Have you ever taught a unit where students knew all the words, but when it came time for a conversation or writing task, they weren’t able to use it? Or maybe they tried to speak, but it came out like puzzle pieces, just isolated vocabulary, no grammar, no flow, no real message.
It’s not that the vocabulary list was wrong. The problem is stopping at memorization, rather than designing activities that push students to use that vocabulary to communicate. A lot of curriculum and pacing guides are built around thematic word lists. But our goal, especially if we’re teaching for proficiency, is to get students talking, writing, and interacting.
How de we bridge this gap?
Vocabulary as the Vehicle, Not the Destination
Here’s the mindset shift: Instead of asking, “How do I teach this list of words?”, ask: “What communication can these words support?” This flips the focus from memorization to expression. If you’re teaching a food unit, your goal isn’t just for students to know apple, bread, and soup. Your communicative goals might be:
- Express likes and dislikes (Me gusta el pan. Je n’aime pas la soupe.)
- Describe a typical meal (Para el desayuno, como…)
- Compare eating habits across cultures (En España, la cena es más tarde que en los Estados Unidos.)
Now, the vocabulary is the tool students use to reach those goals, not the end goal itself. This shift also aligns with ACTFL proficiency guidelines. Novice learners are expected to:
- Identify words and phrases
- Use memorized chunks
- Communicate with formulaic language
So yes, we teach vocabulary. But we teach it through tasks that require message creation, even at the novice level.
Strategies
Chunk the List into Functions
Instead of introducing all 30–40 words at once, group them by communicative function. In a clothing unit, group words into:
- Describing what someone is wearing
- Talking about preferences
- Planning what to pack for a trip
Then frame activities around those functions. Here’s how it could look. You’re going on a fictional trip. Students choose what to pack and explain why:
- I’m bringing a jacket because it’s cold.
- Je n’apporte pas de shorts parce qu’il pleut.
They’re still learning the words, but in context, with a purpose.
Turn the List into a Task
Take your vocabulary list and ask: “What could students do with these words that feels real?” Example from a school supplies unit:
Instead of “What’s a pencil in Spanish?” try: “You forgot your backpack. Ask a classmate if you can borrow three items.” Now it’s an interpersonal task. Even novice students can do this with sentence frames:
- Can I borrow a ___?
- ¿Me prestas un lápiz?
- Est-ce que je peux emprunter un crayon ?
You’re still teaching the words, just through communication, not recall.
Why This Works
These shifts don’t require you to rewrite your curriculum. They just require you to reframe how you use your vocabulary list. When you design tasks instead of drills, students move from knowing words to using words. And that’s where proficiency grows.
Your Turn
Look at the next vocabulary list you’re going to teach. Ask yourself:
- What can students do with these words?
- What communicative purpose could these words support?
Even if you try one new task, just one, you’ll see the difference in engagement and proficiency growth. You don’t have to overhaul your whole curriculum—you just need a system for making vocabulary lists work for communication.
Go Further
If this approach resonates, my 30-minute Quick Win PD course, From Vocabulary Lists to Communicative Tasks, gives you the tools to make it happen.
In just 30 minutes (and only $10), you’ll learn how to:
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Identify the characteristics of communicative tasks.
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Distinguish between engaging vs. truly communicative.
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Evaluate and adapt existing activities.
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Design activities with meaningful language use at the center.
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Create tasks that promote interpretation, interaction, and expression.
What your $10 gets you:
- An audio walkthrough—listen anywhere
- A note sheet to guide your thinking
- Examples for novice, intermediate, and advanced classes
- A reusable planning template
- A PD certificate to document your hours
You can get the individual course or the Quick Win PD Growing Bundle, which gives you all 10 current courses plus all future ones.
I then took that 4-point scale and aligned it with letter grades, which is how grades are reported in my school. When it comes time to average out the grades, I take the average grade of each mode (on the 4-point scale) and average them together with the formative grade using this scale.
Here is an example of how a term or semester grade would be determined using this process of assessment for competency and proficiency in the target language.
