1. Teaching Vocabulary to advanced students:
A lexical approach.

2. The teaching of vocabulary Vocabulary teaching should be:
Part of the syllabus
Aspects of lexis
Taught in a well planning
Boundaries between conceptual meaning
Knowing not only lexis refers but also meaning
Taught in a regular basis
Translation
Awareness of certain differences and similarities between the native and foreign language.
Homophyny
understanding words that have the same pronunciation but different spellings and meanings
Homonymy
distinguishing between the various meaning of a single word form which has several meanings which are NOT closely related
Synonymy
distinguishing between the different shades of meaning that synonymous words have
Pronunciation
Ability to recognise and reproduce items in specch

3. Memory and storage systems.
Oxford suggests: memory strategies
creating mental linkages:
grouping, associating, placing new words into a context;
short-term memory
Until seven chunks.
applying images and sounds
using imagery, semantic mapping, using keywords and representing sounds in memory
reviewing well
in a structured way
Long-term memory
physical response or sensation, using mechanical techniques
employing action
Any amount of information.
Learning styles preferences:
visual, aural, kinesthetic, tactile

4. Dealing with meaning. Using language.
Strategies:
Dealing with meaning.
Guided discovery involve asking questions or offering examples that guide students to guess meanings correctly.
word formation
contextual guesswork
identifying the function of the word in the sentence
Using language.
check pronunciation
the grammar of the word
we need to refine their understanding of the item, exploring boundaries between conceptual meaning, polysemy, synonymy, style, register, possible collocations, etc.
different spelling
According the strudent`s motivation and needs.

5. The lexical approach.
Hill explains:
the Lexical Approach and Task-Based Learning have some common principles, which have been influencing foreign language teaching
that most learners with ‘good vocabularies’ have problems with fluency because their ‘collocational competence’ is very limited
According to Lewis
language should be recorded together which characteristically occurs together’, which means not in a linear

6. Rationale of the lesson. Collocation and deling with meaning
Group work
Choice of task
Choice of material
Collocation and deling with meaning
we wanted to use authentic material to expose our students to rich, contextualized, naturally-occurring language.
Working in groups help fostering learning independence, and specially in vocabulary work, learners can exchange knowledge, asking others to explain unknown items
students aware of the collocations we will be focusing on, and hopefully this will enable students to find other collocations
real life task that we expect will interest students