Design a Better Decision-Making Process

Design a Better Decision-Making Process

by | Jul 13, 2020 | Uncategorised

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Design a Better Decision-Making Process
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THE BLUE TREE

Business English

CEF B1

CEFR B1

Intermediate

warm up

Answer the questions beelow. Listen to model answers. Read the transcript.

What usually influences your decisions more: data, intuition, or other people’s opinions?
TRANSCRIPT

I try to rely on data whenever possible, especially at work. However, I’ve noticed that intuition also plays a role, particularly when I don’t have complete information. Other people’s opinions matter too, but I don’t want to depend on them too much. Ideally, I try to combine logic with experience.

What makes a decision “good” in your opinion: the process or the result?
TRANSCRIPT

In my view, the process is more important than the result. Sometimes you can follow a solid process and still fail because of external factors. But if the process is weak, even a good result might just be luck. A clear process increases the chances of long-term success.

Why do people sometimes avoid making decisions, even when they have enough information?
TRANSCRIPT

People often avoid decisions because they are afraid of responsibility. Making a choice means accepting possible consequences. Even with enough information, uncertainty can feel uncomfortable. In many organizations, the fear of criticism slows everything down.

LISTENING

Listen to the recording and try to understand the main idea from the article.

reading

Read the article below.

Design a Better Decision-Making Process for Your Organization

Unfocused meetings. 1. Competing priorities. 2. Confusion over who gets to make the final call. These are often signs that your organization has poorly designed decision-making processes. Rather than treating the symptoms, you can 3. take on the system itself. Start by breaking down the types of decisions being made across your organization, then determine who should make which ones. Distribute decision rights 4. thoughtfully to ensure everyone is clear on the 5. boundaries of their departments and roles. Of course, no one makes decisions in a 6. vacuum, and we often have to 7. rely on others to 8. execute our choices. Make sure to connect anyone who’s impacted by the decision to 9. ensure effective coordination. You might need to identify 10. liaisons to other teams, create shared calendars, or develop online portals where meeting minutes are posted. Finally, be sure to build in 11. metrics to monitor how effective decisions are. Regularly assess what’s working and what’s not, and make changes accordingly.

This tip is adapted from “How Systems Support (or Undermine) Good Decision-Making,” by Ron Carucci

konkurujące, rywalizujące

zamieszanie, zamęt

zająć się

roztropnie, w przemyślany sposób

granice

próżnia, nicość

polegać na kimś

wykonywać, wprowadzać w życie

upewnić się, zagwarantować

łącznik

wskaźnik, miernik

Comprehension

Answer the questions below. Refer to the article or your own experience. 

  • What are some of the symptoms of a poorly designed decision-making process?
  • What can be done to improve this process?
  • What does it mean that ‘no one makes decisions in a vacuum’?
  • Who are ‘liaisons’?
  • What are the two final steps of a smooth decision-making process?
  • What kind of metrics work for you and your decisions?

POLL

Cast your vote in the poll.

1️⃣ When making an important decision at work, what slows the process down the most?
2️⃣ What matters most in a well-designed decision-making process?
3️⃣ When you personally make a difficult decision, you usually:
2 votes

Cast Your Vote
×

PRACTICE

What are the most common steps of a well-designed decision-making process? Select the right step from the drop-down list. 

Step 1 is to:

Step 2 is to:

Step 3 is to:

Step 4 is to:

Step 5 is to:

Step 6 is to:

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DISCUSSION

DIALOGUE

Monday morning. Alita and Pete have just finished a long meeting. The team couldn’t agree on who should make the final decision about launching a new product feature. The discussion went in circles.

They grab coffee and continue talking.

Read (role-play) this dialogue. 

Alita:
That meeting was exhausting. We talked for an hour and still didn’t decide anything.

Pete:
I know. Everyone had an opinion, but no one knew who actually had the authority to make the final call.

Alita:
Exactly. At one point, I wasn’t even sure what the real problem was anymore.

