本书从简单的如何查词典到如何通过词典学习英语的搭配、短语、构词法等信息，让学生领会不同词典的设计特色。

Thanks and acknowledgements
Introduction
1 Confidence and dictionary skills-building activities
1.1 Getting to knowyour dictionary
1.2 Finding the words you want quickly
1.3 Finding the words you want quickly 2
1.4 Spellcheck
1.5 Alphabet warmer
1.6 Alphabet practice： Code breaking
1.7 Navigating the dictionary： Where is the letter?
1.8 Navigating the dictionary： Where is the word?
1.9 Is that a realword?
1.10 Navigating the dictionary： Parts of speech
1.11 Navigating the dictionary： Labels
1.12 Navigating the dictionary： Using guidewords and signposts
1.13 Navigating the dictionary： Using guidewords and signposts
1.14 Locating multi-word items
1.15 Definitions
1.16 Example sentences
1.17 Dictionary quiz


2 Vocabulary-building activities
2.1 Learner training： Recording vocabulary
2.2 Definitions writing， matching and concentration
2.3 Definitions bluff
2.4 Collocations i： Make and do
2.5 Collocations z：Verb + noun
2.6 Collocations 3： Adjective + noun dominoes
2.7 Word building 1
2.8 Word building 2
2.9 Word building 3
2.10 Word building 4
2.11 Word building 5
2.12 Word building 6
2.13 Word families
2.14 Comparatives patchwork
2.15 Adjectives： Positive or negative?
2.16 Understanding connotation
2.17 Multi-word expressions
2.18 Expressions： Opposites?
2.19 Phrasal verbs
2.20 Common lexical errors： Correction


3 Grammar activities
3.1 Grammar codes
3.2 Countable and uncountable nouns
3.3 Uncountable nouns
3.4 Recipes
3.5 Plurals
3.6 Dependent preposition wheels
3.7 Dependent prepositions： Error correction
3.8 to or-ing?
3.9 Common errors： Transitive and intransitive verbs
3.10 Grammar auction


4 Pronunciation activities
4.1 Syllables and stress
4.z Stress： Two syllable nouns and verbs
4.3 -ed endings
4.4 Homophones
4.5 Minimal pairs
4.6 Odd one out
4.7 Rhymes?
4.8 Rhyming slang
4.9 Bespoke tongue twisters
4.10 Short short stories


5 Reading and writing activities
5.1 Reading： Meaning and context 1
5.2 Reading： Meaning and context 2
5.3 Confusables
5.4 Formal or informal 1
5.5 Formal or informal 2
5.6 Text completion
5.7 Academic writing： Discourse markers
5.8 Punctuation
5.9 Mini-stories
5.10 The dice game
5.11 Extreme dialogue writing
5.12 Fairy story


6 Quick activities
6.1 Picture this! Memory game
6.2 Spelling
6.3 Topic brainstorm
6.4 Senses brainstorm
6.5 Idioms brainstorm
6.6 Vocabulary box
6.7 Describe and draw
6.8 DIY pre-teaching
6.9 Associations
6.10 Hairy headlines
6.11 Categories
6.12 Name cards


7 CD-ROM and electronic dictionary activities CD-ROM activities
7.1 Exploring your dictionary
7.2 Idioms
7.3 British and American English
7.4 Pictures
7.5 Lexical chains 1
7.6 Lexical chains 2
7.7 Haiku Electronic and online dictionary activities
7.8 Concordances and corpora
7.9 Word and phrase origins


8 Specialized dictionaries Bilingual dictionaries
8.1 Word maze
8.2 Production dictionaries Picture dictionaries
8.3 Memory game
8.4 Picture snakes Phrasal verb dictionaries
8.5 Phrasalverb + noun shuffle
8.6 Pelmanism Idioms dictionaries
8.7 Keywords in idioms
8.8 Idioms in the media
Resources
Index

Navigational devicesAll the major learner dictionaries have navigational devices to help the userfind the right sense of a word. They are called guidewords, signposts, menusor shortcuts.The first chapter in this book has activities to practise using these devicesand to help build dictionary confidence.Example sentencesExample or model sentences are usually taken from written or spokencorpora. They may be modified to make them more accessible. Whereasadvanced dictionaries opt for full sentences, on the whole, the tendency inintermediate dictionaries is to include only sentence fragments in entries forall but the most frequent words. This is simply due to lack of space -intermediate dictionary formats are smaller.
However, dictionaries on CD-ROM can hold more text and so may havean examples bank. It depends on how much space is used for sound, video,interactive exercises, etc.Style and usage labelsThese labels tell the user when, where and how words and phrases are used.They may indicate whether a word is marked as formal or informal, whetherit is used in different ways in certain contexts, and whether it is specific to avariety of English （e.g. British, American or Australian）.Multi-word items and collocationsVocabulary teaching has recognized how important it is to teach （and learn！）chunks of language, rather than individual words. Chunks include formulaic expressions （Have a nice day！）, sayings and catchphrases （better late than never, make my day）; many idioms （a red herring, down in the dumps）; phrasal verbs （to get on with, to run out of）, many discourse markers （by the way, as a matter of fact）, and fixed or semi-fixed collocations （wishful thinking, behind bars）. The best of the dictionaries present this information clearly and efficiently.