Vocabulary for 9th grade: 9th grade academic vocabulary words

Words every 9th grader should know – Vocabulary List

Learn words with Flashcards and other activities

Other learning activities

PracticeAnswer a few questions on each word. Use this to prep for your next quiz!
Vocabulary JamCompete with other teams in real-time to see who answers the most questions correctly!
Spelling BeeTest your spelling acumen. Read the definition, listen to the word and try spelling it!

Teaching tools

QuizCreate and assign quizzes to your students to test their vocabulary.
Assign activitiesAssign learning activities including Practice, Vocabulary Jams and Spelling Bees to your students, and monitor their progress in real-time.

1. 
   accentuate

   stress or single out as important

   
   









2. 
   analogy

   drawing a comparison in order to show a similarity

   
   









3. 
   antibody

   a protein that produces an immune response

   
   









4. 
   aspire

   have an ambitious plan or a lofty goal

   
   









5. 
   bamboozle

   conceal one’s true motives from

   
   









6. 31″>
   bizarre

   conspicuously or grossly unconventional or unusual

   
   









7. 
   boisterous

   marked by exuberance and high spirits

   
   









8. 
   boycott

   refusal to have commercial dealings with some organization

   
   









9. 
   camouflage

   an outward semblance misrepresenting the nature of something

   
   









10. 
    commemorate

    call to remembrance

    
    









11. 24″>
    chronology

    an arrangement of events in time

    
    









12. 
    cower

    crouch or curl up

    
    









13. 
    decorum

    propriety in manners and conduct

    
    









14. 
    deduction

    the act of removing a part from the whole

    
    









15. 
    deign

    do something that one considers to be below one’s dignity

    
    









16. 1″>
    despondent

    without or almost without hope

    
    









17. 
    dialogue

    a conversation between two persons

    
    









18. 
    divulge

    make known to the public information previously kept secret

    
    









19. 
    eclectic

    selecting what seems best of various styles or ideas

    
    









20. 
    ellipse

    a closed plane curve with an oval shape

    
    









21. 47″>
    embargo

    a government order imposing a trade barrier

    
    









22. 
    exponent

    notation of how many times to multiply a quantity by itself

    
    









23. 
    enthusiastic

    having or showing great excitement and interest

    
    









24. 
    exult

    feel extreme happiness or elation

    
    









25. 
    fallacy

    a misconception resulting from incorrect reasoning

    
    









26. 3″>
    flourish

    grow vigorously

    
    









27. 
    gargoyle

    an ornament consisting of a grotesquely carved figure

    
    









28. 
    formidable

    extremely impressive in strength or excellence

    
    









29. 
    guerrilla

    a member of an irregular army that fights a stronger force

    
    









30. 
    guru

    a Hindu or Buddhist religious leader and spiritual teacher

    
    









31. 47″>
    heritage

    that which is inherited

    
    









32. 
    hieroglyphic

    a writing system using picture symbols

    
    









33. 
    hologram

    a photograph for reproducing a three-dimensional image

    
    









34. 
    hypocrisy

    pretending to have qualities or beliefs that you do not have

    
    









35. 
    immune

    of the condition in which an organism can resist disease

    
    









36. 35″>
    impertinent

    improperly forward or bold

    
    









37. 
    inference

    a conclusion you can draw based on known evidence

    
    









38. 
    introspection

    contemplation of your own thoughts and desires and conduct

    
    









39. 
    jaunty

    having a cheerful, lively, and self-confident air

    
    









40. 
    jovial

    full of or showing high-spirited merriment

    
    









41. 6″>
    kilometer

    a metric unit of length equal to 1000 meters

    
    









42. 
    labyrinth

    complex system of paths in which it is easy to get lost

    
    









43. 
    laconic

    brief and to the point

    
    









44. 
    lichen

    a plant occurring in crusty patches on tree trunks or rocks

    
    









45. 
    light-year

    the distance that light travels in a vacuum in 1 year

    
    









46. 15″>
    maneuver

    a military training exercise

    
    









47. 
    marsupial

    a mammal the female of which has a pouch carrying the young

    
    









48. 
    metaphor

    a figure of speech that suggests a non-literal similarity

    
    









49. 
    mosaic

    design made of small pieces of colored stone or glass

    
    









50. 
    mutation

    a change or alteration in form or qualities

    
    









51. 52″>
    nebula

    an immense cloud of gas and dust in interstellar space

    
    









52. 
    nocturnal

    belonging to or active during the night

    
    









53. 
    nuisance

    anything that disturbs, endangers life, or is offensive

    
    









54. 
    omnivore

    an animal that feeds on both animal and vegetable substances

    
    









55. 
    outrageous

    greatly exceeding bounds of reason or moderation

    
    









56. 54″>
    ozone

    a colorless gas that is a screen for ultraviolet radiation

    
    









57. 
    parasite

    an animal or plant that lives in or on a host

    
    









58. 
    participle

    a form of the verb used as an adjective

    
    









59. 
    plateau

    a relatively flat highland

    
    









60. 
    phloem

    plant tissue that conducts synthesized food substances

    
    









61. 62″>
    polygon

    a closed plane figure bounded by straight sides

    
    









62. 
    protagonist

    the principal character in a work of fiction

    
    









63. 
    pulverize

    make into a powder by breaking up or cause to become dust

    
    









64. 
    quandary

    state of uncertainty in a choice between unfavorable options

    
    









65. 
    quarantine

    isolation to prevent the spread of infectious disease

    
    









66. 82″>
    quota

    a prescribed number

    
    









67. 
    rainforest

    a densely wooded tropical area with heavy precipitation

    
    









68. 
    random

    lacking any definite plan or order or purpose

    
    









69. 
    recede

    pull back or move away or backward

    
    









70. 
    Renaissance

    period of European history at the close of the Middle Ages

    
    









71. 41″>
    renegade

    someone who rebels and becomes an outlaw

    
    









72. 
    repose

    freedom from activity

    
    









73. 
    sacrifice

    the act of killing in order to appease a deity

    
    









74. 
    silhouette

    a filled-in drawing of the outline of an object

    
    









75. 
    solstice

    when the sun is at its greatest distance from the equator

    
    









76. 7″>
    spectrum

    a broad range of related objects, values, or qualities

    
    









77. 
    stereotype

    a conventional or formulaic conception or image

    
    









78. 
    strategy

    an elaborate and systematic plan of action

    
    









79. 
    suffrage

    a legal right to vote

    
    









80. 
    symbiosis

    the relation between two interdependent species of organisms

    
    









81. 11″>
    tariff

    a government tax on imports or exports

    
    









82. 
    technique

    a practical method or art applied to some particular task

    
    









83. 
    tempo

    the speed at which a composition is to be played

    
    









84. 
    toxin

    a poisonous substance produced organically

    
    









85. 
    tranquility

    an untroubled state that is free from disturbances

    
    









86. 61″>
    tumult

    a state of commotion and noise and confusion

    
    









87. 
    tundra

    a vast treeless plain where subsoil is permanently frozen

    
    









88. 
    ultraviolet

    having wavelengths shorter than light but longer than X-rays

    
    









89. 
    unanimous

    in complete agreement

    
    









90. 
    undulate

    move in a wavy pattern or with a rising and falling motion

    
    









91. 87″>
    vaccine

    injection of weakened or dead microbes to create antibodies

    
    









92. 
    vacillate

    be undecided about something

    
    









93. 
    vertebrate

    animals having a bony or cartilaginous skeleton

    
    









94. 
    virtuoso

    someone who is dazzlingly skilled in any field

    
    









95. 
    voracious

    devouring or craving food in great quantities

    
    









96. 78″>
    wretched

    deserving or inciting pity

    
    









97. 
    xylem

    plant tissue that conducts water and dissolved nutrients

    
    









98. 
    yacht

    an expensive vessel propelled by sail or power

    
    









99. 
    zoology

    the branch of biology that studies animals

    
    

Created on January 4, 2012
(updated January 4, 2012)

How Well Do You Know 9th-Grade Vocabulary? Quiz

How Well Do You Know 9th-Grade Vocabulary? Quiz | Britannica

• Entertainment & Pop Culture
• Geography & Travel
• Health & Medicine
• Lifestyles & Social Issues
• Literature
• Philosophy & Religion
• Politics, Law & Government
• Science
• Sports & Recreation
• Technology
• Visual Arts
• World History

• On This Day in History
• Quizzes
• Podcasts
• Dictionary
• Biographies
• Summaries
• Top Questions
• Week In Review
• Infographics
• Demystified
• Lists
• #WTFact
• Companions
• Image Galleries
• Spotlight
• The Forum
• One Good Fact

• Entertainment & Pop Culture
• Geography & Travel
• Health & Medicine
• Lifestyles & Social Issues
• Literature
• Philosophy & Religion
• Politics, Law & Government
• Science
• Sports & Recreation
• Technology
• Visual Arts
• World History

• Britannica Classics
  Check out these retro videos from Encyclopedia Britannica’s archives.
• Britannica Explains
  In these videos, Britannica explains a variety of topics and answers frequently asked questions.
• Demystified Videos
  In Demystified, Britannica has all the answers to your burning questions.
• #WTFact Videos
  In #WTFact Britannica shares some of the most bizarre facts we can find.
• This Time in History
  In these videos, find out what happened this month (or any month!) in history.

• Student Portal
  Britannica is the ultimate student resource for key school subjects like history, government, literature, and more.
• COVID-19 Portal
  While this global health crisis continues to evolve, it can be useful to look to past pandemics to better understand how to respond today.
• 100 Women
  Britannica celebrates the centennial of the Nineteenth Amendment, highlighting suffragists and history-making politicians.
• Britannica Beyond
  We’ve created a new place where questions are at the center of learning. Go ahead. Ask. We won’t mind.
• Saving Earth
  Britannica Presents Earth’s To-Do List for the 21st Century. Learn about the major environmental problems facing our planet and what can be done about them!
• SpaceNext50
  Britannica presents SpaceNext50, From the race to the Moon to space stewardship, we explore a wide range of subjects that feed our curiosity about space!

Question: something suggested by a word or thing

Answer: The word connotation means “something suggested by a word or thing.” Usage example: “the connotations of comfort that surrounded that old chair.”

Question: to turn aside especially from the main subject of attention or course of argument

Answer: To digress is to turn aside especially from the main subject of attention or course of argument. Usage example: “He digressed so often that it was hard to follow what he was saying. ”

Question: to show or illustrate by example

Answer: To exemplify is to show or illustrate by example. Usage example: “anecdotes exemplifying those virtues.”

Question: to explain or tell the meaning of

Answer: To interpret is to explain or tell the meaning of. Usage example: “needed help interpreting the results.”

Question: to weigh in the mind

Answer: To ponder is to weigh in the mind. Usage example: they “pondered their chances of success.”

Question: a method of accomplishing a desired aim

Answer: The word technique means “a method of accomplishing a desired aim.” Usage example: “The ice-skaters will be judged on technique and creativity.”

Question: capable of growing or developing

Answer: The word viable means “capable of growing or developing. ” Usage example: “viable seeds.”

Question: producing wealth

Answer: The word lucrative means “producing wealth.” Usage example: “The business has proved to be highly lucrative.”

Question: to give a false appearance of

Answer: To feign is to give a false appearance of. Usage example: “feign death.”

Question: producing good results or helpful effects

Answer: The word beneficial means “producing good results or helpful effects.” Usage example: “the beneficial effects of regular exercise.”

9th Grade Spelling Words and Exercises

9th Grade Spelling Words and Exercises – INK

Congratulations — you are going to high school! Hope your summer break was filled with fun and relaxation. Secondly, welcome to high school! As you might imagine, things are about to get serious.

Spelling Words for 9th Graders

Photo by moren hsu on Unsplash

Without an exceptional command of the English language, high school students will never be successful, even if they have incredible mathematical and analytical skills.

In the era of computers and auto correct, knowing the correct spelling rules may seem unnecessary. However, knowing the right way to spell words is an indispensable skill that will help you in more ways than you can imagine.

It’s also going to enrich your (or your students’) vocabulary, which is always a good thing!

