that the material has stuck in your brain.

    Some common study methods don’t do as much as you might think. One technique, however, stands out for its efficiency and effectiveness. It’s called active recall, and it’s regarded by many as the best way to study.

    What is active recall?

    In short, active recall is the process of pulling information from your brain without prompts. The idea is that when you force yourself to remember something, you memorize it much faster than you would by only reading material or passively studying.

    When you’re taking a test and you’re not sure about an answer, you search your brain for the answer; that’s active recall. The action of trying to remember is what essentially crystallizes the information in your head for the long term. Multiple study methods use active recall or the action of searching your brain for an answer.

    Active recall forces you to pull information from your mind. It’s not just for doing well on tests but also for long-term retention.

    Active recall is praised for its effectiveness, but it is also mentally taxing. Attempting to recall things that are not in the front of your mind is tiring, which is part of why some opt out of using it.

    Dr. Cal Newport, author of Deep Work, says:

    “It’s almost like you have a pseudo-photographic memory when you study this way.”

    Passive and active study

    Most people are taught to study, but less about how to study. People end up using passive study techniques, like rereading material or rewatching lectures. Although not particularly effective, studies show that reading and rereading notes remains university students’ most common study method. (Dunlosky, 2013).

    These methods might feel like effective studying but aren’t really helping much. Yes, passive study methods such as reading, highlighting, or watching can help, but can also give you a false sense of understanding.

    With these methods, when the time comes to retrieve the information, you struggle to recall it because it is not in your long-term memory.

    The first step to becoming excellent at studying is understanding how important active study methods are, such as flashcards, practice testing, or practice teaching – all methods that use active recall.

    Spaced repetition

    If you’re researching study methods, you’ve probably encountered the term spaced repetition. This technique can be incorporated into active recall study methods, primarily flashcards.

    Spaced repetition involves reviewing information at increasingly longer intervals in order to improve long-term memory. You are using this technique when you learn something, so review it a day later, then a week later and then a month later. It helps fight your brain’s natural process of forgetting things.

    Combining spaced repetition with active recall is always a recipe for successful study.

    So, what methods can you use to employ active recall in your study sessions?

    Summarize what you know

    The simplest way to practice active recall is to try to remember the material actively. To do this, read or reread some material, then take some time away—take a walk, snack break, or whatever you like to do to take a break.

    During this break, try to replicate in your mind as much about the topic from scratch as if you had to teach about it. Don’t be discouraged if you have trouble remembering; part of the learning process is forgetting material and then remembering it.

    When using this for language acquisition, make up relevant sentences and translate them into your target language. What type of vocabulary were you learning? What grammatical structures were new to you?

    Take a mental note of which elements you were able to remember and which ones gave you trouble.

    When finished, go back to the material and review. Were you able to remember things? Whether you could or not, you’ve helped yourself. Your attempt to remember is you practicing active recall.

    When you do successfully remember something, you’ll realize that it is locked in your long-term memory. This method is as simple as it is productive.

    Teach a friend

    Similar to mental summarizing, after studying, find a friend and do your best to explain the topic to them. Language learning could involve explaining how a new grammar pattern works in your target language or taking sentences and phrases and translating them to a friend.

    As a teacher, your best lessons are the ones where you know the material inside and out. If you can effectively explain and teach someone about your target language, you are that much closer to mastering the information yourself.

    Flashcards

    Flashcards, especially when combined with spaced repetition, are the king of study methods for language acquisition.

    Between all that they can be used for, they are especially good for language learning, no matter what part of the language you’re studying. This is one of the best ways to learn sentence structure that does not mirror your native tongue, conjugations for speedy use and general vocabulary.

    I have found that using a spaced repetition-based flashcard program is the best way to study a language. This way, you don’t have to schedule a bunch of paper flashcards manually.

    Among the most popular programs for language learners is Anki. Anki is a spaced repetition flashcard program. With it, you create your cards and the program schedules them at increasingly longer intervals. It is also used widely among students studying for large tests, like medical and law exams.

    To make the best flashcards, make them yourself. Downloading a big set of flashcards for your target language is tempting but not particularly helpful. Instead, after each study session, make a few flashcards yourself covering the new vocabulary/grammar you’ve just learned about.

    One more thing: do not use multiple-choice answers for your cards. Active recall happens when you produce information without prompts or assistance.

    Personally, I use flashcards every day to learn Spanish through . This program has a learning curve, but the payoff makes it worth it.

    Test yourself

    The goal of studying for a test is to be able to answer questions about a topic or, even better, know the material for real-world application. As stated earlier, active recall happens during testing, so why not use this form of active recall before testing?

    Use your materials to make a mock exam in this method, then take it. Through actively remembering to answer each question, the ones you get right will stick in your brain. Review the questions that you dzܱ’t remember and retake the test focusing on them.

    While not particularly complicated, these tips and methods’ effectiveness comes from their use of active recall. As you forget information and pull it from the depths of your memory, you solidify it for yourself.

    Forgetting plays an important role in learning something for long-term memory.

    Now, get to studying; how are you going to use the power of active recall in your routine?

    References

    Dunlosky, J. "Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology." Association for Psychological Science, 2013, 1-6