記憶高中英語單詞的方法
高中英語單詞,有些單詞很長,也很難度,不好記憶,總是背了就忘。很多同學(xué)說高中的英語單詞特別難記,難記嗎?其實并不難，下面是小編收集的記憶高中英語單詞的方法，大家一起來看看吧！
記憶高中英語單詞的方法
1.邏輯記憶：通過詞的本身的內(nèi)部邏輯關(guān)系，詞與詞之間的外部邏輯關(guān)系記憶單詞。1)把幾個字母看作做一個來記 如："ight" light, right, fight, night, might, sight, tight 2)外舊內(nèi)新，如：bridge “橋”看成 b+ridge ridge "山脊”sharp 看成 s+harp harp "豎琴。3)外新內(nèi)舊，如：cleave “劈開”看成 c+leave, tact "機智：看成 t+act
2 聯(lián)想記憶：1)音與形的聯(lián)想，即根據(jù)讀音規(guī)則記憶單詞。2)形與義的聯(lián)想，如：eye 把兩個e看成兩個眼。banana 把a看成一個個的香蕉。bird 把b和d看成兩個翅膀。3)象聲詞，聯(lián)想實際的聲音，如：gong 鑼 coo 咕咕聲。
3.分類記憶：把單詞進行分門類 如：動物，植物等，進行分類記憶。你可以找一本分類字典作為參考。
4.卡片記憶：自制作單詞卡片隨時隨身進行記單詞，卡片寫上單詞的詞形、詞性、詞義、音標(biāo)、搭配、例句等。
5.感官記憶：記單詞時，不要只用一種感官，盡可能地用多個感官，耳聽、嘴讀、手寫、眼看、心記等。
6.軟件記憶：有電腦的可利用電腦軟件進行記單詞，如：《開心背單詞》、《開天辟地背單詞》、《我愛背單詞》等。
7.構(gòu)詞記憶：利用構(gòu)詞法，通過分析詞根、前綴、后綴、派生和合成等記憶單詞。
8.圖表記憶：利用形象的圖表進行記憶，它的優(yōu)點是意、形、物直觀的結(jié)合到一起。你可以找一本英語圖解字典作為參考。
9.游戲記憶：通過自己和集體做游戲’在輕松愉快的氣氛中進行記憶單詞，你可以參照筆者主頁上的“英語游戲”。
10.歌曲記憶：通過唱英語歌曲記憶單詞，“聽霸”“聽力超人”等軟件中有許多英文歌曲，并配有歌詞和譯文。
11.閱讀記憶：通過閱讀英語文章，小說等記憶單詞，注意選擇難度要適宜。
12.同義記憶：通過同義詞一起進行單詞記憶，可確切理解詞義，這時不必注意它們的意義的區(qū)別。
13.反義記憶：通過反義詞一起進行單詞記憶，擴大了詞義。
14.詞典記憶：即背字典，這種方法是一種強行記憶的方法。它的缺點是容易忘記，只是孤立記住單詞的意義。可以作為一種短時間的強化手段。
15.復(fù)習(xí)記憶：單詞記住了，很快會忘掉，每隔一段時間要進行復(fù)習(xí)，鞏固所學(xué)單詞
16.商標(biāo)記憶：通過看到的商標(biāo)和廣告隨時隨地進行記憶單詞。
17.比較記憶：1)英漢比較 如：mama, cigar, beer, bar,fee等。2)單復(fù)數(shù)的比較 如：good-goods, spirit-spirits wood-woods 3)同音詞的比較 如：right-write, eye-I 4)詞的陰陽性的比較 如：actor-actress host-hostess
18.理解記憶：通過正確理解單詞的本義、引申義和比喻義等如：second 是“秒”，它來源于古代的六分法，分，秒，它是二次劃分， 因此second 也是“第二”，進一步引申，還可理解為“輔助”用這種方法特別適合那些一詞多義的詞。
19.聯(lián)系記憶：記憶單詞最好不要孤立地記，盡可能地和有關(guān)的東西聯(lián)系來記。1)聯(lián)系所學(xué)的文章大概意義，聯(lián)系上下文，2)聯(lián)系短語和搭配
20.綜合記憶：記憶單詞最好綜合利用多種方法，而不只是一種，利用各自的優(yōu)點順其自然
怎樣才能提高學(xué)習(xí)英語的興趣？
提到，總有認(rèn)為是枯燥乏味的；談到的訣竅，即使是也大都只能告訴你要多讀多背，除此以外無任何良方。長此以往，便對失去了，而上英語課時，也只培養(yǎng)了記筆記和聽寫的被動習(xí)慣。我們知道 “ 是最好的 ” ，如果連都沒有了，那么談何學(xué)習(xí)的動力呢？作為一名英語，我深深為此感到遺憾。因此，我有意識地在我日常的教學(xué)中加入了快樂元素，試圖提高學(xué)生的學(xué)習(xí)興趣。以下為幾個實例。
一、詞組中的樂趣：以往有些學(xué)生不愿背詞組，認(rèn)為太花工夫而往往不見實效。我想語言還是要靠一定的積累的，可如何才能變機械的背誦為有趣的呢？如當(dāng)學(xué)生在背 catch a cold （患感冒）時，我有意請學(xué)生猜一個謎語 Heat or cold, which runs faster? （冷和熱，哪個跑得更快？） 此時，學(xué)生往往聽懂了謎面，但總是猜不出謎底，但是興趣卻真的被激發(fā)起來了。這時，身為老師的我拋出了 catch a cold 這個詞組，我想的學(xué)生稍加思索就可以解釋了。因為我們可以 catch a cold ，但是我們從不曾 catch a heat ，所以謎底應(yīng)該是 Heat runs faster 。這種起到了很好的效果，學(xué)生也發(fā)出了會心的微笑。我想他們會永遠(yuǎn)記得這個詞組的。
二、詞組記憶中的舉一反三：學(xué)生學(xué)過 be filled with （被 …… 注滿），該詞組的基本構(gòu)成具有一定的代表性，如果引導(dǎo)的好，學(xué)生可以按此規(guī)律記憶更多的詞組。 be+ p.p+ with 是這一類詞組的基本公式，學(xué)生利用他們學(xué)習(xí)過的，在老師說中文引導(dǎo)的情況下，類推了 be crowded with （被 …… 擠滿）， be lined with （被 &hellip 高考;… 排滿） be stocked with （被 …… 堆滿） be covered with （被 …… 蓋住） be wrapped with （被 …… 包住）等等一系列的詞組，收到了良好的學(xué)習(xí)效應(yīng)。
三、詞組記憶中的同音異義：學(xué)生在記出太陽和刮風(fēng)這兩個詞組時，總是在動詞的正確時態(tài)上犯錯。我就用了諧音使之巧妙相連。上課時，我出其不意地向?qū)W生提出了一個問題 What is the color of the sun and What's the color of the wind? 學(xué)生可以憑自己的給出任何答案，而氣氛也因此活躍起來。我就在這一片討論聲中給出正確答案： The sun is rose and the wind is blue （太陽是玫瑰色的而風(fēng)是藍(lán)色的） . 學(xué)生正常的反應(yīng)當(dāng)然是問為什么會是這個答案。我的解釋是，在英語中， “ 升 ”rise 這個動詞的過去式 rose 和玫瑰色 rose 是同音同詞的； “ 刮風(fēng) ”blow 這個動詞的過去式 blew 和藍(lán)色 blue 是同音不同形。這么一來，學(xué)生又是高高興興，輕輕松松地學(xué)會了一個知識點。
四、詞組記憶中的近義聯(lián)系：知識是靠平時點滴積累的。學(xué)生要善于做一個有心人，把知識點擴充到知識面，這樣一來學(xué)習(xí)的過程就是一個個的平面，而不是一個個互相脫離的臺階了。如談到 tired （疲倦，厭倦）這個單詞時，我還要求學(xué)生記住相關(guān)的一些詞組，如 be tired of 厭倦 …… ， be tired with/from 因 …… 疲倦， be tired out 筋疲力盡等等。其它的近義詞組，如 be exhausted 筋疲力盡，也可放置其中。 還有 be tired of 的相關(guān)詞組，如 be bored with ， be sick of ， be fed up with 因它們共同的解釋而成為了一個知識團。這樣一來，令得學(xué)生在詞組的運用中可以揮灑自如，有一定的余地。
綜上所述，我認(rèn)為學(xué)習(xí)的積極性是需要老師去激發(fā)的，因而教學(xué)方法的靈活運用是必不可少的。教師應(yīng)該認(rèn)真考慮學(xué)生的興趣需要，找到學(xué)生的興趣出發(fā)點，從而讓英語學(xué)習(xí)成為一種有樂趣和找樂趣的開創(chuàng)性學(xué)習(xí)。
高中英語完型填空常用名詞總結(jié)
1假期vacation holiday spring break ask for leave be on holiday have two days off
