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Each week, or whenever, a word in the class is taken out of circulation. The students are given little warning, and illegally using the word is frowned upon. This strategy will force students to draw upon other terms and find effective synonyms to communicate their ideas.

Sometimes words can be rescued from the gulag and introduced back into circulation. But this is rare.

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Songs that include or draw on recent vocab.

Song can be used as an activity for EAL learner's of a variety of ages. Many cultures are deeply influenced by song and music, so there are a number of ways to use singing as a way to resonate with EAL students and reinforce key vocabulary. Songs used would vary depending on the age and background of students, but anything from nursery rhymes to rap could be utilised in an effort to both connect with students and creating a fun and engaging way to reinforce learning in the process.

Alternatively the class could co-construct their own lyrics or tune to help them remember key vocab. Students often employ this in exam prep, so it would make sense to allow EAL students to try to ascertain whether this strategy could help them in their learning. This method would allow students to draw on their own cultural background to create a tune or rhythm that suits them, rather than having one song for everyone.

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There are heaps of really great resources online (for junior primary level) for teaching new content (numbers, letters, vocab) using music to aid memorisation. A catchy tune is engaging for students when they're watching/listening to it + makes it easier to recall/remember the content being taught. Recognising that there probably aren't songs out there for every set of subject specific vocabulary I might need to teach, I think pulling out the ukulele and making up a memorable rhyme involving vocab could be an effective way to help students learn and remember vocab. Songs could be sung whenever the vocab is needed again for a lesson.

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Online Flashcards and Games for vocabulary reinforcement

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Online Flashcards and Games for vocabulary reinforcement

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Embracing online technologies! There are amazing websites out there (Study Stack, Quizlet) where you can make online flashcards and then make hangman games, word searches and other activities to reinforce and reintroduce new vocabulary in fun and exciting ways. It is also integrating aspects of the curriculum by utilising digital technologies.

Study stack
https://www.studystack.com/newHomePage.jsp

Quizlet
https://quizlet.com/
https://quizlet.com/_8jrwo3?x=1jqt&i=2yqcdx

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Play based learning (PBL), exist as a really interesting tool for us as educators, particularly in the primary setting, allowing EAL learners to explore and play with language and identity within a safe space removed from the hostile environment ,often associated with the classroom. PBL also allows them to explore language use and identity through the use of symbolic play (big ups vygotsky). Please go out there and read on the topic it is definitely something worth exploring, especially those  interested in the earlier years of school.

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Each player select a  bingo style grid with various definitions, examples and terms on it. Each grid is different from one another.
The presenter has a pack of cards and each of these cards correlates to an answer on each square on the grid.
For example, the card might says 'what is the name of the technique where exaggeration is used for effect?' The player would want the answer 'hyperbole' in one of their squares on the grid.
If they have it, they need to show that it has been marked in some way.
The aim of the game is to have four techniques in a row and when a player does, they say 'bingo' and justify their answers to the rest on the group.

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The teacher writes down a number of recently learnt words on board and shows them to students for a minute to memorise the words. Then the students turn around (no peeking)while the teacher takes away one or a couple of letters away from each word. Then the teacher asks students turn around to figure out what letter(s) is(are) missing in each word. This activity is suitable for students from a wide range of ages.

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Memory - Vocab Practice (Junior primary) 

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Memory - Vocab Practice (Junior primary) 

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From the PPP model used at Samui TEFL

1. Place pictures of the key vocab (eg. yellow, blue, green, orange, red) upside down on the the board in two rows. The picture cards need to be doubled so that one can be placed in rows A and one in row B.
2. Split class into two teams
3. Team selects a student to take a turn. Student turns over one card in row A and one in row B. They say the word as they turn the card over, with support/input from team.
4. If the cards match they score one point for their team and take the cards off the board.
5. If there is not a match, the cards get turned back over and the other team takes a turn.
6. Teams alternate until all cards have been matched.
7. Team with the most matches wins the game (if you want it to be a competition).

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Useful for native speakers and ELL’s alike. Best for high school level.

Teaching common roots in scientific terms can then help students narrow down the meanings of unknown words. Using a word from everyday life they’re likely to already know helps cement the connection.

Example:
- thermo = heat: You use a thermometer to measure how hot it is. (thermodynamics, thermal vents, thermophile, exothermic, geothermal)

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In various colours and fonts on the board, the teacher displays a list of words for about half a minute, and then the students are given a few minutes to write down as many words as they can remember. Once time is up, there is a class discussion about correct spellings which finishes in the meanings of words. Incentives such as candy can be used for those who a) have the most words and b) who has the most accurate.

This activity would be more aimed towards primary and younger high school students. Could be used as a brief recap activity for upper year levels.

Idea from: https://esolonline.tki.org.nz/ESOL-Online/Planning-for-my-students-needs/Resources-for-planning/ESOL-teaching-strategies/Vocabulary/Vocabulary-jumble

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Have students draw six columns on their paper and write a category at the top of each column. You can choose categories that fit what you’ve been studying in class or go with some basics (can adapt to different levels). Popular categories include food, names, cities or countries, furniture, verbs and clothing.

Choose a random letter and write it on the board. Give students enough time to write down a word for each category that starts with that letter. You can repeat with new letters as many times as you like. Can be played individually, or in pairs/small groups if you want to play for points or pair new learners with those with more experience.

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One possible task which may be useful for re-enforcing key vocabulary is to have a paragraph of text, with certain words missing from the text. It may be 3 or so key words that are being re-enforced. Wherever these words appear in the paragraph, replace them with a line onto which one of several words may be inserted and the learner will choose the correct word to insert. This has the benefit of the learner seeing the words used in different sentences, possible in different ways, while still giving only a few options so that the learner is not completely lost for which word to use but can choose the most appropriate from a specified list. This activity I think would be more suitable for older children and adults, rather than young children, but could be adapted to different age groups through adjusting the complexity of language and using either more or less well known vocabulary.

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Something that I observed during my placement at BHS was the use of concentric circles with terms which the learners would use to discuss what they were studying. Common words were on out the outside with the terms becoming increasingly complex as they moved into the center. This class was made up of both low confidence language users and CLD students.

This resources was designed with the purpose of students talking in pairs creating sentences which used as many of the terms as possible. There was a points system which related to the difficulty of the words and students were encouraged to start conversationally and move toward using as many terms as possible while recording the scores which their sentences would generate.

It appeared to be an engaging exercise with students able to build upon their partners experiments with the terms. The co-construction of meaning was variable with the terms being used in different contexts and relating to a range of subjects. This game would allow students to hear the same word multiple times and in a range of uses.

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My activity is based on the board game called "Taboo" and could easily be adapted to a variety of ages, English levels and subjects.

- Teacher prepares word cards using relevant vocabulary.
- Students would be divided into teams of mixed ability.
- Taking turns, one member of the team needs to work through the cards, describing the 'guess' word at the top of the card without using any of the 'taboo' words below.
- The opposing team monitors that 'taboo' words aren't used.
- Points awarded for each word guessed correctly.
- The game is traditionally played with a timer, however this could create undue anxiety for ESOL students, so could be changed to an overall group time, rather than individual time.
- Depending on the english level of ESOL students, an adaptation could be that all team members work in pairs to describe the guess word to their team. This would provide extra support to ESOL students if needed.

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An idea to solidify vocabulary is playing games like Bananagrams, where the students need to form words. The rules could be altered so that they need to form words from a specific topic or subject area. This could work well with any year group, but may be more suitable for a slightly older age group as they may have a larger vocabulary than younger students. This idea could also be used with younger students, however, and could be altered to help them understand the meanings of words.

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Vocabulary Jeopardy can help students learn subject specific words and master a word list. Students will learn these new words while having a great time. The game works best with at least three players in upper primary to secondary level.

1. Begin by selecting five categories of vocabulary words. These will be your main Jeopardy categories.

2. Within each category, choose 5 words from easiest to hardest. These will be your 100-point through 500-point questions for each category.

3. You can assemble the Jeopardy board out of index cards or construction paper, writing the word on one side and the definition on the other.

4. One student at a time picks a category and a difficulty level. Read the definition and ask for the word, or read the word and ask for the definition.

5. If the student gives the correct answer, he or she gets the assigned points for that word.

6. The student with the most points at the end is the winner.

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One activity that I have come across is to play charades with new words. You could split groups into teams and have them take turns acting out words, earning points if you think some light competition is appropriate. I think this would be an enjoyable and light-hearted activity for a range of ages, and especially beneficial as it gets everyone moving. Seeing other people's creative interpretations of words might even make them more memorable. Specifically for ESL students, this activity could be a great way of learning English as students perform a familiar activity, helping to make the association between the new English word and the term in their own first language.

