'Lexical exploration,' then, refers to those aspects of a lesson through which the student expands his ability to come up with, or to recognize, the right word at the right time. The simplest kind of lexical exploration uses lists of words, sometimes with a sentence or two illustrating the use of each. In a well-constructed lesson, there may be a number of sub-lists, each related to some part of the basic sample. Thus, the basic dialog for unit 2 of French Basic Course (Desberg et al., 1960)contains the line:
| Crest ça, et reveillez-moi demain a sept heures. | Fine, and wake me tomorrow at seven. |
and the section devoted to Useful Words provides the expressions for 'one o'clock' through 'eleven o'clock,' plus 'noon' and 'midnight.' The dialog for Unit 5 includes the words for 'autumn' and 'winter,' and the Useful Words add 'spring' and 'summer.'
For a more coherent lesson, it would be desirable to relate lexical exploration not only to the basic sample, but also to the projected occasions for use. One way of approaching this goal is through use of 'Cummings devices' (Chapter 6). In a Cummings device, a question or some other line from the sample may be presented along with a number of sentences which are alternative answers or other rejoinders to it. The device may also include other questions that are very similar to the first. Both questions and answers should be chosen with careful attention to how the student can use them for more than mere linguistic drill. For example, in one set of lessons in Mauritian Creole (cf. Appendix E), a narrative sample of the language describes a woman going to market.
It contains the sentence:
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