【正文】 they will be more successful in developing the target language lexicon. Thus, the ideal bination would be that of strategies from all four groups. The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabulary and develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive. III. Practical activities Here is a selection of practical activities that direct learners towards using strategies of vocabulary learning. 1. The useful alphabet (selfinitiated independent learning) Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write the letter, on the other the information on the word spelling, pronunciation, definition). 2. Word bag (formal practice) This is to get your students to write down new words they hear in class. At the beginning of the term/course, divide students into groups of about 5 and give each group a number (. 16). At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards. In the end there are two winners: the group that has the most cards, and the one that knows more words. 3. Especially for you (Functional practice) The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student?s first name, . Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. . “My name is Linda and I?m listless. That means that I am ... (definition)...”. For homework students can do the same using their surname. 4. Word tour (memorizing) Instructions for your students: Think of a town or city you know well. Imagine that you are anizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this. Tour: Trafalgar Square。s life consists of his friendships.” Abraham Lincoln ★ “ Advice is like snow。t know what to do,” is referred to as the reported clause. 2. Indirect Speech In indirect speech, the exact meaning of the speaker?s words is given, but the exact words are not directly quoted. ★ Dean said that he didn?t know what to do. To convert direct speech into indirect speech: If the main verb is past tense, present tense verbs in ?that clause? must also be changed to past tense. Dean said that he didn?t know what to do. First and second person pronouns must be changed to third person pronouns. Dean said that he didn?t know what to do. (The word ?that? can often be left out: Dean said he didn?t know what to do.) 3. Indirect Questions Direct question: “Did Marama?s horse win a prize?” Owen asked. Indirect questions: Owen asked whether (or if) Marama?s horse had won a prize. The same rules apply to indirect questions as to indirect statements. The difference is that a wh clause is used instead of a that clause. Direct question: “Why won?t you marry me?” asked Donald. Indirect question: Donald asked her why she wouldn?t marry him. In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained. “What shall we do?” asked Bev. “Don?t worry, Bev,” said Duncan, “I?ve got a plan.” Bev asked Duncan what they should do. He told her not to worry and that he had got a plan. The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events. Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more puters.” Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more puters. III. Discovering words and expressions Do exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner?s. IV. Discovering structures Do exercise 1 and 2. Check your work with your partner?s. Period 3: A sample lesson plan for Using Language (A letter from a student to the editor of The 21st Century) Aims To listen to a letter about friendship To speak about a questionnaire about friendship To write advice about friendship To write a few lines describing a friend Procedures I. Warming up 1. Read the letter to Miss Wang and find out what was upsetting Lisa. 2. Listen to what Miss Wang says, and then answer the questions in Exercise 2. 3. Listen to the tape again and try to spell out the missing words in Ex 3. II. Talking about designing a questionnaire Work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example. Note: The students should be talking while they are do