Learning Styles for Learning Vocabulary- Effective Ways to Add Words in the Language Classroom
link to this document: http://tinyurl.com/Learning-Styles-Vocabulary
““There are numerous pathways to understanding… and students benefit from discovering their preferred routes
to comprehension. In all instances, we should encourage them to represent information richly in their minds, and if
possible in multiple modalities…””
---- Making the Difference, Powell & Kusuma-Powell (2007)
A: Abridged VAK Learning Styles Self-Assessment Inventory

Circle or tick the answer that most represents how you generally behave:
1. When I operate new equipment I generally:
a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
3. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or home improvement projects
4. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
5. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
6. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
7. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
Michael Bowe & Ann-Marie Anie
Qatar Academy
November, 2012 Mini- NESA TTT
8. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things
9. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
10. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done

Now add up how many A’s, B’s and C’s you selected.
A’s =
B’s =
C’s =



If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.

Many people find that their learning style may be a blend of two or three styles!
Michael Bowe & Ann-Marie Anie
Qatar Academy
November, 2012 Mini- NESA TTT
B: Differentiated Vocabulary Learning Activities
VISUAL LEARNERS
AUDITORY LEARNERS
KINESTHETIC LEARNERS
Cartoon Words:
Increase the talk:
Around the World:
1) Write the word and definition at
the top of a blank A4 page.
2) Think up another word
(preferably odd/funny) that
approximately rhymes with the
new word.
3) Draw a memorable picture
capturing that rhyming word.
4) Make up a sentence that describes
the scene using both the rhyming
and the new word (see the
example below).
Four-Dimensions Study
1) Divide a large box into five
sections, a large middle for a
symbol/image, and 4 side boxes
(see the example below).
2) In one section, write down the
example (text) sentence. In the
next section, write an original
sentence that connects to a
personal experience.
3) Write the dictionary
meaning/translation of the word
in another section. Be sure to
include the part of speech here.
4) Draw a picture/symbol that
represents the word in the large
middle space.
Vocabulary Toolbox
1) Take a large card (or half a page of
A4 paper).
2) Write the word and the dictionary
meaning (or translation) in large
letters in the middle section. Be
sure to include the part of speech
here.
3) Around the outside corners, fill in
the following elements:
4) Draw a picture/symbol in one
corner.
5) In opposing corners, write a
synonym and an antonym
6) In the final corner write an
original sentence that connects a
personal experience.
Michael Bowe & Ann-Marie Anie
1) Students are read a list of
words. They write down all
the words they can remember,
leaving blanks for any missing
words (or when unsure of
spelling)
2) Then read the part of speech
and definitions/translations,
filling in the missing words
from step one and leaving
blanks where they miss some
definitions.
3) In partners (or as a class), fill
in all missing
words/definitions until all
lists are complete
4) Learn the words using a mix
of these strategies:
Ask “why or how” questions
Ask for another way to say it
Ask for a better way to say it
Ask for examples
Ask to change the part of speech
Ask to apply the word in a new
setting (part of speech/tense/new
situation etc)
“The new word is saboteur. It
means someone who destroys or
undermines something. Where
would you find a saboteur? How
could you catch one? When is a
saboteur needed? What is another
way of saying this type of person?
Can you give a related word?
(sabotage)? Are they both the same
part of speech?”
Add sound:
2)
3)
4)
5)
6)
Students get in pairs (or
groups)
Students spread out
around a circle facing
each other.
Students ask each other
for a correct word or
definition using new
words
If correct, students
advance one clockwise
step around the circle. If
incorrect, students
receive the answer but
remain in place
Goal is to “win” by being
the first around to their
respective starting point
The game can also be
played in a line 20 steps
from a wall with same
rules.
Tossing Words:
1)
2)
3)
4)
1) Say and clap the word in
syllables.
2) Create chants/raps out of
difficult words. Use a hand
drum!
3) Tell a story using new words.
4) Play background music while
saying the words out loud.
5) Echo a teacher or partner in
repeating word, definition,
synonym/antonym, part of
speech etc.
Qatar Academy
1)
5)
6)
Students get in groups.
Students will learn new
words by spelling them
out loud and practicing
definitions/translation &
part of speech
Students practice words.
One student holds a ball
and defines what is
wanted BEFORE tossing
a ball to a member of the
group. (For example “An
antonym for photogenic”
or “spell incarcerate”)
Give ball to the partner
by bounce or underhand
tossing.
Partner needs to respond
correctly. If not, ball goes
back to the first person
who chooses a new
member to answer the
question.
If correct, the new person
keeps the ball and
repeats 3-4 by asking a
new person another
question.
November, 2012 Mini- NESA TTT
Interactive White Board:
1) Make a flipchart of powerpoint
with new words,
definitions/translations included.
2) Show the students one
word/definition at a time.
3) Cover the word using the curtain
feature. While covered, have the
students write down the spelling
and definition of the word just
shown.
4) Uncover the word to check.
5) Repeat for all words until finished.
6) Oral quiz using all words,
uncovering on at a time.
-
Color Stories:
1) Study the new words in partners.
2) Write one story; both partners
alternate creating sentences that
use one (or more) words from the
list
3) Each time a new word is used, it
must be written in a different
color from the normal text.
4) Share stories with class.
Fun accents:
1) Use accents to make saying
new words &
definitions/translations more
fun. Try:
2) Mouse
3) Giant
4) Old lady
5) Child
6) Princess
7) Evil voice
Continue until time
elapses or all words have
been questioned.
This game can also be played by
partners taking a step back for
each correct word (they love it
when they are far apart and still
tossing!)
If alone, game can be played
against a wall.
Word recordings
Theater Words:
1) Learn words by recording
them.
2) speaking the worddefinition-part of speech etc.
into Garage Band.
3) Add a music track and/or
sound effects.
4) Mix down to iTunes and
save.
5) Put on iPhone.
6) Listen to the track
repeatedly.
(This activity can also be done more quickly
by making a simple voice recording or
video)
1)
2)
3)
4)
5)
6)
Useful links for the visual learner:
-
7)
http://classroomclipart.com/
excellent for images (free)
Students have a list of
words to act out.
One student gets in the
middle of a group.
He “becomes” the first
word by assuming a pose
that fits that word’s
definition. Hold the pose.
New people add to the
scene by announcing
what their word is and
how they fit into the first
word/pose, also freezing
after joining the scene.
A living tableau of the
word is created!
Don’t forget to take
pictures!
Example: First person says,“I am
preposterous. I am a baby who
can read Shakespeare.” (holds
book, sucks thumb). Next person
says “I am carping on the baby for
sucking his thumb” (and makes
the pose of nagging the first
person while pointing at the
thumb. Continue until all words
are represented.
http://www.flickr.com/
excellent site for images (free)
http://memorize.com/ (free)
http://www.youtube.com/watch?v=gcMp
pC2W-gg (French: links to other French word
sites)
Charades:
http://memrise.com/welcome/
definitions with sound and revision (free)
1)
http://www.quia.com/shared/french/
French word lists and language-learning games
listed by topic and grammar (cost for
membership to make your own vocabulary lists)
2)
http://quizlet.com/
3)
flashcards and games (free)
4)
-
Michael Bowe & Ann-Marie Anie
Qatar Academy
Students write lists of
words on slips of paper
(best to include the words
more than once).
One student pulls out a
word and acts it out
without sound.
Students try to guess
what the word is from
their list of words
Can also be done in
“opposite round”
(antonym) or synonym
round.
November, 2012 Mini- NESA TTT
You try!

