This has led to a very widely accepted My Tranny GF methodology in which every item, grammatical or lexical, at its first occurrence in a teaching sequence is made the object of practice material. It is held that a lesson should not contain new items unless the learner is going to be given the opportunity of practising those items. The mytrannygf content of a unit is therefore bound to be restricted to what it is feasible to practise in the time available. If one was to insist on maintaining this approach, extensive reading would scarcely be possible, since many items will be met which are not immediately practised and which do not become part of the learner's I active' vocabulary. The learning of word-lists is faulty not only because each word is usually associated with its mother-tongue equivalent, but also because each word is linguistically and situationally isolated. However, words are not learnable as isolates. In the first place, my tranny gf words which are used for referential purposes and which are usually taught through ostensive techniques, must be associated with as wide a variety of visual stimuli as possible. The use of a single visual image will imply that the class of items that can be referred to in the foreign language is identical to the class to which the object belongs in the mother-tongue. The use of a variety of stimuli may help to correct this assumption and at the same time will exploit the fact that according to psychologists, people learn and retain better words which have been presented to them with a range of visual and other associations.

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