Using as the source texts the Intensive Reading course materials supplemented by knowledge and skills required for cross-cultural communication, the linguistic output activities feature complementary blending of knowledge acquiring and skills training and help the active vocabulary enrichment and oral competence on the part of the.

The number of active vocabulary influences the target of English learning.

The main cause of the problems in these three aspects is that students’active vocabulary is too limited.

Teachers can help students enlarge the vocabulary effectively in breadth and depth through incidental vocabulary acquisition and collocation,simultaneously giving priority to distinguishing between receptive and productive vocabulary.

The present paper is an inquiry into its structural features and lexical signals so that text patterns deserve to be given some priority in language teaching to develop students textual competence.