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Warm-ups,
Work-outs and Wind-downs
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One of the most difficult aspects of learning a
foreign language, particularly in an EFL context, is the retention of vocabulary. The role
of context, which provides the lexical environment, has been identified as one of the
crucial factors in vocabulary acquisition. Unfortunately, however, in Japan as in much of
Asia, students are often expected (read: required) to master long lists of
decontextualized words in order to pass standardized examinations. This leads students to
translate and memorize, but not internalize, the lexis to which they are exposed. Teachers
are faced with the task of providing a means by which students can go beyond the
limitation of short term memory and begin to make the lexis their own through the
development of learning strategies and active use. The following is a list of activities
that students have found interesting and useful in their attempts to build vocabulary.
Many of the activities are based on the use of word cards.
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Word cards (for recording and recycling vocabulary)
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Students write cards for each new word they
encounter. On the front of the card are the word (phrase, etc.), its phonetic
transcription, and a student-generated sentence featuring the item. Students should be
encouraged to draw pictures on the cards which will help them recall the word or phrase.
In the top right corner is the date, in the bottom right corner the source (book and page
number, etc.), in the top left hand corner a tick box (to be filled when the word has been
learned) and in the bottom left corner the notation A/P (for active/passive). The back of
the card can contain a translation of the word if the teacher feels it is advisable.
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Each student divides his or her own cards into
three groups (active, passive, and known). Attention should focus on the active and known
groups for low-level learners, with passive cards added at higher levels.
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First, students should review their known words
for about 5-10 minutes using one of the warm-up games which follow. Words not recalled are
moved to the active set for review; all players should note down unknown words that occur
during play.
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Next, students move on to their active category
of words to play another warm-up game. A work-out activity is introduced (or chosen) and
the game proceeds. (The number of cards per student should be appropriate to the time
available for the activity and the level of the group.)
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Finally, a wind-down activity at the end of
class allows time for questions, card writing and reviewing the target vocabulary. Time
permitting, another game with new vocabulary introduced during that lesson may be played.
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Students play in pairs or groups. Each player
chooses 5-10 cards and places them face up on the desk. Duplicates should be eliminated.
All players study the cards for 3 minutes. The cards are then turned face down. One player
(or team) chooses a card and gives a synonym, antonym or sentence with the word missing to
elicit the word. Cards are turned face up as they are identified. Play continues until the
words have all been identified. The group or pair with the most cards showing at the end
of the game wins.
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Materials: 10 word cards per player, paper,
and pencil
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Students play in pairs or groups. Each player
chooses 10 cards and places them face up on the desk. Duplicates should be eliminated. All
players study the cards for 3 minutes. The cards are then turned face down. Students then
exchange cards with their partner and write the letters of each word in scrambled order.
The paper with the scrambled words is then given to the owner of the cards. Students then
compete to see who can most quickly recompose their entire list correctly. Cards are then
returned and lists checked for accuracy. Cards can also be shuffled and dealt randomly to
players when playing in groups.
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Materials: 10 word cards per player
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Students play in pairs or groups. Each player
chooses 10 cards and places them with the English side facing up. Duplicates should be
eliminated. All players study the cards for 3 minutes. The cards are then turned over to
show the native-language side up. One player/team then calls out a word in the native
language, and the opposing player/team must locate the card and give the meaning in
English within a set time. Alternatively, the language order could be reversed or the
students asked to call out the word in the language not currently shown on the cards. The
team/player with the most cards wins.
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4. Give me a word that begins with.
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Materials: 10 word cards per player
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Students play in pairs or groups. Each player
chooses 10 cards and places them on the desk English side facing up. All players study the
cards for 3 minutes. The cards are then turned with the native-language side up. One
player/team then calls out a letter in the target language, and the opposing player/team
must locate a card with a word which begins with that letter within a set time. The
team/player with the most cards wins. A penalty may be imposed for calling out first
letters that do not correspond to cards in play.
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Materials: 10-15 word cards per player
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Students play in pairs or groups. Each player
chooses 10-15 cards and places them with the English side facing up on the desk. All
players study the cards for 3 minutes. The cards are then turned with the native- language
side up. One player/team then calls out a word in the native language beginning with A.
The next player (or a player indicated by student "A") must then recall and say
a word beginning with B within a set time. When there are no "B" words in play,
the player must supply one, but is penalized for substituting when one is present. Players
get 1 point per word. The number of plays depends on the number of players (twice for a
pair, three times for a triad, etc. until each player has started with "A".) The
game can be paced by having the students clap in time or count.
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Materials: 40 word cards, 10 each of the same
word
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The dealer shuffles and deals out all the cards.
Players may not look at their cards. The player on the dealer's left begins the play by
putting his or her first card on the table face up. The play continues to the left, with
each player adding his or her top card to the stack on the table as quickly as possible.
When two identical cards appear consecutively, the first player to shout "SNAP!"
takes all the cards.
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Materials: 25 word cards, (each group should
have the same set of cards)
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Four to six players are needed. The word cards
are placed face up on the desk. The teacher (or a student in turn in each group) must give
a synonym or antonym, perform a charade, etc. to convey the meaning of the word. The
student who recognizes the word must slap it. Correct choice earns the card, and the
player with the most cards wins.
