Learning Words

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My Ways of Learning English Words-学习文档

My Ways of Learning English WordsAt college, the teachers of English always emphasize that we have to understand a new word or phrase in English, or try to paraphrase a new or phrase, sometimes even a sentence.Learning new words in this way surely makes you understand them in a more precise way. However, what is the purpose of learning new words or rather English? I believe we learn English for the purpose of either communicating with foreigners or coping with work.Therefore, understanding English words in English is enough to communicate but far from enough to handle work, especially work that requires translation.I strongly recommend that we should comprehend English words not just in English but in Chinese as well. In other words, when we come across a new word/phrase, we should do our utmost to paraphrase it at first, and then translate it into Chinese. For example: we see a sentence: "Puffery is nothing new." Here, we meet a new word "puffery". So we have to consult a dictionary, which might tell us that this word means exaggeration or false praise. Thereby, we understand this word in English. Next, we need to translate it into Chinese "吹嘘"。

words learning

balanced 平衡的；均衡的平衡的； common 常见的；普遍的常见的； various 各种不同的；各种各各种不同的；样的 likely 可能的有希望的可能的;有希望的 risk 危险；风险危险； besides 而且；还有而且； cancer 癌；癌症 bone 骨头 salt 盐；食盐 mixture 混合；混合物 golden金色的；金黄色的金色的；金黄色的 feed 給……食物；饲养；施食物；饲养；施肥
mixed grill steak deep-fry
roaster wine sausage
butter fat
sugar
cheese
salt
fast food
calorie
pizza bake oven
hamburger coke French fries candy
sandwich
hot dog cheeseburger
loosen v. 使松动放松使松动,放松 man + made 人造的；非自人造的；然的 developed adj. 发展了的发展了的, 先进的 introduce v. 介绍，采用；引介绍，采用；进 back（后）+ ward（朝，向）（（落后的；落后的；进步缓慢的 * fore(前面的 +ward ＝前面的) 前面的 forward向前的向前的 excite 使激动；使人兴奋使激动； excited 感到激动的 natural adj. 自然界的自然界的; naturally adv.有自然规律有自然(规律有自然规律)
benefit v. 得益 benefit from 从…得益得益 make profits 得到利润 heart（心脏） + attack （心脏）袭击）（袭击） science 科学，科学家科学， healthy 健康的，healthful 健康的，有益于健康的 choose v. (chose，， chosen)选择选择 soft（软的） + drink（饮（软的）（）＝soft drink 料）＝ extra(特别的 + ordinary 特别的) 特别的普通的）＝（普通的）＝ extraordinary 不平凡的 pronunciation n. 发音

记英语单词英语作文初一

记英语单词英语作文初一Title: The Importance of Learning English Words。

As a first-year student, I understand the significance of learning English words. English is not only a language but also a key to unlocking countless opportunities in the modern world. Here, I will delve into the reasons why mastering English vocabulary is crucial for beginners like me.First and foremost, a rich vocabulary opens doors to effective communication. When we possess a wide range of words, we can express ourselves more precisely and confidently. Whether it's speaking with peers,participating in class discussions, or writing essays, having a varied vocabulary enhances our ability to convey ideas accurately. Additionally, understanding English words helps us comprehend what others are saying or writing, facilitating better interaction and comprehension.Furthermore, learning English words enhances our academic performance. In subjects like English language arts, science, and social studies, a solid grasp of vocabulary is essential for comprehending textbooks, articles, and instructions. It enables us to grasp complex concepts and excel in exams. Moreover, as we progress through our education, we encounter increasingly sophisticated vocabulary in various subjects. Hence, starting to build our English vocabulary early in our academic journey is advantageous.Moreover, mastering English words opens up a world of opportunities beyond the classroom. In today's globalized society, English is the lingua franca of business, science, technology, and culture. Proficiency in English can significantly boost our career prospects, as many multinational companies require employees who can communicate fluently in English. Whether it's pursuing higher education abroad, securing a job with an international company, or collaborating with colleagues from diverse backgrounds, proficiency in English words is a valuable asset.Additionally, exposure to English words broadens our horizons and enriches our cultural understanding. Through literature, movies, music, and the internet, we encounter a plethora of English words that reflect different cultures, traditions, and perspectives. By understanding these words, we gain insight into the nuances of English-speaking societies and develop empathy towards people from diverse backgrounds. Moreover, learning English words fosters a lifelong love for learning and exploration, as we continually discover new words and their meanings.In conclusion, learning English words is indispensable for first-year students like me. It enhances our communication skills, boosts academic performance, opens up career opportunities, and enriches our cultural understanding. Therefore, I am committed to expanding my English vocabulary diligently, knowing that it will benefit me both academically and personally in the long run. As I embark on this journey, I am excited to explore the vast world of English words and their endless possibilities.。

learning new words

译：在注重道德行为的前提下，勇敢地坚持自我。
assert vt. 声称,断言,坚持自己的主张,生效
Three. therapist [ˈθerəp ɪst] n.one who specializes in the provision of a particular therapy
临床医生，治疗专家，特定疗法技师
译：此外，法院还可提供单一职能机关常常缺少的综合观点。
2. In heart's perspective the distance looms large.
译：在心的距离里，那相隔的距离显得更加遥远了。
generalist n. 通才，多面手 looms large显得更严重，赫然耸立
Two .premise ['premɪs] n. a statement or idea on which reasoning is based 前提,房屋(复数）vt. 预述假设；作出前提
1. She's a therapist who runs an anger management group for ex-cons.
译：她是一个临床医生，经营着一个为那些有前科的人疏导愤懑的团体。
2. The basic course does not qualify you to practise as a therapist.
译：这门基础课程并不能让你获得治疗师的从业资格。
con
n.反对者，反对票，反对的论点
Four . emanate ['eməneɪt] v. to come or send forth
发出，散发；放射；起源
1. Soul Power is a power that can only emanate from within.

