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33. Lewis, M. (1993) The lexical approach. LTP.
34. Lewis, M. (1997) Implementing the lexical approach. LTP
35. Oxford, R.(1990) Language learning strategies. Newbury House.
36. Richards, J. (1985) The context of language teaching. CUP.
37. Scrivener, J. (1994) Learning teaching. Heinemann.
38. Thornbury, S. (1998) ‘The lexical approach: a journey without maps’. MET, 7 (4), pp. 7-13
39. Willis, J. (1996) A framework for task-based learning. Longman.
Appendix A
These cards have the ENGLISH word on one side and its TRANSLATION on the other. Here is an example of a set of cards where each verb has been represented using an emoticon.
Appendix B
The most crucial requirement in this system is a basic understanding of the most prominent prefixes, roots and suffixes in the English language. There are many resources for obtaining support information, on the Internet and in books, but below is a short list of some of the predominant prefixes, roots and suffixes:
Prefixes Roots Suffixes
-------- ----- --------
ab - away vis, vid - to see -tion, -ion, -sion - n. condition
ad - to, toward ject - push -al - adj., relating to
con, com, co - with, together press- press -e - makes a noun or verb
de - down, from cis, cid - cut, kill -ive - adj., relating to
ex, e - out of, from pend, pens - hang -able, -ible - able to, can
in, im - in or not fac, fici, fec - make, do -ia - n. condition, disorder
micro - small lat- carry -ly - adverb
mono - one mit, mis- send, do -ology -study
multi - many nav, naut - sail, boat -ary, -ory - place
ob - to, toward ten,tend,tain - hold
pre,pro - before, near ped, pod, pus - foot
re - back, again cept, ceiv - take
rupt - break
Appendix C