Below you may find the 9th-grade spelling list of some new words. Make sure you practice these words by writing and incorporating them into your papers. Of course, above all, make sure you read a new book every week!

That’s what is going to help you internalize the spelling in the first place!

Conclusion

The following are all 9th grade spelling words. This list is a helpful resource for students practicing spellings words they may not remember.

When they complete the sentence using the spelling word and all of the words in the sentence, they can move on to the next item in the list or to the next grade level. Some words are not used in the complete sentence and can be used as options.

Frequently asked questions

What is the hardest spelling bee word?

• Foulard. Year: 1931. French, of course.
• Soubrette Year: 1953
• Autochthonous Year: 2004
• Albumen Year: 1928
• Chiaroscurist Year: 1998
• Insouciant Year: 1951
• Staphylococci Year: 1987
• Eudaemonic Year: 1960

What are some spelling bee words?

What math is for 9th grade?

Many 9th grade math classes focus on Algebra I, but it can also include other advanced mathematics such as Geometry, Algebre 2, Pre-Calculus, or Trigonometry. The year is one when quadratic and exponential functions are formalized and applied as well as other advanced mathematical concepts.

What words do you need to know in grade9?

How many words should a 9th grader know?

9th graders should be familiar with 1-100 words.

How many words does an average high school graduate know?

There are 25,000 words spoken each year by the average 8th grader. One-quarter of high school graduates know 50,000 words.

What are the 100 most misspelled words?

What are some strong vocabulary words?

• serendipity. n. Wishing you the best during your unexpected and lucky discoveries.
• dubious. adj. It is fraught with uncertainty or doubt.
• keen. adj. intense or sharp.
• susurration. n. The sound of whispering or rustling is indistinct. Keep learning with flashcards!

What are some 9th grade spelling words?

What are hard words to spell?

• Pronunciation
• Weird
• Intelligence
• Chiaroscurist
• Misspell
• Handkerchief
• logorrhea
• Pharaoh

What are the 8 vocabulary words?

What are some spelling words?

What are 20 difficult words?

• Quinoa
• Scissors
• Colonel
• Anemone
• Mischievous
• Worcestershire
• Draught
• Onomatopoeia

What are the hard words?

• Onomatopoeia
• Worcestershire
• Sesquipedalian
• Supercalifragilisticexpialidocious
• Phenomenon
• Rural
• Sixth

What is the top 20 hardest words to spell?

• Psychologist
• Eczema
• Bouillon. As a middle name for someone in the Royal family, this is actually a French word meaning “liquid is boiled”.
• Counselor
• Mnemonic
• Asthma
• Exacerbate
• Receipt. A slip of paper is helpful.

Pam is an expert grammarian with years of experience teaching English, writing and ESL Grammar courses at the university level. She is enamored with all things language and fascinated with how we use words to shape our world.

The Correct Way of Spelling Decide!

English spelling can sometimes seem confusing. English borrows many of its words from other languages. English, a Germanic language, consists…

Read More »

Page 1 of 2512345…101520…»Last »

‎9th Grade Vocabulary on the App Store

iPhone Screenshots

Description

A good vocabulary is essential to your child’s future. SuperKids Vocab Apps provide a fun and easy way to master the words they will need in school, and beyond.

SuperKids’ users agree:

o “Just what we’d been looking for, vocabulary by grade level.”

o “This method really does work — and it’s a lot more fun than memorizing a stack of flashcards.”

o “… a neat way to learn new words.”

SuperKids.com’s educational software experts have reviewed thousands of programs since 1995. Their teams of parents, teachers, and kids have been exposed to the best, and the well, not-as-good in educational technology. They know what works, and what doesn’t, and their word is trusted by a million visitors/month.

Here, in SuperKids Word-of-the-Day for 9th Grade, they have created a deceptively elegant app for the iPhone that can be used for a few minutes at a time while on the go, or in extended sessions to master 365 important words.

This app provides a coordinated drill and game pair that makes expanding your vocabulary easy and fun. Students use interactive flash cards to learn and review, and then practice their knowledge in a game of hangman. These elements activate different learning centers in the brain, and utilize active study and immersive recall techniques to improve memory acquisition and retention.

Special features include:
– definitions, synonyms, and a usage example for each word
– bi-directional learning: words to definitions, definitions to words
– learn in monthly sets
– automatic missed word tracking and review
– high score tracking for each player
– email report card and study review
– game position and status memory

Words included in this app are based on the vocabulary set honed by millions of users of SuperKids.com’s online vocabulary tools over the last ten years.

A strong vocabulary is an essential element of understanding and communication. Use this app to give your child the linguistic foundation to achieve their potential, and become a SuperKid at school and beyond.

Questions or suggestions? Email us at [email protected] And be sure to check out our growing family of educational products in the iTunes App Store.

Nov 4, 2016

Version 2.0

This app has been updated by Apple to display the Apple Watch app icon.

Updated support for newer versions of iOS, improved graphics, bug fixes and more!

Ratings and Reviews

9 Ratings

Effective vocabulary builder

My daughter’s Honors English teacher recommended this app to her class last week as a way to build vocabulary for the PSAT/SAT Critical Reading test sections. She’s been playing it before bed since then, and tonight, she challenged me to beat her high score for last month’s words. I’m embarassed to admit, it wasn’t close. Arrgghh.

These are words I *know*, but couldn’t retrieve from memory quickly enough when presented with their definitions and synonyms as clues in a series of hangman games. Words like placate, savory, termerity, and animosity. But they are now words my daughter really knows.

Growing Word Power Every Day!

I’ve been using this with my daughter for several days. She’s learned many new words, and I’ve picked up some as well. I think she does better in “flash card” mode, but the hangman variation is a good mental test.

I recommend it. You never know which of these words will be on the SAT test. Give it a shot!

Fun way to learn new words

My brother and I play this game (and the 10th grade one) in the car on the way to school. I like it, because it makes it fun to learn new words without having to study them.

The developer, SuperKids, has not provided details about its privacy practices and handling of data to Apple.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

Information

Seller

SuperKids

Size

4.9 MB

Category

Education

Age Rating

4+

Copyright

© Knowledge Share LLC

Price

$0.99

• Developer Website

• App Support

Supports

More By This Developer

You Might Also Like

Word of the Week for 5th-9th Grade

• Product Description

Product Description

Word Collector Vocabulary Word of the Week for 5th-9th Grade:

This Word Collector Word of the Week activities file now includes a digital distance learning option in Google Slides™. Please refer to the final 7 pages of the file for the link and instructions.

Word Collector Activities! Are you looking for engaging, fun, and fancy vocabulary words for 5th-9th grade? This vocabulary product pairs perfectly with the book The Word Collector by Peter H. Reynolds.

This Vocabulary Word of the Week product is a perfect addition to any language arts vocabulary program, as it adds flair and magnificence with its fancy and fun to say (and write) words! This vocabulary product includes half sheet vocabulary poster cards (42 words), a few instructional pages, as well as 42 ready-to-use printable pages that correspond to each vocabulary word. There are a variety of ways you can use this product (one vocabulary word each week, create a vocabulary booklet at the beginning of the year, or use each vocabulary word as you see fit) for 6th-9th grade students. This vocabulary product is sure to be challenging for every student in your class!

You will find the following words included in this file:

• albeit
• amorphous
• auspicious
• bodacious
• cacophony
• cantankerous
• caveat
• chicanery
• circumvent
• codswallop
• defunct
• deleterious
• epitome
• ethereal
• evanescent
• expunge
• facetious
• fatuous
• furtive
• indubitable
• infinitesimal
• inundate
• kerfuffle
• logorrhea
• loquacious
• magnanimous
• metamorphosis
• monotonous
• nebulous
• nefarious
• obsequious
• paradigm
• pertinacity
• repugnant
• sanguine
• soliloquy
• tempestuous
• unctuous
• vacillate
• vehement
• vigilant
• vulnerable

NOTE: THIS FILE NOW INCLUDES A DIGITAL DISTANCE LEARNING OPTION!

As of 10/2/20, this product includes a digital option (as well as the no prep printable option). The instructions for utilizing the digital portion appear at the end of the packet.

Technology Requirements:

• A Google Drive account
• If sharing with students, a Drive account that is linked to student Google accounts
• Can be shared/delivered on Google Classroom
• Only need access to Google Drive–no outside links to worry about!

These file can be used with iPads, chrome books, laptops, and desktops as long as your students have access to Google Drive or Classroom on a device. The digital portion of this product is on Google Slides™.

As a student, I began to love reading and writing when I discovered the rich variety of English words, so I wanted to create a resource that incorporates a myriad of fun, challenging words for middle school students.

This is the third fancy words vocabulary product (Level Three) in a series of three. The first and second vocabulary products are available at the links below. NOTE: This “Level Three” vocabulary product is significantly more challenging than level one and level two.

This file contains 79 pages + Google Slides™

IMPORTANT NOTICE ABOUT THE TERMS OF USE FOR THIS PRODUCT:

• Purchasing this product gives the purchaser ONE LICENSE to this product.  This allows the purchaser the right to reproduce this product for HIS/HER class ONLY.  Duplication for an entire team, school, or school district is strictly forbidden.   If other teachers would like copies of this product, please direct them to my store.
• You may not reproduce, redistribute, or post this item on a blog or website for download (free or paid). Copying any part of this product (even for a classroom website) is also in violation of the Digital Millennium Copyright Act.
• You may not modify, copy, or alter this product in any way.
• Please feel free to spread the word about this product via social media or blog post. A link to the product (or my store) is much appreciated.

You may also like…

• Growth Mindset Booklets: Reflections for Upper Grades

  $4.75 Add to cart

• Compare and Contrast Printables and Reading Passages with Digital Distance Learning Option

  $5.75 Add to cart

• Character Traits Lists, Task Cards, and Printables with Digital Option in Google

  $6.50 Add to cart

• Sale!

  Context Clues Activities MULTI-LEVEL MEGA BUNDLE with Digital Distance Learning Option in Google

  $45.75 $35.00
  Add to cart

Integrate academic vocabulary appropriate to grade level in speaking and writing.

Export

Print

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

ELA.9.V.1.AP.1: Use grade-level content vocabulary in communication, using the student’s mode of communication.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Original Student Tutorials for Language Arts – Grades 6-12

Complex Usage: Which Word Will Win?:

Examine five pairs of commonly confused words in this interactive tutorial. This tutorial focuses on language and resolving issues of complex usage. You will examine pairs of words that are often confused in order to learn the correct use of each word. By the end of this tutorial, you should be able to accurately use these ten commonly confused words. 

Doppelganger Danger: Commonly Confused Words:

Avoid “doppelganger danger” as you examine six pairs of commonly confused words. Learning how to correctly use these commonly confused words will help improve your writing and mastery of English.

Doppelganger Danger: Confusing Pronouns:

Examine some commonly confused pronouns that often trick people into believing that they have the same meaning when their meanings can be very different. This interactive tutorial will help you properly use the following pronouns: who, whom, which, that, their, there, they’re.

Doppelganger Danger: Tricky Homophones:

Avoid “doppelganger danger” as you examine eleven homophones, which are words that sound the same but have different meanings and spellings. Learning how to use these homophones correctly in this interactive tutorial will help you avoid some of the most common usage mistakes.

Doppelganger Danger: Tricky Word Doubles:

Avoid “doppelganger danger” as you examine fourteen homophones, which are words that sound the same but have different meanings and spellings. Learning how to use these homophones correctly in this interactive tutorial will help you avoid some of the most common usage mistakes.

Doppelganger Danger: Words Commonly Confused:

Avoid “doppelganger danger” as you examine six pairs of commonly confused words in this interactive tutorial. Learn how to correctly use these commonly confused words to improve your language and writing skills.

Doppelganger Danger: Words that Confuse:

Avoid “doppelganger danger” as you examine twelve homophones, which are words that sound the same but have different meanings and spellings. Learning how to use these homophones correctly in this interactive tutorial will help you avoid some of the most common usage mistakes.