2旅游 trip journey tour voyage travel tourist passenger go camping/picnicking/hiking
3職務(wù)人員 clerk secretary passer-by friend minister manager waitress guest host hostess
Assistant customer adult neighbor relative patient /vet staff crew nurse teacher
Conductor tailor sailor inventor gardener guard
4餐館/定餐/就餐 inn restaurant kitchen menu bill order tip fork and knife reserve /book table Taste delicious salad dash vegetables fruit tray napkin
5診所/看病/服藥 clinic hospital take one’s temperature take medicine/pills have a fever/flu/headache doctor physician surgeon specialist patient
6車站/機場 airport on board miss the train/bus catch a train meet sb.
7身體部位 arm head hair brain waist back shoulder pulse wrist
8意志 will courage patience determination faith effort confidence ambition energy
9才能/品質(zhì) talent gift ability potential intelligent promising smart stupid careful proud
Strict honest cold serious easy-going learned knowledgeable
10優(yōu)缺點 advantage disadvantage strength weakness
11目標(biāo) aim goal intention purpose belief faith
12方式 means method way manner approach
13身體素質(zhì) strong weak pale sick ill be well keep slim/ fit cut weight/put on weight
14圖表 photo picture graph drawing table line/bar graph pie chart draw a sketch 劃草圖
15文章 reading translation essay poem paper novel/fiction article magazine newspaper journal 日志 diary日記 Files form make a list of
16課堂class course lecture example reason message notes words phrase scholarship degree
Subject question trouble difficulty grades read comment marks
17 學(xué)校活動 match game activity hold a meeting /debate /speech/ ceremony
18建議/觀點 advice suggestion idea proposal view recommandation
19氣候/天氣 climate weather storm windy cloudy rainy snow hot/cold/freezing/heat/warmth
20交通 by train/bus /boat bike on the train/bus /a bike drive a car ride a bike
give sb. a lift/ride
21習(xí)慣 habit custom get used to regular有規(guī)律的(形容詞) practice慣例(名詞)
22感覺 sight hearing touch smell sense
23情感 feeling emotion anger delight sadness sorrow
24 財富 money possessions wealth belongings fortunes treasure diamond be rich/well-off
25 運動比賽 on the playground on the track and filed pitch event game match sports player Coach judge jogging weightlifting play volleyball/soccer/
26衣服 clothes, cloth, clothing clothes統(tǒng)指各種衣服，謂語動詞永遠(yuǎn)是復(fù)數(shù)， cloth指布，為不可數(shù)名詞 clothing 服裝的總稱，指一件衣服用a piece of, an article of
27事件 incident, accident incident指小事件, accident指不幸的事故
高中英語學(xué)習(xí)方法 怎樣才能學(xué)好語法？
怎樣才能學(xué)好？讀書有用嗎？
其實，語法是從閱讀學(xué)來的。
語法書當(dāng)然有用，但它和字典一樣，只是從旁輔助的工具。只看語法書卻從不閱讀，一定會走火入魔，其下場與死背生詞相同。
我們的甚至有一個通病，那就是用字太深，但卻很少用得對，于是整篇文章充斥著無數(shù)用生僻詞匯串成的怪異句式。甚至一篇洋洋灑灑數(shù)萬字的，往往只有數(shù)十句通順的話，這便是時只重背誦生詞，忽視語法的產(chǎn)物了。
其實，學(xué)習(xí)語法與學(xué)習(xí)生詞相似，都要in context地學(xué)。死記硬背單詞沒有用處，因為你不懂單詞的用法，也不清楚其應(yīng)用的場合以及語氣。同樣地，像背誦公式般死記什么名詞關(guān)系從句，什么分詞修飾語，即便詞序和結(jié)構(gòu)都懂了，寫作時真的用得著嗎？用得對嗎？例如許多人寫出的倒裝句，十有八九會出錯。并非結(jié)構(gòu)出錯，而是運用不當(dāng)。
既然語法規(guī)則不能死記硬背，那么語法該怎么學(xué)？
從閱讀中領(lǐng)悟語法，再以語法書鞏固領(lǐng)悟而來的。
舉個簡單的例子。冠詞the看似簡單，其實用法深奧多變。一本詳盡的語法書往往會記錄數(shù)十條運用the的規(guī)則，以及無數(shù)的例外情況，而且例外中仍有例外。比如：“根據(jù)冠詞法規(guī)第五條第三小節(jié)，這里應(yīng)用the而非a，但由于前面出現(xiàn)了某字，符合了例外情況三，所以這里用the...”。看看吧，這么多規(guī)則以及例外，如果死記的話，記得住這么多嗎？即便記下了，寫作的時候也未必用得出。
學(xué)好語法，語感比規(guī)則重要。
養(yǎng)成閱讀英文的習(xí)慣。仍以the為例。每次讀書時總會遇到the字?jǐn)?shù)十次，而每次都會見到不同的情況，不同的句式。讀的多了，加上多留意詞語之間的關(guān)系，便自然能領(lǐng)悟出the字微妙的用法，寫作時也能夠少犯錯。
閱讀時遇到困惑，再去翻閱語法書。這時，語法書上的繁雜規(guī)則就正好派上用場了。因為你知道自己要找什么，也知道這些語法規(guī)則怎樣應(yīng)用于實際的句子。
以上即為語法的最佳，望大家學(xué)習(xí)借鑒，少走彎路。
高考英語閱讀理解專題指導(dǎo)－推理判斷題
第二講 推理判斷題
這類題屬于主觀題，是層次較高的設(shè)題。它包括判斷和推理題。這兩類題常常相互依存，推理是為了得出正確的判斷，正確的判斷又依賴于合乎邏輯的推理。推理題要求在理解原文表面文字信息的基礎(chǔ)上，做出一定判斷和推論，從而得到文章的隱含意義和深層意義。推理題所涉及的內(nèi)容可能是文中某一句話，也可是某幾句話，但做題的指導(dǎo)思想都是以文字信息為依據(jù)，既不能做出在原文中找不到文字根據(jù)的推理，也不能根據(jù)表面文字信息做多步推理。所以，推理題的答案只能是根據(jù)原文表面文字信息一步推出的答案：即對原文某一句話或某幾句話所作的同義改寫(paraphrase)或綜合。
常見的題干有：
1) It can be inferred from the text that.