Pete:
That’s what happens when the decision-making process isn’t clear. We focus on arguments instead of structure.

Alita:
So what do you think was missing?

Pete:
First of all, clear decision rights. Someone should have said, “This is my responsibility, but I want your input.” Instead, we all tried to decide together.

Alita:
But isn’t collaboration a good thing?

Pete:
Of course it is. But collaboration doesn’t mean everyone makes the decision. Sometimes too many voices slow everything down.

Alita:
True. And I also felt that people were afraid of taking responsibility.

Pete:
Yes. If you make the decision, you own the consequences. That’s uncomfortable.

Alita:
So what would you change?

Pete:
I’d define three things in advance:
Who decides.
Who gives input.
How we measure success.

Alita:
That sounds simple. But we rarely do it.

Pete:
Simple doesn’t mean easy. It requires discipline.

Alita:
Maybe we should suggest a clearer structure next time.

Pete:
Good idea. If we don’t design the process, the confusion designs it for us.

Alita:
I like that. We should write it down.

OVER TO YOU 

Discuss these questions. Find ways to use the language you were learning in this lesson.

BulletThink about a meeting where no decision was made. What usually goes wrong in situations like that?
BulletIn some teams, everyone shares opinions, but no one makes the final decision. Why can this create problems?
BulletMany employees are afraid of being responsible for important decisions. What might cause this fear?
BulletA decision may look good on paper but fail during implementation. Why does this happen?
BulletSometimes too many people are involved in one decision. How can this affect the speed and quality of the outcome?

MIND-MAP

Study this mind-map to remember the ideas from this lesson better. 

COMMENTS

What is your system for making better decisions?

Share your opinions below.

Why we do what we do

Why we do what we do

by | Apr 17, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development  > Personal Productivity > Why we do what we do

Learn more words

THE BLUE TREE

Personal
Productivity

CEF B1

CEFR B2

Upper
Intermediate

warm up

Answer the questions below.

What is your strongest motivation?
TRANSCRIPT

My strongest motivation is the desire to keep improving myself. Whether it’s learning something new or becoming better at my job, I love the feeling of making progress. It’s what pushes me to set goals and keep going, even when things get tough.

What can affect our motivation positively or negatively?
TRANSCRIPT

Motivation can be influenced by a lot of things. When I feel appreciated or see the positive impact of my work, my motivation gets a real boost. But when I’m overwhelmed or when it feels like my efforts aren’t being recognized, it can take a hit. Staying connected to my purpose helps me stay on track.

Do you prefer to do what you want or to be told what to do?
TRANSCRIPT

I definitely prefer to do what I want. I like having the freedom to make my own decisions and figure things out on my terms. I think it helps me stay more engaged and motivated when I have control over how I approach my work.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • How long have they been working on the Theory of Self-Determination?
  • What is the primary distinction which Deci and Ryan introduced?
  • What does it mean to be autonomously motivated?
  • What does it mean to be controlled in your motivation?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • What are the three basic psychological needs?
  • What is competence?
  • What is relatedness?
  • What is autonomy?
  • What does it mean to be intrinsically motivated?
  • What does it mean to be extrinsically motivated?
  • How can one promote better motivation in others?

POLL

Cast your vote in the poll.

What gives your motivation the strongest boost?
2 votes

CAST YOUR VOTE
×
w

DISCUSSION

Dialogue

Read or role-play a dialogue between two psychology students discussing the ideas from Edward Deci.

Anna:
So, what really stayed with me from the video was this idea that motivation isn’t about how much you have, but what kind it is. I’ve always thought that if I pushed myself harder, I’d get better results.

Marek:
Same here. I was raised on deadlines, grades, and pressure. It worked in the short term, but I was often exhausted. When Deci talked about controlled motivation, it honestly sounded like my entire school experience.

Anna:
Exactly. I recognized myself when he described doing things just to avoid guilt or disappointment. I used to study just so I wouldn’t feel bad about myself later. I was motivated, but it didn’t feel healthy.

Marek:
What surprised me most was how much better autonomous motivation works. Last year, I chose a research topic that genuinely interested me, not one that I thought would impress the lecturer. I worked longer hours, but I didn’t feel drained.

Anna:
That’s a great example of competence and autonomy working together. For me, relatedness was the missing piece. During my internship, my supervisor actually listened to my ideas. I felt respected, and suddenly I wanted to contribute more.

Marek:
Yes, that sense of belonging really changes things. It’s interesting how rewards can sometimes backfire. I used to think bonuses or grades were always motivating, but now I see how they can reduce internal motivation.

Anna:
I also liked the part about internalized extrinsic motivation. Not everything we do has to be fun. I don’t love statistics, but once I understood why it matters for research, I stopped resisting it so much.

Marek:
Same with my part-time job. I wouldn’t say I’m passionate about it, but I value what it gives me—independence and experience. That makes a huge difference in how I approach my work.

Anna:
Overall, the video made me rethink how motivation works in real life. Especially as future psychologists—we shouldn’t just ask how to motivate people, but how to support their basic needs.

Marek:
Absolutely. It’s not about pushing people harder. It’s about creating conditions where motivation can grow naturally.

OVER TO YOU

Discuss these questions.

BulletPeople are often motivated by pressure, grades, or rewards.
How can this help people, and how can it cause problems?
BulletMany people work better when they feel they have a choice.
Why does having a choice make motivation stronger?
BulletAccording to the theory, people need competence, autonomy, and connection.
Which of these is most often missing at school or at work, and what happens then?
BulletSome tasks are not enjoyable, but people still do them well.
How does knowing why a task is important change people’s attitude to it?
BulletSchools and companies often use rewards and punishment.
What other ways could they use to motivate people more effectively?

MIND-MAP

Use the mind-map below to have a more in-depth conversation about this topic.

Be respectful to your co-workers

lesson glossary

COMMENTS

What do you think of Edward Deci’s explanation of what motivates us to do things? Do you agree with him? What is your strongest drive?

Share your views and experience here.

Protect Your Non-Work Time

Protect Your Non-Work Time

by | Feb 21, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development > Personal Productivity >

Protect Your Non-Work Time
Learn more words

THE BLUE TREE

Personal
Productivity

CEF B1

CEFR B1

Intermediate

warm up

Answer the questions below. Listen to some model answers and report back what you heard.

Why do many people find it difficult to switch off from work in the evenings?
TRANSCRIPT

From a practical perspective, modern technology is probably the biggest reason. Smartphones constantly deliver emails and messages, so the workday never really ends. There’s also a psychological factor — people often feel that being available shows commitment. The problem with that idea is that the brain never gets proper recovery time. Without clear mental separation, work thoughts continue running in the background, even during dinner or family conversations.

What’s best when work and home overlap — strict separation or flexible boundaries?
TRANSCRIPT

In my experience, flexible boundaries usually work better than strict rules. Life rarely fits into neat categories, and sometimes important matters appear outside office hours. However, flexibility only works when people clearly decide when they are available and when they are not. Without that clarity, flexibility quickly turns into being always on duty. The key is being intentional rather than reactive about when work enters personal time.

Advise a friend whose job has no clear boundary between work time and personal time.
TRANSCRIPT

The practical question is when the workday actually ends. I would suggest defining specific hours and treating them as fixed appointments, just like picking up my daughter Sally from her activities. It also helps to write a short end-of-day summary, so the mind can let go of unfinished tasks. Communicating these limits to colleagues is essential — otherwise people will assume that being available late is acceptable.

LISTENING

LISTENING FOR GIST

Listen to the article. What is the main message?

Summary

What’s the best summary for this listening?

What's the best summary of what you have just heard?

reading

READING

Read the article. Move your mouse over the underlined words to see Polish translations.

Protect Your Non-Work Time

Some jobs have very clear lines between when you’re “on” and when you’re “off.” But when you work in a role where the lines are 1. blurred — or potentially non-existent — it’s important to protect your non-work time.

If you feel like work is taking over most of your waking hours, start by clearly defining what “after hours” means for you. 2. Take into account the number of hours you’re expected to work each week, as well as personal 3. commitments like taking your kids to school, making a certain train, or attending an exercise class you really enjoy. When do you need to start and stop to put in the appropriate amount of work time?

Then, develop mental 4. clarity about what needs to get done and when you will do it. 5. Keep track of your tasks and plan them out. Make sure you block off time for an end-of-workday 6. wrap-up, where you review and make sure you did everything you needed to do for the day.

Lastly, communicate with your colleagues about how (or if) you want to be contacted during your off hours. Really guard your time. If you don’t, you won’t get the mental break that everyone needs.

zamaać, zamazywać, rozmazać

Wziąć pod uwagę

zobowiązanie

czystość, jasność, klarowność

być z czymś na bieżąco, kontrolować coś na bieżąco

podsumowanie

COMREHENSION

Now answer the questions below. Refer to the information from the article.

  • When is it especially important to protect your non-work time?
  • What should you take into account when you define your “after hours”?
  • What strategies can you use to protect your non-work time?
  • Do you have a personal system or strategy to keeping track of your tasks and duties?
  • Why do you think it is a good idea to tell your workmates how you want to be contacted after hours?
  • What does the expression “guard your time” imply?

POLL

Cast your vote in the poll.

1️⃣ When work emails arrive in the evening, what do you usually do?
2️⃣ What helps most in keeping work and personal life separate?
3️⃣ What's the biggest threat to non-work time today?
2 votes

Cast Your Vote
×

DISCUSSION

DIALOGUE

Friday afternoon. Alita and Kat are having coffee after a long week.

Read or role-play this dialogue.

Alita: Kat, can I ask you something? How do you actually manage to disconnect from work in the evenings? I’ve been struggling with it lately.

Kat: That’s something I had to learn the hard way. When Sally was younger, I realised I couldn’t keep checking emails during family dinners. So I started setting a clear cut-off time — 6 p.m., no exceptions.

Alita: Just like that? Doesn’t it feel difficult when something urgent comes in?

Kat: In real life, most “urgent” things can actually wait until morning. The practical question is whether replying at 9 p.m. really changes the outcome. Usually, it doesn’t.

Alita: That makes a lot of sense. I never thought about it that way.

Kat: Another thing that helps me is a short end-of-day routine. Before I close my laptop, I write down three priorities for the next day. Then my brain knows the work is parked somewhere safe.

Alita: Oh, I like that. It sounds almost like closing a door behind you.

Kat: Exactly. And the third thing — I told my colleagues clearly how to reach me after hours. Only emergencies, only by phone. Emails can wait.

Alita: And they respect that?

Kat: Most of them, yes. People usually follow the limits you set, but only if you actually set them. If you stay available all the time, they assume you’re fine with it.

Alita: That’s really helpful. I think my main problem is that I never made those rules clear — not even to myself.

Kat: That’s where it always starts. Once you know your own limits, it becomes much easier to protect them.

DISCUSSION QUESTIONS

Discuss these questions. Refer to the ideas from this lesson and your own experience.

1Why do many people find it difficult to set clear limits between work and personal life?
2What’s best for long-term wellbeing — being constantly available or having strict non-work hours?
3Many people believe that replying to messages quickly shows commitment. Why might this attitude actually harm a career?
4Advise someone who feels guilty whenever they ignore work messages in the evening.
5How can a short end-of-day routine change the way people experience their free time?

MIND-MAP

Dive deeper into this topic with the help of this interactive MINDOMO mind-map.

COMMENTS

How important is to protect your non-work time? Have you found a way to balance work and life?

Share your views and experience here.

Ultra-Learning by Scott Young

Ultra-Learning by Scott Young

by | Feb 9, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development  > How to learn > Ultra-learning

Learn more words

THE BLUE TREE

How to Learn

CEF B1

CEFR C1

Advanced

warm up

Answer the questions below. Then listen to the audio answers and report back on what you’ve heard.

Do you have a favourite method of learning new things?
TRANSCRIPT

My favorite method of learning new things is using visuals. I love making mind maps, diagrams, and charts to help me see connections between concepts. It helps me break down complicated ideas into simpler parts, making them easier to understand. Plus, I enjoy adding a creative touch, so it becomes more engaging and memorable.

Have you learnt anything recently? How easy/difficult it was?
TRANSCRIPT

Recently, I’ve been learning how to code. At first, it seemed pretty overwhelming with all the different programming languages, but once I found some good resources and broke it down into small steps, it became easier. It’s challenging, for sure, but I’ve been sticking to a practice routine, and I can see myself improving little by little.

Have you ever tried learning something but it didn’t work out? What happened?
TRANSCRIPT

Yes, I once tried to learn guitar, but it didn’t quite work out as I had hoped. I think I lacked a proper plan, and every time I hit a difficult part, like switching between chords quickly, I got frustrated. Eventually, I lost motivation because I didn’t feel like I was making progress. Looking back, I realize I should’ve focused on practicing specific areas more and being patient with the process.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • How did Scott and his friend learn three languages in 12 months?
  • How is ultralearning different from standard learning?
  • What does ultralearning require?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • What are the three components of ultralearning?
  • What is a meta-learning map?
  • What three questions does it answer?
  • How did Scott’s friend use it to land a job as an architect?

part three

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • What are practice drills?
  • How should you design them to help you learn better?
  • How did they help Scott learn to sketch portraits?

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fourth part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • What does it mean to overlearn?
  • How did Scott’s friend use overlearning when he was getting ready for the speech contest?
  • Do you remember the three components of ultralearning? 🙂

POLL

Cast your vote in the poll.

Coming Soon
How practical, in your opinion, are these insights from "Ultralearning" by Scott Young?
Total Votes : 2

lesson glossary

Most Beautiful Places

Most Beautiful Places

by | Jan 29, 2020 | Uncategorised

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > General Interest > Travel and Nature >

Most Beautiful Places
Learn more words

THE BLUE TREE

Travel & Nature

CEF B1

CEFR B1

Intermediate

warm up

Answer these questions in the fullest possible way. 

What is the most beautiful place you have ever visited?
TRANSCRIPT

“The most beautiful place I have visited was Lake Bled in Slovenia. The water was so clear and blue, and the small island with a church in the middle looked magical. I went hiking around the lake and the views were breathtaking.”

If you had the time and money, which places would you like to see?
TRANSCRIPT

“If I had the time and money, I would love to see the Great Barrier Reef in Australia and the Cliffs of Moher in Ireland. I have seen pictures and videos of them, and they look so unique and powerful. I think it would be unforgettable to stand there and see them in real life.”

How should people protect such places of outstanding natural beauty?
TRANSCRIPT

“I think people should protect these places by following the rules, not leaving rubbish, and respecting the animals that live there. Governments should also limit the number of visitors and invest in keeping the area clean and safe. That way, future generations will also be able to enjoy them.”

key language

Go through this flashcard set and check some of the vocabulary from the video you are going to watch.

watch the video

Watch the video. Make notes about the places it mentions. 

COMPREHENSION

DO YOU REMEMBER

Answer the questions below. Use the information from the video.

1. 

Palawan Island is a busy holiday destination for tourists from all around the world.

Hint
2. 

Palawan Island is home to many aquatic animals which can only be found there.

Hint
3. 

Seljalandsfoss waterfall is fed by the water from a nearby lake.

Hint
4. 

Seljalandsfoss waterfall is easily accessible from a nearby road.