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Materials: Blackboard and chalk, list of
words from word cards
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Students stand beside their desks-each row
comprises a team. The first player receives a piece of chalk. When the teacher calls out a
word, the students must run to the board and write it. S/he then gives the chalk to the
next student in line and goes to the end of the line. The team with the most words
correctly spelled wins. Alternatively, the teacher can give a synonym, antonym, etc. to
convey the meaning of the word, and the students discuss the meaning before the
representative runs to write it.
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Materials: Blank, numbered crossword puzzle
sheets or sheets with only across/ down entriesfilled.
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Students play in pairs. One must fill in
vocabulary words vertically and the other horizontally. The students' puzzles contain the
words they must define for their partners. Play begins with student A asking "What's
#1 across/down"? and player B gives the meaning of the word. B then receives a clue
from A for another item and the game proceeds. Students can also design puzzles on blank,
numbered grids and then exchange them with other groups. Words are first entered to
complete the puzzles and then separate A/B copies made. The teacher can then collect the
originals for re-use.
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Materials: list of words from word cards, cut
into strips
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Students play in groups of 3-5. Each group is
assigned a word that they must act out to convey the meaning. One member of each group
leaves the group/room while the others discuss how best to act out the word. The
representatives from each group return and the charade begins. The representative who
identifies the word first earns a point for his or her group. Groups may play with the
same or with different words.
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Materials: list of words from word cards, cut
into strips
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Students play in groups of 3-5. Each member is
assigned a group of words that they must use in the context of a story. The order in which
they use them is up to them. The first player able to do so says a sentence containing one
of the words. The player to the left must add a sentence using one of his/her words. Play
proceeds until a time limit has been reached or the words are depleted. (Note: the teacher
should choose the cards carefully.)
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Materials: list of words from word cards, cut
into strips
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Students play in groups of 3-5. Each group is
assigned a group of words (the number depends on their ability and time restraints) that
they must use in a story. The words may be used in any order, but must all be used in the
course of the story. A time limit should be imposed. (Note: the teacher should choose the
cards carefully.)
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Materials: list of words from word cards, cut
into strips
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Students play in groups of 3-5. Each group is
assigned a group of words (the number depends on their ability and time restraints) that
they must use in a skit. The words may be used in any order, but all must be used in the
course of the skit. The skit is then acted out for the group. The audience must then guess
the words that are contained in the skit. (Note: the teacher should choose the cards
carefully.)
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Materials: word cards, blank word cards
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Students prepare 3 cards for homework. Each card
should contain 5-10 words that clearly belong to one category (i.e. foods, sports words,
adjectives, etc.). Students play in pairs. Student A reads the words on his or her first
card aloud in order, and student B guesses the category. Roles are then reversed, with B
reading. When groups have finished, they should exchange cards with another group and
continue.
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Materials: Notebook and pencil
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Working individually, students draw grids in
their notebook for newly learned vocabulary.
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This provides the basis for a personal
dictionary that is arranged chronologically and can be used for review. To encourage
maintaining such a dictionary, extra credit may be given or the use of the dictionary
allowed during tests. Students should be encouraged to fill in the usage column for
related forms as well.
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2. Semantic feature analysis
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Materials: Notebook and pencil
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Students work in groups and write individually.
In a notebook, students draw matrices for newly learned vocabulary. When presenting
vocabulary associated with a topic (e.g. the weather) students discuss the topic and
brainstorm for words that describe it. (Teachers should encourage dictionary work!) The
words are put on the blackboard. The words are then assigned to the correct season on a
semantic map. Students then fill in their matrices: in the column on the left, the
seasons; at the top (diagonally) the features from the brainstorming session and the
vocabulary presented in the lesson. The boxes in the grid can then be checked for features
that correspond to the weather in a particular season; alternately, symbols for frequency
of occurrence (sometimes, often, seldom, never) can be used. A review can incorporate pair
interviews on the weather in each student's country or region.
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3. Categorize/Organize words
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Materials: Notebook and pencil
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Students work in groups and write individually.
In a notebook, students make columns from newly learned vocabulary. New words are
categorized in columns that clearly reflect the relationship of those words. For example,
classroom objects, weather words, verbs related to particular parts of the body, etc.,
lend themselves nicely to this type of activity. Students should be encouraged to
determine the relationships themselves to make the activity more personally relevant, and
to review existing categories and add new vocabulary to them before starting new ones.
These lists also make good starting points for Story Circle, Skits, Short Stories, and
What's the Connection? (above).
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Materials: Paper and pencil; alternatively,
word cards
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Students write the target vocabulary on strips
of paper, 2 strips for each word. All players study the cards for 3 minutes, then the
cards are turned over. The first player chooses a card at random and reads it to the
group. S/he must then find its mate, and use the word in a sentence. Doing so allows the
student to keep both cards. The play then rotates to the left.
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While these activities are neither new nor the
final solution to the problems of vocabulary acquisition and retention, they are
interesting and easy to use, and encourage students to take a more active, personal
approach to vocabulary development. They have the added advantages of being self-paced and
regulated, and of encouraging students to learn cooperatively.
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William
R. Holden is an instructor in the Department of Foreign Languages at Hokuriku
University in Kanazawa, Japan. |
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