2) We can conclude that.
3) When the writer talks about..., what he really means is that.
4) Which of the following can be inferred from the passage?
判斷題考查在理解文章的基礎(chǔ)上，對不同觀點進行評價和判斷的。推理題考查由文章的字面信息推出未知信息或隱含信息的。
1) 判斷有據(jù), 推論有理, 忠實原文。切忌用自己的觀點代替作者的本意。
2) 全面分析所有相關(guān)信息，切忌片面思考，得出片面結(jié)論。
3) 善于揣摩作者思路，盡可能與作者的思路吻合。
4）不可直接選取文中的原句。
例1： Annealing
Annealing is a way of making metal softer by heating it and then letting it cool very slowly. If metal is heated and then cooled very quickly, for example by dipping (浸) it in water, it will be very hard but also very brittle-that is, it will break easily. Metal that has been annealed is soft but does not break as easily. It is possible to make metal as hard or as soft as it is wished, by annealing it. The metal is heated, and allowed to cool slowly for a certain length of time. The longer the heated metal takes to cool slowly, the softer it becomes. Annealing can also be used on other material, such as glass.（1990NMET）
①Why do people put hot metal in water?
A. To make it hard. B. To make it soft. C. To make it cool. D. To make it brittle.
[分析]答案為A，此題屬推斷歸納題。文中第二句說如果把金屬加熱，然后迅速放到水里冷卻，也就會變得非常硬，但也變得脆。hard 是工藝的主觀目的。brittle是伴隨的客觀結(jié)果，故選A而不選D。B項明顯錯
誤；C項是手段不是目的，因此，都可排除。
②In annealing, the required hardness of metal depends on __.
A. the quantity of water used B. the temperature of the metal
C. the softness of the metal D. the timing of the operation
[分析]答案為D,此題屬概括歸納題。timing 是時間的選擇。本答案的依據(jù)是5和6兩句，"The metal is heated,…length of time.","The longer…the softer it becomes."cool 的時間是可以控制的，時間越長越 soft,即硬度就越低。由此我們可得出結(jié)論：在退火過程中，金屬的硬度是受到冷卻的時間長短影響的。
③As suggested by the text, how can glass be made less brittle?
A. It can be heated and then cooled quickly. B. It can be cooled and then heated slowly.
C. It can be heated and then cooled slowly. D. It can be cooled and then heated quickly.
[分析]答案為C此題屬推理判斷題。文中提到"metal"。最后一句說退火工藝同樣可用于象玻璃一類的其他材料。文中我們已知"annealing"就是先"heat"后"cool slowly"。由此推斷C是正確的。
例2：At one time, computers were expected largely to remove the need for paper copies of documents (文件) because they could be stored electronically. But for all the texts that are written, stored and sent electronically, a lot of them are still ending up on paper.
It is difficult to measure the quantity of paper used as a result of use of Internet-connected computers, although just about anyone who works in an office can tell you that when e-mail is introduced, the printers start working overtime. "I feel in my bones this revolution is causing more trees to be cut down," says Ted Smith of the Earth Village Organisation.
Perhaps the best sign of how computer and Internet use pushes up demand for paper comes from the high-tech industry itself, which sees printing as one of its most promising new markets. Several Internet companies have been set upto help small businesses print quality documents from a computer. Earlier this week Hewlett-Packard Co. announced a plan to develop new technologies that will enable people to print even more so they can get a hard copy of a business document, a medical record or just a one-line e-mail, even if they are nowhere near a computer. As the company sees it, the more use of the Internet the greater demand for printers.
Does all this mean environmental concerns(環(huán)境問題) have been forgotten? Some activists suggest people have been led to believe that a lot of dangers to the environment have gone away. "I guess people believe that the problem is taken care of, because of recycling(回收利用)," said Kelly Quirke, director of the Rainforest Action Network in San Francisco. Yet Quirke is hopeful that high-tech may also prove helpful. He says printers that print on both sides are growing in popularity. The action group has also found acceptable paper made from materials other than wood, such as agricultural waste.（2003年全國卷）
④The growing demand for paper in recent years is largely due to___________．
A．the rapid development of small businesses B．the opening up of new markets
C．the printing of high quality copies D．the increased use of the Internet
[分析]本文話題為辦公用紙與環(huán)保，講述了計算機與網(wǎng)絡(luò)的發(fā)展并沒有如人們先前所預(yù)料的那樣幫助我們實現(xiàn)無紙化辦公，相反地，隨著打印技術(shù)的發(fā)展，用紙量日益增大．于是還得依靠科技，尋找雙面打印與開拓農(nóng)業(yè)廢料提供造紙原料等出路了．文中涉及科技發(fā)展、生產(chǎn)需求與環(huán)保之間的關(guān)系，內(nèi)涵十分深刻，平時“兩耳不聞窗外事”的人是很難一下讀明白的．本題考查對于文中提供的事實與線索進行邏輯推理的能力．
近年來紙張用量增加的原因何在?第2段中做出解釋：It is difficult to measure the quantity of paper used as a result of use of Internet-con-nected computers，．．．when e-mail is introduced， the printers start working overtime．．．The growing demand for paper看來正是a result of use of Internet-connected computers．本題答案為D．其余3個選項內(nèi)容雖然也都在短文不同地方有所涉及，但均非題干所問紙張用量增長的直接原因，可逐一排除．
中，C項干擾性最大，第3段中所提及的Several Internet companies have been set up to help small businesses print quality documents from a computer 與選項C十分接近，因而對他們構(gòu)成迷惑，這是因為考生沒有能夠認(rèn)識到這一事實出現(xiàn)在本段中，只是為了說明how computer and Internet use pushes up demand for paper comes from the high-tech industry itself，然而the printing of high quality copies本身并非紙張需求增長的原因．
“閱讀理解”解題過程中，需要在通篇理解大意的基礎(chǔ)上找到與本題相關(guān)的線索，弄清各項事實之間的聯(lián)系，辨別選項內(nèi)容之間的細(xì)微差別，排除干擾，找準(zhǔn)最佳答案．[答案] D
⑤Environmentalists believe one possible way of dealing with the paper situation is_________．
A．to encourage printing more quality documents B．to develop new printers using recycled paper
C．to find new materials for making paper D．to plant more fast-growing trees
[分析]本題問及環(huán)保人士(environmentalists)對于用紙所引起的環(huán)保問題的解決途徑所持看法．結(jié)尾段中談到：The action group (= the environmentalists) has also found acceptable paper made from materials other than wood， such as agricultural waste，也就是本題選項中的C項to find new materials for making paper．
通過查讀可以發(fā)現(xiàn)，選項D在文中根本沒有涉及，選項B將文中細(xì)節(jié)內(nèi)容做了一點改變，形成干擾．
考慮B項，文中為：the problem is taken care of， because of recycling．．．；．．．printers that prin to on both sides are growing in popularity(結(jié)尾段)；兩處內(nèi)容綜合衍生而成選項B．但并未說有使用recycled paper的new printers，本項應(yīng)排除．
D項所說的plant more fast-growing trees則在文中完全沒有提到．[答案] c
⑥Hewlett-Packard Co． has decided to develop new technologies because ________．
A．people are concerned about the environment B．printers in many offices are working overtime
C．small companies need more hard copies D．they see a growing market for printers
[分析]題干中的HP Company(這家公司在打印機和廠商里也可算是聞名遐邇了)是對我們尋找答案極為有用的線索，循此很快可以找到第3段里，該公司develop new technologies的原因(也是目的)在于：enable people to print even more．．．．本段結(jié)尾則一語道破：As the company sees it，the more use of the Internet the greater demand for printers．顯然只是要讓人們更多地打印，牟利之心昭然若揭，其技術(shù)發(fā)展的原因與環(huán)保無關(guān)(排除A項)；與超時辦公也無直接邏輯聯(lián)系(排除B項)；對于hard copies有需求的也不僅僅是small companies(排除C項)；本題正確答案為D．
例3：A visitor visits an island where two tribes live. One tribe always tells the truth and the other always lies. The truth tellers live on the western side of the island, and those who lie live on the eastern side. The visitor wants to determine whether the native beside him is a truth teller or not by asking only one question. He asks the native,” Go and ask the native in the distance which side of the island he lives on.” When the messenger returns, he says, "He said he lives on the western side of the island."Is the messenger a truth teller or not? How can the visitor be sure??
⑦According to the messenger's answer, the visitor can conclude that_______________?
A. The messenger lives on the western side of the island because he tells the truth.?
B. the messenger lives on the eastern side of the island because his answer may be a lie.
C. it's hard to determine whether the messenger is a truth teller or not.
D. the messenger probably lives in the western side of the island because his answer may be true.
[分析]推測有關(guān)信使（近處的當(dāng)?shù)厝耍┣闆r的。我們知道，講真話的部落住在島的西部，撒謊的部落住在島的東部。這個信使去問遠(yuǎn)方的當(dāng)?shù)厝俗≡趰u的哪一邊（東部還是西部）。遠(yuǎn)方的當(dāng)?shù)厝酥荒苡袃煞N情況，要么住在島的西部，要么住在島的東部。如果他住在島的西部，他就是一個講真話的人，他就會如實回答他住在西部。如果他住在島的東部，他就是一個撒謊的人。他本來住在東部，但在回答時，必須要說謊，他只能回答他住在西部。所以遠(yuǎn)方的當(dāng)?shù)厝瞬还苁亲≡跂|部還是西部，他的回答只有一個：“我住在西部&rdquo 高中數(shù)學(xué);。如果信使告訴參觀者遠(yuǎn)方的當(dāng)?shù)厝俗≡谖鞑浚攀篃o疑是說了真話，那么信使一定是住在島的西部。反之，如果信使告訴參觀者遠(yuǎn)方的當(dāng)?shù)厝俗≡跂|部，那么信使就說了假話，信使肯定住在東部。故此題答案是A。
⑧The native in the distance says he lives on the western side of the island. According to his answer, which conclusion of the following is wrong??
A. He may live on the eastern side of the island. ?
B. He may live on the western side of the island.?
C. He may be telling the truth.?
D. He can't be telling the truth.
[分析]推測遠(yuǎn)方的當(dāng)?shù)厝说那闆r。從短文提供的信息來看，我們無法判定遠(yuǎn)方的當(dāng)?shù)厝耸亲≡趰u的東部還是島的西部，兩種情況都是可能存在的。此題要注意情態(tài)動詞的語氣。A.“他可能住在島的西部”;B.“他可能住在島的東部”;C.“他可能講了真話”。上述A、B、C三種情況都是可能的。D.“他不可能講真話”，語氣太絕對。推測錯誤。故答案為D
例4：When the young waitress near my house started saying hello to me every day, I was very happy. She was at least fifteen years younger than I. One day she signed me to come near. When I walked over, she asked,” Are you single?"? “Why, yes." I answered, smiling at her happily.“So is my mother." she said, “Would you like to meet her?"?
⑨The writer talked about the waitress' age because he thought___________.
A. she was young B. it a pleasure to make friends with her?
C. she was beautiful D. it strange for her to fall in love with him
⑩The waitress said hello to the writer every day because___________.?
A. she lived near his house B. he often went to visit her mother
C. she wanted to be friendly with him D. she loved him very much?
[分析]這是兩道推測原因的題目。女服務(wù)員每天向作者示好，作者產(chǎn)生誤解，以為女孩對他有意。考慮到他們年齡相差懸殊，作者認(rèn)為女孩愛上他有點奇怪。故第⑨題答案是D。女孩問作者是否單身，并提到她母親也是單身，并邀請他與她母親見面，可見，女孩每天向他問好，目的是想取得他的好感，進而搓和他和她母親。第⑩題答案是C
高一英語銜接教學(xué)探究
學(xué)生由初中升入高一，首先遇到的問題是英語新課標(biāo)教材中的詞匯量巨增，語法難度增大，老師又幾乎完全用英語授課，面對這種突變，使學(xué)生感到不知所措。而且學(xué)生英語水平相差較大，他們來自不同的學(xué)校班級，原來所學(xué)的英語語音、語調(diào)也有所差異，很難適應(yīng)高一英語的學(xué)習(xí)。高一又是初中向高中過渡階段，易造成兩級分化，怎樣才能使學(xué)生順利完成從初中向高中英語過度呢？我認(rèn)為高一英語老師應(yīng)注重培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，激發(fā)學(xué)生的求知欲，幫助他們掌握正確的學(xué)習(xí)方法，培養(yǎng)他們良好的學(xué)習(xí)習(xí)慣。
一、教授正確的學(xué)習(xí)方法，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣
作為英語教師，不僅要教給學(xué)生英語知識，更重要的是要引導(dǎo)他們會學(xué)英語。高一仍是英語入門階段，有資料顯示，高一年級英語成績分化的原因之一是學(xué)生學(xué)習(xí)方法與新的教學(xué)內(nèi)容不相適應(yīng)。高一學(xué)生一般都不同程度地存在學(xué)習(xí)習(xí)慣不良的問題，學(xué)生往往是死記單詞，聽完課做完作業(yè)便了事，頭腦中沒有“學(xué)會了什么”的意識，沒有學(xué)習(xí)效率的觀念，學(xué)習(xí)方法單一，加之沒有良好的學(xué)習(xí)習(xí)慣，越學(xué)越困難，以致最終喪失信心……因此，教師首先要指導(dǎo)學(xué)生學(xué)會聽課、學(xué)會做筆記，為培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣打下基礎(chǔ)。
聽課是學(xué)習(xí)的中心環(huán)節(jié)。教師除了要注重課堂教學(xué)的策略外，還要有針對性地指導(dǎo)學(xué)生聽什么、怎樣聽、思考什么。要求學(xué)生不要局限于聽懂某個問題的解決方法，更應(yīng)以聽審題方法以及探索思路的過程為主；要注意教師語言的弦外之音，去體會教師對某個問題的理解，做到心領(lǐng)神會，潛移默化。
筆記是聽課的輔助手段。教師應(yīng)及時對學(xué)生提出筆記的要求并進行指導(dǎo)，指導(dǎo)學(xué)生將聽到的內(nèi)容加以思考整理，提綱挈領(lǐng)地記，更好地領(lǐng)會教師的方法和策略，以便學(xué)習(xí)教師的示范項目并注意模仿；要求學(xué)生課后全面系統(tǒng)地整理筆記，將自己對所學(xué)知識的理解、感受作筆錄、圈注，以提高悟性；要求學(xué)生將作業(yè)中的疑問、反思、心得進行記錄，以便于總結(jié)與提高。同時，教師要堅持檢查與督促，使學(xué)生養(yǎng)成做筆記的習(xí)慣。
高一學(xué)生剛?cè)胄＃瑤熒g都很陌生，老師應(yīng)與學(xué)生多接觸，常談心，加強相互間的了解，及時了解教學(xué)信息反饋，調(diào)整教學(xué)計劃與教法，同時，還要幫助他們認(rèn)識到，學(xué)習(xí)英語就要多進行聽說讀寫的訓(xùn)練，要靠自己經(jīng)常反復(fù)實踐才能獲得，例如，讓學(xué)生每周規(guī)定一天為“英語日”，這一天內(nèi)規(guī)定同學(xué)們不得說漢語，只能說英語，從而練習(xí)學(xué)生開口說的能力。另外，還要勤奮刻苦，要有堅強的毅力。此外 高一，還要幫助他們分析學(xué)習(xí)英語中遇到的困難和問題，使他們能結(jié)合自己的實際情況，不斷摸索和調(diào)整學(xué)法，因此，要讓他們明白學(xué)英語要有正確的學(xué)習(xí)方法，預(yù)習(xí)→質(zhì)疑→聽課→解疑→練習(xí)→鞏固，一步都不能少。幫助和引導(dǎo)他們形成一套符合自己實際情況的、科學(xué)的方法，從而形成良好的英語學(xué)習(xí)習(xí)慣。
二、提高教師的課堂教學(xué)藝術(shù)
高一英語課的教學(xué)質(zhì)量與效果不是在于給學(xué)生灌輸了多少語言點，而是上課的藝術(shù)。高一英語難度比初中增大了許多，若還能使學(xué)生象初一時那樣喜歡英語，那我們的教學(xué)效果一定會很好。高一學(xué)生不同于初中學(xué)生，他們更有自學(xué)能力，一旦入門，其效果會遠(yuǎn)遠(yuǎn)超出老師的作用。
（一）做好每節(jié)課的前奏工作
一節(jié)課的開頭如同給一首歌定調(diào)一樣，它可以決定課堂節(jié)奏的快慢及教學(xué)效果。我利用每節(jié)課前三分鐘時間，讓學(xué)生輪流做值日報告，保證每一位同學(xué)都有機會展示自己的風(fēng)采，內(nèi)容是關(guān)于自己熟悉的日常生活，由自己任意選定。學(xué)生都有爭強好勝的心理，他們都會認(rèn)真構(gòu)思、別出心裁，課前反復(fù)練習(xí)，這樣可以調(diào)動學(xué)生學(xué)習(xí)英語的積極性，創(chuàng)造一種學(xué)英語的氛圍，學(xué)生可以在心情愉快的氣氛中開始學(xué)習(xí)。
（二）讀透教材，精心設(shè)計教法
每一單元的教學(xué)方法應(yīng)根據(jù)各單元的特點，勤于思考，用心設(shè)計，盡力使各課的教學(xué)方法各異，以增強學(xué)生的新鮮感，調(diào)動他們學(xué)英語的積極性，如每一單元的 Warming up 這一環(huán)節(jié)的話題，大多比較貼近學(xué)生的日常生活，如 friendship ， music 等，可以讓學(xué)生先談他們各自的觀點與看法，積極參與到課堂活動中來，最后老師來小結(jié)。
堅持閱讀課的整體教學(xué)，閱讀材料是語言的載體，集語音、詞匯、語法與文化內(nèi)容于一體。可采用關(guān)鍵詞、提綱、問答題、圖表、聽錄音等多種方法。在學(xué)閱讀材料之前，進行限時閱讀，老師設(shè)置一些問題，要求學(xué)生在限定的時間內(nèi)完成，培養(yǎng)學(xué)生快速瀏覽課文，準(zhǔn)確把握課文大意的能力，這樣可以訓(xùn)練學(xué)生的閱讀理解能力。串講課文時，通常挑選出能表示課文主體的關(guān)鍵詞和短語，巧妙地設(shè)計板書，使板書能勾畫出課文概要。閱讀理解能力的訓(xùn)練是培養(yǎng)自學(xué)能力、“授人以漁”的重要環(huán)節(jié)。英語閱讀是一種辨認(rèn)文字、理解語篇、進行思考、了解其中意義的復(fù)雜的心理過程，是一種心智技能，是獲取信息、處理信息、應(yīng)用信息全過程的初級階段。加強閱讀能力的訓(xùn)練，不僅是提高獲取信息的“量”的手段，更是提高“質(zhì)”的重要途徑。由于高中英語落后生讀不懂課本、讀不懂題的現(xiàn)象十分普遍，因此，教師除注意規(guī)范自身的課堂教學(xué)（教學(xué)用語準(zhǔn)確、規(guī)范，課堂表述干凈利落）外，在高一引入新的知識點時，就應(yīng)注重閱讀的要求和訓(xùn)練。要讓學(xué)生仔細(xì)閱讀課本，通讀內(nèi)容，了解概要，準(zhǔn)確理解。在閱讀過程中如果產(chǎn)生疑問（或教師設(shè)置了疑問），教師要指導(dǎo)學(xué)生帶著問題再仔細(xì)閱讀有關(guān)內(nèi)容，通過對基礎(chǔ)知識的理解使疑問得以解決。
在學(xué)生熟悉了閱讀材料內(nèi)容的基礎(chǔ)上，講解語言要點并進行必要的語法歸納，使學(xué)生進一步理解、鞏固課文。高一學(xué)生在初三復(fù)習(xí)階段，老師側(cè)重英語講題，大量用漢語講課，高一開始用英語授課，學(xué)生很難適應(yīng)，所以，要用簡單、切合學(xué)生實際水平的英語講課，逐漸使學(xué)生適應(yīng)。
三、訓(xùn)練學(xué)生的心理素質(zhì)
一方面，教師在英語教學(xué)中要為學(xué)生創(chuàng)造一個良好的心理環(huán)境，讓學(xué)生體會到自己是思維領(lǐng)域里的一個勞動者和收獲者。訓(xùn)練、測試，尤其是考試，要幫助學(xué)生掌握知識要點和復(fù)習(xí)功課的方法，要讓學(xué)生了解評分標(biāo)準(zhǔn)，事先采取措施避免低分的出現(xiàn)，力爭全班都高分，讓他們感到有所收獲，學(xué)習(xí)的積極性才會升漲，心理負(fù)擔(dān)才會減輕，主動性和獨立性才能增進。另一方面，可精心設(shè)計一些挫折，提供能使學(xué)生在知識上和思維上暴露缺陷、暴露弱點的機會，借此教育他們發(fā)現(xiàn)自己的問題是好事，能從中找到努力的方向。發(fā)現(xiàn)了問題及時去解決、努力去解決，那么出現(xiàn)的問題越多，就越能提高，越能進步；走過的曲折越多，經(jīng)受的磨難越多，人的本領(lǐng)就越大。通過這樣的訓(xùn)練，不僅培養(yǎng)了學(xué)生在學(xué)習(xí)上吃苦耐勞的品質(zhì)，還可使學(xué)生在解決問題（或考試）中，無論題的難度如何，都能鎮(zhèn)定自若，信心十足，正常發(fā)揮。
總之，高一階段的英語學(xué)習(xí)有著承上啟下的作用，為以后順利完成高二、高三的英語教學(xué)奠定了基礎(chǔ)。所以，教師要鉆研教材，精心設(shè)計，努力創(chuàng)新教法。要保護學(xué)生學(xué)習(xí)英語的積極性，注重培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣、正確的學(xué)習(xí)方法及良好的學(xué)習(xí)習(xí)慣，建立融洽的師生關(guān)系，幫助他們樹立學(xué)習(xí)英語的自信心，使他們適應(yīng)高一英語學(xué)習(xí)，順利完成初高中英語教學(xué)的銜接。
虛擬語氣高中英語語法精講精練
【摘要】感謝您對英語單詞欄目的關(guān)注，小編特意在此發(fā)布了此文“虛擬語氣高中英語語法精講精練”在2013年也會更多的為您發(fā)布更好的文章，感謝您對的支持與關(guān)注，希望此文能給您帶來幫助。
本文題目：虛擬語氣高中英語語法精講精練
虛擬語氣表示說話人的主觀愿望、猜測建議或與事實不符的假設(shè)。虛擬語氣可分為三種：(1)一般虛擬 (2)混合虛擬 (3)特殊句式
一.一般虛擬的構(gòu)成：(省略if, 要將should/were/had 提到句首)
(1). 對現(xiàn)在的虛擬：If +S.+ did/were sth., S.+ would/could/should +do
If I had time, I would attend the meeting.
If I were you, I would seize the chance to go abroad.
(2) 對過去的虛擬：If +S.+had + p.p, S.+ would/could/should have + p.p
If you had taken my advice, you would not have failed in the exam.
(3) 對將來的虛擬：
If + S. + did/were/should do/were to do, S + would/should/could do sth.
If you came tomorrow, we would have the meeting.
If it were to rain tomorrow, the sports meeting would be put off.
If he should not come tomorrow, we should put off the meeting till next day.
注意：Had we made good preparations, we might have succeeded.
Had it not rained, we would have gone out for a walk.
Were I you, I would not do such a thing.
二. 混合虛擬：
(1) 不同時間的虛擬：If he had listened to me, he would not be in trouble now.
If he had told me yesterday, I should know what to do now.
(2) 虛擬與陳述的混合：
He could have passed the exam, but he wasn’t careful enough.
You should have come earlier, the bus left a moment ago.
三. 特殊句式：
(1).suggest, advise, recommend, propose, order, command, request, require, demand + that –clause (should do/do )
He suggested that we (should) save money for the future.(insist的判斷)
(2) It is suggested/advised/ordered/requested/required that –clause(should do/do)(主語從句)
(3) My advice/suggestion/request/requirement is that-clause (should do /do) (表語從句)
His suggestion/advice/request/requirement that –clause(should do/do ) is.. (同位語從句)
(4) It is natural/necessary/strange that-clause (should do/do)表驚奇、懷疑、惋惜、不滿、理應(yīng)如此等。
It’s strange that he should have missed the train. (表竟然)
It is important that we should learn from others.(表理應(yīng)如此)
It is a pity that he should not go with us.(表驚訝、不滿)
(5)wish + that clause (did/were 與現(xiàn)在相反)
wish + that clause (would/could/might + do與將來相反)
wish + that clause ( had done 與過去相反)
I wish I could go with them tomorrow.
I wish I had never met him.
(6) It is (high/about) time + clause (did, should do )
It is (high/about) time we went home.
(7) would rather + clause (did 與現(xiàn)在或?qū)硐喾?;(had done 與過去相反)
I would rather you came tomorrow. I would rather you hadn’t told her the news.
(8) If only + clause ( did/were與現(xiàn)在相反) ((would/could/might + do與將來相反)
( had done 與過去相反) “要是。。。就好了“
If only he would come tomorrow! If only I had taken her advice!
If only I were ten years younger!
(9) as if + clause (did/were 與現(xiàn)在相反) (would/could/might + do與將來相反)
( had done 與過去相反)
She treats Kate as if she were her own daughter.
They talked as if they had been friends for years.
(10) would like/was/were to have done something
I would like to have attended the party, but one of my friends came to see me.
(11) without/but for + n.= if it were not for +n./if it hadn’t been for + n. (otherwise后從句同)
I would not have passed the exam without your help.(=if it hadn’t been for your help)
四 。虛擬鞏固練習(xí)：
1. The plant is dead. I ___more water.
A. will give B. would have given C. must give D. should have given
2. I insist that a doctor ___ immediately.
A. has been sent for B. send for C. will be sent for D. be sent for
3. If you the doctors advice, you would have already recovered.
A. follow B. followed C. would follow D. had followed
4. I wish I ___ you yesterday.
A. seen B. did see C. had seen D. were to see
5. What would you have done last night, if you to write your homework.
A. hadn’t B. haven’t had C. didn’t have D. hadn’t had
6. ---Did you catch the plane?
-----No, if I had hurried, I .
A. would B. would have C. could D. did
7. Without electricity human life ____ quite different today.
A. is B. will be C. would have been D. would be
8. --- Shall we go skating or stay at home? ---Which____ do yourself?
A. do you rather B. would you rather C. will you rather D. should you rather
9. --- We could have walked to the station, it was so near.
---Yes, a taxi ___ at all necessary.
A. wasn’t B. hadn’t been C. wouldn’t D. won’t be
10. If you early tomorrow morning, you would be there by noon.
A. have started B. were start C. were to start D. had started
11. Tom ought not to ____ me your secret, but he meant no harm.
A. have told B. tell C. be telling D. having told
12. ---If he ____, he ___ that food.
--- Luckily he was sent to hospital immediately.
A. was warned, would not take B. had been warned, would not have taken
B. would be warned, had not taken D. would have been warned, had not taken
13. ---- Are you thinking about going to Dalian for the vacation?
-----No, but if I time, I very glad to go there.
A. have, will be B, had had, would have been
C. had, would be D. had had, would be
14. If you George, would you please tell him to ring me?
A. saw B. were to C. have seen D. see
15. You didn’t let me drive. If we ____ in turn, you ____ so tired.
A. drove, didn’t get B. drove, wouldn’t get
C. were driving, wouldn’t get D. had driven, wouldn’t have got
16. I am sure he hasn’t sent the letter. If he it, I .
A. sent, got B. sent, have got C. sent, would go D. had sent, would have got.
17. The two strangers talked as if they ____ friends for years.
A. should be B. would be C. have been D. had been
18. Jane’ pale face suggested that he ____ ill, and her parents suggested that she ____ a medical examination.
A. be, should have B. was, have C. should be, had D. was, has
19. _____ it rain tomorrow, we would have to put off the visit to the Yangpu Bridge.
A. Were B. Should C. Would D. Will
20. When he was there, he ____ go to that coffee shop at the corner after work every day.
A. would B. should C. had better D. might
21.____ for the free tickets, _____ I would not have gone to the films so often.
A. If it is not B. Were it not C. Had it not been D. If they were not
22. There was a lot of fun at yesterday’s party. You ____ come, but why didn’t you?
A. must have B. should C. need have D. ought to have
23. I should have been there, but I ___ not find the time.
A. would B. could C. might D. should
24. If he ____ quietly as the doctor instructed, he wouldn’t suffer so much now.
A. lies B. lay C. had lain D. should lie
25. How I wish every family ___ a large house with a garden.
A. has B. had C. will have D. had had
26. I thought you ____ like something to read , so I have brought you some books.
A. might B. may C. could D. must
27. There was plenty of time. She ____.
A. needn’t have hurried B. couldn’t have hurried C. must not hurry D. mustn’t have hurried
28. It was necessary that he about what had happened.
A. be told B. was told C. should tell D. tell
29. It was strange that we short of water in the country where it was always raining.
A. are B. be C. should be D. both B and C
30. You any difficulty now, if you had made a more careful plan.
A. won’t meet with B. would not meet with
C. would not have met with D. have not met with
31. .He did his best in everything, he would not have seen what he was.
A. and B. but C. otherwise D. but that
32. ---You should have gone to the show with us yesterday. It is very good.
----I wished I , but I was busy with my report.
A. had B. did C. would have D. were
33. ---- Would you have told him the answer, if possible?
-----Yes, I would have, but I very busy.
A. had been B. were C. was D. would be
34. If only I his advice, but I am sorry I did.
A. would not take B. would not have taken
C. did not take D. had not taken
35. It is time we to the concert. A. went B, go C. will go D. should go
36. ---I’d like to get a job in that computer shop.
---I would much rather you ___at home and ___ care of the children.
A. stay, take B. stayed, took C. should stay, took D. stayed, take
37. If we ___ birth control earlier, China ___ such a large population.
A. had begun, wouldn’t have B. had begun, wouldn’t have had
C. began, wouldn’t have D. should begin, wouldn’t have had
38. They treats the granny as if she ____ their own mother. A> is B. was C. were D. had been
39. ---What do you think of the food here? ---Oh, wonderful! WE ___ a better place.
A. won’t find B. mustn’t have found C. can’t find D. couldn’t have found
40. We ___ last night, but we went to the concert instead.
A. must have studied B. might study C. should have studied D. would study
41. It was suggested that the match ___ because of the weather.
A. would be put off B. should put off C. must be put off D. be put off
42.If only I ___ to your advice and returned home in time.
A. listened B. had listened C. would listen D. would have listened
43. ___, there would be no industry.
A. Without steel B. If there is not steel C. There would be no steel D. If there was not steel
44.---Would you like to go to the cinema tonight? ---I wish I ___, but I ___ study for a test.
A. had, will have to B. would, had to C. did, have to D. could, have to
45. He spoke as if he ___ in space at that moment.
A. had walked B. were walking C. would walk D. walked
46. I would do it in a different way ___ it.
A. were I do B. were I to do C. should I to do D. had I done
47. But for his help, they ___ over the mountain in such a short time.
A. had not run B. have not run C. couldn’t have run D. can’t have run
48. There is nothing left. I wish I ___ so much money on clothes.
A. haven’t spent B. hadn’t spent C. couldn’t have spent D. not spend
49. ---Why are you late? ---I got caught in traffic; otherwise I ___ here on time.
A. would have been B. was C. were D. had been
50. ---What happened to the trees planted last spring?
---The trees ___ well. But they didn’t take good care of them.