Exploring and Gathering Vocabulary:

Learn several ways to determine the meaning of unfamiliar words, including context clues, word parts, and dictionary skills. In this interactive tutorial, you’ll apply these strategies to text passages from John Muir’s book A Thousand-mile Walk to the Gulf, which includes vivid descriptions of Florida in the late 1800s.

Vocabulary in Action:

Acquire new vocabulary through this interactive tutorial. You’ll learn definitions for 15 new words, as well as their parts of speech, their synonyms and antonyms, and you’ll practice using them in context. 

Vocabulary Mastery :

Acquire new vocabulary through this interactive tutorial. You’ll learn definitions for 15 new words, as well as their parts of speech, their synonyms and antonyms, and you’ll practice using them in context.

Vocabulary Power:

Review strategies for acquiring new vocabulary and then learn fifteen new words in this interactive tutorial. You’ll also practice using the words in a variety of ways to help you add them to your vocabulary.

Vocabulary Unleashed:

Learn 12 new academic vocabulary words in this interactive tutorial! You’ll practice the words’ synonyms, antonyms, parts of speech, and context clues in order to add them to your vocabulary.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorials

Vocabulary Unleashed:

Learn 12 new academic vocabulary words in this interactive tutorial! You’ll practice the words’ synonyms, antonyms, parts of speech, and context clues in order to add them to your vocabulary.

Type: Original Student Tutorial

Doppelganger Danger: Confusing Pronouns:

Examine some commonly confused pronouns that often trick people into believing that they have the same meaning when their meanings can be very different. This interactive tutorial will help you properly use the following pronouns: who, whom, which, that, their, there, they’re.

Type: Original Student Tutorial

Doppelganger Danger: Words Commonly Confused:

Avoid “doppelganger danger” as you examine six pairs of commonly confused words in this interactive tutorial. Learn how to correctly use these commonly confused words to improve your language and writing skills.

Type: Original Student Tutorial

Doppelganger Danger: Commonly Confused Words:

Avoid “doppelganger danger” as you examine six pairs of commonly confused words. Learning how to correctly use these commonly confused words will help improve your writing and mastery of English.

Type: Original Student Tutorial

Complex Usage: Which Word Will Win?:

Examine five pairs of commonly confused words in this interactive tutorial. This tutorial focuses on language and resolving issues of complex usage. You will examine pairs of words that are often confused in order to learn the correct use of each word. By the end of this tutorial, you should be able to accurately use these ten commonly confused words. 

Type: Original Student Tutorial

Doppelganger Danger: Tricky Word Doubles:

Avoid “doppelganger danger” as you examine fourteen homophones, which are words that sound the same but have different meanings and spellings. Learning how to use these homophones correctly in this interactive tutorial will help you avoid some of the most common usage mistakes.

Type: Original Student Tutorial

Doppelganger Danger: Tricky Homophones:

Avoid “doppelganger danger” as you examine eleven homophones, which are words that sound the same but have different meanings and spellings. Learning how to use these homophones correctly in this interactive tutorial will help you avoid some of the most common usage mistakes.

Type: Original Student Tutorial

Doppelganger Danger: Words that Confuse:

Avoid “doppelganger danger” as you examine twelve homophones, which are words that sound the same but have different meanings and spellings. Learning how to use these homophones correctly in this interactive tutorial will help you avoid some of the most common usage mistakes.

Type: Original Student Tutorial

Vocabulary Mastery :

Acquire new vocabulary through this interactive tutorial. You’ll learn definitions for 15 new words, as well as their parts of speech, their synonyms and antonyms, and you’ll practice using them in context.

Type: Original Student Tutorial

Vocabulary in Action:

Acquire new vocabulary through this interactive tutorial. You’ll learn definitions for 15 new words, as well as their parts of speech, their synonyms and antonyms, and you’ll practice using them in context. 

Type: Original Student Tutorial

Vocabulary Power:

Review strategies for acquiring new vocabulary and then learn fifteen new words in this interactive tutorial. You’ll also practice using the words in a variety of ways to help you add them to your vocabulary.

Type: Original Student Tutorial

Exploring and Gathering Vocabulary:

Learn several ways to determine the meaning of unfamiliar words, including context clues, word parts, and dictionary skills. In this interactive tutorial, you’ll apply these strategies to text passages from John Muir’s book A Thousand-mile Walk to the Gulf, which includes vivid descriptions of Florida in the late 1800s.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Vocabulary words for grade 9 – lists by topic

Spelling dictionary,
spelling of words with online search

Vocabulary words in Russian studied in grade 9 by topic: Russian language, literature, library, population, society, transport, people , homeland, as well as spelling sections: vowels after c, foreign roots, hyphenated spelling, do not obey the rules, unpronounceable consonants, stunning consonant, separate spelling, continuous spelling, difficult to write, complex prefixes, connecting vowel, doubled consonants, ъ and b sign.

Select a spelling section to view a list of vocabulary words:
vowels after q, foreign roots, hyphenated spelling, do not obey the rules, unpronounceable consonants, stunning consonant, separate spelling, continuous spelling, difficult to write, complex prefixes, connecting vowel, doubled consonants, ъ and ь sign.

Total words: 412

1. paragraph
2. subscription
3. subscriber
4. native
5. abstraction
6. vanguard
7. adventure
8. airmail
9. autobiography
10. automation
11. agency
12. administration
13. adjutant
14. accompaniment
15. accompany
16. battery
17. accessory
18. active
19. algorithm
20. allegory
21. aluminum
22. amphitheater
23. analytical
24. abstract
25. cancel
26. antagonism
27. hardware
28. application
29. pharmacy
30. argument
31. assistant
32. assortment
33. association
34. asphalt

35. certificate
36. auditorium
37. badminton
38. ballet
39. ballast
40. selfless
41. fiction
42. concrete
43. bibliography
44. fragrant
45. nobility
46. glitter
47. shine
48. future
49. vernissage
50. belief
51. vertical
52. mutual
53. fortified
54. roomy
55. suddenly
56. view
57. East Slavic
58. comprehensive
59. startle
60. expressive
61. gasification
62. gallery
63. hallucination
64. brilliant
65. genius
66. giant
67. giant
68. living room

69. engraver
70. engraving
71. citizenship
72. grapefruit
73. humanism
74. humane
75. moron
76. decorative
77. decoration
78. delicacy
79. democratic
80. desocialization
81. active
82. range
83. diaphragm
84. dilemma
85. amateur
86. diplomat
87. discussion
88. differentiate
89. report
90. thoroughly
91. precious
92. container
93. desirable
94. oblivion
95. manager
96. hardened
97. capture
98. famous
99. ignore
100. ideal

Oral interview in the Russian language at the OGE in grade 9: how the final interview goes

Timing and format of the final interview

The final interview is held on the second Wednesday of February. Additional dates for the final interview are the second working Wednesday of March and the first working Monday of May.

The entire interview takes approximately 15 minutes. The examiner will be a teacher in any subject who does not teach in the class of the student being tested.

The exam consists of several parts. You come, get acquainted with the examiner and proceed to the tasks. If the structure is familiar and studied in advance, there will be no difficulties.

Let’s figure out what the final oral interview for ninth graders is like.

Russian language interview structure at 9class

The interview is an integral part of the OGE in the Russian language. To be admitted to the exam in May-June, you must pass an oral interview.

The purpose of this part of the exam is to test the ability of a ninth-grader to create monologues on various topics, take part in a dialogue, expressively read the text aloud, retell the text with additional information.

Interview in Russian consists of four parts:

• reading the text aloud,
• detailed retelling of the read text including the given statement,
• monologue,
• dialogue with the examiner.

<>

Final interview topics

On the website of the Federal Institute for Pedagogical Measurements (FIPI) you can find demo options, assessment criteria and specification of the final interview for the 9th grade of the current academic year.

Sample topics that will be on the exam can be found in the demo versions of the papers. For example, the first part of the 2021 demo includes text about Yuri Gagarin.

‍ One of the texts in the 2021 demo is dedicated to Yuri Gagarin
‍

In the second part of the 2021 demo, there are topics for conversation: “Holiday”, “Hiking”, “Fashion”. You need to make a monologue statement, and then participate in a dialogue with the examiner on the chosen topic.

‍ Topics for conversation from the second part of the demo
‍

As a rule, fairly simple topics are chosen for oral interviews. Most students can easily cope with tasks. According to ninth-graders, the topics of the exam can sometimes seem a little strange – as if they were intended for a conversation with a foreigner.

Criteria for assessing the Russian language interview in grade 9class of the current academic year. The FIPI criteria indicate the detailed requirements for each of the tasks.

‍ An example of assessing the first task in an interview
‍

The main criteria for reading a text aloud are intonation and pace of reading. For the retelling of the text – the preservation of microthemes, facts, selection of statements, methods of quoting and detail of the retelling. In the monologue assignment, it will be important to say everything to the point, use at least 10 sentences, and arrange the speech well and coherently. In the dialogue, the criteria are approximately the same – the fulfillment of the communicative task and the consideration of the speech situation.

Throughout the performance of all the tasks of the interview in Russian in the 9th grade, grammatical, orthoepic, and speech norms must be observed.

The total number of points for completing all the work is 20. The participant in the oral interview receives a credit and is admitted to the OGE if he scored 10 or more points for completing all the work.

<>

How to Prepare for an Interview in Russian in Grade 9

Study Regulations

In the specification on the FIPI website you will find a detailed step-by-step explanation of how this part of the exam passes. Study the algorithm thoroughly – so you will know what to expect from the examiner, and not be at a loss from an unusual situation.

‍ Step-by-step procedure – on the fifth page of the document “Specification”
‍

Practice on demo versions

Preparation necessarily includes direct format testing. Practice on the demos available online. Please make sure that your answers meet the evaluation criteria specified in the official materials.

Make reading a habit

If you speak Russian well, write well, speak fluently and have a rich vocabulary, an oral interview in the 9th grade will not be a problem.

Read a lot to enrich your vocabulary and make your speech expressive. Read aloud if you are worried about intonation or the pace of speech – the leading criteria for the first task.

<>

Participate in open webinars

Foxford regularly hosts state exam preparation classes, including free ones. For example, in one of the open classes, difficult tasks from the OGE-2021 were discussed. This is a great practice both before the exam itself and for general development before the oral interview.

Resume

Final oral interview is a prerequisite for admission to the state exam at the end of the ninth grade. And in order to successfully prepare for this stage and get the coveted admission, start by studying the rules for conducting the final interview 9class. That way you’ll know what to expect. In addition, you need to practice on demo options. They can be found on the FIPI official website and in other open sources. Try to read more and come to Foxford classes. Our experts understand the most complex tasks in simple terms.

Vocabulary words to remember: – , , , :: Textologia.ru – EcoDom: Do-it-yourself house

Contents

How to learn vocabulary words easily and with pleasure?

We are starting a series of letters dedicated to the Russian language, literacy, beautiful handwriting, teaching Russian to children.

And today we will talk about how to quickly and effectively learn vocabulary words. They, like the multiplication table, must be learned.

But if there are only 100 examples in the multiplication table, then at least 800 vocabulary words are studied at school.

And a rare teacher teaches vocabulary words with children in class. Usually, “difficult” and “difficult” children are given for independent memorization, or memorization with their parents.

We present to your attention little tricks on how to memorize the spelling of vocabulary words

We divided them into classical methods, this is how they work with vocabulary words at school, and techniques for effectively memorizing words

Classical ways of memorizing vocabulary words

1. Reading words by a child . Write dictionary words into a dictionary

2. Explain the meaning of the word (if the child does not know the meaning of the word, use the dictionary) and say the possible reasons for writing the word in this way.

3. Spelling work on the word:
– setting the stress, highlighting the difficult letter in green,
– sound-letter analysis of the word,
– dividing the word into syllables and for transfer.

4. Learning the spelling of a given word:
– selection of cognate words,
– compilation of phrases, sentences with this word,
– selection of synonyms, antonyms, riddles, sayings with this word.

5. Recording a word in a spelling dictionary.

6. Letter from memory

Techniques for memorizing words using effective learning techniques

7. Add a word or even several words to the dictionary word that you need to remember, where the letter being checked is heard very well.

For example, the word MILK. You need to remember О.0257 8. Write down the word with your eyes closed.

