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es to consolidate the wordsBecause words students learned are easy to forget and that the memory has the “Forgetting Curve”, it is important to consolidate the words. Teacher should take some effective measures to consolidate the words, such as saying in groups, through various activities and under the teacher’s supervision. They can also enhance storage by encouraging students to use memory techniques that will aid them in committing words to memory. (1) Labeling Ask students to write the name of objects indicated in the picture. A competitive element can be introduced by making the first student to finish the winner. (2) Pointing out the difference Put students into pairs. Each member of the pair receives a picture which is slightly different from his partner’s. Students hide the pictures from one another and then, by a process of describing, questioning and answering, discover what the differences are. (3) Describing and drawing Students are put into pairs. One student has a picture; the other has a piece of blank paper. The student with the picture tells her/his partner what to draw so that the drawing ends up the same as the picture. During describing and drawing, the student cannot show the picture. (4) Playing games Show a picture with many things on it to students, or a series of different flash cards or magazine pictures. Give students several minutes to memorize as many of the things as possible. Then teacher takes away cards or pictures and the students have to say what they have seen or write down the names of everything they can remember, finally compare the results with the other pairs of students. (5)Word series Put words into series. Let students do the series by themselves. For example: Fruit: apple, orange, pear Clothing: _________ __________ __________ Vegetable: __________ __________ __________ Consolidation is vital, and ideally it should happen one or two days after the initial input. After that, weekly tests can check on previous knowledge that learned. There is two detailed and important points that are good for memorization. (1) In defense of rote learning——the effective use of word cards and rote memorization‘Word cards’ are pieces of paper with the English on one side and a translation or picture on the other. Learners are given a list of words which they need to learn (highly frequent, useful and common words) and they make word cards for the words they do not know. It is useful to test the learners on these words first so they will find out which words they do not know. The learning needs to be systematic because only in this way is learning effective. This is how it is done. First, the learner breaks the whole pack of word cards into manageable groups of about 8-12 words per set (words starting with the same letter, or that are similar in meaning or sound to other words in the group, should be avoided as this can interfere with learning). [13]Second, the learners number each set. Then the learner put known words in one pile, the words that are not recalled are put in the other. When she/he has gone through the full first set of words one time, the learner picks up the words that were not recalled and tries again. As before, the words that are recalled go to the ‘recalled’ pile and those that are not go back to the ‘unrecalled pile’. [14] The learner works the same way until the whole of set 1 is known. Then, set one is put to one side and the same proced