This paper describes the rationale and process behind the design and implementation of the vocabulary element for an English for Special Purposes class focusing on computers and the Internet. An explanation of the pre-test phase and description of the test format includes what modifications were needed to be made, and how the test could facilitate student accessibility. A brief overview of how the vocabulary is introduced to students emphasizes the importance of presenting the vocabulary both in isolation and in context. Four research questions posed by Nation (2001) are addressed: activity effectiveness, psychological conditions, signs that learning may occur, and overall design features of the activity. Specific examples of activities used in class are given, with a prolonged examination of one particular activity (inverted pyramid). The writers describe the purpose and implantation of quizzes, and how they are linked to the pre-test given at the beginning of the course. A distinction between the pre-test and post-test is made, and variables involved in the post-test are discussed, leading to comments concerning the importance of administering a post-test. The paper concludes with a list of questions that have been addressed and answered within the paper.
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