After the child reads the word, he writes it down on sheets of paper while blindfolded, it is better to use felt-tip pens or bright pens.

When a word is written, it must be considered.

This exercise gives children a lot of fun, and most importantly, it involves various organs of information perception and enhances the effect of memorizing words.

9. Compare letters with geometric shapes. A is similar to a triangle, O is a circle, E is a rectangle.

And then, add figures to the right word or draw with them.

For example, ORANGE

You can imagine a triangular plate on which lie “strange”, rectangular and triangular oranges

10. Mnemotechnical method

When you need to remember a letter in a dictionary word, you can use bright alphabetic images by adding them word and linking into a bright association

What does this mean?

Remember A-bus, B-drum, etc.

For example, we need to remember how to write ORANGE

Imagine a Bus (A) full of Oranges that is stuck or hanging on a Spruce (E)

11. The game “Photographer’s Eye”

The words are printed on strips of paper.

Each word on a separate strip. Printed in large print. The child is shown the word for one second. And then he writes it down from memory. For one game, you can show 5-8 words.

Such a game develops attentiveness, increases interest in learning.

This Thursday there will be a free seminar where we will practice these and other powerful vocabulary memorization techniques.

You will learn:

• What to do when there are a lot of words, and soon a dictation?
• How to quickly remove errors in vocabulary words before the exam (VPR, OGE, USE)
• What should be done to memorize doubled consonants, or what should be done when there are several spellings in a word?
• What other effective methods of memorizing words are there?
• How to quickly learn to write correctly?

After all, in the age of Internet communication, the first impression of a person is created precisely by how competently he writes.

We will analyze the best strategies to improve literacy in training – How easy is it to remember vocabulary words?

In practice, we will work out the spelling of the top 50 most difficult words in the Russian language

And participants in the Premium version will also receive handouts – Lists of vocabulary words by class in a form convenient for practicing technology

You can register for the seminar here>>

In April we will hold 7 more similar programs, 3 free and 4 paid

Detailed schedule, as well as a special promotion for April in our group – https://vk. com/rkirilina?w=wall-84297351_4208

Did you like the article? Save it to your wall so you don’t lose it

Similar

List of vocabulary words 1-4 class “School 2100”

Category: Russian language

There are quite a lot of words in Russian that you just need to memorize and memorize their spelling. They do not obey the rules of the Russian language. Such words are called vocabulary words. In each curriculum, depending on the author, students learn their vocabulary words. Many are repeated from program to program, but there is still a difference, and this becomes one of the difficulties when a child moves from a class with one program to a class with another. Therefore, first of all, we devote time to vocabulary words. Yes, and in the summer I consider it necessary to sometimes look into the dictionary. On this page we have selected for you all vocabulary words from the textbooks of Buneev and Buneeva under the school 21000 program.

List of vocabulary words from grades 1-4 `School 2100`

How to help your child remember vocabulary words.

If your child is in elementary school, you may have experienced that vocabulary words are especially difficult for him. There are no rules for writing them. It is impossible to check their related words. And so long, dull rows of words line up that need to be “just remembered”. And the child’s memory is not yet adapted to “simple memorization” a symbol that means nothing to him – letters in a word. But this memory is very bright and figurative. Let’s use this and come up with our own rules for dictionary words – “wrong” .

Let’s do this with the help of associations, and then the baby’s emotional-figurative memory will work actively. Let’s connect our word with another, beat the associative connection in a poem, fairy tale, riddle or charade, and the vocabulary word will have a “foster relative” that will help to highlight and firmly remember the desired letter in the word. You cannot confuse such “adoptive relatives” with real related words: they are too far from each other in meaning.

The more unexpected, funnier and absurd the connection between words in an associative pair, the higher the memorization efficiency. This connection can be strengthened by rhyme, the rhythm of the poem, additional associative “threads” that stretch from image to image and from word to word.

Sometimes it is possible to make a pair of two “stubborn” words that become “adoptive relatives” for each other: for example, “axe” and “poplar”, “city” and “garden”. This pair works especially well.

You can also “saturate” the text of the poem with a “stubborn” letter, and let the sound corresponding to it gasp, groan, rumble, roll in verse – and again remind the child how to write a dictionary word.

Sometimes you don’t have to look for “adoptive relatives”, but simply include the “stubborn” word and the desired letter in the plot of a poem or fairy tale, make them characters: after all, children will certainly remember an interesting plot, and with it the letter itself, moreover without any effort. All these techniques have the same basis – reliance on the emotional-figurative memory of the child and his ability to associate.

More than a hundred words found their “wrong rules” in this book, but you don’t need to learn them by heart, unlike real rules, unless they remember them themselves. Just let your child read them, preferably both aloud and silently. If one day his memory still fails him, tell me – but not a letter, but a plot or an image, and next time there will be no mistake.

T such « rules » the child himself can come up with, just let him intuitively grasp how associative connections are formed. There are so many examples in the book that it is quite possible to move on to action. At the same time, the child does not have to compose poems or fairy tales at all. It is enough if an association arises in his mind and an image is born. The most important thing is that he will then be able to easily assimilate other information, very different, in the same way, and not only in Russian language lessons.

For several years, the “wrong rules” have been working in schools: some of the teachers found them in the first editions of this book, which was published earlier in two parts (“Wrong rules” and “Completely wrong rules”), and someone in the textbooks of the Russian language by O.L. Soboleva – they include some of my poems and fairy tales about “stubborn” words. According to these teachers, their entire class usually writes vocabulary dictations without any errors at all.

But what pleases me most of all is that the guys really easily learn the algorithm for creating “wrong rules” and actively use it, writing wonderful tales about “stubborn words”! I will bring one of them for you right here: it was written by Katya Timofeeva from gymnasium No. 116 in St. Petersburg.

“Once upon a time there were two letters – and and and . They were very similar to each other, although they were slightly different. Letters and had a bow, while and did not. First graders confused them all the time. Instead of and they wrote and and vice versa.

One night the letters conferred and figured out how to help the children. They asked the syllable NOT to fit between them, and a sentence appeared on the board: “ AND not and !”

In the morning the children saw him and were delighted. The letters helped a lot! And the teacher said: “What a beautiful word is silvered on our blackboard!” And the children in unison read the word hoarfrost . From that day on, they will forever remember how this beautiful word is spelled.”

By the way, in this fairy tale, Katya not only figured out how to remember the spelling of a “stubborn” word, but also managed to emphasize the difference between graphic images of similar letters.

Perhaps you will say: “Well, it’s too long for children to compose fairy tales for each vocabulary word!” And you think: how long does it take to memorize this word in order to remember it forever ? Different children have different ways, but still a lot. And a fairy tale invented by a child or a “foster relative” found by him himself will help to remember a “stubborn” word for life almost from the first time. Because this is already creativity, and what he created himself, cuts into memory firmly!

Very much, of course, will depend on you…

★ 10 vocabulary words | Information

Learning vocabulary words. On June 21, 2015, as part of this mini project, we learned 10 vocabulary words from the primary school curriculum. All in all, in my full course 100. .. Russian language. Vocabulary #4 YouTube. Feb. No. 4 In this video, we learn vocabulary words on the topic: Forest. Published on Feb 10, 2017. Russian language.. .. Tatyana Sidorkina VKontakte. The Russian language dictionary will allow you to learn and remember the spelling of complex vocabulary words from different school classes on the site. .. How to help your child remember the spelling of vocabulary words. Per. 22 Nov 2019Features: 280 vocabulary advanced program all words are divided into sets of 10 words 4 steps training set. .. Dictionary words of the Russian language dictionary of dictionary words by. Twins NO! 7 499 390 95 91 Mon Fri 10 18 Here is the list that was included in the set. An initial guide for memorizing vocabulary words vocabulary words Russian language flashcards. To all. .. Anna Doroshkina VKontakte. List of 414 vocabulary words from the school curriculum of the Russian language for grade 10 with stress interpretation. To test knowledge and memorization. .. Puzzle Five vocabulary words. Russian language, grade 10. Vocabulary words for 10-11 grades. Appeal, abbreviation, native, abstract, autograph, freeway, adequate, hype, accompaniment,. .. Dictionary words of the Russian language – Spelling, stress. 1 Feb 2019The work is aimed at testing the ability to find and correctly write vocabulary words studied by students in Russian lessons. .. How to memorize vocabulary words in Russian? Receptions. Jan 2017. Program School of Russia. Home Dictionary words. Grade 2 9, 10, 11, 12, 13, 14, 15. 16, 17, 18, 19, 20. .. Material for preparing for the State Examination State Examination in the Russian language 10. 23 Feb 2017 I, in turn, want to offer materials vocabulary work. It’s no secret to anyone that today’s

Vocabulary words for grades 10-11. In 1, print 10 dictionary words, in the 2nd column – the same with missing letters that you need to remember. The child reads the words. .. Dictionary words. Grade 2 Program School of Russia. Russian vocabulary words for school online. Spelling of words starting with the letter D with accents and orthoepic marks. long live 10th, 11th grade.. .. Vocabulary words 10th grade, list of school vocabulary words. Feb 10 February 2016, 09:30 At the same time, there are much more errors in vocabulary words that are not included in the school curriculum. .. How to help your child remember the spelling of vocabulary words. A list for grade 10 in Russian and their spelling online in the dictionary of Russian vocabulary words on the Textologia website. en.. .. LEARN VOCABULAR WORDS with Games played by children and I. 25 Jan 2017 Here are a few memorization techniques that form a text that includes at least 10 vocabulary words. . .. It’s time for the residents of Vladivostok to prepare for the Total Dictation. 6 Mar 2008 Work on vocabulary words. Tips and advice Take 5 to 10 per week. To memorize words. .. Vocabulary words Grade 2, a list of school vocabulary words for. Oct 20, 2018 10:16 am. WORD SIMULATORS 1 CLASS In the first video, the child is invited to watch vocabulary slides. .. List of vocabulary words. Russian language. Primary school.. The work of spelling vocabulary is difficult and painstaking. daily for 15 20 minutes. 2. Take for memorization from 5 to 10 words per week.. .. Vocabulary words of the Russian language for grade 10. The list for the 2nd grade in the Russian language and their spelling online in the Russian dictionary on the site. words of the Russian language, which are often written with 10 dictionary errors. .. ‎Vocabulary words grade 1 and 2 on the App Store 3 Oct 2019at 10:00. Learning vocabulary words classes. 15.words 4.docx. 24 KB. Russian language, grade 1 2, All vocabulary.

Vocabulary words grades 1-4 | Kidsside.

en

Particular attention in grades 1-4 is given to working with vocabulary words. Vocabulary words by topic, exception words that do not obey the rules of spelling.

Vocabulary words must be memorized. What’s wrong with that? But in reality it is not so easy. Memorization is a complex thought process.

