Lexical approach with young learners

Activity 1
This download contains two reading texts with classroom materials. Both reading texts relate to the topic of School Days.
The materials are suitable for classes of intermediate level and above.
There is also a description of the aims or goals of the teaching materials and there are questions for you to reflect upon as a teacher.

Activity 2
This download contains a single text which describes a memorable occasion.
There are 14 ideas for how to exploit this, or any similar, text and how to draw students' attention to the lexical items in the text. These activity types are provided with comments to explain their purpose.
The materials are suitable for classes of intermediate level and above.
The lexical approach is a way of analysing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures. The units are words, chunks formed by collocations, and fixed phrases.
Example
The phrase 'Rescue attempts are being hampered by bad weather' is a chunk of language, and almost a fixed phrase. It is formed by the collocations 'Rescue' + 'attempt', 'rescue attempt' + 'hampered', 'hampered' + 'by', 'hampered by' + 'bad weather'.
In the classroom
A simple activity to incorporate the lexical approach is to encourage learners to identify and record lexical chunks and fixed phrases in texts they read.

CONCLUSION
Apart from the above mentioned recommendations concerning vocabulary teaching, I would like to add more observations that can enhance the success of vocabulary learning.
Give your students a few vocabulary items. Tell them to find their meaning, pronunciation and ask them to write a sample sentence with the word in.
Prepare worksheets and ask your students to match words to definitions.
Ask students to classify a group of words into different categories (so-called semantic fields).
Ask students to find new vocabulary from reading their homework. They can teach each other in the class.
Review the vocabulary you teach through a game or activity and encourage your students to do the same at home.
Encourage autonomy in your learners. Tell them to read, watch films, listen to songs, etc. and point out useful words.
The Lexical approach is not really a revolution but an evolution as it tries to develop principles already known by communicative language teachers. The aim of ELT is still the teaching of communicative abilities by focusing on successful language rather than accurate language. The originality of the approach lies in its claims about the nature of language. The distinction between grammar and vocabulary has become less valid and a more realistic view about language, based on the supremacy of lexis over grammar is advocated. The challenge that the approach is facing is how to convince teachers to change their mindset in favor of this new vision about language.
In addition, the ways of teaching vocabulary are given in the first chapter and it is supported in the second chapter with exact examples. The more children see, hear, read or write specific words, the better they learn these words. Repeated exposure to words in different texts promotes active engagement and increases comprehension.
It is a good idea to teach/learn words with similar meanings together, but only in case of more advanced students.
Encourage your students to buy a good dictionary and use class time to highlight its benefits.
Teach your students grammatical names for the parts of speech and the phonemic script of words.
Always keep a good dictionary by your side in case a student asks a word you are not sure about.
If you have never heard of the word, tell the student you will check and get back to them. Do get back to them.