Cloze procedure is a very popular means of reviewing vocabulary. Texts in this format are easy to create. All you need to do is find or devise a passage containing the vocabulary items you wish to focus on, and simply blank out those items. Students are then asked to fill in the gaps, either by recalling the items from memory, or by choosing from a list of items that you have typed at the end of the exercise. You do not need to use long text for a gap filling activity: Rubric 3, Activity 20 is for a sentence-based vocabulary review exercise, of a type often used in language classes or for self study.

Multiple-choice items are common in formal vocabulary tests, and also in course material. Learners are presented with between two and five possible answers, from which they choose the most appropriate. If only two alternative choices are offered, then True / false formats are possible and very common. Multiple-choice formats with several alternatives are not easy to create, since it is quite difficult to ensure that there is only one correct answer, or to ensure that the correct answer is not obvious through being different, eg longer than the alternative answers. The Commentary to Activity 19 suggested a worksheet in multiple-choice format, and Rubric 4, Activity 20, uses multiple choice. Here, the learner is asked to identify the incorrect, rather than the correct item, and such exercises are often labelled Odd one out. This particular exercise is designed as a post-teaching review activity for self study, rather than as part of a formal test, as follows:

Matching activities are very useful for reviewing vocabulary. We saw one in Activity 4. They are very easy to create: you simply make two matching lists and jumble them up. You then give the two lists to students to match up correctly. You can make lists of vocabulary items with definitions, with pronunciation in phonemic script, with antonyms, with synonyms, or with pictures. Students work together to match pairs. The exercise can be made more interactive by putting each item on a card, putting all the cards into an envelope, and having groups of learners work together to match them correctly. Alternatively, you can give each student a card with the item written on it, and invite everyone to walk around and pair up with the student who has the matching card. Another kind of matching activity is Pelmanism, a game in which such cards are all placed face down on a table, and students turn them up two at a time, trying to make as many pairs as possible. A further kind of matching exercise is to present a text, followed by a list of words which are synonyms of words in the text. Students find words that match the synonyms. The advantage of using a text is that the words are given in context, and students do not need to remember the meanings: they can work them out from the surrounding text.

Rubric 5 in Activity 20 forms part of a teaching procedure that uses the idea of matching vocabulary items with definitions, as follows:

Step One
Work in pairs. Student A writes definitions for the words in Box A, and Student B for the words in Box B. Write the definitions in your own words on a piece of paper, using a dictionary if necessary.

Aconfusion pride contentment curiosity jealousy

Bdelight envy disappointment fury frustration

Step Two
Read out your definitions to your partner. Your partner looks at your box and says which word you are defining.

(From Jillett, 2001: 25)