How to memorize vocabulary words

To help your child, use all the ways:

1. Memorize:
   • visually (graphic image, spelling), underline the letter to be remembered
   • by ear (repeat the dictionary word aloud and syllable by syllable, highlighting with your voice the place where the word is not spelled as it is heard)
   • figuratively (draw a picture)

1. Classify and organize vocabulary words
   • spelling: o city, in o robei, in o ron, m o l o ko – we write O
   • accent: window, milk, sieve, coat
   • by topic: from to rock, to to ron, to to timid, to e roar – birds; b e cut, c and rhen, top o l – trees

1. Change words according to cases, i. e. write not only a dictionary word, but also phrases, sentences (go out with a dog, feed a dog, order a dog), select words with the same root (from to bachy, pres o bachy: ), С about Bakevich)

1. The system is important: constantly return to the words you have learned, draw the child’s attention to them when reading fiction

School website Kidside offers you

List of vocabulary words in the Russian language

Vocabulary words for grade 1

A	K	furniture	R	U
watermelon	cabbage	month	guys	teacher
B	pencil	carrots	figure	textbook
swamp	pocket	Moscow	Russia	student
B	skates	ant	C
sparrow	L	M	dog
crow	fox	coat	forty
D	M	cock	T
girl	boy	tableware	plate

Vocabulary words for grade 2

A	village	L	M	dog
watermelon	Z	fox	tableware	magpie
B	hare	shovel	coat	glass
birch	factory	M	pencil case	T
swamp	K	boy	cock	plate
B	pocket	machine	scarf	notebook
sparrow	heel	furniture	tableware	ton
crow	cabbage	milk	R
D	pencil	carrots	work	student
city	class	Moscow	guys	teacher

peas	skates	frost	Russia	X
D	cow	ant	C	good
girl		O	boots	I
duty officer		clothing	sugar	language

Vocabulary words for grade 3

A	B	B	D	D
agronomist	conversation	polite	gallery	twenty
active	biography	quiz	burn	twelve
appetite	swamp	coil	horizon	delicate
fragrance	furrow	together	citizen	dialogue
	bulldozer	wizard		director
		eight		trust

E	F	Z	and	K
corrosive	wish	fun	from afar	heel, catalogue, coil
ride	woman	reserve	exposition	calligraphy, skates
	turn yellow	sow	image	quarter, room
	painting	agriculture	initiative	collective, room
			intonation	commander, constitution

L	M	H ​​	O	M
fox	raspberry	sloppy	defense, oats	password, then
locomotive	painter	impolite	vegetables, sheep	landscape, sorrow
shovel	hammer	incredulous	vegetable garden, walnut	powder
	ant	uninteresting	once, about	portrait
	pulp	insincere	eleven	government
		impolite	ornament	chairman
		unkempt	fatherland	travel
		clumsy	shade	profession
		dishonest	eyewitness

R	secret	U	C	E
plain	left	hurricane	quote	crew
revolution	right	F	H ​​	excavator
Russia	planter	fantasy	honestly	express
C	silver	finish	W	electricity
fireworks	bullfinch	purple	march	power station
sparkle	soldier	foyer	patronize	excavator
top	T	X	spy
freedom	ton	farm
now	solemn

Vocabulary words for grade 4

A	coast	B	east	D
bus	birch	wagon	ahead	twenty
car	conversation	everywhere	yesterday	twelve
agronomist	library	quiz	D	director
address	ticket	together	newspaper	duty officer
neat	wealth	station	gallery	December
active	swamp	wizard	burn	delicate
alley	furrow	sparrow	horizon	village
B	bulldozer	crow	city	goodbye
luggage		eight	citizen	trust

W	Z	and	potatoes	ship
wish	factory	from afar	catalog	cow
iron	tomorrow	engineer	apartment	astronaut
turn yellow	breakfast	initiative	kilogram	L
woman	reserve	interesting	kilometer	camp
yellow	sow	K	class	easy
painting	hare, strawberry	calendar	collective	ladder
housing	here	cabbage	commander	fox
	hello	pencil	harvester	locomotive
	agriculture	picture	room	shovel

M	hammer	undergrowth	garden	P travel
store	frost	enemy	cucumber	coat, password
raspberry	Moscow	clumsy	clothing	passenger, sand
machine	ant	O	eleven	landscape, Friday
bear	H ​​	lunch	once	pencil case, wheat
slow	back	offend	around	tomato, then
month	left	defense	October	Monday
metal	right	oats	ornament	portrait, crockery
metro	people	vegetables	fatherland	government
milk	plain	sheep	eyewitness	chairman

R	Russia	top	locomotive	U
work	Russian	bottom	notebook	dinner
plain	C	straw	comrade	hurricane
rocket	salute, sparkle	capital	ton	street
distance	aircraft	Saturday	ax	harvest
plant	freedom, north	soldier	solemn	student
guys	today, now	T	tractor	teacher
revolution	seeds, seeder	TV	tram
drawing	silver	telephone	trolleybus
home	left, bottom	is now

Thursday

F	X	H ​​	E	I
last name	grain grower	honestly	excursion	apple
fantasy	farm		electricity	berry
finish	good	black	electric locomotive	language
purple	C	W	power station
foyer	quote	sixteen	excavator
		highway, driver	express

fair

Liked this:

Liked Loading. ..

How to check “dictionary” words

How to check “dictionary” words

Abramyan M.K. 1

---

1Municipal budgetary educational institution primary school No. 17

Tikhonova T.N. 1

---

1Municipal budgetary educational institution primary general education school No. 17

The text of the work is placed without images and formulas.
The full version of the work is available in the “Files of the work” tab in PDF format

Introduction

At the Russian language lessons in elementary school, we learn words with untested and difficult to test unstressed vowels in the root of the word, with double consonants, with unpronounceable consonants that need to be remembered. We call such words “dictionaries”.

Elementary school teachers offer their students to memorize these words. Vocabulary words, like the multiplication table, must be known by heart. That’s just the multiplication table is placed on half a notebook page, and vocabulary words – a huge thick dictionary, and the writing of these words defies any logic. They must be taught and taught, often returning to the same word. How can you remember so many words? The work of spelling vocabulary words is difficult and painstaking.

There are a lot of words, and this causes difficulties for students. And I decided to find out whether it is possible to remember and check these words based on the etymology of the word, that is, the origin of the word.

I think that the work is relevant , since it is difficult for some primary school students to remember a large number of “dictionary” words.

The purpose of my work: to prove that “dictionary” words can be checked using an etymological dictionary.

I set myself the following tasks:

1. Find out what etymology is.

2. Get acquainted with the etymological dictionary of the Russian language and learn how to use it.

3. Find out how knowledge of etymology helps memorize dictionary words.

4. Conduct an experiment on writing dictionary words in the second grade of our school and show how you can memorize dictionary words using an etymological dictionary.

Hypothesis: “Dictionary” words can be checked using an etymological dictionary.

Object of study: dictionary words.

2. Research methods:

Observation, study, comparison, generalization, analysis.

Etymological analysis.

Linguistic experiment.

3. Research results

3. 1. What is etymology?

Have you ever thought about what language is and how words appear? We often do not even notice that, for example, one person speaks and another listens and understands him. Or the fact that we read a book, a newspaper, a magazine and also understand what is written. With the help of words, a person expresses his thoughts and transmits them to others. From early childhood to old age, the whole life of a person is inextricably linked with the language. The Russian language has a huge number of words! There are more than 130 thousand of them in the largest dictionary “Dictionary of the Russian Literary Language”! But not all words are recorded in dictionaries. So who invents them? After all, words could not have arisen by themselves, could they? All these questions are studied by a special science – etymology. Its task is to clarify the origins of the word, its origin: why we call something this way and not otherwise. Back in 1806, N. Yanovsky gave the following definition of etymology: “Word origin, word production; a true product of the beginning of words or an explanation of their exact meaning.

In modern linguistic practice, the term “etymology” is used in the following meanings:

– a branch of linguistics that studies the origin of words;

– a set of research techniques aimed at revealing the origin of the word, as well as the very result of this disclosure;

– the origin of the word.

Etymology originated in ancient Greece (the term étymologia itself appeared here, étymon is truth and logos is a word, which means the doctrine of the true meaning of a word). Even then, many scientists were interested in the origin of various words. In later ancient times, etymology was considered one of the parts of grammar, which means that only grammarians dealt with it.

The Middle Ages did not add anything to the development of science that interests us. The origin of many words was interpreted naively and groundlessly. In subsequent centuries, the number of untenable etymologies based on the imagination of their authors did not decrease. For example, the Russian poet and philologist V.K. Trediakovsky (XVIII century) believed that the name of the country Norway is a distorted form of the word Naverkhia (because, in his opinion, it is located at the top, in the north). And Italy was explained to them as Delete, since it is removed from Russia.

But science developed, and linguistics in the light of many teachings moved forward. Appeared at the end of the 18th century, Herder’s work “Study on the Origin of Language” opposed the then prevailing opinion about the divine origin and immutability of language.

In the 19th century, the comparative historical method was established (a set of techniques that make it possible to prove the relationship of languages ​​and reveal the facts of their ancient history by comparing phonetics and grammar). This method made it possible to approach the origin of words from a scientific point of view. It would be interesting to know where some words came from? Who invents them? Here are some interesting facts…

Scientists rarely invent new words, but sometimes they have to when they invent something new! After all, should it be called something?

For example, synthetic materials have appeared in the textile industry relatively recently. Until there was nylon, of course, there was no word for this type of artificial fiber. But then one English company began to produce a new synthetic fiber, which did not yet have any name. What is the name of this new type of product? And so the company announces … a competition for the best name for the fiber it produces. 350 words were submitted for the contest. The victory was awarded to word nylon [nylon] ‘nylon’. Since then (the end of the 20s of the XX century), this word, along with a new synthetic material, has quickly spread throughout the globe. Among such modern “synthetic” names as nylon, kapron, foam rubber , etc., the word lavsan also sounds quite in the spirit of the era. The history of the origin of this word is very special. The name of this new type of synthetic fiber was given by the name of the laboratory where this fiber was first obtained. Word lavsan is an abbreviation for the name: Laboratory of Macromolecular Compounds of the Academy of Sciences (USSR).

Mikhail Vasilyevich Lomonosov is a scientist-encyclopedist who made a huge contribution to the development of many sciences. Physics, chemistry, geology, astronomy, engineering, and a separate contribution to the Russian language and literature. It was Lomonosov who laid the foundation for the language in which we speak now. Therefore, it is not surprising that, thanks to Lomonosov, we use a wide variety of near-scientific terms. “Thermometer”, “refraction”, “balance”, “diameter”, “horizon”, “acid”, “substance” and even “square” and “minus” were introduced into the Russian language by Mikhail Vasilyevich. Who would have thought?

The writers also wrote a lot of words. Many words that we are accustomed to and consider them long ago and independently formed in the Russian language actually appeared not so long ago and not on their own, but with the help of our poets and writers. They came up with these words, and we liked them so much that they remained in the Russian language for a long time. For example, the historian, publicist, prose writer, poet Nikolai Karamzin coined the word “ industry”. He formed it from the word “hunt”, that is, to produce. But the invented word has taken root, and we now use it every day. Karamzin explored the possibilities of the Russian language, its expressiveness. The great reformer enriched our vocabulary with wonderful words, which had no analogues in our country before. And now it seems that they have always been: “impression”, “influence”, “touching”, “entertaining”, “moral”, “aesthetic”, “concentrate”, “epoch”, “scene”, “harmony”, “ catastrophe, future. A very impressive set, isn’t it?

Today, the origin of words can be found using a special dictionary called etymological. The purpose of an etymological dictionary is to provide information about the origin (etymology) of words. Getting acquainted with this dictionary, you can find out in which language the word appeared, how it changed over a long time, in which language it was recorded.

Language is a social phenomenon. The emergence of a word and its life in the language – changes in its pronunciation (and spelling), meaning, forms (conjugation or declension), its preservation for many centuries or disappearance, or replacement by another word – are connected. On the one hand, with the history of the language, and on the other hand, with the life of the native-speaker people, with the development of their material and spiritual culture, with the natural conditions of their habitat, with their social development, contacts with other peoples.

All the words we speak hold the secret of our birth. And it is very interesting to solve it. Etymology is a science full of unsolved mysteries, mysteries dating back to the distant past, and the stubborn and inquisitive are sure to be discovered. Etymology is a complex and multifaceted science. She always requires a creative approach. Here it is impossible, having learned a few specific rules, to wait for ready-made answers to all questions. In many cases, these answers are not yet available, yet to be obtained by future researchers. Etymology is a science in which there is a place for discoveries and discoveries. It will long attract those who are serious about the word, who study its history, who strive to understand and explain the changes that are taking place in it.

3.2. Dictionary words and etymology.

Everyone would like to write without mistakes. For some, this comes easily (this is called “innate literacy”). Others are forced to spend a lot of time and effort on mastering literate writing. And if there are clear rules for writing some words, then other words do not obey any rules and you have to memorize them only through repeated repetitions (dictionary words).

Among the many words there are words that are exceptions to the rules, as well as words for which the rules exist in principle, but it is extremely difficult to apply them, for example, words borrowed from other languages. Even adult, fully educated people begin to experience uncertainty about the correct spelling of a particular word when compiling important documents, letters, and are forced to resort to the help of spelling dictionaries. However, there are words whose spelling is difficult to learn by ordinary methods, but can be greatly facilitated with the help of etymology.

