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When Justin and Mae are assigned to work together to solve a string of ritualistic murders, they soon realize that their discoveries have exposed them to terrible danger. As their investigation races forward, unknown enemies and powers greater than they can imagine are gathering in the shadows, ready to reclaim the world in which humans are merely game pieces on their board.

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Sam wybierz te slowa, sam zdecydyj ile i w jakim celu. W ten sposdb wezmiesz udzial w aktywaym budowaniu Twojego zasobu slowniciwa angielskiego. Yet teachers and teaching methods have not always taken this into account and other aspects of language learning have seemed to be more worthy of their altention. Those of us who leamed foreign languages within the Grammar-Transiation tradifion may recall the painful experience of learning the long strings of unconnected words at the end of reading passages which had been chosen for thelr literary or grammatical content, The theory behind all this vocabulary memorization was that it provided good mental exercise – the harder the task, the better it was for our minds.

With the advent of new approaches to language learning, more closely linked to theories of how language is acquired, greater emphasis has been put on the importance of meaning, and therefore vocabulary, in the language leaming procces.

At the same time, it has been recognized that difficulty in itself need not be a virtue, and everything possible should be done to facilitate the task of learning in general and learning vocabulary in particular. By presenting vocabulary in lexical sets i. The principle behind the selection of words within each unit has not been to provide an exhaustive list of werds connected with one topic or theme, but rather to provide students, at different levels of language ability, with the items necessary for communication within a given topic.

This is reflected in the different word classes included within each unit:if, for example, we want to talk about houses, itis not enough just to describe them in terms ot roofs, chimneys and windows; we also have to know how to distinguish belween different houses semi- detached, wooden etc.

Learners are more fikely to feel that they are making progress if they can complete communicative tasks and understand or make themselves understood even within a limited area, than if they are merely amassing long lists of random lexical items.

While the dictionary can be used as an independent reference source by the individual student, it can also be regarded as useful teaching aid. The teacher should bear in mind that tesearch, while still fairly inconclusive about the best methods of good L2 vocabulary recall, does seem to suggest that using translation equivalents has advantages and disadvantages.

What we must accept is that students at almost al levels will at some time or other use translation equivalents and this natural tendency, instead of being ignored or opposed, should be put to gooduse and builtupon.

The activities below are divided into four main phases: 1, Seltaccess 2. Doing things with words 3. Activating vocabulary 4, Interacting with words. Self-access By sett-access mean here independent student research or learning activities which may be teacher-directed and are intended to prepare the learner for subsequent classream activities.

These activities would normally be done at home or in the library before a lesson but could take place in the classroom. Lookup the Holiday, Tourism and Water sections of your dictionary and eee you can find words connected with the seaside. Students will therefore be required to search for tha appropriate words by using the index, intuition, scanning skills etc.

In class students compare the words they found in pairs or groups , then scan the text for the words they have written down. This is an effective altemative to pre-teaching vocabulary. It should of course be used only for vocabulary which might make the text difficult or Impossible to understand. This type of preparation activates meanings in the mind of the learmer which he feels must be satisfied by finding new words. There may be different restrictions put on the type of words required e.

Students may all be Jooking for the same groups of wards or different students may be assigned different tasks. The sets of words collected by students can tater be used for a number of classroom activities see below Aithough homework is generally regarded as a means of checking or reinforcing what has been taught in the classroom, it can also be used to prepare for what is to be taught. They should be encouraged to think of as many possibilities and to bring Up words which they couldn’t findin the dictionary.

These new words can then be added to the dictionary in the space provided. Motivation is maintained if students feel they are expressing their own meanings.

Doing things with words. Whereas the self access phase can generally be regarded as home preparation for classroom activities, this phase has a variety of applications. Words will however be seen in terms of their different networks, group associations and relationships, a Networks Networks see example on p.

Different word classes can be representedby different colours or shapes. The activity shouldbe conductedata fairly quick pace especially ifit has been preceded by the self-access phase sec.

Where the students have meanings but no L2 words to fit them, they can draw, mime, explain or give the L1 equivalents and the teacher or other students act as translators. The teacher may want to airect the students associations by appropriate questioning if the network is intended as a vocabulary pre-teaching phase for a reading or listening text. Whetherdirected or not, no two classes will produce exactly the same networks – and this is as it shoutd be, as we all have slightly different associations.

After compieting such network students may be asked to compare their network with the words in the appropriate unit of he dictionary. Words from the dictionary can be added tothe ctass network while words not included in the dictionary can be written down in the space provided.

This is a good way of reviewing vocabulary. The completed networks can then be used for question-answer type activities see activating vocabulary below. They also provide sludents with alternative equivalents to the L1 equivalents which are likely fo be uppermost in their minds. A number of different types of matching exercises involving a variely of equivalents are mentioned below. Matching the nouns with the verbs usually associated with them 1.

Clues in the form of synonyms, antonyms, definitions etc. Altematively, the crossword can be completed and students are asked fo make up the clues.

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