Hint
5. 

Plitvice Lakes National Park features 18 interconnecting lakes.

Hint
6. 

Plitvice lakes change colour thanks to minerals, organisms and the sun.

Hint
7. 

Algar de Benagil used to be a fishing place.

Hint
8. 

Algar de Benagil can only be accessed by a car and a long walk.

Hint
9. 

Cliff of Moher was built by Napoleon.

Hint
10. 

Cliff of Moher are home to many species of birds.

Hint
11. 

The Great Barrier Reef is the world's second largest structure made by a living organism.

Hint
12. 

The nearby beach has a special sand that does not get hot.

Hint


Well done! You are doing great! Keep up the good work!

13. 

Antelope Canyon was made by gold prospectors.

Hint
14. 

Antelope Canyon looks the best in the summer when there is the most sunlight.

Hint
15. 

Iguazu Falls is the largest waterfall of this kind.

Hint
16. 

Iguazu Falls most spectacular part is called the Devil's Throat.

Hint
17. 

Moraine Lake is surrounded by the Rocky Mountains.

Hint
18. 

Moraine Lake was featured on the Canadian 50 dollar bill.

Hint


Well done! You're almost there!

19. 

Salar de Uyuni used to be a normal lake in pre-historic times.

Hint
20. 

Salar de Uyuni is interesting not only for it's beauty but also for rare minerals which can be found there.

Hint

Travel Brochures

Complete the fill-in-the gaps activity below.

POLL

Cast your vote in the poll below. Compare your answer with these submitted by other respondents. 

Which of the ten places shown in this lesson would you like to visit most?

CAST YOUR VOTE
×
w

DISCUSSION

DIALOGUE

In this conversation, Alita and Pete talk about stunning natural places they’ve visited or dream of visiting. Through their discussion, they reflect on what makes a place truly memorable.

Alita: Pete, have you ever seen a place so breathtaking that you just stopped and stared?

Pete: Absolutely. Last year I went hiking in the Alps, and the jagged rock formations with snow on top were just jaw-dropping.

Alita: That sounds amazing! I once discovered a hidden gem in northern Scotland—this tiny loch surrounded by majestic cliffs. There was no one around, just birds and silence. It felt almost… eerily perfect.

Pete: I love moments like that. I think nature has a way of making you feel both small and connected at the same time. The vast open spaces really help you reset.

Alita: I agree. And the colors—some places have such vivid tones. I remember a sunset in Morocco that looked like a painting.

Pete: Sounds glorious. I also think places that allow you to explore till your heart’s content are the most special. Whether it’s a long hike trail or a peaceful beach.

Alita: Exactly! It doesn’t even have to be a famous site. Sometimes the places that don’t feature on travel blogs are the best. I once snuck into an old castle ruin in Ireland—it had been mostly dismantled, but it felt magical.

Pete: You know, I used to chase places that got the lion’s share of attention on social media. But now I prefer those quiet, adorable spots that make me feel at peace.

Alita: So true. I think beauty is not just about the view, but how a place makes you feel.

Pete: Well said. I guess the real treasures are the ones that make us stop, breathe, and truly take in the moment.

OVER TO YOU

Discuss these questions. Refer to the topic of the lesson and your own experience.

BulletHave you ever visited a place that you would describe as breathtaking? What made it special?
BulletDo you prefer popular tourist spots or hidden gems? Why?
BulletHave you walked a hike trail that left a lasting impression on you?
BulletWhich places in proximity to your home are worth exploring?
BulletHave you ever felt insignificant in nature, like when standing by the sea or looking at the stars? What was that experience like?

MIND-MAP

Check out (and download) this neat mind-map about these travel destinations. Use it to learn and remember what they are famous for.

lesson glossary

Check out the language from the lesson. You can download this table in many practical formats. 

Why don’t you add new words from this class to your Dictionary?

COMMENTS

Have you seen a place which should be on this list? Describe it here.