[bread_baker]

Here's what I do for my Beginning High students, when we use the Oxford Picture Dictionary. Say that they are going to learn the vocabulary for fruit. I give the students X number of minutes to copy the words. I expect that many of them will also write translations in their notebooks. After time is called, we do a time of listen and repeat, and that's when they learn pronunciation.
I would never begin with a matching exercise, when the students have not even learned the words. Matching exercises are good for later use.

[Dave-B]

As for higher level students I don't normally teach vocabulary as a planned lesson. However, it does come up all the time when we are reading. It goes like this:

1. They see the new word
2. I explain the new word
3. I write the new word on the board (they see it again)
4. I write some synonyms, explanations, examples, etc.
5. We look back at the reading to see how it is used

Ideally, the students would follow up by:

• writing the word in their vocabulary notes
• writing an example
• using the word in a sentence when they get a chance
• seeing the word again and recognizing the meaning easily