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1. The number of new words should not be overstretch

2. Pre-selected vocabulary

3. Incidental vocabulary

4. Learn meaning and form

4.1. must exist a gap between the presentation of these aspects

5. Aspects to know how many words present

5.1. The level of the learner

5.2. The learners likely familiarity with the words

5.3. The difficulty of the items

5.4. Their "teachability"

5.5. Whether items are being learned for production

6. Suggestopedia method

6.1. Techniques of relaxation and suggestion

6.1.1. hundred of words in a session

6.1.2. Input

7. Vocabulary presentation sequence

7.1. Meaning first, then form

7.2. Form first, then meaning

8. Using traslation

8.1. This has the advantage of being the most direct route to a word´s meaning

9. How to ilustrate meaning

9.1. Present a set of concrete objects

9.1.1. realia or pictures and mimic

9.2. Direct Method

9.2.1. traslation is not an option

9.3. Total Physical Response (TPR) method

9.3.1. Promotes initial immersion in a high quantity of comprehensible input

10. How to explain vocabulary

10.1. real objects, illustration, or demostration, is limited

10.1.1. word frequently come up incidentally An alternative way of conveying the meaning of a word is use other words

10.2. Situational method

10.2.1. Provide a scenario which clearly contextualises the target word Provide students example sentences

10.2.2. Induction the mental process of hypothesising from examples

10.3. Glossing

10.3.1. explaining words that come up in texts

10.4. Definition

10.4.1. teacher and learner require more informaton

11. How to highlight the form

11.1. drawing learners´ attention to the way the word sounds

11.2. Ways of highlighting the spoken form of the word.

11.2.1. Listening drills

11.2.2. Oral drills

11.2.3. Boardwork

11.2.4. A drill is any repetition of a short chunk language

11.3. Subvocalisation

11.3.1. is a technique that successful learners use naturally

11.4. Phonemic script

11.4.1. is the written form of a word

12. How to envolve the learners

12.1. Elicitation

12.1.1. It is for the teacher to present the meaning of a word

12.1.2. asking learners to supply the form

12.1.3. The rational underlaying elicitation is that: it actively involves it speaking opportunities it keep alert and attention it challenges better learners It checks student understanding it encourages learners to use contextual clues

12.2. Personalisation

12.2.1. It is the process of using the new word in a context that is real for the learner personally.

12.3. Peer-teaching

12.3.1. Learner teach to another vocabulary information gap: between students in order to complete a task and they must exchange information