Creative ways of teaching vocabulary

21 Ideas for Teaching Vocabulary in the Classroom

I’m sharing 21 ideas for teaching vocabulary. You may not be able to use all of them, but I hope you can find some ideas that will work well for you!

I’ve shared books about vocabulary instruction, as well as the theory and techniques. This post is a lot more practical. We’re all about ideas today!

I’m sharing the bare bones of the ideas here.

I’m adding lengthier explanations for some of them with more tips and fleshed-out instructions on my website devoted just to vocabulary instruction, VocabularyLuau.

You’ll see that option at the end of the idea if it’s available. 

IDEA #1: Semantic Maps

In this activity, the teacher chooses a word and displays it for the class on a whiteboard, etc.

Students read the word and then think of words that come to mind when they see that word (this is awesome because it activates prior learning).

A list is created of all of the words that come to mind, and then those words are categorized.

This can be done as a whole class or in small groups.

Students then create a “map” using a graphic organizer and discuss it. Additional or substitute categories can be suggested.

As students read through the text, they can add related words to the map.

Want more details on this strategy? Get the step-by-step on VocabularyLuau.

IDEA #2: Eye Spy

Give students a list of words to search for in a text or have them find unfamiliar words.

You can award points to the words based on different criteria (longest new word, word with most consonants, etc.).

Invest in a set of inexpensive dollar store magnifying glasses to make this more game-like.

This is a great pre-reading activity.

Want more details on this strategy? Get the step-by-step on VocabularyLuau.

IDEA #3: Making Choices

Students show their understanding of vocabulary by saying the word when it applies, or remaining silent when it doesn’t.

For example: “Say radiant if any of these things would make someone look radiant. ”
-Winning a million dollars.
-Earning a gold medal.
-Walking to the post office.
-Cleaning your room.
-Having a picture you painted hung in the school library. 

(This idea is from the book Bringing Words to Life, recommended in the books section.)

This is one of the key strategies teachers need in introducing new vocabulary. Because of that, I’ve written extensively and given a dozen examples from different texts for Kinder through 12th grade on VocabularyLuau.

IDEA #4: Sorting Hat

Use a Harry Potter theme to have students sort words into categories. They can pull them out of a hat.

If you give them the categories, it’s called a “closed sort.” If they come up with their own categories, it’s called “open sort.”

This one is so, so fun. I explain lots more about how to do it on VocabularyLuau.

IDEA #5: Word Pairs

Give students words in pairs and have them evaluate if the words are the same, opposite, go together, or are unrelated.

This strategy is terrific for building critical thinking skills along with the vocabulary.

Get even more details and variations at VocabularyLuau.

(adapted from Word Power: What Every Educator Needs to Know about Teaching Vocabulary)

IDEA #6: Linear Array

In this strategy, students use a graphic organizer that is a rectangle, three ovals, and then another rectangle, all in a line.

The word in question goes in the rectangle on the far left.

The rectangle on the far right is filled in with a word that is the opposite.

The center three ovals are filled in with words that go from the far left to the far right, gradually become less similar until they reach the opposite.

For example, microscopic, tiny, small, bigger, large.

You can see examples of the graphic organizer, more details, and lots of variations on VocabularyLuau.

(adapted from Words, Words, Words: Teaching Vocabulary in Grades 4 – 12)

IDEA #7: Games

Many “real” games work well for vocab play and practice. Games such as Balderdash, Taboo, Scrabble, Blurt, Bananagrams, word bingo, and others are fun.

There are online games as well, such as Scholastic’s Synonym Toast.

[Note: I am a notoriously horrible Scrabble player, and every time I play I think, “English teachers should be better at this.” It’s not my favorite.]

IDEA #8: Scavenger Hunt

Have a word scavenger hunt in books, magazines, articles on the net, or in the school or home.

Don’t just go for numbers; go for unusual words, academic vocabulary, weird spellings, homophones, etc.

Want more details on this strategy? Get the step-by-step on VocabularyLuau.

IDEA #9: Word Wheel

Copy and paste this image onto a sheet of cardstock and make a vocab spinner game. EisforExplore shares the whole idea here.

Want more details on this strategy? Get the step-by-step on VocabularyLuau.

IDEA #10: Vocabulary Photo Album

Using a simple, inexpensive photo album, students create a visual glossary of key words.

I’ve got pictures of examples, details, and more ideas at VocabularyLuau, if you’d like to read more.

IDEA #11: Tally

Use tally marks to track words you’re trying to practice.

Mark whenever the teacher says the word in context, and mark twice when a student does.

Alternatively, you can have the tally marks be even, but play the teacher versus the class.

There’s so much more to this strategy. Learn more about how tally marks can help you teach vocabulary at VocabularyLuau.

IDEA #12: Vocabulary Relay

Print out words on one set of cards (copy this set a few times) and definitions, context, or sentences in which they could be used (fill-in-the-blank) on another set (just one set).

Jumble up the words in a pile in the middle of the floor, and jumble up the definitions, context, and sentences to keep with you. Break students into teams of five-ish.

Call out the definition/context/sentence and give students some think time (8 – 10 seconds) to talk about what word it might be.

After the discussion time, call out “Word!” One member from each team runs to the center and tries to find the word in the pile.

I like having multiple sets of the words so more than one team can get it.

Check to make sure they’re correct, and then discuss it briefly before the next round.

Note: I got this idea from another teacher’s site, but I cannot for the life of me remember where. I have searched Google for it, and can’t find it. A small prize to the person who can figure out the originator of the idea!

I’ve written quite a bit about it here, but I’ve written more (and have lots of pictures of it in play) at VocabularyLuau.

IDEA #13: Vocabulary Category Relay 

This is a different relay activity than the one above, even though the names are so similar.

In this version, teams of students race to fill in words responsive to a category that start with the letters of the alphabet in order.

This can be done individually, in groups, or even as a whole class. It’s also a good one for both digital and in-person instruction.

When I wrote about it on VocabularyLuau, I shared these score sheets for digital use, as well as printable versions.

IDEA #13: Comic Strip Word Activity 

I got the idea for using comic strips from This Reading Mama.

In some ways, it’s really a modified Frayer model. 

I loved it so much that I started making them like crazy. It turns out that they let me get a clear glimpse into how well the students had mastered the word. 

I have an entire article about this, filled with loads of ideas and resources at VocabularyLuau.

You can check out that article here (or click the image below).

IDEA #14: Paper Plate Vocab

I love this inexpensive matching game from Finding Joy in Fifth Grade, and I think students could create it themselves.

IDEA #15: Heads Up Vocabulary Game

Students hold a word on a card in front of their foreheads. The students don’t know what words they have.

Students ask each other a series of questions to determine the meaning of their word. Or, students can give students clues to the person with the word to help that person guess the word.

This is a review activity, and it’s not for initial instruction.

It’s such a favorite that I wrote a very comprehensive article about it on VocabularyLuau. There’s even a hack for printing on Post-it notes!

IDEA #16: Word Sneak

Word Sneak is a game invented by Jimmy Fallon that he plays with guests on the Tonight Show.

In the game, Jimmy and the guest each get a stack of cards with words on them that they have to work into the conversation naturally (without sounding forced or stilted).

It’s hysterical to watch and fun to play.

It’s also a great way to learn different ways to approach a word.

It’s so much fun that when I wrote the article about in on VocabularyLuau, I also included a Tonight Show backdrop you can use in class to give it an even more “real” feel.

IDEA #17: Frayer Model

The Frayer Model is an oldie-but-goodie vocab activity model in which student work in multiple ways in a specifically laid out graphic organizer to engage with words.

This is such a must-know that I wrote a (very lengthy and detailed) plan for how to use it at VocabularyLuau.

It includes downloads and printables and digital versions, as well as exactly how (and why) to use this strategy.

If you are not familiar with it, please do yourself a solid and read more.

IDEA #18: Tweet

Have students create a “tweet” that a word would send out or with the word in the tweet in context.

You can use a tool like PrankmeNot or Siminator to make it look real.

This strategy is so fun and so useful!

I’ve written about five different ways to do this (with examples) on VocabularyLuau, and I even have this free template for you there:

IDEA #19: Brain Power Words

This is a strong academic vocabulary activity that takes a little bit of time, but would really help get the words past the superficial level of understanding.

• Ask small groups of students to preview sections of a text and identify difficult words.
• For long chapters, assign different sections to different groups.
• Students place a Post-it next to the words in the text they identify as potentially difficult.
• After identifying the words, the group goes back and uses context clues to hypothesize what the words might mean.
  • Clues of substitution: A known word would make sense in the context and is probably a good definition.
  • Clues of definition: The word is defined in the text (many textbooks do this).
  • Clues of opposition: Words “not, unlike” etc. are excellent clues to what a word is not and thus help define the words.
• After the Brain Power Words list is identified and definitions sought, the students check their work with the teacher.

This strategy is from Becky McTague and Margaret Richek (it’s in the book Reading Success for Struggling Adolescent Learners by Susan Lenski and Jill Lewis).

IDEA #20: The Concept Cube

A concept cube is a pattern that is printed on paper or cardstock, cut out, folded, and taped into a three-dimensional cube.

Students write, type, or draw on the pattern prior to assembling the cube, and then they “play” with the cube to explore concepts.

Depending upon the way you choose to use it, they can be similar to a three-dimensional Frayer model.

You can print out a blank cube and have students print the responses below, or complete it online and then print it out.

Before folding, students write clearly in each square following the directions below.

Each student is given one challenging vocabulary word from a recent reading and asked to:

• Write the assigned vocabulary word in one square.
• Write a synonym (word or phrase) in another square.
• Write an antonym (word or phrase) in another square.
• Write a category or categories it could belong to.
• Write the essential characteristics of the concept of this word.
• Give one example.

Cut, fold, and tape the cube.

Roll the cube and read what comes up on the “top”; the student must tell the relationship of that word or phrase to the original word.

After students know their own cube without any errors, they exchange with a peer.

You can get more ideas and details, as well as a free printable, at VocabularyLuau.

IDEA #21: Phone a Friend

Search TeacherspayTeachers or Teachers Notebook for vocabulary activities you can use or adapt.

The beauty of this is that you can search by grade level and subject, so you can focus on what you’re studying.

A caveat to this is that if you create something grade level or content specific, you can share it with other teachers, too.

The Importance of a Variety of Activities

You want to have a variety of activities so that vocabulary instruction doesn’t become routine or boring.

Keeping it fresh with lots of different ways of learning will help students (and the teacher) avoid getting burned out or tired of working with vocabulary.

There’s been so much interest in this that I created an entire website just for vocab ideas called VocabularyLuau.

These 21 activities for teaching vocabulary are just a start. I’d love to know your ideas!

The Vocabulary Series

This post is Part 3 of a four-part series on teaching vocabulary. If you would like to check out the rest of the series, visit the posts below

• Teaching Vocabulary: The books
• Theories & Techniques that work (and don’t)
• 21 Activities for Teaching Vocabulary (this one)
• Ideas for English Language Learners

There’s even a great book for teaching vocabulary!

These ideas work for all vocabulary words.

If your students need to learn vocabulary words and terms that are specific to your content (words like acute angle or latitude or simile or biome), have I got a book for you!

You know how I know it’s great? I wrote it! I wrote it for teachers just like you from the method I created in my own class with my own students and tested over and over.

You can learn more about it by clicking on the picture of it, or you can read more and see loads of examples here.

If you already know you want it, you can grab a paperback version on Amazon.

Or, if you want a digital copy, you can use the coupon code GIFTEDGURU for 20% off you can…

Grab your copy

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If so, I share them in my email o’ goodness that goes out about once a month to thousands of people just like you.

You can sign up here (it’s free).

Note: This content uses referral links. Read my disclosure policy (it’s fascinating) for more info.

067: 10 Creative Ways to Teach Vocabulary

Vocabulary is something that’s often added to English classes as a bit of an afterthought. Something to get done randomly, in between all the other work. Alongside the lessons on grammar, literature, writing, speaking, debate, ethics, career studies, research skills, media literacy, love of reading, etc. !

I like what Kelly Gallagher and Penny Kittle say in 180 Days about how you just have to choose what to focus on. You can’t do it all. (Also such good life advice, am I right?).

But often, vocabulary is a must. You’re handed a book to get through, or a list with a certain amount of SAT words that you need to cover each week.

When I first began teaching, I didn’t really know what to do with my vocabulary book. It had some great title like “Hot Words for the SAT” with little flames around the printed letters on the cover. Whoo hoo! Surely those flames meant it would be fun for my students!

So when I was planning my units, I scheduled in vocabulary quizzes for Fridays and “study for vocabulary quizzes” on Thursday nights. I know you’re impressed.

Since then, I’ve learned a few things. We can definitely do better than “study for vocabulary quizzes.” Not that I’m blaming twenty-two-year-old teacher me. There was a lot going on for her at work. I know you can relate.

But let’s dive into some other options, for those who have the time and energy to pursue them. In this post and podcast, I’m sharing ten ideas for making the study of vocabulary something students might even look forward to.

You can listen to the audio version below, or on iTunes, Blubrry, or Stitcher. Or, read on!

#1 Video Journals

You know how you sometimes stumble upon AMAZING Youtube videos and you just wish that somehow, someway they were applicable to your classroom? Like the video below, that I’m laughing so hard at again right now.

Well, vocabulary video journals are the perfect way to work them in. Each week, once your students have their vocabulary list, turn their attention to whatever video you’ve discovered that you think will be riveting for them (this Ukrainian sand painter and this guy dancing are two of my all-time favorites).

Play the video and then give them a short related prompt. So with the cat above, you might say “Write this cat’s internal monologue. Who is it sneaking up on? Or what is it planning? What happens after it jumps?”

Ask students to write in their journals (or notebooks, or iPads), using ALL THEIR VOCABULARY WORDS in their writing.

Will their writing be a little crazy? Perhaps not totally connected? At times, yes. But I have found that the videos are so engaging to them that they bring that positive energy into their vocabulary writing. After ten minutes they’ve at least considered and thought through the meaning of their words as they try to build them into their writing. Then have them trade notebooks and give each other a bit of feedback on whether they used the words correctly. There’s no need to collect or grade this writing, it’s just a fun way to start memorizing the words and their meanings.

I wrote up a formal set of lesson plans for this activity for Read Write Think, if you’d like some printable materials and more video links.

#2 Create a Meaningful Vocabulary Product 

What if instead of approaching vocabulary as something they had to learn each week, they approached their words as something they needed to be able to teach others?

I’ve been fascinated by Jal Mehta and Sarah Fine’s book In Search of Deeper Learning lately – I’ll be sharing more on this later, and interviewing Sarah on the podcast. One of the chapters is about a project at one high school to explain advanced economics concepts in a student-friendly way.

The students created their own economics text. “A student-authored economic textbook – in which each spread features students defining an economic concept with a facing page illustrating that concept – was praised by President Clinton as one of the most lucid and incisive books on the subject that he had ever read” (49-50). You guys, I couldn’t love this idea more.

So how might you build it into your vocabulary instruction? Well, maybe your students create their own version of that economics textbook, with vocabulary words on one page and sketch notes or one-pagers explaining them on the connecting page. Or maybe they create a video channel for SAT-takers all over the world, posting new videos with new words every week of the year. Then you let them know that you can share their digitized book, or their channel, with a group of over 15,000 Creative High School English teachers. So basically if it’s good, it could be used by many, many students.

#3 Postcards

I’ve got a weakness for buying postcards, but I’ve turned it into a fun classroom tool. It’s easy to pick up cheap and unique postcards in thrift stores, boutiques, and of course, while traveling. If you can build up a small collection, they make a really fun vocabulary tool. You can invite students to contribute too.

My postcard collection (the tip of the iceberg)

Simply lay out your collection across the front of the room each week and let students choose a new postcard. Then give them a fairly general prompt to write on, using their vocabulary words, inspired by the postcard. For example, “Write the story of a conversation that just took place in the scene you’re looking at. Try to include lots of descriptive details about the characters speaking, as well as all your vocabulary words.”

Write for a while, then, again, trade and let students read each other’s writing and give feedback on how they used the words.

#4 Word Wall Posters

Have you heard of a word wall? Basically you put vocabulary you’re studying up on your wall, in a visually striking, memorable way (if at all possible). When I’m doing these, I like to assign each student a word and have them create a regular paper-sized poster with their word on it along with complementary images, synonyms, the definition, etc. I like what my friend Melissa says about making sure word wall fonts are BIG so they can be read from across the room, and putting your word wall area up on the part of the wall students are most often facing.

You can choose to put the word wall posters up AFTER whatever vocabulary assessment you use, building a huge wall of posters throughout the year, or you can have them up all week and then take them down before the assessment. It probably goes without saying, but you won’t want them up during any vocabulary quizzes!

My own personal twist on the word wall concept is that I like to do a get-up-and-move activity with my students once they’ve created their posters. I divide the class in half, and have each half form a circle – one inside the other. Then they turn so they’re each facing a partner. I give everyone thirty seconds to present their word wall posters with their partners, then call for one of the circles to rotate. We repeat this until the circles have gone around. While they won’t see every word during this rapid-fire vocabulary stream, they see a lot, and it’s always fun. (By the way, I call this “rotating circles” and it’s good in lots of situations.)

#5 Vocabulary One-Pagers

Another great way to get students thinking carefully about their words is to have them create vocabulary one-pagers. If you’ve used one-pagers with novels, podcasts, films, or as a getting-to-know you activity, students already know the concept of connecting key imagery and words to distill concepts into a one-pager. It’s easy to do it with vocabulary too, and it makes the words far more memorable to see them illustrated.

My vocabulary one-pager activity

#6 Vocabulary Review Games 

By now, Kahoot and Quizlet are much loved tools for the teachers of a gamer generation. But have you ever tried Quizziz? I discovered this free tool through Jennifer Gonzalez’s info-rich Teacher’s Guide to Tech for 2019. You create quizzes students can play alone or live in your class. Then Quizziz grades them for you so you can see how everyone’s doing.

As a player, you see your ranking after each answer, and you also get a meme response to how you’re doing. I was entertained, and found myself scrambling for the right answers as the countdown timer showed my dwindling response time when I played another teacher’s vocabulary quiz.  Here are some screenshots to give you an idea of what the platform is like.

The questions and answers are easy to read 

Definitely had two questions wrong after the first handful. Despite my twenty years of schooling.. 

I salute you, “Sood da Dood.” 

The meme responses to whether you get the question right or wrong crack me up. 

#7 Vocabulary Tattoo Design


If you’re really struggling to get kids interested in the power of words, try an activity where you assign each student a word and ask them to create the tattoo image for someone who wanted this word as part of a tattoo. Ask them to brainstorm a backstory for why that word was so important to the person, and then come up with an image that connects the word, its meaning, and the backstory. Not easy! But perhaps outside-the-box enough to capture some interest. Then let everyone present back their tattoo designs.

#8 Post-It Stations


Stations are a great way for you to get your kids up and moving around. Try posting words around the room on the walls, then having students move from place to play and put up sentences using the words on post-its. As they circulate, they’ll get to see lots of others’ sentences as well. You’ll want to circulate too, so you can lightly edit post-its that don’t quite get the definition right in their usage. Or you can give this job to a handful of students, making them a team of official editors.

#9 Use your Makerspace

Have you fallen head over heels for Angela Stockman’s #makewriting concept with me?  If so, perhaps you have maker elements like legos, clay, art materials, or other loose parts in your classroom. Why not create vocabulary maker challenges? Have student partners build a representation of their assigned word, then write on index cards or mini white boards how their made item represents the word. Proceed to gallery walk!

Fun, free printable poster from Delia Creates. I love it for an ELA Makerspace wall. 

#10 Magic Spells

Like the tattoo activity, I think magic spell vocabulary has the potential to grab the attention of students who are really tapped out when it comes to studying vocab.

If your class loves Potter, try having them create magic spells that involve the words they’ve been assigned. Rowling does this with spells like “wingardium leviosa” (nice way to learn levitate) and “petrificus totalus” (you get the idea – petrify).

Have students go through their words and come up with a spell for each one, then explain what it does. You could even create a class vocabulary spell book, all working on it live together in class through Google Slides, then run through it at the end and choose your favorites together.

I hope these ideas help! I’d love for you to drop a comment below and let me know if you’re going to try some of them out.

Methodology for expanding the English vocabulary of high school students through advertising texts

Author : Novikova Zlata Konstantinovna

Supervisor : Gorokhova Yulia Vladimirovna

Category : Pedagogy

Posted by in young scientist #22 (417) June 2022

Publication date : 06/02/2022 2022-06-02

Article viewed: 56 times

Download electronic version

Download Part 7 (pdf)

Novikova, Z. K. A technique for expanding the English vocabulary of high school students through advertising texts / Z. K. Novikova. - Text: direct // Young scientist. - 2022. - No. 22 (417). — S. 512-515. — URL: https://moluch.ru/archive/417/92465/ (date of access: 11/15/2022).



The main goal of learning English in high school is to develop existing knowledge to a level that will allow schoolchildren in specialized institutions to continue studying a foreign language with a profile bias without any problems, as well as easily master all the “everyday” level of English, which will allow students to travel safely and discuss basic topics. In this vein, advertising texts represent fertile material, because it meets all the requirements for teaching a foreign language in high school, and also increases the motivational aspect in learning. Advertising texts carry a huge lexical potential and their use in English lessons will help to form a full-fledged active and passive stock of English words in schoolchildren. For teaching, the teacher must always have up-to-date material in the target language, namely, one that reflects the current state of the foreign language. Due to their specificity, advertising texts are one of the most suitable materials for expanding vocabulary at the senior stage of schooling.

All of the above determines the relevance of this work.

The purpose of this study is to identify and develop methods for expanding the English vocabulary of high school students through advertising texts at the senior stage of education.

Mastering the vocabulary is an important part of the work on the communicative competence of the student. Possession of only a minimum number of language units can limit a student in speech skills and complicate the further process of developing a foreign language. Therefore, it is very important in English lessons to regularly and constantly improve the vocabulary of schoolchildren. If we take into account the pedagogical process, then the vocabulary is usually divided into three categories: active vocabulary, passive and potential.

The main difference between the active passive and potential vocabulary is that when mastering the passive and potential vocabulary, the student cannot immediately extract the word from memory and bring it into speech, however, he can quickly learn it in passive types of language activity (reading, listening). research, passive and potential vocabulary is always greater than active and is of great importance in the further development of communicative competencies. Thus, training in potential and passive vocabulary comes down, first of all, to the very mastery of the methodology and technique of recognizing unfamiliar words. Passive and potential vocabulary greatly expands the lexical capabilities of high school students when teaching receptive types of speech activity. Before proceeding to the methods of increasing the vocabulary of high school students, it is necessary to analyze the principles of working with lexical tasks. First of all, it must be remembered that the cognitive process is directly proportional to the assimilation of lexical units, because such a process ensures the memorization of the image of the word. The cognitive process of memorizing words must be conscious and gradual. Mechanical memorization of a huge amount of lexical units does not meet the criteria for the work of the cognitive process in schoolchildren and, as a result, is not appropriate [Shcherba, 156 p.]. Particular attention should be paid to the methods of working out and practical exercises at the initial stage of mastering a foreign language lexical unit. Work with the word should be carried out repeatedly, thanks to which the knowledge of lexical stereotypes is formed in schoolchildren. Performing exercises such as substitution, correlation, transformation help students understand the area of ​​application of the word, translate it into working memory, understand its lexical, grammatical and contextual use. After the formation of the cognitive image of the word, the student learns to consciously, creatively, variably and quickly use the desired lexical unit, bringing it into active speech. Since high school students have long formed all receptive and productive skills, when working with them, the teacher’s range of tasks is significantly expanded, because here the teacher can use such methods of working with vocabulary as discussion, projects, creative tasks based on compiling advertising texts. For a visual demonstration of this theoretical part, a number of exercises were developed to expand the vocabulary of schoolchildren based on advertising texts. These exercises were successfully tested in the English lessons at MBOU "CO" No. 21 (Tula) among students of 11 "G". The exercises below were based on the methods of Palmer, Harold P., Freese C., and Lado. At the same time, according to these methods, all the exercises were done orally, with the perception of the material by ear, its repeated imitation and with the exception of the written form of work. Only through oral speech lies the path to the development of lexical material by the student.

For example, to expand the vocabulary of schoolchildren to the level of "B1-B2", you can use the advertising company of the drink "Postum". Schoolchildren are given the following words with a Russian translation and an excerpt of the text for familiarization:

After reading and familiarizing themselves with these words and this passage, the students will take turns asking questions with the indicated words and answering the interlocutor's question.

In addition to the oral method of Harold Palmer, a set of exercises for expanding the vocabulary of students was based on the audio-lingual method of Charles Freese and Robert Lado

This method involves a comprehensive mastery of the lexical aspect of the English language and, like no other, is suitable for the age of older students.

For example, the following advertising text can be taken as a basis

Before working with this text, it is necessary to draw the attention of students to the presented lexical units. Then the teacher, together with the students, reads the text aloud, semantizes the vocabulary and the meaning of the text itself. After closing the gaps in the understanding of the text, students need to move on to training receptive skills and memorizing new lexical units using a series of the following exercises. For example, to get started with these lexical units, you can use an application such as Quizlet. After familiarizing themselves with the flash cards, students can do a number of the above tasks.

In addition to the oral method of Harold Palmer and the audio-lingual method of Charles Freese, when expanding the vocabulary of older students, you can use the audiovisual method of Rivan and Guberin

So, for example, to work out this method, you can take commercials. It is commercials that contain lively speech and active vocabulary, form phonetic skills. McDonald's promotional videos often contain everyday dialogue. To expand your vocabulary, you can use tasks that are based on a 2013 commercial. This commercial includes a dialogue between two elderly people.

In addition to commercials, you can use promotional booklets. For example, when creating different exercises, you can use the advertising booklet for Snickers products (the text is presented below).

When developing this study, the goal was, first of all, to identify and develop a methodology for expanding the vocabulary of the English language at the senior stage of education for high school students based on exercises using advertising texts. Goal has been achieved

The methods presented above, on which special exercises were developed, show high progress among schoolchildren, and, therefore, justify their use.

Literature:

1. Text] / A. A. Leontiev // Language of mass media: textbook. allowance, 2011, 296 p.
2. [Text] / A. D. Krivonosov. - St. Petersburg: Petersburgekos Oriental Studies, 2002, p.121
3. Quizlet [Electronic resource]. — Electron. Text, graphics, sound data and application program (76565 bytes). — Learning tools & flashcards — URL: https://quizlet.com/_b8cgd2?x=1jqt&i=3mk40f
4. A. Leontiev. - M .: Education, 1969. 214 p.
5. Azimov E. G. New Dictionary of Methodological Terms and Concepts: Theory
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Basic terms (automatically generated) : English, vocabulary, student, foreign language, vocabulary, word, senior stage of learning, text, cognitive process, potential vocabulary.

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