I adapted this idea from: https://bedrocklearning.org/blog/10-top-tips-on-how-to-teach-your-students-subject-specific-terminology/

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Beginners to advance depending on types of sentences / target vocabulary used

- Teacher prepares two sets of A5 cards with pictures of key vocabulary, i.e. the big tree, the yellow flower

- divide class into two groups, whero and kikorangi

- the aim of the game is for each team member to make it safely across the hot lava by choosing the correct card to stand on in order to get across to the other side (both sides have different configurations of cards)

- students come up one at a time and teacher reads instructions, i.e first go to the green tree, next go to the small flower

- once students have crossed to the other side they can help the students coming through if they get stuck

In te reo -

Instructions in te reo - haere ki a te rākau nui, haere ki a te putiputi kōwhai (go to the big tree, go to the yellow flower)

Key vocabulary in te reo - te rākau nui, te putiputi kōwhai

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A second activity is creating posters to put up in the classroom. Research projects, group or individually, presented aesthetically on A3, into note values and names, dynamics, textures, keys or instrument parts and playing techniques etc.

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Create a comic strip sheet with 4 boxes and a main heading with one key word. Ie the word speedy.

In the first comic strip box get the students to find the definition and then in their own words write their own definition.

In the second box get them to draw a picture of what it means.

In the 3rd box, get students to write a sentence with the word.

And in the last box get them to write a word that is opposite to the main key word. Draw a picture with it too.

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This is an activity I used with students learning English in Spain. This was used as either a warm up or closing activity, however due to the movement aspect it also served well as an activity if students were feeling restless.

I went around the school and took photos of different places (some more obvious than others), in which they would find a vocab card. Depending on their level or the AO the vocab card would either be the word in full with a picture, the word only, or the picture only.

Students were put into pairs and were given a laminated copy of the sheet attached along with a whiteboard marker. They had to alternated writing each word, taking turns to collaborate. Each pair was given a starting picture to go to first in order to stagger the students.

All students were release on the count of 3 after a debrief around procedures and aims. Then the goal was for them to write all the vocabulary words as accurately as they could (again, this aim can be adjusted depending on what the focus is - spelling/recall/association/writing/etc).

You then go through spelling if that is the focus, or identifying the vocabulary word.

This activity aimed to not only help incorporate vocab in a different environment, but also to get students moving as they learn.

You can also put varying amounts of word/picture at each point to adjust for different year levels etc.

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I use this activity with juniors in English to learn language techniques but it's transferrable to any subject or context.

Students get small cards that have an "I have" statement and a "who has" statement.
The starter card reads out "Who has... *a comparison that uses 'like' or 'as'?" and students have to work out if the term on their card is the answer. The person with the corresponding term announces "I have Similie! Who has...?" and follows the game. It should run in a chain or a complete circle but I find it easiest if you have a card labelled Start and a card labelled Finished

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This isn't strictly a vocab activity, but .... following on from Sam's 'I have/who has' idea, I just found this music version.

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Fly Swat Activity.

This is a great vocab reinforcement activity. Put the words/phrases (or pictures, or both) on the board (or wall) – see picture below. Organise your learners into 2 teams lined up behind each other facing the words. The front person in each team has a fly swat (or a fancy alternative!). The teacher (or one of the akonga) says a word (or it's definition, or it's opposite .... ) and the ‘fly-swatters’ try to be first to 'swat' the word/phase/picture. Heaps of fun. Lots of variations possible, e.g. instead of saying the word, you can give clues (e.g. something you wear on your feet; an inert gas). Lots of opportunities for repetition. Learners of ALL ages enjoy this activity, and it can be used from beginners to native speakers (depending on the content & presentation).

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For music, there are many terminology quizzes online in varying levels of challenge. Here is a rather basic one I found online - https://quizly.co/how-well-do-you-know-basic-music-terminology/

Students could undergo this quiz, or similar, in their first classes for the teacher to gauge where the students are at and where to focus on or how much work the students might need to form the basic vocabulary.

The test could be taken later on to check in with how well the students had been learning.

This could further be followed up by increasingly difficult quizzes or Kahoots that the teacher makes relevant to what the students need to be focusing on or need more support with.