...北京新东方 GRE/GMAT 一对一课程，提分显著！咨询：010-62605555 美加研究生留学直通车 TOEFL/GRE/GMAT 冲分课程：http://bj.xdf.cn/publish/portal24/tab19365/ 请加“高智威”老师新浪微博 发邮件给高智威老师：zhiw.gao@gmail.com 咨询 GMAT/GRE 学习以及出国留学申请事宜 高智威 GRE 填空机经高频词汇 更新至 2013 年 2 月 序号 1 2 单词 preference progress 词 性 n. n. 所考含义 偏好 发展 释义 the act of preferring : the state of being preferred a forward or onward movement (as to an objective or to a goal) : ADVANCE of any of several light or medium grayish colors ranging in hue from yellow to orange simultaneous and contradictory attitudes or feelings (as attraction and repulsion) toward an object, person, or action JOYFUL: experiencing, causing, or showing joy : HAPPY showing or characterized by condescension : PATRONIZING to look on with scorn avoiding obvious emphasis or embellishment the period of one's greatest strength,vigor or prosperity in or into conflict with PLAY DOWN, DE-EMPHASIZE to refuse to take notice of to pay no attention to : treat as unworthy of regard or notice appropriate to one's mood, inclinations, or disposition a number greater than half of a total POPULAR：of or relating to the general public ABSOLUTE:of, relating to, or being an autocracy to undermine or destroy the force, value, or effectiveness of （inflation undercuts consumer buying power） removal or lightening of something oppressive, painful, or distressing being adverse often by reason of hostility or malevolence to make evident : EMPHASIZE, STRESS 3 lurid adj. 斑斓的 4 5 6 7 8 9 10...
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...1. dialogue Definition of dialogue in English: noun conversations in a book, play, or film/movie ‘The novel has long descriptions and not much dialogue.’ --This novel has long descriptions and not much dialogue. --The novel has short descriptions and not much dialogue. 2.Plastic Definition of plastic in English: Noun A synthetic material made from a wide range of organic polymers such as polyethylene, PVC, nylon, etc., that can be moulded into shape while soft, and then set into a rigid or slightly elastic form: ‘A holiday rep with huge white teeth and a plastic smile’ - A holiday likes a huge white teeth and a plastic smile. - An Unforgettable travel rep with a huge white teeth and a plastic smile. 3.Fundamentally Definition of fundamentally in English: Adverb In central or primary respects: ‘Two fundamentally different concepts of democracy.’ - Two fundamentally different concepts of hobbit. - Two fundamentally same concepts of democracy. 4.oral Definition of fundamentally in English: [usually before noun] spoken rather than written a test of both oral and written French ‘He was interested in oral history ’ --He was interested in oral cultures. --She was interested in oral history. 5.flies Definition of fundamentally in English: die/fall/drop like flies (informal) to die or fall down in very large numbers ‘People were dropping like flies in the intense heat.’ --You were dropping like flies in the intense heat. --She was dropping like...
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...CHAPTER 1 HISTORY OF LANGUAGE Language is a set of symbols of communication and the elements used to manipulate them. It is one of the most important innovations of men. Language can be used in different ways for different purposes. But mostly, its primary use is for communication. Language was considered to have a “life cycle” and to develop according to evolutionary laws. In addition, it was believed that language, like the human animal, has a “genealogical tree” –that is, that each language can be traced back to a common ancestor.” Ethnologue organization, the most extensive catalog of the world’s languages, presented a detailed classified list which currently includes 6,809 distinct languages. Although there are many languages, these are not uniformly distributed around the world. Some places are more diverse in terms of distribution of languages. According to Stephen Anderson (YEAR) of the Linguistic Society of America (LSA), out of Ethnologue’s 6,809, for instance, only 230 are spoken in Europe, while 2,197 are spoken in Asia. Among these 2,197 languages in Asia, 171 are spoken in the Philippines. Associated with language are the different systems of writing in the past. Hieroglyphics and cuneiform are some of them. But here in our country, alibata is the primitive form of writing. It is also known as baybayin which literally means “to spell.” It is used even before the Spaniards conquered our country. There are many languages which influenced our official...
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...| TEFL 4- Active with words | Home assignments | | | | Nelsi van Cleef | 2012/2013 | | Home assignment I: ICT Using ICT to teach/practice/test vocabulary http://mike.digischool.nl/ This website offers a broad range of subjects for pupils, from History, Turkish and Math, to English. The pupils can click on “Engels” and then on “oefenen”, where they can practice everything that has to do with the English language, for example reading,listening and speaking. Since this is about vocabulary they can click on “woordenschat”. In the vocabulary section they get 4 choices : woordengroepen, spreekwoorden en gezegden, schoolboeken and WRTS-lijsten. In each of these sections they can practice their vocabulary. The “spreekwoorden en gezegden” section especially appealed to me. This section gives a lot of English proverbs with the Dutch translation, by alphabet. Since there are a lot of sayings in Dutch, and the pupils probably know them, they can also learn them in English. As a teacher the teacher can write down a new proverb every day on the board and start the lesson with elaborating on this, for example: “A man’s home is is castle”. The way the teacher can elaborate on this is by putting this proverb in context, asking the pupils what this proverb may be in Dutch (Eigen haard is goud waard), and asking pupils to give an example by using it. www.freerice.com This website is a non-profit website that supports the United Nations World Food Programme...
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...On English Fast Reading of Senior Middle School Li Shengwen Thesis: This research paper is mainly about how to teach fast reading of senior middle school and some suggestions on teaching fast reading. Outline： Ⅰ.Introduction: the importance of fast reading and the concept of fast reading. Ⅱ.How to teach fast reading A. Help the students take a correct attitude toward fast reading . B. Change the student’s bad reading habits. C. Introduce some basic reading skills used to train the students’ reading speed. a. Topic and specific sentence method. b. Main idea. c. Understanding synonym and antonym of context clues. d. Drawing conclusion e. Skimming f. Scanning D. Guarantee the students’ reading quantity. Ⅲ. Some suggestions on teaching fast reading. A. Select proper reading material. B. Help the students to overcome difficulties. C. Limit the reading time. D. Help the students keep a record of reading. Ⅳ.Conclusion: Improvement on fast reading with good habits, skills and teaching methods. On English Fast Reading of Senior Middle School Li Shengwen Fast reading is a kind of basic and important skill in learning English. It is the most efficient way of improving the readers’ comprehension ability and enlarging the vocabulary. It is also a way of obtaining different kinds of information and knowledge, such as history, geography, literature...
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...covered in this section: Key Definition(s): Write the term or terms you feel are most important from this section of the book and provide their definition(s). Key Word(s): Write the key word or words from this section that you feel are most significant. My Take-Away: Write a brief statement of the new or interesting things you learned from this section. Section 2 – <Insert the topic headings from the chapter you feel Section 2 should consist of> Write a summary of the content from the book covered in this section: Key Definition(s): Write the term or terms you feel are most important from this section of the book and provide their definition(s). Key Word(s): Write the key word or words from this section that you feel are most significant. My Take-Away: Write a brief statement of the new or interesting things you learned from this section Section 3 – <Insert the topic headings from the chapter you feel Section 3 should consist of> Write a summary of the content from the book covered in this section: Key Definition(s): Write the term or terms you feel are most important from this section of the book and provide their definition(s). Key Word(s): Write the key word or words from this section that you feel are most significant. My Take-Away: Write a brief statement of the new or interesting things you learned from this section. Chapter 4 – Social...
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...Language Education Through Multimedia Programming Learning a new language is not an overnight process; it requires time and effort on both the learner’s end as well as the educator’s end. Language acquisition is far more common than the typical American might believe. There are estimations stating as high as sixty percent of the world’s population is multilingual, meaning language education is far from a new topic (Richards 3). Although the multilingualism rates are not as high in the United States, globally multilingualism is the norm rather than the exception, both historically and presently. There are four different modes in which language is learned: listening, reading, writing, and speaking; all of which have been used since language education came to be in the early twentieth century (Richards 10). As language education has evolved alongside technology, the two have combined and resulted in a recent teaching method using multimedia programming. Many studies have been performed examining the effectiveness of language education through multimedia programs, looking specifically at the methods used amongst the variety of multimedia programs available. The ultimate goal of language education is oral proficiency, followed by reading and writing proficiency. Research on language acquisition has revealed this can most successfully be accomplished by associating unknown words with actual objects or imagery techniques; resulting in the creation of multimedia language educating...
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...this poem as a reference to what he is sure will be his own death. However, as I think of this person being a professor would it be an irony that instead of being death it may talk about life as a teacher? For whom the bell tolls, it tolls for thee, not to remind us of death but to remind us of our service to Mankinde. Does that bell toll for our students to get to class or does that bell toll to remind us of the commitment we made when we decided to be teachers of those students. Now that I have your attention the following information has been asked of me to be considered as I explain my plan for vocabulary instruction. Considering the fact that Karen Bromley tells us in her article Nine Things a Teacher should Know about Word that the larger the students vocabulary , the better they will read and understand the text they are reading . She starts out by telling us that the English...
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...Elementary, who came up with the word “Frindle” to use instead of the word pen with his friends. He gets the entire school to use the word and it becomes a huge epidemic across the globe. * Mrs. Granger: an older lady, whom is Nick’s fifth grade language arts teacher. She has been a teacher for over 35 years and is very stern in her teaching ways. She loves the dictionary and has it on a podium in front of the classroom. When Nick comes up with the word “Frindle” she refuses to use it. We see later though, that she is secretly doing this because she knows that Nick’s word will become very successful. * Bud Lawrence: the towns’ entrepreneur and millionaire. He owns the Dairy Queen and the McDonalds in the town. When he hears of Nick’s word, he wants to make his small idea something larger. Nick agrees to the idea, and Bud makes “Frindle” happen and it explodes across the country. Setting * In the 1980’s era in a town called Westfield in New Hampshire. There are some occasional instances in the book where Nick and the others are at Lincoln Elementary School as well as later while Nick is in college. Plot (Brief Synopsis) * A young fifth grade boy named Nick Allen, comes up with a clever idea to create a new word. His fifth grade language arts teacher has told him that words come about through history when someone uses them enough and they catch on. Nick decides he will come up with the word “Frindle” to use instead of the word pen. Nick gets every student in...
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...Context Clues—Can You Figure It Out? by Rynette R. Kjesbo, M.S., CCC-SLP What Are Context Clues? Context clues are hints or bits of information that help us figure out the meaning of difficult or unfamiliar words we read. Context clues are the words, phrases, or even pictures that surround a word, which help explain the word’s meaning. For example, “During winter, there is not enough light or water for leaves to keep their green color. As the bright green fades away, we begin to see yellow and orange colors.” We can determine from the context clues that the word “fades” means “loses color.” Why Are Context Clues Important? Understanding context clues and using them effectively contributes to children’s success in school by improving vocabulary, reading fluency, reading comprehension, and even their enjoyment of reading. • Vocabulary – Context clues help children build on the vocabulary they have in order to learn the meanings of words they do not know. • Reading Fluency – Context clues help children decide how to pronounce words. For example, you can put a bow in your hair or you can bow to the audience. • Reading Comprehension – Context clues help children see the “bigger picture” and understand what they are reading about, including new topics or subjects. * Enjoyment of Reading – Children who are able to use context clues to understand what they are reading may enjoy reading more. How Can You Teach Children To Use Context Clues? Here...
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...“Paraphrase” is a verb which means to re-write a phrase or sentence with the same meaning but using different words. Paraphrasing is a very important skill for most English tests, including TOEFL iBT, IELTS and TOEIC Speaking and Writing. In TOEFL iBT, for instance, paraphrasing is an important skill in the reading section, in the listening section and, above all, in the speaking and writing sections of the test. Here is a quick example of paraphrasing using a phrase from the paragraph above: 1. "Paraphrasing is a very important skill for most English tests." 2. "For many tests of English, being skilful at paraphrasing is extremely important." Notice how the paraphrased version (sentence 2) changes some vocabulary (e.g., “extremely” for “very”), changes the word order (e.g., “tests of English” for “English tests”) and changes the grammar (e.g., “being skilful at paraphrasing…” for “Paraphrasing is a very important skill…”) These are the three main ways to paraphrase and by combining all of these methods, you can achieve clear and accurate paraphrased sentences. The next sections will look at these methods in more detail. Paraphrasing Method 1: Use Different Vocabulary with the Same Meaning Most students try to use this method, but actually it can be difficult to use. The reason is that although English has many synonyms such as ‘large’ or ‘big’, it is unusual for these words to have exactly the same meaning. So, if you try to use a lot of synonyms when you paraphrase, you might...
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...Complete each word to rhyme with Hint: Use the picture clues to help. ran , then say the word. 2. 1. ran 3. 4. an an Comments welcome at www.starfall.com/feedback an 1 Name Write the missing short vowel in each word, then say the word. short a cat 1. v n m p c t Comments welcome at www.starfall.com/feedback 2. 4. 6. b g h t r t 3. 5. Circle the words that rhyme. 2 Name Write these words in the correct shapes, then say the words. to 1. the 2. a and 3. is look a 4. 5. 6. Comments welcome at www.starfall.com/feedback Teacher Note: Practice with high-frequency words. 3 Word Bank man 1. hand bat ants 2. 4. 6. pants ham Read the words in the Word Bank. Write the missing letter in each word, then say the word. ham and at Comments welcome at www.starfall.com/feedback an nts ants 3. 5. 4 Name Circle the word that best completes the sentence, then write the word in the blank. 1. The rat is 2. Zac sat on a 3. The 4. The . . naps had sat sad mat pat fat can cat hat . . ran to the jam ants an pants 5 Comments welcome at www.starfall.com/feedback Name short a Circle the things that have the short a sound, then write about the picture. Use the Word Bank to help you. cat Word Bank bat jam rat hat bag ants 6 Teacher Note: Ask emergent writers to simply write their favorite short-a words from the...
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...association exists between cognitive abilities and language. Thought processes have the capability of altering communication methods; however, methods of communication can very easily do the same to an individual’s way of thinking. New ideas are communicated in which thought can be generated simply by thinking of the name of a certain stimulus. Language can be defined by several different key components. A reciprocated attempt at a considerate conversation between individuals can be anything from arbitrary to unsubstantial, yet likely to be configured and orderly through numerous manners in which general ideas are configured through the different parts of a language (Papafragou, Li, Choi, & Han 2007). In addition, language can also be dynamic and constantly developing, therefore leading to the conclusion that such an intricate topic, such as language, is challenging to undertake, especially in explaining in more depth how it works in its entirety through the key components toward a better understanding. The main purpose of the key features of language, including arbitrariness, communications, and dynamics, as well as generative and structured divergences, is to facilitate the comprehension and translation of language itself. Associating words to stimuli is unsystematic in its development and is groundless in an unconscious attempt to form grammatically correct sentences utilizing phonological and syntactic rules through mental analysis. All languages can be communicated...
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...reading processes. In W. Reynolds, & G. Miller, (Eds.), Educational Psychology, V.VII, of Handbook of Psychology (2nd Ed) (pp. 507-554). New York: John Wiley & Sons. Chapter 12 The Psychology and Pedagogy of Reading Processes P. David Pearson and Gina Cervetti As we approach the monumental task of living up to the standard imposed by our predecessor, the late Michael Pressley, in writing the reading chapter for this, the seventh volume in the series of Handbooks of Psychology, we are both privileged and humbled by the opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level processes as they are grounded in structures, genres, and disciplinary...
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...Strategy | Description | Informal Assessment | Differentiation/ Extension | Provide examples and non-examples | Use the word in an example relevant to students. Providing non-examples requires students to evaluate a word's attributes. | Students provide their own examples and explain why something is not an example. | This can be done orally or in writing, so to differentiate, some students may do the opposite of what the task requires if it helps them. | Writing in context | 1. Students construct sentences of their own making, confirming their understanding of a new word. | Students write their own sentences on the board in a relay fashion after consulting in small groups. | Students may use more than one new word in each sentence to show connections between words. | Word Sorting | Students use a list of words from in class reading and sort them into categories such as parts of speech, titles, or animals. | The teacher can ask students to orally list all the words within one or more of the categories. | Students draw a picture to represent each category of words. | List- Group- Label | Students list all the words related to a specific concept. Then the words are grouped by commonalities. Then each group is labeled. | Students share their lists with the class and add unfamiliar words from other groups. | Create a visual Semantic Map of the words on butcher paper and post on the wall for reference. | Analogies | Students identify similarities and differences between...
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