Get in groups according to learning preference identified in the VAK survey

Learn the SPELLING, PART OF SPEECH & DEFINITION/TRANSLATION of the following 5
words:
ENGLISH:
vituperate -v- blame or insult (someone) in strong or violent language
assiduous -adj- hard-working, industrious
FRENCH:
les devoirs – homework (plural noun)
étudier- to study (verb)
réussir – to succeed (verb)

COMPLETE THE ACTIVITY FOR YOUR LEARNING STYLE:
VISUAL GROUP: Cartoon Words:
1)
2)
3)
4)
Write the word and definition/translation at the top of a blank A4 page.
Think up another word (preferably odd/funny) that approximately rhymes with the new word.
Draw a memorable picture capturing that mnemonic rhyming word.
Make up a sentence that describes the scene using both the rhyming and the new word (see the
example below).
AUDITORY: Fun accents:
Use accents to make repeating-learning new words & definitions/translations more fun. Try:
1)
2)
3)
4)
5)
6)
Mouse
Giant
Old lady
Child
Princess
Evil voice
KINESTHETIC: Tossing Words:
1) Students get in groups.
2) Students will learn new words by spelling them out loud and practicing
definitions/translations and part of speech
3) Students practice words. One student holds a ball and defines what is wanted BEFORE
tossing a ball to a member of the group. (For example “An antonym for photogenic” or
“spell incarcerate”)
4) Give ball to the partner by bounce or underhand tossing.
5) Partner needs to respond correctly. If not, ball goes back to the first person, who
chooses a new member to answer the question. If correct, the new person keeps the ball
and repeats 3-4 by asking a new person another question.
6) Continue until time elapses or all words have been questioned.
7) This game can also be played by partners taking a step back for each correct word
8) If alone, game can be played against a wall
Michael Bowe & Ann-Marie Anie
Qatar Academy
November, 2012 Mini- NESA TTT
RESOURCES:
1) Vocabulary Cartoons
Michael Bowe & Ann-Marie Anie
Qatar Academy
November, 2012 Mini- NESA TTT
2) Four-Dimensional Study
Michael Bowe & Ann-Marie Anie
Qatar Academy
November, 2012 Mini- NESA TTT
3) Vocabulary Toolbox
Michael Bowe & Ann-Marie Anie
Qatar Academy
November, 2012 Mini- NESA TTT