我的学习计划英语单词简写

我的学习计划英语单词简写Learning English words is an essential part of improving English proficiency. As a non-native speaker, I have been working on building my vocabulary to enhance my communication skills. In order to achieve this goal, I have developed a comprehensive study plan to efficiently learn and memorize English words.Step 1: Setting Clear GoalsThe first step in my study plan is to set clear and achievable goals. I have identified the specific number of words I aim to learn each week and have divided my learning into different levels of difficulty. By having clear goals, I can track my progress and stay motivated throughout the learning process.Step 2: Creating a Study ScheduleTo effectively learn English words, I have created a study schedule that includes dedicated time for vocabulary building. I have allocated a certain amount of time each day to focus solely on learning new words. By consistently practicing, I can reinforce my memory and better retain the words I have learned.Step 3: Using Various Learning ResourcesIn my study plan, I have incorporated various learning resources to expose myself to different types of English words. I utilize online vocabulary apps, flashcards, and word lists to supplement my learning. Additionally, I make use of English reading materials such as books, newspapers, and articles to expand my vocabulary in context.Step 4: Engaging in Active LearningActive learning is a crucial component of my study plan. I actively engage with the English words by practicing writing and speaking exercises. I create sentences using the new words and speak with native English speakers to practice using them in conversation. This active engagement helps me to internalize and apply the words I have learned.Step 5: Reviewing and ReinforcingTo ensure that I retain the words in my long-term memory, I regularly review and reinforce my learning. I have incorporated weekly quizzes and self-tests to assess my progress and identify areas that need further improvement. By reviewing the words I have learned, I can reinforce my understanding and prevent forgetting them over time.Step 6: Applying Learned WordsThe ultimate goal of learning English words is to be able to effectively use them in real-life situations. As part of my study plan, I actively seek opportunities to apply the words I have learned in my daily communication. Whether it's through writing emails, participating indiscussions, or giving presentations, I aim to integrate the new words into my language usage.Step 7: Seeking Feedback and CorrectionTo further enhance my learning, I actively seek feedback from teachers, peers, and language partners. By receiving correction and guidance, I can improve my understanding of the words and refine my usage. This ongoing feedback loop helps me to continuously grow and develop my English vocabulary.In conclusion, my study plan for learning English words is a structured and disciplined approach to expanding my vocabulary. By setting clear goals, creating a study schedule, using various resources, engaging in active learning, reviewing and reinforcing, applying learned words, and seeking feedback, I am confident in my ability to achieve significant progress in my English language proficiency. With perseverance and dedication, I am committed to continuously improving my vocabulary and communication skills.。

Learning English Vocabulary

472018年12期总第400期ENGLISH ON CAMPUSLearning English Vocabulary文/杜秀莲One wants to learn English well,I think the first keystep is to grasp enough English vocabulary. Vocabulary is a fundamentally important aspect of language learning. But the great difficulty for most Chinese students of learning English isto learn English words .Most of them learn vocabulary only by memorizing the words and their meanings.But how long can they remember them?Isn’t there a better way to learn newwords?The answer is “ Yes” .First of all, you can follow the spelling rules to rememberEnglish words .The pronunciation of English words is closely related to the spelling of them .So try to grasp as many spelling rules as possible , which will make you remember English words easier. For example ,in the word “ car”/ka:/, “c ” ispronounced /k/; “ ar” is pronounced /a:/;so /ka:/ is spelled “ car”.When you learn a new word,you must read it again and again,grasp its pronunciation first ,then follow the rules of spelling to recite it , it isn’t forgotten easily .Second , I think the best way to build a strong vocabularyis to grasp English words in your listening ,speaking ,reading and writing.In language uses , you can grasp vocabulary more quickly , more firmly .Listening plays an important role in oral communication.So doing a lot of listening in English ,you can increase your vocabulary . Real communication helps to improve your oralEnglish .The more often you speak ,the easier it becomes foryou to express yourself in English .By real communication , you can remember more vocabulary .You can read a lot of books written in English in or outsideclass to enrich your vocabulary.Whenever you come across anew word in your reading ,first guess what it means ,then look it up in the dictionary and take notes ,then try to remember it and use it .Day by day ,you will accumulate and enlarge your vocabulary .Writing is necessar y for you to grasp the Englishvocabulary.You can often use the English words you have learned from study,life and so on to write some English diaries ,compositions or stories, which makes learning words more interesting .If you insist on listening , speaking ,reading and writing ,you will grasp more and more vocabulary and at the same time grasping more and more vocabulary will improve your listening ,speaking ,reading and writing.Third ,besides all the aspects above ,to grasp English vocabulary easily ,you may also follow some ideas below:1. You can learn more by means of learning more aboutwords . Make a word list from what you have learned.Then tryto make sentences with them.For example ,the word “ tell” can be used in such phrases as tell a story ,tell a lie and tell somebody to do something .Try to use those phrases you have listed to tell your classmates a story .2. You can also enlarge your vocabulary if you learnsomething about word formation .Two single words can be puttogether to make a compound word such as football,classroom or guesthouse.You must learn how to add prefixes and suffixes to English words.You must know a prefix is added to a wordto change its original meaning ;a suffix usually,but not always ,changes the part of speech.Trying to learn more prefixes and suffixes is of great help for your English word study.3. It is also fun to find words with similar or oppositemeanings. Compare them and try to recite them.For example ,dirty – clean ;big —large ;pretty — beautiful .Besides, as for similar words in spelling, you can compare them , try to find the differences between them ,such as parents ,present and peasant,compare their pronunciations, spellings andmeanings and try to use them to make some sentences . Doing like this ,you can remember them well .4. With the increasing of your vocabulary, some studentsoften can’t remember the Chinese meanings of new English words correctly . I think it is a good way to remember their meanings in the text .From the context , you can remember their meanings easily .Besides, in order to learn English vocabulary well, it is necessary for you to know about someEnglish cultures ,which helps you understand the meanings of words better.5. Do learn how to use all kinds of dictionaries, forexample , English- Chinese dictionaries , Chinese-English dictionaries ,English -English dictionaries and so on .Only you learn to use the reference books can you learn English words by yourself and increase your vocabulary .Learning English words is hard and challenging but canalso be interesting.Nothing can be learned without giving time and effort to it .Time and effort will pay off.I hope what I said above can help you to study your English vocabulary better . References: [1]况博群.词块在中学英语口语教学中的应用研究[D].重庆师范大学,2012.[2]Linguistics in Language Teaching by D.A.Wilkins 1972:Edward Arnold Press.[3]钱珍娣.中学英语词汇教学中存在的问题及其对策[J].中小学英语教学与研究,2004,(2).【作者简介】杜秀莲，河北平泉市综合职业技术教育中心。

攀登英语-有趣的26个字母-Frank-the-rat.

Relationship with other rodents
Frank is popular among rodents because he is helpful and often shares his food and hiding place.
03
Relationship with humans
01
introduction
Purpose and background
Enhance interest in English learning
Through vivid and interesting stories and interactions, stimulate children's interest in English learning and cultivate their language perception ability.
Word learning
Apple
A common fruit, usually red or green.
01
Banana
02 a curved yellow fruit with a
sweet taste.
Cat
A common domesticated animal that enjoys playing and sleeping.
02
Frank the Rat Role Introduction
Frank's physical features
Body size
Frank is a medium-sized brown house mouse with a slender body and flexible limbs.

背单词的快方法且记忆深

背单词的快方法且记忆深English version:Spaced Repetition: This involves reviewing words at increasing intervals (e.g., 10 minutes, 1 hour, 1 day, 1 week). It helps strengthen long-term retention by preventing forgetting curves.Active Recall: Instead of passively reading words, actively try to retrieve them from memory. This could involve flashcards, retrieval games, or writing sentences using the words.Chunking: Break down large lists into smaller chunks of 5-10 words. This makes them easier to memorize and recall.Contextual Learning: Learn words in the context of sentences or stories. This provides meaningful associations and improves comprehension.Visual Cues: Use images, diagrams, or flashcards to associate words with mental imagery. This enhancesretention by engaging multiple senses.Mnemonic Devices: Create memorable rhymes, acronyms, or stories that connect words to each other. This makes them easier to recall.Flashcards with Spaced Repetition: Combine spaced repetition with flashcards for efficient review and long-term retention. Use apps like Anki or Quizlet.Immersive Learning: Surround yourself with the target language through movies, music, books, and conversations. This provides natural exposure and improves recall.Use Technology: Leverage language learning apps, online dictionaries, and voice recognition tools to enhance your learning experience.Consistency and Repetition: The key to effectivememorization is consistent practice and repetition. Set aside dedicated time each day for vocabulary learning.中文回答：间隔式重复，以增加的间隔（例如，10 分钟、1 小时、1 天、1 周）复习单词。

建议英文单词

建议英文单词Tips for Learning English WordsLearning English words can be a challenging task, especially for non-native speakers. However, with the right strategies and persistence, anyone can master the English vocabulary. Here are some tips to help you improve your word bank and enhance your English language skills.1. Set a daily target: Consistency is key when it comes to expanding your English vocabulary. Set a realistic daily target for learning new words and stick to it. This could be as simple as learning five new words every day. Over time, these small efforts will add up and improve your overall vocabulary.2. Create a word list: Start by creating a word list with the new words you come across in your reading or listening activities. Use a notebook, an electronic document, or a smartphone app to record these words. Make sure to include the word, its definition, and an example sentence to help you understand its context. Revisit and review this list regularly to reinforce your learning.3. Use flashcards or apps: Flashcards are a tried and tested method for learning new words. Create flashcards with the word on one side and its definition on the other. Use them to test yourself on a regular basis. Alternatively, there are numerous smartphone apps available that offer digital flashcards and interactive word games to make learning more engaging and fun.4. Read extensively: Reading is one of the best ways to expandyour vocabulary. Choose books, newspapers, magazines, or websites that interest you and read them regularly. Whenever you come across an unfamiliar word, look it up in a dictionary and add it to your word list. Reading exposes you to different writing styles, sentence structures, and usage of words, helping you understand their meaning in various contexts.5. Play word games: Word games can be a fun and effective way to learn new words. Games like Scrabble, crossword puzzles, and word jumbles challenge your mind and encourage you to think about words and their meanings. You can also find online word games and apps that offer interactive and engaging activities to improve your vocabulary and language skills.6. Engage in conversations: Speak and interact in English as much as possible. Engaging in conversations with native English speakers or fellow learners will not only help you practice your speaking skills but also expose you to new words and phrases. Pay attention to how words are used in conversation, and don't shy away from asking for clarification or using a dictionary when needed.7. Use mnemonic devices: Mnemonic devices are memory techniques that associate new words with familiar ones. For example, you can create a mental image or a story that connects the new word with something you already know. This makes it easier to remember its meaning and usage.8. Practice with word exercises: Many English language textbooks and online resources offer word exercises and quizzes to practiceand test your vocabulary. Take advantage of these resources to reinforce your learning and improve your word retention.9. Watch English movies and TV shows: Watching movies and TV shows in English provides an immersive experience and exposes you to the language in its natural form. It allows you to hear new words in context and understand their usage. Use subtitles if needed, but try to challenge yourself by gradually reducing their dependence.10. Be patient and persistent: Learning new words takes time and effort. Don't get discouraged if you don't see immediate results. Stay patient, persistent, and consistent in your learning efforts. Celebrate your progress and keep pushing yourself to learn more. Remember, building a strong vocabulary is a gradual process that requires consistent practice and exposure. By following these tips and incorporating them into your daily routine, you will gradually expand your word bank and improve your English language skills. Good luck!。

6A-M1-U1-1 words learning

cook your chicken wing some more
Group work
Two days ago, the Lis had a barbecue. They cooked their food on the fire. Ben gave Kitty some meat. It was raw. Kitty gave the raw meat to Sam. Sam threw it in the fire. Kitty ate a lot of cooked meat. It tasted nice. Kitty was not hungry after the barbecue. (exercise book P1)
cook
1.厨师n.
2.煮,烧v.
cooked煮过的adj.
f_ _e
r_ _
barb_c_e
ห้องสมุดไป่ตู้
A: Do you like…? B: Yes. I like…. /No, I don’t like… A: How does it smell /taste? B: It smells/tastes…
M1u1
Many people like cooked people. 用含有”怎样”词语的问句获取有关物品的各种明确信息
How does it smell/taste?
It smells /tastes nice.
Fire
raw meat 生的肉
fire 火 cooked meat 熟的肉
cooker 厨具,炊具n.
补充:
Look看起来 sound听起来 taste尝起来 smell闻起来是系动词+形容词.
系动词

Learning vocabulary in another language paper edition

Teaching VocabularyPaul NationVictoria University of Wellington, New ZealandBiography:Paul Nation teaches in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. His specialist interests are language teaching methodology and vocabulary learning.Introduction:Deliberately teaching vocabulary is one of the least efficient ways of developing learners= vocabulary knowledge but nonetheless it is an important part of a well-balanced vocabulary programme.The main problem with vocabulary teaching is that only a few words and a small part of what is required to know a word can be dealt with at any one time. This limitation also applies to incidental learning from listening or reading, but it is much easier to arrange for large amounts of independent listening and reading than it is to arrange for large amounts of teaching. Teaching can effectively deal with only a small amount of information about a word at a time. The more complex the information is, the more likely the learners are to misinterpret it.Table 1: Ways of quickly giving attention to words1 Quickly give the meaning by (a) using an L1 translation, (b) using a known L2synonym or a simple definition in the L2, (c) showing an object or picture, (d) giving quick demonstration, (e) drawing a simple picture or diagram, (f) breaking the word into parts and giving the meaning of the parts and the whole word (the word partstrategy), (g) giving several example sentences with the word in context to show the meaning, (h) commenting on the underlying meaning of the word and otherreferents.2 Draw attention to the form of the word by (a) showing how the spelling of the word islike the spelling of known words, (b) giving the stress pattern of the word and itspronunciation, (c) showing the prefix, stem and suffix that make up the word, (d)getting the learners to repeat the pronunciation of the word, (e) writing the word on the board, (f) pointing out any spelling irregularity in the word.3 Draw attention to the use of the word by (a) quickly showing the grammatical patternthe word fits into (countable/uncountable, transitive/intransitive, etc), (b) giving afew similar collocates, (c) mentioning any restrictions on the use of the word (formal, colloquial, impolite, only used in the United States, only used with children, oldfashioned, technical, infrequent), (d) giving a well known opposite, or a well known word describing the group or lexical set it fits into.Principles1 Keep the teaching simple and clear. Don’t give complicated explanations.2 Relate the present teaching to past knowledge by showing a pattern or analogies.3 Use both oral and written presentation - write it on the blackboard as well asexplaining.4 Give most attention to words that are already partly known.5 Tell the learners if it is a high frequency word that is worth noting for futureattention.5 Don’t bring in other unknown or poorly known related words like near synonyms,opposites, or members of the same lexical set.We need to see learning any particular word as being a cumulative process where knowledge is built up over a series of varied meetings with the word. At best, teaching can provide only one or two of these meetings. The others involve deliberate study, meeting through meaning-focused input and output, and fluency development activities.The positive effects of vocabulary teaching are that it can provide help when learners feel it is most needed. This is particularly true for vocabulary teaching that occurs in the context of message-focused activities involving listening, speaking, reading and writing, and where the teaching deals with items that learners see as being very relevant for the activity. Table 1 lists ways of quickly dealing with words. The small amount of research on such teaching indicates that it has a strong effect on vocabulary learning.The first decision to make when teaching a word is to decide whether the word is worth spending time on or not. If the word is a low frequency word and is not a useful technical word and not one that is particularly useful for the learners, it should be dealt with as quickly as possible. Usually when words come up in the context of a reading or listening text, or of learners need a word or phrase when speaking or writing, they need quick help which does not interrupt the activity too much.Sometimes however a teacher may want to spend time on a word. In general, time should be spent on high frequency words or words that fill a language need that the learners have. When deciding how to spend time on a word, it is useful to consider the learning burden of the word.What is involved in knowing a word?Part of effective vocabulary teaching involves working out what needs to be taught about a word. This is called the learning burden of a word and differs from word to word according to the ways in which the word relates to first language knowledge and already existing knowledge of the second language and or other known languages.Table 2 Discovering learning burdenMeaning Form and meaningConcept and referentsAssociationsIs the word a loan word in the L1?Is there an L1 word with roughly the samemeaning?Does the word fit into the same sets as an L1 wordof similar meaning?Form Spoken formWritten formWord partsCan the learners repeat the word accurately if theyhear it?Can the learners write the word correctly if theyhear it?Can the learners identify known affixes in theword?UseGrammatical functionsCollocationConstraints on useDoes the word fit into predictable grammarpatterns?Does the word have the same collocations as an L1word of similar meaning?Does the word have the same restrictions on its useas an L1 word of similar meaning?The way to work out the learning burden systematically is to consider each aspectof what is involved in knowing a word. Table 2 lists the kinds of questions that can be asked to discover the learning burden of a word. When asking the questions it is necessary to have a particular L1 in mind. If the teacher has a class of learners with a variety of L1s or if the teacher has no knowledge of the learners= L1 then the best that can be done is to think if the word fits into regular patterns in the L2. For example, is it regularly spelled? Does it fit into the same grammatical patterns as other L2 words of similar meaning? Does it have a narrow range of senses with a clear underlying core meaning?Table 3 Useful vocabulary learning exercises that require little or no preparationWord meaningFind the core meaning. The learners look at dictionary entries and find the sharedmeaning in the various senses of the word.Word card testing The learners work in pairs. Each learner gives their pack of cards totheir partner who tests them on their recall of the meaning by sayingthe word and getting them to give the translation. This can also bedone by giving the translation and getting them to give the word form.Using the dictionary: When a useful word occurs in a reading text, the teacher trainslearners in the strategy of using a dictionary.Guessing from context. Whenever a guessable word occurs in a reading text theteacher trains the learners in the guessing from context strategy. Word formSpelling dictation The teacher says words or phrases and the learners write them. Pronunciation The teacher writes words on the board and the learnerspronounce them getting feedback from the teacher. Each learner pickswhat word to say.Word parts The teacher writes words on the board and the learners cutthem into parts and give the meanings of the parts.Word useSuggest collocates The learners work together in pairs or small groups to list collocatesfor a given word.Word detectives A learner reports on a word he or she has found in their reading. They talk about the meaning, spelling, pronunciation, word parts,etymology, collocates and grammar of the word.Choosing the words1 As words come up in class, one learner (the class secretary) has the job of notingthem for future attention.2 The teacher chooses words that have appeared in work in the last week or two.3 The teacher chooses words that the learners need to know.Let us look at two examples to see how learning burden can be worked out. The purpose of working out learning burden is to find what aspects will be difficult when learning a particular word and thus where the teacher can give useful help.Let us take the word friend as an example. We will look at it from the point of view of a native speaker of Thai. Friend has a few pronunciation difficulties for a Thai, namely the /r/ sound and the two consonant clusters /fr/ and /nd/, but they may not be so much of a problem by the time this word is learned. The spelling of the word is not wholly predictable. If the learners heard the word they would want to write it as frend, so the ie part needs some attention (ie representing /e/ is an irregular spelling in English). It does not have any prefixes or suffixes, but it may be worth giving attention to friendly. Friend is not a loan word in Thai, so learning is needed here. Thai has a word that is roughly similar in meaning to friend (puean). Thais however use other words for friend too, but this need not be a concern at this point. Friend has the collocates good (a good friend), close (a close friend), old (an old friend), family (He=s a friend of the family). Friend is a regular countable noun. It cannot be used as a verb. It has no restrictions on its use. That is, it is not a rude word or a formal word, and is not restricted to a particular dialect of English. Thus we can see the learning burden of friend lies largely in its spelling, the form-meaning connection (Thais have to learn that friend means Apuean@), and in its collocations.Table 4 Useful prepared exercises for vocabulary learningMeaningWord and meaning matchingLabellingSentence completionCrossword puzzlesSemantic analysisCompleting lexical setsFormFollowing spelling rulesRecognising word partsBuilding word family tablesUseSentence completionCollocation matchingCollocation tablesInterpreting dictionary entriesCriteriaA good vocabulary exercise1 focuses on useful words, preferably high frequency words that have already been met before.2 focuses on a useful aspect of learning burden. It has a useful learning goal.3 gets learners to meet or use the word in ways that establish new mental connectionsfor the word. It sets up useful learning conditions involving generative use.4 involves the learners in actively searching for and evaluating the target words in theexercise.5 does not bring related unknown or partly known words together. It avoidsinterference.Let us take the adjective free as a second example. The form aspects - sound, spelling and word parts - do not need particular attention. Free is a loan word in Thai but only has the meaning Adoes not need to be paid for@. Its most common meaning in English however is Anot restricted, not tied down@ and this is probably best treated as a different word. For this meaning, learning is needed and the teacher should give attention to the various related uses of free drawing attention to their shared meaning - Are you free at six o=clock? They were set free. Free speech. The free world.Free can also be a verb but this use could be left until later. Free=s collocates include world, trade, time, and these deserve some attention. So the learning burden of free lies largely in the area of meaning with this reflected in the collocations.Working out the learning burden of a word helps a teacher make the second important decision about teaching words, namely, what aspects of the word should I spend time on?As well as providing direct teaching on those aspects of the word that require attention, the teacher can also set the learners to work on some of these aspects. Table 3 lists a range of vocabulary activities that require very little preparation by the teacher. Note that these activities have been organised according to the aspects of what is involved in knowing a word. Many of these activities involve learners working together in pairs or small groups.Prepared vocabulary exercisesSome vocabulary exercises need to be carefully prepared in advance. These may be part of a course book and may be planned to systematically cover a certain area of vocabulary. Table 4 lists the most useful of these. The major values of prepared exercises are that they can be made to systematically cover an area of vocabulary, and learners can do them independently of the teacher. Most published books of prepared vocabulary exercises use the Teach, test, and mark format. That is, some aspects of the words are taught, and then the learners do labelling, completion, rewording, classifying, correcting or matching activities which they later mark using an answer key (see for example McCarthy and Dell, 1994). If such exercises are done in pairs or small groups, then there is the added opportunity for learners to learn from each other.Getting repeated attention to vocabularyUseful vocabulary needs to be met again and again to ensure it is learned. In the early stages of learning the meetings need to be reasonably close together, preferably within a few days, so that too much forgetting does not occur. Later meetings can be very widely spaced with several weeks between each meeting.Table 5 Ways of helping learners remember previously met words1 Spend time on a word by dealing with two or three aspects of the word, such as itsspelling, its pronunciation, its parts, related derived forms, its meaning, itscollocations, its grammar, or restrictions on its use.2 Get learners to do graded reading and listening to stories at the appropriate level.3 Get learners to do speaking and writing activities based on written input that containsthe words.4 Get learners to do prepared activities that involve testing and teaching vocabulary,such as Same or different?, Find the difference, Word and picture matching.5 Set aside a time each week for word by word revision of the vocabulary that occurredpreviously. List the words on the board and do the following activities.a) go round the class getting each learner to say one of the words.b) break the words into parts and label the meanings of the parts.c) suggest collocations for the words.d) recall the sentence where the word occurred and suggest another context.e) look at derived forms of the words.High frequency vocabulary needs to be met across all four strands of a course - meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Some low frequency vocabulary may not need to become part of the learners= output and so it is not important for it to be part of the meaning-focused output strand. Table 5 lists various ways of getting learners to meet the same vocabulary again and again.The direct teaching approach suggested in this article is based on the following guidelines.1 If the word is a high frequency word or one that will be of continuing importancefor the learners, a) give it attention, preferably focussing on its learning burden, b)make sure the learners will come back to it again. If the word is a low frequencyword, pass over it without comment or give some brief attention to it focussing onwhat is needed in that instance.2 Direct teaching should be clear and simple. Rely on repeated meetings to developan understanding of the complexities of a word. Don=t try to deal with the complexities by intensive teaching.The deliberate teaching of vocabulary is only one part of the language -focused learning strand of a course. The amount of time spent on it needs to be balanced against the other types of language-focused learning such as intensive reading, deliberate learning, and strategy training, and needs to be balanced against the other three strands of meaning-focused input, meaning-focused output, and fluency development. Table 6 tries to show this wider perspective, indicating the small amount of time that should be given to vocabulary teaching.Table 6. The proportion of time in a course that should be given to vocabulary teaching Meaning-focused inputMeaning-focused outputLanguage-focused learning pronunciationdevelopmentvocabulary strategyintensive readingword card learningvocabulary teachinggrammardiscourseFluency developmentVocabulary learning, both within and outside the domain of reading has been a key part of English education in many Asian contexts where it has been traditionally stressed. There is a need for more student centered approaches that improve both the retention and usage in aprogressive fashion that goes beyond rote memorization. The analysis here is supportive to this end.ReferencesAtkins, B.T.S. and Varantola, K. (1997). Monitoring dictionary use. International Journal of Lexicography 10, 1: 1-45.Baxter, J. (1980). The dictionary and vocabulary behaviour: a single word or a handful? TESOL Quarterly 14, 3: 325-336.Daulton, F.E. (1998). Japanese loanword cognates and the acquisition of English vocabulary. The Language Teacher 22, 1: 17-25.Knight, T. (1996). Learning vocabulary through shared speaking tasks. The Language Teacher 20, 1: 24-29.Lado, R., Baldwin, B. and Lobo, F. (1967). Massive vocabulary expansion in a foreign language beyond the basic course: the effects of stimuli, timing and order of presentation. U.S. Department of Health, Education, and Welfare, Washington, D.C.: 5-1095.Lameta-Tufuga, E. (1994). Using the Samoan Language for Academic Learning Tasks. Unpublished MA thesis, Victoria University of Wellington, New Zealand.Laufer, B. and Kimmel, M. (1997). Bilingualised dictionaries: How learners really use them. System 25, 3: 361-369.Laufer, B. and Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal 28, 1: 89-108.McKeown, M.G. (1993). Creating effective definitions for young word learners. Reading Research Quarterly 28, 1: 17-31.Mishima, T. (1967). An experiment comparing five modalities of conveying meaning for the teaching of foreign language vocabulary. Dissertation Abstracts 27: 3030-3031A.Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.Nation, I.S.P. (1997). L1 and L2 use in the classroom: a systematic approach. TESL Reporter 30, 2: 19-27.Nation, I.S.P. (1978). Translation and the teaching of meaning: some techniques. ELT Journal 32, 3: 171-175.Ringbom, H. (1987). The Role of the First Language in Foreign Language Learning.Clevedon: Multilingual Matters.。

Learning Words in Context a Survey

2 Theories of Learning Words In Context
We discuss in this section several papers that address questions related to the nature of search and/or the nature of heuristics used in word learning in context. We also included here, although they do not quite satisfy this criterion, the study by Werner and Kaplan, which pioneered the research in this eld; the study highlights some types of error made by children in the learning process. van Daalen-Kapteijns and Elshout-Mohr Van Daalen-Kapteijns et. al 1981] propose a theory of word learning in context for high and low verbals1 . College students are asked to read ve sentences referring to one unknown word and to write down their hypotheses about what the word meaning could be. The words denoted plausible, but inexistent concepts. The authors found out that both low and high verbals start by attributing to the unknown word a meaning familiar to them (the so-called model) denoted by a known word. The di erence between low and high verbals lies in the way they process the model subsequently, after seeing other contexts. High verbals proceed analytically, i.e. they adapt their model by

How to learn english words

You must use new words as many times as possible in your daily life. The best way to learn and remember new words is to use them when you speak or write. You must try using at least one new English word every day. A synonym is a word that means the same thing as another word. You can expand your vocabulary by learning synonyms for your new English words, for example, small is a synonym for little.
When you study topics and words that you are interested in, you remember the better. It’s easier to study new words when you organize them into groups like foods or action verbs. You should put one English word on each card, and then put either the translation or the English definition on the back. After you study the words, you’d bo see how many words you remember.
Zhao Zhongxi 的 How to learn English words?

40篇英语短文搞定5000个单词

40篇英语短文搞定5000个单词全文共6篇示例，供读者参考篇1Learning New Words is Fun and Easy!Hi there! My name is Emma and I'm 10 years old. I absolutely love reading and learning new words. Over the past year, I've read 40 super cool short stories that taught me over 5000 new English words! It was so much fun and really easy. Let me tell you all about it.It all started when my teacher Mr. Johnson told our class that we were going to read a bunch of short stories to learn new vocabulary words. At first, I wasn't too excited because I thought it would be boring. But boy was I wrong!The first story we read was called "The Circus Comes to Town." It was about a circus elephant named Ellie who escaped from her enclosure. I learned words like "enclosure", "escaped", "tamed", and "pachyderm." The story was really engaging and had a fun, silly plot which made the new words stick in my brain.After that, we read a different short story almost every day. Each one taught us 125-150 new vocabulary words through the context of an entertaining little tale. Some were funny stories that made the whole class crack up laughing. Others were more serious but still very interesting.My favorite was probably "The Cursed Scepter", a magical fantasy story about a wicked sorcerer who cursed the kingdom's royal scepter. I learned cool new words like "scepter", "inscribed", "sorcerer", and "adversary." The vivid descriptions really fired up my imagination.Whenever we finished a story, Mr. Johnson would go over the definitions of all the new words. Then we'd take turns using them in sentences and little skits to cement them in our memories. We even played fun educational games putting the words into context and thinking of synonyms and antonyms.Before I knew it, story after story, the new words just kept piling up. Pretty soon I had learned "peculiar", "catastrophe", "flourish", "instill", "imperial", and hundreds more! Whenever I'd read other books or have conversations, I'd naturally use the new vocab I picked up.The most exciting part was when Mr. Johnson announced we had officially learned and mastered over 5000 words from the 40short stories! We had a classroom word championship and I was one of the winners. I felt like such an accomplished wordsmith.Learning thousands of words doesn't seem like that huge of a challenge when you do it bit by bit through entertaining stories. The words get lodged in your brain alongside funny jokes, silly characters, and imaginative plots. The whole experience was not only educational but a total blast.I'm so grateful to Mr. Johnson for making learning vocabulary fun instead of tedious memorization. Thanks to those 40 awesome short stories, I've expanded my vocabulary massively. I feel like I have a huge head start on my English skills compared to kids who just rely on rote memorization from lists.If you're a student looking to build your word power, I can't recommend this method enough. Read fun, interesting stories packed with vivid new words you can easily pick up through context. It doesn't just make learning vocab easier, but way more gratifying and memorable too.So crack open those short story collections and prepare for an entertaining vocabulary adventure! Who knows, you might end up learning 5000 words just like me without even realizing it. Happy reading!篇2Learning New Words is Fun!Hi friends! My name is Emma and I'm 10 years old. I love reading, writing, and learning new words. My teacher says that knowing a lot of words will help me become a better reader and writer. She gave our class a really cool assignment - we have to read 40 short passages and try to learn all the vocabulary words in them. There are around 5000 words total! At first, I thought "Wow, that's a lot of words!" But then I got really excited because I love learning new words.My teacher said the passages are about all kinds of different topics like science, history, animals, and more. I can't wait to dive in and start discovering new words. Whenever I come across a word I don't know, I'll look it up in the dictionary and write down the definition. My teacher also said to try using the new words in sentences to help me remember them better.One strategy my teacher taught us is to look for root words, prefixes, and suffixes that I already know. That way, I can try to figure out what an unknown word means from its word parts. For example, if I see the word "biodiversity", I know "bio" means life and "diversity" means variety or differing kinds. So "biodiversity"probably means the variety of living things! Using context clues from the sentences is helpful too.Another thing I'm going to do is make flashcards for the words I struggle with. I'll write the word on one side and the definition on the other side. My parents can quiz me with the flashcards. I'm also going to try drawing little pictures to go with the words' meanings - that helps me visualize and remember them.I'll keep a vocabulary journal where I list all the new words I learn and use them in my own sentences and short stories. I love creative writing, so this will be fun! Using the words myself will make them really stick in my brain.Some of my friends think learning so many words will be boring, but I don't agree at all! I see it as an exciting adventure and a chance to explore the amazing world of the English language. Just think of all the brilliant books, articles, and poems I'll be able to read and understand once I've mastered these vocabulary words. Knowing lots of words will also help me express myself better when I write my own stories and essays.I can't wait to discover fascinating words like "quintessential", "serendipity", "ephemeral", and "onomatopoeia"! I'll get to travel back in history with words like "medieval", "Renaissance", and"cavalier". And words like "zephyr", "petrichor", and "chrysalis" will let me appreciate the beauty of nature in new ways. How awesome is that?Already, I feel like a word explorer getting ready to venture out on an epic vocabulary quest! With my dictionary as my map, my pen as my compass, and my journal as my field book, I'll journey through 40 enriching passages and return with a trove of 5000 new word treasures. I'm going to work really hard, but it will be so much fun. Let the great word learning adventure begin!篇3My Fantastic AdventureHi there! My name is Timmy, and I want to tell you about my incredible adventure. It all started on a sunny day when I decided to explore the mysterious forest near my house. I was excited and a little scared, but my curiosity pushed me forward.As I entered the forest, I noticed the tall trees and the sound of leaves rustling in the wind. It felt like a magical place straight out of a fairy tale. Suddenly, I heard a soft voice calling my name.I turned around and saw a talking squirrel named Sammy!Sammy was a friendly and wise squirrel who knew all the secrets of the forest. He offered to be my guide and show me the wonders hidden within. I eagerly accepted his offer, and we started our adventure together.Our first stop was a sparkling waterfall. The water glistened under the sunlight, and I couldn't resist the temptation to dip my toes in. Sammy warned me about the slippery rocks, but I was too excited to listen. Guess what? I slipped and landed right in the water with a splash! It was so funny, and we couldn't stop laughing.After drying off, we continued our journey deeper into the forest. The trees seemed to whisper secrets to each other, and the air was filled with the sweet scent of flowers. We stumbled upon a family of deer grazing peacefully. They were so graceful and gentle. I couldn't help but admire their beauty.As we walked further, we discovered a hidden meadow covered in colorful wildflowers. It was like stepping into a painting! Butterflies fluttered around us, and their delicate wings painted the air with vibrant colors. I felt like I was in a dream.Just when I thought things couldn't get any more amazing, we stumbled upon a magical tree. Its branches were adorned with glowing orbs that shimmered in different colors. Sammyexplained that it was a wishing tree. If you made a sincere wish, it might come true. I closed my eyes tightly and wished for all the children in the world to be happy and healthy.Our adventure came to an end as the sun started to set. We made our way back home, promising to keep our memories of this day forever. Sammy and I became best friends, and I knew that our friendship would last a lifetime.That night, as I lay in bed, I couldn't help but smile. I realized that sometimes the most extraordinary things can happen when you step outside your comfort zone. I'll never forget my fantastic adventure and the lessons it taught me about friendship, nature, and the power of a little imagination.So, my dear friends, don't be afraid to explore and let your imagination run wild. Who knows what fantastic adventures await you just around the corner?Remember, life is an exciting journey full of surprises. Embrace it with open arms and a curious mind, and you'll create your own magical memories!Goodbye for now, and happy adventures!篇4Learning New Words is Fun and Easy!Hi there! My name is Emily and I'm in 5th grade. I used to really struggle with learning new vocabulary words. They always seemed so hard to remember and I would get them mixed up. But then my teacher showed our class a really cool trick - reading short stories! By reading just 40 short little books, I was able to learn over 5000 new words without even realizing it. Let me tell you all about how it worked.At the start of the school year, my teacher Mrs. Roberts said we were going to do a reading challenge. Every week for the next 40 weeks, we had to read one new short story from a book she gave us. The stories were only a few pages long, so they didn't take too long to get through. After reading each story, we had to circle any words we didn't know the meaning of. Then we would go over those words together as a class.The first few stories didn't have too many unknown words, maybe 5-10 per story. Words like "periodically", "dwindle", and "nonchalant" were new for me. By seeing them used in the context of the stories, I was able to get a pretty good sense of what they meant. And going over them in class helped cement the definitions in my mind.As the weeks went on, the stories started using harder and harder vocabulary. I remember one story that used words like "ubiquitous", "ephemeral", and "quintessential". I had circled so many words that my page looked more pen than ink! But Mrs. Roberts broke them all down for us. She acted out some of the words, drew pictures for others, and gave us tons of examples. Before I knew it, words that had once seemed impossible were feeling pretty normal.My personal favorite story was one called "The Kaleidoscopic Kite". It was all about this girl who got a kaleidoscope for her birthday and became obsessed with making intricate kites to go with the kaleidoscopic designs. The author used such vibrant and descriptive language that it felt like I could see the kites dancing across the sky. Words like "iridescent", "arabesque", and "diaphanous" really painted a picture.With each new set of vocabulary words, I started keeping a notebook to write them all down and make notes on what they meant. I would draw silly characters or make rhymes and songs to help me remember them better. Like for "discombobulated" I wrote "when my socks were mismatched, I felt discombobulated". Seeing the words used repeatedly in the stories helped solidify their meanings even more.Before this reading challenge, I probably only knew a few hundred vocabulary words really well. But after 40 weeks of reading one new story each week and studying the words, I had greatly expanded my word knowledge. My teacher estimated I had learned over 5000 new words! Whenever I encountered those words again, whether in a book, on a test, or in conversation, I immediately recognized them like old friends.Learning all those new words helped me become a stronger reader, writer, and student overall. Instead of shying away from advanced texts, I started seeking them out to expose myself to more rich vocabulary. On tests and writing assignments, I was able to showcase my more sophisticated language skills. My parents were even impressed with how I was able to explain concepts using such precise and descriptive words.So if you're looking for a fun way to boost your vocabulary, I highly recommend trying out the short story method. Read one bite-sized book each week, circle any unfamiliar words, and then spend time exploring their meanings. Before you know it, reading difficult texts won't seem so daunting anymore. You'll be seeing words you had no idea existed a few months prior and understanding them with ease. Just 40 little stories was all it tookfor me to gain mastery over 5000 new words. How many words could you learn?篇5Learning 5000 New Words? Easy Peasy with Short Stories!Hi there! My name is Alex and I'm a 5th grader. I used to really struggle with learning new vocabulary words. My teacher would give us long lists of words to memorize and I'd get so bored and confused. But then I discovered the magic of short stories! By reading just 40 fun little tales, I was able to learn over 5000 new words without even realizing it. Let me tell you all about it!It all started when my teacher Mrs. Martinez told us we needed to expand our vocabulary. She said the more words we know, the better we can express ourselves when speaking and writing. I was pretty bummed at first because memorizing word lists is just the worst. It's like eating a big plate of Brussels sprouts - totally gross and no fun at all!But then Mrs. Martinez had a brilliant idea. Instead of giving us lists of random words, she started reading us short little stories during class. These stories were only a few paragraphslong but they contained lots of interesting vocabulary words that I had never heard before.The first story she read was called "The Colossal Carrot." It was about a farmer who grew the most ginormous carrot ever. I had never heard words like "colossal" or "ginormous" but from the context, I could guess they meant really, really big. By the end of that 5 minute story, I had already learned 2 new vocab words!From then on, we read a different micro story every day. Stories like "The Dilapidated Dollhouse" taught me new words like "dilapidated" which means rundown or broken. "The Famished Feline" introduced words like "famished" meaning extremely hungry. Each story was fun, easy to follow, and taught me a bunch of great new words in a snap.I started seeing some of those words pop up in my other subjects too. Like in science class when we learned about "photosynthesis" - that was a word straight from the story "The Peculiar Plant." Or in history when we discussed the "Industrial Revolution" - a term I first heard in the tale of "The Chugging Factories." Using the words I picked up from the stories made me feel like a super vocabulary super star!My personal favorite story was called "The Ubiquitous Unicorn." I'll never forget the first time I heard Mrs. Martinez say that crazy word "ubiquitous." I thought she was making it up! But it actually means something that is everywhere or really common. Since unicorns are make-believe creatures, having a "ubiquitous unicorn" is pretty silly and fun to imagine.After just a couple of months of our daily story time, I had picked up over 5000 useful new vocab words. I was reading them, writing them, and using them in my everyday speech. Best of all, I learned those words almost by accident, just from enjoying the creative little tales.My friends who were still slogging through boring word lists were so jealous! While they were struggling, I was having a blast and becoming more articulate at the same time. Kid's stories for the win!So if you want to turbocharge your vocabulary, my advice is simple: Read short stories! They are fun, fast, and full of terrific new words to learn. You can find great story collections at your local library or online. Or you can even make up your own silly tales using interesting words you want to master.Before you know it, you'll be a vocabulary villa just like me! You'll know "myriad" words (that means a ton). Your speech willbe absolutely "mellifluous" (smooth and sweet). And you'll be "dexterous" with words (skillful). Just like me after reading 40 short stories to learn 5000 new vocabulary gems.What are you waiting for? Dive into some mini-fiction today and watch your word knowledge expand faster than a "turgid" water balloon (an oversized one!). It's easier than you'd think to build an "inexhaustible" vocabulary (which means you'll never run out of words). So get started - and happy reading!篇6Mastering 5000 Words with 40 Short StoriesHey there! Did you know that by reading just 40 short stories, you can learn a whopping 5000 new words? That's right, 5000 words! Isn't that amazing?I used to struggle with learning new vocabulary. My friend Sam and I would spend hours poring over long lists of words, trying to memorize their meanings. But it was so boring and tedious. Half the time, I'd forget what I'd learned the very next day!That all changed when our English teacher, Mrs. Anderson, introduced us to the magical world of short stories. She saidreading was the best way to pick up new words naturally, almost without even trying. At first, I was a bit skeptical. How could just reading some silly little stories help me learn thousands of new words?But Mrs. Anderson insisted we give it a try. She had a big box full of short story books for kids our age. Each story was just a few pages long, with pictures and everything. They looked kind of babyish, but also...fun?The first book I read was called "The Dinosaur's Lunchbox." It was about a kid who accidentally took a dinosaur's giant lunchbox to school instead of his own. Halfway through the first page, I encountered an unfamiliar word - "rummaged." From the context, I could guess it meant to search frantically.As I kept reading, I came across more and more new words like "monstrous," "devoured," and "dismayed." But instead of feeling frustrated, I felt excited to learn their meanings and see how they fit into the story.By the time I finished that first little book, I'd already learned several new vocabulary words, totally by accident! And you know what? The stories were actually really entertaining too.From then on, I was hooked. Every day after school, Sam and I would race to Mrs. Anderson's classroom to grab new short story books to read. We'd spread out on the floor, get cozy, and dive into different wacky adventures.One day, we'd be reading about a dog who wanted to be a magician. The next, it would be twin sisters who accidentally shrank their pesky little brother. With every book, our vocabulary was growing by leaps and bounds.My personal favorite was a series called "Weird Town," where the most bizarre, unbelievable things happened on a regular basis. Like, one time a kid went to take a bath and ended up soaking in a tub full of peanut butter! Can you imagine? That story alone taught me words like "flabbergasted," "dumbfounded," and "incredulous."As the weeks went by, Sam and I eagerly devoured book after book, picking up hundreds upon hundreds of new words through sheer reading practice. Before we knew it, we'd read over 40 short stories each!When we finally took our end-of-year vocabulary test, we were totally prepared. All those words we'd learned from our books - "pursue," "tremendous," "diligent," and so many more -they all came flooding back easily. We both aced the test with flying colors!From that day on, I was a firm believer in the power of reading, especially those delightful short stories for kids. Who knew that doing something so fun and easy could also be such an effective way to build your vocabulary?Sam and I kept reading new short stories over summer vacation too. With each book, we encountered more and more advanced words that gradually boosted our language skills. By the end of the summer, I'm certain we'd mastered well over 5000 words!These days, I'm no longer intimidated by fancy vocabulary. In fact, I look forward to learning new words. Reading continues to be my favorite way to grow my knowledge of English.So if you're looking to build your vocabulary too, my advice is simple - read, read, read! Especially those fantastic short stories packed with engaging plots and rich language. Before you know it, understanding 5000 new words will be a piece of cake.Get ready to join Sam and me in the wonderful, wacky, word-filled world of kids' short stories. Who knows what zany,hilarious, and enlightening adventures await? The only way to find out is to dive on in!。

记单词给我们带来的好处英语作文

记单词给我们带来的好处英语作文Learning New Words is Fun and Helpful!Hi there! My name is Jamie and I'm in the 5th grade. Today I want to talk to you about learning new words. It's something we do all the time in school, but it's also really important for life. I used to think memorizing vocabulary words was just boring busy work, but now I see how powerful and exciting it can be to expand your word knowledge. Let me tell you why!First off, knowing more words simply makes you smarter. When you understand the precise meanings of different words, you can think about concepts more clearly and express yourself better. Like if I just say "I'm happy" that's kind of vague. But if I say "I'm ecstatic!" or "I'm elated!" you know I'm really, really happy. See how much more vivid and descriptive that is?Vocabulary is also the key that unlocks all sorts of knowledge. Think about it - every subject we study, from math to science to history, has its own special vocabulary words. When we learn terms like "ecosystem" in science or "dividend" in math, we're actually learning core ideas about how the world works. If you don't know the vocabulary, those concepts stay locked awayfrom you. But once you understand the words, whole new worlds open up for deeper learning and understanding.Knowing lots of advanced words makes reading more fun and easier too. Whenever I encounter a really profound word I've never seen before in a book, I used to just glaze over it and keep going. But now I make sure to look it up and lock it into my brain. That gives me a true "Aha!" moment of learning something brand new. And guess what? The more sophisticated my vocabulary gets, the more I can fully appreciate great literature and poetry. Simple words are nice, but rich language is what gives writing its beautiful texture and shades of meaning.Another awesome thing about learning new vocabulary is that it helps me code-switch between different social settings. Code-switching just means adjusting how you speak for different situations. So with my friends, I might use casual slang like "That math test was brutal!" But then with teachers or adults, I can speak more formally using diction like "That examination was extremely challenging." Being multi-lingual in formal and informal English like that, just by mastering a versatile vocabulary, is a valuable skill for communicating clearly anywhere.While I'm on the topic of communicating, I can't forget how crucial vocabulary is for speaking and writing effectively. Lots of times when I'm trying to explain something, I get frustrated searching for the right, precise word to convey my idea accurately. But when I finally latch onto that perfect descriptive term I was looking for, it's likechef's kiss! My point comes through clearly and powerfully. And the broader my word choice is, the more tools I have to make my talking and writing focused and persuasive.Building up my vocabulary has personal benefits too, not just academic ones. By learning new words, I'm constantly feeding my sense of curiosity about language and life. There's no greater thrill than coming across a strange, fascinating new term, looking up its exotic meaning, and thinking "Whoa, you mean there's a word for that super specific thing?!" Words provide endless little treasure chests to delve into and explore. It's like each unfamiliar word is a locked door that opens up to a totally new nugget of human experience, culture, or ideas. How cool is that?Plus, self-confidence gets a huge boost when I feel like I can discuss any topic using sophisticated, intelligent terminology. Idon't get nervous public speaking anymore because I know I have the word knowledge to articulate my thoughts well. And when you speak and write with more impressive vocabulary, people simply tend to respect you more as an educated,well-spoken individual. Maybe that's shallow, but it's true! The right words really can help shape how others perceive you.Now I'll be honest, keeping a thick vocabulary dictionary tucked into your brain takes work. It's an ongoing process of actively seeking out new words everywhere - books, class, TV, adult conversations, etc. And yeah, techniques like making flashcards or word lists to drill and memorize can be kind of tedious sometimes. But in my experience, the effort is absolutely worth it a million times over. Every new word you consciously capture and define for yourself represents a little victory, another tool added to your communication toolkit for life.So in summary, leveling up your vocabulary makes you smarter, teaches core concepts, improves reading comprehension, helps you code-switch for different social situations, boosts speaking/writing skills, satisfies curiosity about language, and even grows your self-confidence. Those are some seriously powerful benefits from the "simple" act of learning newwords! It's one of the most worthwhile investments you can make for your future.Whether you're a word nerd like me or someone who finds memorization challenging, I'd strongly encourage you to embrace vocabulary study with open arms. Get a head-start now by looking up a couple weird words you've never heard before. I guarantee once you dive into their meanings, you'll be hooked on this fun, educational treasure hunt we call expanding your word knowledge. Our dictionary's vast inventory of verbal gems is waiting to be discovered - what amazing words will you unearth next?。

Unit 1 Topic talk 词汇讲解(教学课件)-高中英语北师大版(2019)必修第一册

Ⅰ. Knowing words
13.一段时期，章节 14总而言之，总的来说 15.公寓套房 16.午前，上午 17.当班时间 18.压力 19.空闲，闲暇，业余时间 20.恢复健康，康复 21.伤，损害 22.有利的；加 23.不幸地，令人遗憾的 24.挑战，向……挑战 25.出现，发生
Chinese to English
make a difference 有影响，起作用，扭转乾坤
Ⅱ. Learning words
6. previous adj. 先前的，以前的 Eg. The car has only had one previous owner.
这辆汽车以前没换过车主。
7. dynamic adj. 充满活力的，精力充沛的 Eg. He seemed a dynamic and energetic leader.
Eg. Many people have testified to his competence. 很多人已证实了他的能力。
competent adj. 能干的，能胜任的
Ⅱ. Learning words
12. chapter n. 一段时期，章节
Eg. I've just finished Chapter 3. 我刚完成第3章。
总而言之，总之
13. all in all n. 总而言之，总的来说
to sum up in a word
Eg. All in all, we should learn English well. in brief 总而言之，我们应当学好英语。 in short
in conclusion
as a whole
injuries (pl.) injure vt. 伤害，损害 injured adj. 受伤的

Learning Vocabulary

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Learning English Vocabulary
Introduction
What should you do when coming across new words? Reading Don't look up every new word and expression. (fed up) Look up something important for understanding. Upon finish, look up some words and writing interesting expressions. Listening Don't panic when you hear new words and expressions. Keep listening, the overall meaning will become clear. Possible to guess the meaning Decide the part of speech of the word and look for clues in the context