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ords. 4.1.2.3 Commands and actions to show meanings. Commands and actions are the communicative way of teaching vocabulary. They not only arouse students’ interest to study English, but also make students understand the meanings of new words easily. For example: Put your left hand on your headTouch your neck with both handsPut your hands on your kneesPut both hands on your shoulderPut your tight hand on your left kneeBend your knees and touch the floor Touch the floor near your left footPut both hands on your legsSit down and put your hands on your knees[11] The teacher says the words first, and act at the same time, then the teacher ask students to play as the teacher do, giving the commands. Even those who do not actuall y say the words, they can benefit from this kind of experience.4.2 Practice and consolidationFor the students, it is less difficult to learn vocabulary for the first time than to consolidate and remember them. It is too often to hear students complain that they keep learning and forgetting. Because the nature of human memory dictates that vocabulary will probably be forgotten. Especially if the word has just been met, vocabulary loss happens. Because it is at the initial stage of word learning that word knowledge is so fragile. Words and phrases need to be recycled to be kept in memory. The more they work with the words and the more deeply the words are processed (by working with the new word in various ways), the more likely the words will be retained in memory.4.2.1 How the memory works Before teaching the vocabulary, teacher should know about how the memory works, how to help students store words in memory, so that it might help them create more effective ways to teach vocabulary. (1)While the learners learn new items for the first time, brains store them in short-term memory, and then in long-term memory. In class, teaches should not aim at teaching more than seven, because the short-term memory is not effective if the number of chunks of information exceed seven. However, once the information is in long-term memory, it can hold any information. (2)Words are stored and remembered in a network of associations. These associations can be of many types and be linked in a number of ways. Words in our mental lexicon, for example, are tied to each other not only by meaning, form and sound, but also by sight. Students link similar shapes in their mind’s eye, and by other parts of the contexts in which they have learned or experienced then. To know the meaning of a word become the task of knowing its associations with other words. Therefore, to teach it most effectively, the teachers should present it in this network of associations(3) Mental activity has a powerful effect on memory. What this means is that the more students actively work out a solution to a problem (the more commitment they make to the task of learning something that is), the more likely they of storing the information permanently.(4)Finally, one of the earliest findings from memory research was that short term memory holds a fairly constant number of units, units which later research has shown likely to be “chunks” of information, composed of several rather than single items. Even though these chunks may be larger and contain more information, their number still remains fairly constant in memory, and their size increases students we become more familiar with remembered material, permitting them to store and recall more information. [12] 4.2.2 Measur