Faisal Zaidi, Pakistan
Try to use your target vocabulary list again and again in the class. That will make the students comfortable as they will be able to listen to the pronounciation again and again. You can also use the same list of words in worksheets etc to reinforce them.

Oscar, England
You can write down questions which contain the vocabulary items you are teaching onto slips of paper. You can either...

1. Prepare a few more questions than you have students, give each student a question slip and they find another student and ask them their question. When they finish talking about that question, the other student asks their question. When both questions have been asked they SWAP questions and go to find another student, armed with their new question.
NOTE: Try to make sure students realise they are not allowed to read the other person's question, so questions have to be read out.
2. Prepare a few question s, maybe 6-12, depending on the vocabulary difficulty level... students work in groups of 2-4. They turn over question slips one by one, look at each question, then talk as a group for as long as they want about it. When they 'dry up', they turn over the next question etc... I sometimes use question slips for helping students to use any new target language in conversation, whether it's vocabulary or grammar.

Put a little thought into the questions to make them as stimulating/entertaining as possible. Of course, this doesn't just work for pre-intermediate... As long as you grade the questions according to the level, you can use it for any level.

Harrow English School
We suggest:

1. Issue to the pupils copies of a locally popularly-available and inexpensive phrase-book (English/Castilian) for tourists.

2. Have pairs of pupils read out short (one-minute) "encounters" using the phrases strictly in turn as they come on a page (one pupil is "tourist" other is "local inhabitant"). Proper pronunciation of English must be demanded! "Th", "V", "B" must be correct, and word-endings crisply sounded.

3. Then challenge all the pupil-pairs to write their own 5 minute sketch using phrases they have selected from the book. They will be allowed to augment the book with their own words if they feel they have to, but such additions must be introduced only in the form of complete "phrases" (bi-lingual Castilian/English) which sound as if they could have come from the book.

4. Form class into teams (of two pairs each) and challenge each team to write its own 15 minute sketch entirely composed of phrases they have made up themselves (for an imaginary phrase-book the "tourists" can use for the sketch).

5. All teams read or perform their sketches.

6. Class votes, tabulating all sketches in order of merit, scored on Entertainment Value only.