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vocabulary skills requires vocabulary instruction that is understood in terms of the following:vocabulary - words are imperative in understanding the context and the content in reading materials from flyers, books to school textbooks./Speaking vocabulary - children from pre-school to secondary school have an accrued vocabulary list of words that are used in generic conversation and more directed communication.vocabulary - students learn how to start with the basics of writing sentences to the complexity of constructing research papers and reports.vocabulary - in earlier grades, students are engaged in active listening skills that contribute new words to their vocabulary. As students transition from grade level to grade level, vocabulary words gained from active communication increases or decreases dependent on the student's intention to learn new words and use them and the teacher's ability to facilitate the learning of new worlds [8, p.221].can use specific vocabulary learning objectives in teaching reading vocabulary to students from elementary to secondary grade levels. Teaching strategies can range from simple activities to more complicated project collaborations for students.reading vocabulary lists - teachers can have students create pre-reading vocabulary lists when new material is introduced in the classroom or during prescribed reading times during class.assessments - assigning students weekly or daily vocabulary lists for assessments not only increases the student's vocabulary, but also their ability to spell words correctly.word walls - teachers can assign each student a word of the day and have each student look up the definition of the world and post the word and its meaning on a designated word wall. Building comprehension increases a student's ability to understand what they're reading.word contexts - when students can see words used in a diversity of contexts, then it will enhance their ability to retain the world and use them in different reading experiences.vocabulary words - having students put a word a day in their journals is great, but having them use the word in active writing assignments is even better for word usage and retention.students are taught new words, they need to understand these essential principles:of the word - what's its definition?- how can this word be used in real life? What situations can it be used in and what are the facts that surround this word, phrase or sentence?- make sure they spell the word correctly by holding spelling tests and spelling the words out loud. Don't let them confuse homonyms i. e.: bare and bear, see and sea, cell and sell etc.- how will they say this word? Will the sound they produce be stressed correctly and to the standard of speech?- where will this word fit in sentence structure? What role will it play in parts of speech ie: verb, noun, adjective, adverb etc?- is the word broken into syllables properly when being expressed? un-for-given, dream-er, wa-ter, smi-ling etc.- are the edges of the word soft or hard? Is the pitch, tone and length of the word said correctly?/Register - what purpose does this word have in the occasion it is being used in? Is it being used at a formal event like a wedding, in a more relaxed setting with friends or is it being used casually as slang?- These are often two or more words that are often used together by native English speakers. Does the arrangement of the words make sense when placed in a sentence? ie: sleep tight, table of contents, heavy burden, heavy smoker, heavy drinker etc.

Cliché - is this word or phrase so overused that it's lost its original meaning? When an expression becomes so common it takes on a life of its own eg: there's no business like show business. A cliché has a literal meaning whereas idioms have figurative meanings e. g.: let the cat out of the bag.key is finding teacher’s personal way of teaching vocabulary. You have to find what works for you and your students. Everywhere we look we see people, places, things and ideas. Everything is called something and has a name.are the life blood to speaking, reading, writing and listening - the four main skills of any language. Communication in any form requires the understanding and use of words. We can't function without vocabulary knowledge and understanding.understanding words, students will essentially drift without focus and be overwhelmed and lost in the English language. The four main skills are the roadmap of life. They need to be able to use vocabulary in all practical situations:- at work, school, home, travel, daily conversations, shopping, telephone, plays, debates, reading aloud etc.- books, magazines, newspapers, journals, online literature, daily

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