Etymology reveals a lot of surprising facts about seemingly ordinary words. Indeed, it would seem, what could be the connection between compote and composer ? Is it that some composers love compote more than other drinks? However, it turns out that the Latin verb ponere (“put, put”) is the etymological root of both words. Moreover, their etymological prefix is ​​absolutely the same: also the Latin prefix com- , synonymous with Russian co- in the words employee, sympathy. Composer literally means “composer, composer”, and compote means “put together” (from different fruits and berries). The facts are interesting, but it’s too early to put an end to it. It turns out that the etymological relatives of composer and compote (both from the side of the root and from the side of the prefix) are also composition (literally “composition”), component (“part of something”), arrangement (“composition of the whole from parts”), This is how, to a fascinating story, we get a significant spelling relief: the ability to check unstressed vowels in such complex, serious words using the usual compote.

Once, during a Russian language lesson, my teacher Tatyana Nikolaevna told our class about the origin of the word “pie”. The pie is derived from pir – “feast” and had its original meaning – “bread for a festive feast”. Pirog is a national Russian dish, which is bread with filling. Historians find it difficult to say exactly when the first pie appeared in Russia. In an encyclopedia, I once read that the word “pie” many hundreds of years ago came from the old Russian “pyro”, which meant wheat.

From time to time we come across certain questions about our nature that seem mysterious to us and to which we would like to find an answer. For example, I wondered why the bear was called “bear?” It turns out that the word “bear” is formed from the merger of the two words “honey” and “to know.” Moreover, I heard from adults that the word to know here can have not only the meaning of know, but also the meaning of eat, as in the expression “taste some honey.” The word bear appeared in Russia in the 11th century. I read in the dictionary that the word bear was formed back in the common Slavic language, and “honey” and “ed” with the meaning “bear” to replace the forbidden name of this beast. Bears in the forest often find hollows with wild bees’ honey, it’s a big holiday for them when the honey is linden.

Joyful word “vacation”! There is no student in the world who does not like holidays! Everyone knows that holidays are a time for relaxation, but few people know where the “vacation” came from. It turns out there is such a star “Sirius”, so in Latin it is called “vacation”.

The name translates roughly as “dog”, “puppy”. This star appeared from approximately July 22 to August 23 on the hottest days.

At this time, the Roman Senate declared holidays. The students were given a break. Hence the name that has come down to our times.

This word came into Russian in the 16th century and means a break in classes, but not only in summer. We have autumn, winter, spring and summer holidays. Holidays are usually called breaks in the study of schoolchildren and students.

The word library itself comes from the word “Bible”, which means “book”. This Greek word means “book depository”: “biblio” – a book, “theca” – storage. The library is not only a repository of books, but also the memory of the people, it is a center of knowledge and communication. So it was at all times. This is a magical place where books are not boring, where books are not crowded. On the shelves are stories, poems and novels that people read. The library has existed for almost five thousand years.

The very first state library appeared in Russia in the city of Kyiv in 1037. Its founder was Yaroslav the Wise. By the way, September 30 is considered the Day of Libraries. A library is an institution that collects and stores books and other printed matter, such as newspapers and magazines. The world is changing, paper editions have been replaced by electronic ones. So now there are electronic book depositories. There are a lot of different libraries, for example: public, scientific, children’s, home, mobile and electronic.

3.3. Etymology-assistant in checking vocabulary words.

After conducting an etymological analysis of some dictionary words, I found out the origin, learned about the source and time of the appearance of the word, the method of word formation and came to the conclusion: dictionary words can be checked by knowing their etymology. I decided to do a little experiment. I made a vocabulary dictation for second grade students.

birch . We consider this tree a symbol of our country, but its name is familiar in different versions to most Indo-European peoples. From the ancient word ber – “white”, “light”, “whiteness”.

Birch is a tall tree with white bark and black stripes. By the color of the bark, the tree was called birch.

Raspberry . The origin of this word is associated with the root “mal-“: a raspberry berry consists of many “small” berries-seeds. Others see it as an ancient Indo-European root meaning “blue” or “black” (Greek “melas” – “black”), and believe that the berry got its name from its dark red, “crimson” color.

Pie. The word was born from the ancient word pir. So in the old days they called a festive dinner, for which they prepared a lot of pastries with stuffing.

Work. The word was born from the ancient word slave. So in the old days they called people who were forced to work hard by their owners.

Bear. This is a large and predatory animal with brown or white hair. Brown bears love to eat honey, so the name of the beast was born from two words: honey and know. The ancient word to know means “to know”: the bear knows where to look for honey.

Pencil . In this word, the Turkic “kara” is in its most common meaning – “black”. “Dash” is also a Turkic word meaning “stone”. The word “pencil” was understood as “black stone” – graphite. Hence our word.

Soldier . The oldest meaning here was: a mercenary who is on a salary. The word is associated with the Italian “soldo” – the name of the coin and “salary”. The person receiving the “soldo” was called the “soldato”.

Pencil case . In English, “pen” means “writing pen”. This word came into English from Latin, where the pen was called “penna”. There also existed the word “pennale” – “pen box”; his descendant is our “case”.

Briefcase . A number of words that we borrowed from French begin with this “port-”: “cigarette case”, “purse”, “portfolio”, that is, “leaf carrier”, for sheets of paper. “Port-” (from the verb “porte” – “to wear”), and “feuille” (“feuille”) means “leaf”. All French words are stressed on the last syllable. Never say “briefcase”: this is a gross mistake. Initially – “folder for papers.”

Notebook. The word “notebook” is derived from the Greek “tetra” – four. And the “notebook” itself literally translates as “notebook”. Why four sheets? At first, scrolls were made from parchment to write texts, cutting off the unnecessary edges of dressed skins. And they noticed that too much waste is obtained. Then a bright idea came to someone’s head, to fold the finished sheet of parchment, cutting along the upper folds. It turned out something like a thin notebook of four sheets. Such a product was called – “tetrad”. If more sheets were needed, then several notebooks were sewn together, obtaining a notebook that was already similar in structure to the modern one.

Together with my teacher, Tatyana Nikolaevna, I conducted a vocabulary dictation in three classes. At first, I simply dictated the words to the second graders (Appendix 1). After the dictation, I showed the children a presentation where I talked about the origin of all the words from the dictation (Appendix 2). Later, in the same classes, I conducted a repeated dictation, which included words already familiar to the children (Appendix 3). The results are presented in tables and diagrams (Appendix 4). The table shows how the number of students who did not make mistakes increased in every 2nd grade. And the number of students who made mistakes decreased. When checking dictations, I found out that students made the most mistakes in the words: pie, soldier. The students also liked my presentation, they learned a lot about words. The following words were noted: briefcase, soldier, notebook, pencil case.

I was able to show how etymology helps memorize vocabulary words. For some dictionary words, we managed to find helper words for checking dictionary words.

Conclusions

As a result of the work, I learned about what etymology is and how it helps in memorizing vocabulary words. With the help of the origin of the word, its spelling can be explained.

A study of about 30 vocabulary words on the issue of their meaning, origin. The experiment showed that dictionary words are difficult to remember, and the considered method of referring to the etymology of a word greatly facilitates their memorization.

The hypothesis put forward was confirmed by the fact that some vocabulary words can be memorized without repeating many times, but knowing their origin and using an etymological dictionary.

Conclusion

Sergei Ostrovoy in his poem “Birthright” spoke about etymological analysis in the following way.

You get used to the words day by day,

And they are full of original meaning.

And when I hear: – Excuse me!

– This means: – Exclude me from guilt!

The word has the color of its fire.

His birthright. Your boundaries.

And when I hear: – Protect me!

– This means: – Surround me with shores!

The word has roots. And there is family.

It is not a foundling under a gray bush.

And when I hear: – Protect me!

– This means: – Hide me behind a shield!

Listen. Penetrate. Don’t forget.

The word has its own temper. Your gut.

And if you penetrate this essence

– The word will do you good.

Thus, etymology greatly simplifies the writing of some difficult, dictionary words.

References

Uspensky L.V. Why not otherwise?: Etymological Dictionary of a Schoolboy, Moscow: AST; Vladimir: Zebra E; 2009

Uspensky L.V. A word about words, M.: “Astrel”, “The world of encyclopedias Avanta +” 2010

Shansky N.M. A Brief Etymological Dictionary of the Russian Language, M.: Enlightenment, 1976

Internet resources:

http://headinsider.info/1x3aa1.html

http://rus.1september.ru/article.php?ID=200601401

Appendix 1

2- th class write a vocabulary dictation for the first time.

Appendix 2

I am talking about the meaning of the words from the dictionary dictation.

Appendix 3

The children write vocabulary words a second time.

Appendix 4

The results of the vocabulary dictation 2 “A” class (wrote by 24 students)

	No mistakes made	Made 1 mistake	Made 2-3 mistakes	Admitted 4 or more
Dictation No. 1	8	7	8	1
Dictation No. 2	20	2	1	1

Vocabulary dictation results of class 2 “B” (22 students wrote)

No mistakes made

Made 1 mistake

Made 2-3 mistakes

Admitted 4 or more

Dictation No. 1

4

7

10

1

Dictation No. 2

15

5

1

1

The results of the vocabulary dictation of the 2nd “G” class (written by 17 students)

No mistakes made

Made 1 mistake

Made 2-3 mistakes

Admitted 4 or more

Dictation No. 1

2

4

8

3

Dictation No. 2

9

3

4

1

Work views: 656

Effective techniques for memorizing the spelling of dictionary words in elementary school

“Every educated and self-respecting person should write competently,” one often hears from teachers. What does literacy depend on? Unfortunately, not only from knowledge of the rules. In Russian, there are many words that do not obey any rules. They just need to be remembered! These are dictionary words, that is, words for which we cannot find a test word and whose spelling must be checked in a dictionary or memorized. Primary school students are required to memorize a large number of vocabulary words. The problem of memorizing words with unchecked spelling exists in every class. Who came up with these vocabulary words? And where did they come from? – the guys grumble, preparing for the next test. How to make this work less boring and monotonous? Let’s try to understand and answer the questions posed.

At the moment, the following methods of memorizing the spelling of dictionary words are considered effective:

• etymological
• “strengthening” of the memorized letter
• plot alignment (grouping by writing vowels or letter combinations)
• associative graphic
• associative sound (phonetic)

It has long been a proven fact that etymology is an assistant in checking vocabulary words.

The etymological analysis of a word helps not only to better understand the meaning of the word, but also to remember its spelling. An elementary school student can easily find information about the origin of the word in the etymological dictionary.

After conducting an etymological analysis of some dictionary words, finding out their origin, learning about the source and time of the appearance of the word, its method of formation, one can be convinced that in some cases dictionary words can be checked, knowing their etymology .

Reception “gain” is as follows. Those words that are most difficult to remember should be printed in large print and the remembered letter should be clearly highlighted in them. Place cards with words in a conspicuous place. A clear repeated pronunciation of a word with enhanced emphasis on a memorized letter is also an effective technique for memorizing a dictionary word.

In the reference literature, you can find the technique “brightening” , when the memorized letter is enhanced by compiling rebuses, crosswords.

Technique “building a plot” is based on inventing a plot, “tying” several dictionary words into it. Before compiling plot pictures, you need to group vocabulary words according to the spelling of vowels or letter combinations. For example, and – bus, tram, factory, work, people, newspaper, shop; o – city, Moscow, capital, Russia; e – February, north, wind, everywhere, birch, frost.

Based on the content of the picture, you can make sentences, combine them into short stories. For example, the plot picture shows objects that begin with kar -: painting, pocket, carriage, pencil, cardboard, caravan, carnival. Using creative thinking, you can compose the following story: Crow Karkusha took out a pencil from her pocket and drew a picture on cardboard. A caravan of carriages was heading to the carnival.

Years of experience allows us to state that with catch-associations contribute to a strong memorization of dictionary words. When inventing an associative image, one must remember that it must have some common feature with the memorized dictionary word. Sound and graphic associations are based on imagination and fantasy. Everyone will agree that children really like to come up with drawings and select “relatives” for vocabulary words. Such work turns the memorization of vocabulary words into an exciting activity.

Association is, in a broad sense, the linking of something with something, this is such a connection between two or more phenomena (objects, sensations, ideas, words, etc.), in which the recall of one of them entails the appearance of another . So, for example, when you see a person walking with an umbrella, you remember the rain (in other words, the umbrella is associated with rain), and when they ask you what winter is associated with, you will most likely say that with snow and frost . And yet, the associations of different people are very different from each other.

In fact, creating memory associations is an art. The famous American psychologist and philosopher William James (1842-1910) noted: “The art of good memory is the art of creating numerous and varied connections with any information that we want to remember …”.

Psychologists say that with this method you can remember any information. Teachers-scientists A. Pogodina, V. Agafonova claim that in the work on memorizing words with unverifiable spelling reception of vivid associations contributes to their strong memorization and development of creative abilities. The associative memorization algorithm works for the development of thinking, develops the ability to analyze, teaches you to understand yourself, listen to yourself.

When compiling associations, it should be taken into account that the following requirements are imposed on the associative image :

The associative image must be associated with the dictionary word by some feature. Associative link can be by:

• color;
• form;
• action;
• material;
• quantity;
• sound;
• appointment, etc.

The associative image must have in its spelling an undoubted letter, which is doubtful in the dictionary word.

Associations play an important role in memorizing vocabulary words. How does this happen? In order to write a spelling correctly, you need to create a vivid associative image that will help you remember the spelling of this dictionary word.

There are various methods of associative memorization. It is known that memorization is facilitated by the involvement of various analyzers in the process of perception. Therefore, there must be a reliance on different types of memory . The existence of different methods of memorization depends on this.

The reception of sound (phonetic) associations consists in the following: we connect the memorized word with another, in which the “problem” letter does not cause doubts. And the sound of this word should be similar to the dictionary. The associative connection is played out in a poem, fairy tale, riddle or charade, and the dictionary word will have a “foster relative” that will help to highlight and firmly remember the desired spelling. The more unexpected, funnier and more unexpected such a connection between words, the higher the efficiency of memorization.

It is important to remember that a consonant word is selected for the dictionary word being studied, in which the “difficult” letter sounds clearly. If a “difficult” letter is unstressed, then in a consonant word it must necessarily be stressed. For example, to about slave – m about re, in ok hall – ok olo hall, d and van – d and out. We, as it were, select a “foster relative” to the dictionary word, which will help to remember the desired letter.

The reception of phonetic associations is used in cases where a phrase from consonance and a dictionary word is especially successful. For example, the word breakfast. Consonant with him the word cancer. If these two words are combined in one phrase, it will turn out – crayfish for breakfast. The invented phrase sounds good and is well presented, it can also be accompanied by a picture. Or, for example, an engineer – Zhenya is an engineer, a plate + a plate is a container. Thus, the guys and I came up with our own rules for dictionary words – “wrong”.

Take, for example, the word newspaper. How to remember that it is written with “a” and not “o”? Let’s choose a “foster relative” for him – the word gas. In this word, the sound “a” is stressed and it is simply impossible to write “o” here. And the word itself coincides with the first part of the word newspaper. It remains only to connect them together.

Reception graphic associations consists in playing around with a remembered letter in a drawing. In order to memorize a compound word, it is necessary to draw a picture on which to depict the memorized word itself and the “problem” letter that needs to be beaten. In this case, the letter can be large or small, printed or written, of any font. The drawing can be very simple, schematic, no artistic talents are required to master this method, because you draw only for yourself. You can also “draw” more complex words in which you need to memorize two or three letters at once. In fact, there is no such word that could not be represented graphically. The main thing is to show imagination. Thus, when using this technique, we remember not an abstract letter consisting of sticks and circles, but a very specific image, so it becomes much easier to master the spelling of a word.

Having studied each of the techniques in detail, I come to the conclusion that they all contribute to a strong memorization of the spelling of dictionary words. In my opinion, the method of associations, both graphic and phonetic, is the most effective, because the work of inventing associative images can captivate younger students, and vocabulary work becomes “learning with passion”.

References

1. Gordeev EV, Dmitryuk MV Creative approach to the study of words with unchecked spelling. //Primary school, 1995, #1. – 94 p.
2. Ozhegov. Dictionary of the Russian language. M., 1986.
3. Savelyeva L.V. A systematic approach to the study of unchecked and difficult to check spellings in elementary school. / / Primary school, 2002, No. 7. – 112 p.
4. Vocabulary work based on the method of bright associations // Elementary school. 2010. No. 13.
5. Soldatova Elena Zinovievna. Dictionary in verse: [The manual is designed to work with vocabulary words in Russian lessons. lang. and after school hours in elementary grades] / E.Z. Soldatova. – [M.]: Gramotey, 2004
6. Sycheva N.V. Dictionary words. 1-2 classes. 40 color cards. A unique memorization method. – Moscow; AST, 2015
7. Uspensky L.V. Why not otherwise?: Schoolboy Etymological Dictionary, Moscow: AST; Vladimir: Zebra E; 2009
8. Uspensky L.V. A word about words, M .: “Astrel”, “The world of encyclopedias Avanta +” 2010
9. Ushakova Olga Dmitrievna / edited by: Vdovina I. / Ed: Litera, 2018
10. Shanskoy M.N. Etymological dictionary of the Russian language. M., 1971.
    P.Ya.Chernykh. Historical and etymological dictionary of the modern Russian language. In 2 volumes. Publisher: Russian language, 1994

Internet resources:

1. http://headinsider.info/1x3aa1.html
2. https://rus.1sept.ru/article.php?ID=200601401

9 Tips for Memorizing New Vocabulary Faster ‹GO Blog

No matter how good your grammar is, if you don’t know a single word to use it with, you won’t (literally) get very far with yours. Language Skills: Vocabulary opens doors to new worlds and makes learning fun and enjoyable.

But expanding the range of words you know is like a diet: you have to put in some effort, and there is no magic trick, no secret, no one-size-fits-all way to do it. Everyone must find what suits him; but being patient, setting realistic goals, and rewarding yourself for achieving them is a good strategy that can be supplemented with any of the following points.

1. Use memorization methods

A popular way to memorize vocabulary is to use mnemonics, which are mental abbreviations that help you remember more complex concepts or words. For example, you can create associations between words: If you do not know how to spell the word “accommodation”, just remember that it has

2. Create a learning environment

When you study abroad, you will hear and read the language everywhere and learn much faster thanks to immersion. But you don’t have to go abroad to gradually increase the amount of words you know—you can create an inspiring and learning-friendly environment wherever you are: buy magazines or books in a new language, watch movies, and cook (or just eat) ) local food.

3. Put words in context

A good idea to learn more words faster is to put them in context: instead of making lists of random words, try putting them together into sentences. That way you know how the word is used in real life. Plus, if you come up with funny sentences, it will be easier to remember them. Depending on how you learn, you can also draw or find images that will complete sentences and put words in their natural habitat.

4. Learn from real life situations

Talking about context: Movies, TV shows, books, podcasts, or songs are not only a great source of the most common words, they can also help you remember vocabulary because they are always associated with a scene, person, or (real) event. So , try reading books or watching movies in the original language (with subtitles) and find out what these words mean. If you see or hear a phrase or sentence that you don’t understand, write it down, look it up, and start memorizing it.

5. Go to the next level

If you want to take language learning to the next level, leave enough room for mind maps with related words, synonyms or antonyms. If you want to get the most out of the learning process, try not to translate the word into your native language, but instead explain and describe it in the language you are trying to learn.

6. Find tools that work for you

Everyone learns differently, so if you don’t already know what works for you, try as many different ways—or combinations of them—as possible: flashcards, apps, lists, games, or sticky notes are great ways to remember vocabulary stock. It’s the same with finding the right time: some people want to set aside a certain amount of time, others learn spontaneously. Regardless of which approach you choose, be sure to maintain some kind of rhythm—after all, practice makes perfect.

7. Make it interactive

Just as you need to find the right tools that work for you, it’s also important to make the learning process as comprehensive as possible: don’t just read words from cards or lists – listen to how they are pronounced, say them out loud and write or type them. The more you make your encounter with words an experience for all the senses, the better. (Why not eat ice cream while learning what different flavors are called?)

8. Focus on useful words

If you want to expand your vocabulary because you want to work for a marketing firm abroad, you probably don’t need to read Shakespeare’s novels or focus on medieval words. The more practical and popular these words are for your career, hobbies, and real-life conversations, the easier they are to learn—and you will be able to use them more often. (This can be like a game: you can reward yourself every time you use a certain word in a real conversation.)

9. Repeat and then repeat a few more

Don’t forget to repeat not only the current words, but also the “old stuff” that you think you’ve already learned. You don’t need to look at saved words as often as you would at a new dictionary, but the more words you use, the better you’ll remember and recall them.

Vocabulary: how to memorize vocabulary faster than ever

It’s a bit of a mystery why this works, but for some reason the brain likes to focus on sounds that are stressed, but it can memorize unstressed syllables without concentrating on them.

So the trick is to concentrate on these stressed syllables and not think about the rest of the word. This is how I memorize vocabulary (you can speak fluently in any language using only the 2000 most used words ). Remember the sound of the stressed syllable based on , and somehow it will be easy to remember the rest of the word. It has many practical uses… as well as a few less practical uses.

For example, I taught my sister how to pronounce the 11-syllable name of the Doctor Who planet (“Raxacoricofallapatorius”) in less than 15 seconds, while another friend took several days to figure it out. (In this case, just start by focusing on the sounds “core” and “ripped”, and then create the rest: “Rax-a-CORE-i-co-fall-a-pa-TORE-ius”)

Seriously, here are some tricks, oh which you have probably never heard before, which will greatly strengthen your ability to associate the meaning of a word with its pronunciation.

You may have heard that the best way to learn a new word is to create a kind of mnemonic, usually a funny picture or story, that reinforces the connection between the word and its meaning.

You start by creating something silly and catchy. After all, the more you use that word, the smaller and smaller the gap in your mind between the word and its meaning will be, and soon you won’t even have to remember the mnemonic.

I’m going to show you how to make this work for any word in any western language. Remember, here is a pattern for memorizing anything:

In vocabulary, a word is a trigger, a mnemonic is your funny story about a word that points to its meaning.

And here is a part of the method that has never been seen before: When you create a mnemonic, ALWAYS base your mnemonic on the stressed syllable of the word. So this…

… becomes this:

Using the stressed syllable helps in three ways.

• The first simplifies the choice of mnemonics by a ton. Instead of trying to create a story from the whole word, you know which part of the word to use to create your mnemonic.
• The second is , which ensures that every time you read a word or hear it spoken, you know where to find the mnemonic to associate with the meaning. If you always use the accented syllable, you won’t have to spend too much time trying to remember which part of the word your funny story starts from. In other words, the trigger will always be easy to identify.
• The third is , it greatly enhances your ability to pronounce words like a native speaker. If your mind is focused on the stressed syllable every time you say a word, your pronunciation will automatically improve.

Let’s use a couple of examples from the 50 most commonly used Spanish words. Here is “alguno”, which means “some” or “someone”. The stressed syllable is “goon”. Let’s say you have a main character trying to pick someone for his team, but all he sees is a big crowd of thugs. He throws up his hands in frustration and says, “Well, I have to choose SOME guy, I have to choose alGUNo .”

And now let’s try “otro”, which means “other”. The stressed syllable is “oatmeal.” Imagine that your character is looking at a pile of grains in a store. Corn, rice, and wheat are all on the shelf, and oats are on the floor, because it’s just a “different” grain, it’s an “old” grain.

Finally, let’s use estar, one of the four most commonly used verbs in Spanish. It means “to be”, but in a different sense than the other verb “to be”, “ser”, in the sense that “estar” refers more to characteristics that we consider irrelevant to identity, such as location. Imagine that your character is looking up into the night sky and, wanting to be there, says “I want to be with the stars” or “I want to be with the stars.” you get used to it. (We have an efficient mnemonic for all basic Spanish words in our guaranteed fluency program: Accelerated Spanish . )

What about grammar?