A. would grow B. shall have grown C. would have grow D. might grow
51. He would have died ___ that doctor.
A. hadn’t it been B. it id had been C. were it for D. had it not been for
52. What would you do if you __ a house on fire? A. saw B. see C. have seen D. had seen
五.參考答案：
1-5 DDDCD 6-10 BDBAC 11-15 ABCAD
16-20 DDBBA 21-25 CDBCB 26-30 AAADB
31-35 CCCDA 36-40BACDC 41-45DBADB
46-52BCBACDA
六大英語記單詞訣竅
英語中詞匯學(xué)習(xí)是英語學(xué)習(xí)之本，充足的詞匯量是有效進行聽、說、讀和寫等表達(dá)的基礎(chǔ)，也是確保人際交流成功的關(guān)鍵，詞匯量的大小在一定程度上衡量了語言溝通中的個體語言能力的高低，由此可見詞匯學(xué)習(xí)的重要性。因此．如何提高詞匯記憶效率是一個值得探討的課題。在這里結(jié)合個人詞匯學(xué)習(xí)和教學(xué)的實踐．在詞匯學(xué)習(xí)和記憶策略方面進行探討，討論一般記憶單詞的十個規(guī)律和記憶方法，提高詞匯記憶能力。
1、讀音法
在英語單詞學(xué)習(xí)中，利用語音及構(gòu)詞法記憶單詞是最常用及有效的方法。語音記憶是利用詞匯的音和形兩者之間的聯(lián)系．結(jié)合詞匯信息和其發(fā)音特征關(guān)系，掌握規(guī)律后在腦海中反復(fù)練習(xí)并建立詞的音和形對應(yīng)關(guān)系，達(dá)到記憶單詞的目的。英語中一定的字母組合形成一定的發(fā)音，利用字母組合后的讀音規(guī)則可掌握詞的拼寫形式．因此利用詞的正確讀音來記憶單詞是最基本和最好的方法。
2、分類記憶法
分類英語單詞的拼寫、構(gòu)成都有一定的規(guī)律，在讀音、領(lǐng)域、字形、意義以及用法等都有其共同的特征，通過詞性分類和用法的對比，便于記憶和掌握其用法。可以根據(jù)單詞的拼讀規(guī)則、構(gòu)詞規(guī)則、詞性、形似詞、同音詞、反義詞、近義詞等進行分類記憶。如圍繞經(jīng)濟類主題展開，這類具有相同領(lǐng)域的詞語同現(xiàn)使學(xué)習(xí)者容易形成知識框架的系統(tǒng)感，并在閱讀理解和表達(dá)本領(lǐng)域方面的思想內(nèi)容時具備
同學(xué)在記憶單詞的過程中，盡量學(xué)會分類和歸納，使語言類別領(lǐng)域明顯、條理清晰而易于記憶，能達(dá)到良好的效果。歸納能養(yǎng)成學(xué)習(xí)者獨立思考的習(xí)慣和認(rèn)知處理能力，在詞匯學(xué)習(xí)過程中尋找和總結(jié)
單詞變形的特點，激發(fā)個人的學(xué)習(xí)興趣。如后綴可以使某些詞類發(fā)生變化。而前綴通常會改變詞義，結(jié)合語音和構(gòu)詞法規(guī)律等，把不同的詞進行歸類組合，能夠大大提高學(xué)習(xí)效率。
3、聯(lián)想記憶擴展詞匯
詞匯的組合愈緊密，利用聯(lián)想的方法愈易于記住詞匯。聯(lián)想的詞匯擴展包括形式聯(lián)想和意義聯(lián)想，結(jié)合分類記憶的聯(lián)想更有益于擴大學(xué)習(xí)者的詞匯。英語詞匯記憶要降低學(xué)習(xí)的枯燥感，利用豐富的想象力引導(dǎo)和發(fā)揮想象，把詞匯放到一定的語言組合中去記憶。聯(lián)想同樣可以圍繞著一個中心詞展開延伸，尤其在詞語的使用中，每個詞都被相關(guān)詞群所包圍，學(xué)習(xí)者要創(chuàng)造聯(lián)想進行記憶，活潑的聯(lián)想可以增加學(xué)習(xí)趣味。學(xué)習(xí)者對有趣味性的聯(lián)想有較高興趣，容易增強記憶效果。
4、語意群記憶法
學(xué)習(xí)過程中注意詞句結(jié)合，詞境結(jié)合。離開了語句和情境，詞就沒有生命，因此為記單詞而記單詞的方法是不可取的。最好的方法是將單詞與日常生活語境結(jié)合起來，在使用中記憶，這樣的單詞記憶才具有活力。如果學(xué)習(xí)者能注意現(xiàn)實生活里發(fā)生的事情，、注重它的情景實用性，有更好的效果。
5、反復(fù)記憶法
每個學(xué)習(xí)者記憶單詞的方法有所不同，效率高)并適合個人學(xué)習(xí)習(xí)慣的均可以嘗試。增加詞匯量并和遺忘作斗爭是詞匯記憶中的一項重要工作。要創(chuàng)造機會應(yīng)用已記憶的詞匯，也就是讓學(xué)習(xí)者有語言輸出的機會，可以通過造句、情景對話和作代練習(xí)等有目的地強化加深對已學(xué)詞匯的理解和記憶。例如用近期所學(xué)的單詞造句，并盡量使用剛學(xué)過的新詞、新詞匯寫13記或?qū)懽鳌Ｍㄟ^閱讀來學(xué)習(xí)詞匯是一個很好的方法。學(xué)習(xí)者能堅持閱讀英代材料，也必然會在閱讀中鞏固所學(xué)的詞匯，并觀察學(xué)習(xí)到單詞在句子中的一些用法，同時還會認(rèn)識許多新詞匯。要做到“詞不離句，句不離代”。在學(xué)習(xí)中試著用英文做筆記或做記錄，這樣，在不知不覺中就會鞏固自己的詞匯。
6、構(gòu)詞法記憶單詞
英語中常見的構(gòu)詞法有派生法、曲折法、轉(zhuǎn)類法、合詞法和縮略法等。詞匯的派生法通過詞的前綴、后綴和詞根來改變單詞的意義和類型．辨別前綴和后綴對記憶詞匯和理解詞義非常有幫助。如：care加上后綴less，就能猜出careless：了解rless是名詞后綴，就可以猜出carelessness意思。又如合詞法是把不同的單詞或相關(guān)部分結(jié)合在一起構(gòu)成新詞．這類詞主要反映的是當(dāng)前社會的新發(fā)明、新事物、新經(jīng)驗以及網(wǎng)絡(luò)中新詞匯。這種構(gòu)詞法比較有趣味和幽默色彩，把兩個詞的聲音和意義混在一起構(gòu)成新詞，只要掌握了舊詞和組合規(guī)則，學(xué)習(xí)者較容易的記憶新詞。學(xué)習(xí)和理解構(gòu)詞法中單詞變形的特點，掌握基本的構(gòu)詞法，學(xué)習(xí)者就可以根據(jù)已知去分析理解一個詞的含義，便于擴大和鞏固詞匯量。深入理解和掌握構(gòu)詞法可以較好的提高詞匯記憶和運用能力，并激發(fā)個人的學(xué)習(xí)興趣
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