# data[].attributes.body
One of the most important activities when teaching vocabulary is explaining the meaning of words. We have to teach students how to see words in context by making them read texts and listen to audios so that they are capable to hear those words in action.
Let´s see what else we can do to teach vocabulary!

# data[].attributes.body
Before introducing new vocabulary we should consider that:
1. There is always a chance to find students who already know the vocabulary.
2. Try to teach the words in spoken form first.
3. Try to present new words in context.
4. Revise always.

# data[].attributes.body
1. IN CONTEXT. Example: ..(Leaves).. fall from the trees in autumn.
2. CREATE A CONTEXT, particularly when teaching abstract words (e.g. brave).
3. DESCRIPTIONS OR DEFINITIONS.
4. OUTSIDE THE CLASSROOM.
5. OBJECTS.
6. DRAWING.
7. MIME
8. OPPOSITES.
9. SYNONYMS.
10. TRANSLATION.
11. PICTURES / FLASH CARDS
12. WALL CHARTS
13. WORD GAMES

# data[].attributes.body
The first thing we should consider is the level and the age of our students. Here is an example for upper intermediate students.

# data[].attributes.body
Nominate students to say which action is represented on each picture..

# data[].attributes.body
Students are asked to put the correct verb in the sentences while watching the figures.

# data[].attributes.body
Students are asked to write new instructions using the new words.

# data[].attributes.body
We, as teachers, can practise vocabulary with our students using different activities.

Word maps are an extremely engaging way of building up vocabulary knowledge as well as provoking students into retrieving and using what they know.

# data[].attributes.body
Word maps are sometimes used by teachers to show students how words group together. Getting students to build up their own maps by working in groups has the added advantage of making them try to remember some of the many words they know while at the same time learning new words from their peers.

# data[].attributes.headline
Combining vocabulary teaching with structure and pronunciation revision.

# data[].attributes.subject
Combining vocabulary teaching with structure and pronunciation revision.

# data[].attributes.body
When new vocabulary is being introduced and practised, there is a good opportunity for the general revision of structure and pronunciation.

# data[].attributes.headline
Phrases, idoms and colloquial expressions. 

# data[].attributes.subject
Phrases, idoms and colloquial expressions. 

# data[].attributes.body
Many phrases, idioms and expressions which occur in everyday conversation are unknown to students who have been taught purely structurally.

It is usually better to teach these as they emerge from conversation or in comprehension passages.

# data[].attributes.body
The vocabulary we introduce is to some extent conditioned by the books we are using but we may choose to bring vocabulary we feel are relevant for our students.

There are two types of vocabulary:

1) ACTIVE VOCABULARY: the words which students understand, can pronounce correctly, and uses constructively in speaking and writing.
2) PASSIVE VOCABULARY: Words that the students recognises and understands when they occur in a context, but which they cannot produce correctly by themselves

# data[].attributes.body
There is also a need to LIMIT the vocabulary that is introduce to students, if too much is introduced, students will be impeded by the need to absorb too many words

# data[].attributes.headline
The choice of vocabulary can be base on:

# data[].attributes.subject
The choice of vocabulary can be base on:

# data[].attributes.body
COMMONEST WORDS: words that are commonly used, or words that students need.

STUDENTS' NEEDS: if a student wants to know a special word, it is usually worth teaching it to him because motivation will ensure that he remembers it.

STUDENTS' LANGUAGE: if we are teaching a class from on language group, a knowledge of their language will tell us which words are similar in their language and English, and therefore easily learnt.

WORD BUILDING: it is often worth choosing a word because a general rule can be formed, e.g teach- teacher, work-worker, ETC.

TOPIC AREAS: choosing an specific topic o situation to teach specific vocabulary, make uttarances, ask questions, etc.

CROSS REFERENCES: choosing words that are applicable to different situations or specialization. E.g transport, car, train, plane ¬> door, engine, petrol, etc.

RELATED STRUCTURE: many structures "demand" their own vocabulary. If we are teaching have got, we will tent to choose the names of personal possessions. If we are teaching going to we are likely to introduce a vocabulary connected with plans.

# data[].attributes.headline
                              Dictionary activities

# data[].attributes.subject
                              Dictionary activities

# data[].attributes.body
TRAINING ACTIVITY:
Students will use bilingual dictionaries so as to know what things they can find out from it.
* How can a good dictionary help?
* Dictionary abbreviations

# data[].attributes.body
DEFINITION ACTIVITY:
This activity teaches students how to use dictionaries and gets them used to the way in which definitions are written.

# data[].attributes.body
COLLOCATION ACTIVITY:
This activity is a combination of dictionary training and a language awareness exercise.

# data[].attributes.headline
                                           Using dictionaries

# data[].attributes.subject
                                           Using dictionaries

# data[].attributes.body
Dictionaries contain a wealth of information about words, including what they mean, but also how they operate.

A REFERENCE DICTIONARY: Students look up a word to see what meanings it has, how it is used and the way it is spelt and pronounced.

A PRODUCTION DICTIONARY: Studenst look for a general word that they already known and which is a bit like the concept they wish to be able to express.

# data[].attributes.body
PREVIEWING VOCABULARY ACTIVITY:
In this activity, students can claim words and phrases as their own.

# data[].attributes.headline
                            When students use ditionaries

# data[].attributes.subject
                            When students use ditionaries

# data[].attributes.body
* Students want to check the meanings of words at any stage of the lesson.
* Students need to know when dictionary use is appropriate and acceptable and when it is less useful.
* Students need to understand that if they overuse dictionaries when they should be listening.

# data[].attributes.body
1. PICTIONARY: where players have to draw words which their team have to guess.

2. CALL MY BLUFF: where players have to act out the tittle of a book, play or film.

3. GOT IT! : is a game where the words are written on a card, face up in the table and students have to recognise them from the definition given by the teacher

4. BACK TO THE BOARD: students have to explain the meaning of a word or phrase to one of their team members so that he or she can guess what the word is.

5. SNAP: