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Use phrases that are used frequently in the language, in addition to working with the context in which they are used, language patterns, and collocations.

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The teacher and the students can analyze, compare and translate from the first to the second language, doing it in parts and not word by word.

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In this case, the lexical approach can be used in the teaching-learning process in the following ways:

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Motivate students to express their ideas and interact to develop their language skills (reading, listening, speaking and writing)

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Carry out activities focused on real life situations, where all partners can interact, for example, games, role play, simulations, information gap, etc.

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Encourage active communication within the classroom, where they use language applied to real situations.

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The teacher can use different strategies to apply this approach with their students, for example:

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For the student to understand the message to be transmitted, gestures or mimicry techniques can be used.
In addition,  must create a positive climate of low anxiety where it focuses on the student.

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“Speaking” is really one of the most important things when we are learning a new language, because we want to communicate with other people, and what better way than to put it into practice.

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In addition, it would be applied to teach a lot of vocabulary of the language so that children develop their skills more.

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By the learning of the structure of sentence, the child automatically learns grammar, word order, and use of words.

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Types of Sentences

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Part of speech in sentences

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Grammatical Tenses

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This approach tells us that to learn a second language it is very important to understand and produce lexical phrases or unanalyzed fragments (not word by word).

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This approach refers to real communication to be able to use natural strategies when communicating which will allow you to learn to use the language.

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This approach is very practical, because within the classroom the teacher and the students can interact and communicate and little by little develop "speaking/listening" in the natural form of the language.

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This approach is ideal for teaching grammar, therefore it can be applied to teach grammar structures, for example: