| Strategy | Definition | Purpose |
| Inferring
the meaning in context |
Have students get the meaning
by the context. |
* Use of critical thinking.
* Independence from external help. |
| Cueing | Give your students hints to either understand a meaning or correct themselves. | * Use of critical thinking.
* Improve pronunciation. |
| Use of didactic aids | Use of visuals, realia or synonyms. | * Reduce teacher talking time.
* Create a setting. * Consolidate vocabulary. |
| Body language | Corporal expressions. | * Reduce teacher talking time.
* Stimulate critical thinking. * Humanistic approach. |
| Recycling | Use vocabulary in context or in a different one. | * Reinforce usage in context.
* Crate confidence to produce the language. |
| Scanning | Look for specific vocabulary in a reading or listening. | * Focus into the topic. |
| Repeating | Pronouncing after your modeling. | * Improve pronunciation. |
| Spelling | Checking how words are written. | * Create confidence in writing skill.
* Promote correct word usage. |
| Word association / reference | Have students match synonyms or related words. | * Stimulate critical thinking.
* Expanding vocabulary. |
| Eliciting in context | Have students give examples with the vocabulary word but in a correct context. | * Promote oral production.
* Get feedback. * Stimulate critical thinking. |
| Segmenting | Divide vocabulary in sections | * Promote an easier way to understand the vocabulary from the easiest to the most challenging. |