Warning: most people make mistakes when they learn a language… and never get anywhere.

Our free Spanish course will teach you how to lay the foundation and then develop real fluency step by step Join the course here: Accelerated Spanish

5 Effective Ways to Memorize English Vocabulary

Did you know that a native English speaker usually knows about 20,000 words? And this number reaches approximately 40,000 people with a university education.

If you are learning English, this number might scare you a little.

And English words don’t always make sense. English can often feel like a patchwork quilt, like someone just glued together a bunch of random sounds and insists it’s a language.

So I understand if the idea of ​​memorizing 20,000 words seems a little intimidating.

Fortunately, there are several strategies that can help you learn words faster and more effectively. For all of you who are struggling to expand your vocabulary, here are some ways to memorize vocabulary in English.

The Science of Learning and Memory

First, let’s talk about memory.

In fact, there is a huge area of ​​research in the field of cognitive science and psychology, learners, how we learn. I

Here are a few things that are important to know about memory.

First, we forget things on a curve called the forgetting curve. The more time passes, the more we forget…if we don’t remind ourselves. This is why cognitive scientists agree that when we develop methods of reminding ourselves of something just before we forget it, we remember more effectively.

Ebbinghaus forgetting curve. The more time passes, the more we forget. Image from Nheise on English Wikibooks.

Spacing repetition is one way to do this. Spaced repetition is a method of repeating information in such a way that you always repeat unfamiliar information more than , and information you know well less often .

So, for example, in English, if you used spaced repetition to memorize vocabulary, you would organize it so that you practice words that you really know well (for example, “man”) less often. Words that you do not know very well well know (perhaps “fold”), will be repeated much more often.

Research shows that spaced repetition is an effective way to remember things quickly.

How can you include spaced repetition in your research?

• Brainscape cards. Brainscape is a web and mobile flashcard app built using repetition intervals. You add flashcards for the vocabulary you want to remember and then rate how well you know that word. As you review the flashcards, you’ll see words you don’t know more often and words you really know well less often. It’s free to create an account and use it, but you can pay to sign up for access to their courses. One of their classes is the dictionary builder class.
• Memrise. Memrise is another spaced repetition flashcard system designed specifically for language learning. They have English courses for many other languages, including Spanish, French, and Portuguese speakers. It’s free to start.
• Anki. Anki is another flashcard system based on spaced repetition. It’s kind of a hacky open source version of Brainscape. It’s a little more clunky and not as pretty, but it’s completely free to use and you can customize it however you like.

Use language

One of the best ways to memorize words is to read and listen carefully—getting to know them in context. The first time you hear them, you may have to find them and write them down in your diary. But then, just by seeing the words in context, you will be able to remember them better.

This is confirmed by some studies. One experiment showed that participants in the extensive reading group performed significantly better on a vocabulary test than those who did not engage in in-depth reading. These results were supported by a meta-analysis of 21 extensive reading studies. The authors conclude that the results “strongly confirm that intensive reading has a huge positive effect on the acquisition of English vocabulary by students.”

Similarly, the comprehensive listening study produces similar results: the more you listen to language , the better you perform on language tests and the more words you will learn on . Listening while reading (for example, while you are reading a transcript) is one of the best ways to learn vocabulary.

Here are my suggestions.

• Read widely. Reading intensively or just reading a wide variety of native texts is one of the best ways to learn new words, and memorize them .
• Listen wide. Intensive listening, like reading, is a great way to learn and remember new words. One of the great things about the English Learning for Curious Minds podcast is that it always focuses on a new topic, giving you the opportunity to learn new words.
• Talk a lot. Find a friend to talk to in English and try to put your new words into context.
• Write. Using new words in writing will help you remember them.

If you really want to remember new words, read, listen, speak and write.

Check out our guide to creating your own immersion course to learn how to find reading materials, listening exercises, and people to talk to in English.

Vocabulary

There are also many vocabulary learning apps. These words are not based on repetition at intervals, so they cannot be scientifically optimized for learning new words. But they are still pretty good and might work well for you.

• TinyCards. TinyCards is a card app created by the developers of Duolingo. This is a simple vocabulary building app. You can find postcards made by other people or make your own. It’s free.
• Quizlet. You can use Quizlet to learn anything. This is a simple application without many features. It’s a bit more of a gameplay experience, allowing you to create simple didactic flashcards, fill in the blanks, check spelling, or play games. It’s free to use, but you can pay for ready-made decks of flashcards.
• Pic. Cram is another flashcard app that can be used to learn anything, including English vocabulary. It’s free with a paid option that removes ads and gives you more options.
• Create your own application. It’s actually very easy (and useful) to just create your own dictionary app for your . Alistair has written a very simple guide to making your own dictionary app and all you need is about 5 minutes and a Google account and you can have your own brilliant dictionary app to keep track of all the new words you come across. It’s absolutely free.

Use a notepad

It’s not flashy or high tech, but it’s actually what I use most of the time when I’m learning Portuguese. There is something romantic about writing new words in a notebook.

This is how I use it. When I come across a new word that I don’t know, I simply add it to the dictionary list I have. Then, several times a week, I go over the list, cover up the English definitions, and try to remember what the word meant.

The more you look at the magazine, the better you remember the words. You can mark the words you know and stop repeating them.

The trick is just to remember to take the diary with you so you always have it with you when you learn a new word or phrase.

Here’s a video if you want to see how a teacher creates vocabulary journals for his students. She also has a great South American accent, so this might be interesting if you’re wondering how the pronunciation differs in the southern states of the US. Try darkening it to work on that accent.

Games

Finally, you can use games to help you memorize new words. A ton is available on your phone and online. Here are a few that I like.

What

does not do

So far, we’ve covered a few popular options that you can use to memorize a new vocabulary. These are the variants that work .

But there are also some popular methods that don’t work, do work, and I would recommend you use not to memorize English vocabulary.

• Learn non-contextual words from the vocabulary list. Simply reading a list of words out of context probably won’t help you learn words very quickly.
• Use ready-made cards with words you didn’t see in context. Again, in order to remember it, it is important to see how the word is used in a real situation.
• Write the word down in your mind (but don’t write it down). I do it all the time: I think I’ll remember the word later… but then I see it again, I have no idea what it means. You need to write down new words and practice them to really remember them.
• Keep changing techniques in search of the silver bullet. There is no “perfect” option that does not require any work. All of them require some work. Just find an option that suits you and stick with it.

Conclusion: Get to work

The most important thing you need to remember words in English is the right attitude and the right work.

Of course you should keep track of the new words you learn. Write them down on paper, in an app, on cards, whatever you like. If you can use intervals between repetitions, the more the better.

But in reality there is no magic system. None of the above approaches is “right” or “wrong”. You must find what works for you and use it consistently. Try experimenting with a few and see what gives you the best results.

At the end of the day, you need to learn new words, and it’s best if you do this in context. But you’re unlikely to remember a word if you hear it only once. All science says you need to see it repeatedly.

So, find a method for repeating and reusing the words you encounter, and then use that method consistently. If you do this, you will find that you remember English vocabulary better.

Links

Brown R., Waring R. & Donkaevbua S. (2008). Accidental acquisition of vocabulary while reading, reading while listening, and listening to stories. Reading in a foreign language, 20 (2), 136-163.

Chang, A. K., & Millet, S. (2014). The effect of intense listening on the development of L2 listening fluency: some strong evidence. ELT Journal, 68 (1), 31-40.

Liu J. and Zhang J. (2018). The impact of intensive reading on English vocabulary learning: a meta-analysis. Teaching English, 11 (6), 1-15.

Pajah, A., & Soltani, R. (2010). The influence of intensive reading on the development of vocabulary in English learners at the Dehdasht Language Institute. Practice and Theory in Education Systems, 5 (4), 387-398.

Pellicer-Sánchez, A., & Schmitt, N. (2010). Accidental acquisition of vocabulary from an authentic novel: “Do things fall apart?” Reading in a foreign language, 22 (1), 31-35.

12 Fun Ways to Learn and Memorize New English Vocabulary

Mastering a new language can seem like an impossible task, especially when that language is as difficult as English! But our friends on ABA English have 12 great tips to make learning English more manageable than you probably thought.

Memorizing new words is a huge part of learning a new language and yet it seems so difficult.

Today we want to share with you some fun tips to make learning new vocabulary easier and more enjoyable. We also want you to contribute: tell us in the comments section below your favorite ways to remember words.

1. Read

This is an important activity because reading is the best way to become familiar with a rich and extensive vocabulary.

And remember: you can read whatever you want! You can read literary books if that’s what you enjoy, but if not, try reading a comic book or a magazine. You can buy a cookbook and read it, or read a children’s book to your children. There are thousands of articles on the Internet, news sites… the options are endless. So find what you like and read it.

Reading is an easy, fun and relaxing way to improve your language skills. In addition, you will learn about other things: win, win!

2. Understand the context

Excellent! So, you “learned” a lot of new words; but if you don’t know how and when to use them correctly, you haven’t really learned.

This is why reading is so important, because it gives each word a context, and this will help you understand the meaning and use of the word. For example, in the sentence “This soup is terrible, it tastes so bitter!” You may not understand the word “bitter,” but the context of the whole sentence will tell you that it means “not good. ”

Context helps us understand when a word is used in formal or informal language, whether it is slang we might use with friends, or whether the word is commonly used in written English but not in conversation.

3. Related words

If you just learned the word “care”, don’t stop there! Use a dictionary or the Internet to look up derivatives of this word and expressions in which it is used.

For example: careful, carefree, carefree, careful! See? You started with one word, but quickly learned four more, and because their meanings are connected, it’s easier for you to understand and remember what each of them means.

4. Sentence writing

Sentence writing helps us put what we have learned into practice: you learn a new word and know when to use it. But in order for the brain to remember this word in the future, the best way to remember is to use it.

Write ten sentences using different meanings of the word you want to learn, or if it is a verb, different tenses. For example, if you want to remember the phrasal verb “tidy up”, write: “Mary, you have to tidy up your room”, “I need to tidy up before my friends come”, “Paul will watch TV after how to finish. clean up in the kitchen.”

Have you ever heard Benjamin Franklin quote: “Tell me and I will forget, teach me and I can remember, involve me and I will learn “? Well, by making sentences, you are helping your brain to learn, because it is actively involved in the learning process.

5. Write yourself down

Listening to your own voice say the words out loud and feeling the movement of your mouth will make more connections in your brain.

If you have studied English in the past but have not practiced it for a long time, you may know the words, but it will be difficult for you to remember them. However, once you start speaking, it will be easier for you to access these words when you will need them.

So, use your camera, your phone or webcam, to record how you practice your new vocabulary words and use them in the sentences you make up.

6. Make Flashcards

Flashcards are a popular way to learn new words. You can also use stickers and place them in places where you will see them regularly, or draw the definition of a word if you are a visual learner. If you want flashcards that are already made for you, try Magoosh’s free TOEFL flashcard app.

Take out the cards every day and read them over. Read the word and try to remember what it means before checking the picture or definition behind it.

7. Mnemonics

Mnemonics are a way to help us remember things better.

An excellent online resource for mnemonics is mnemonicdictionary.com ; you can enter the words you want to remember and you will see many different ways to help you remember.

8. Take notes

A good little trick is to always carry a notepad and pencil with you. Then, if you hear a word or sentence that you like in a movie or song, you can write it down. When you get home, you can study it and add it to the list of words you have learned.

9. Play games

When you are having fun, learning is much easier. So play games like boggle or scrabble. These games will test your creativity and make you think outside the box.

10. Conversation

In tip #5 we explained how writing yourself down helps your brain remember words better. So, what could be better than talking to a friend? If you don’t have native English friends, don’t worry! Just invite a friend who wants to learn English for a cup of tea and practice.

To get the most out of these conversations, we suggest choosing a new topic each week. This way, you’ll use different vocabulary. Before meeting up with a friend, be sure to spend an hour or two making a list of words you’d like to use.

11. Repeat

As the Spanish say, “la repetición es la madre del éxito”, or, in English: “repetition is the key to success.” This is true. To learn anything, you must repeat, repeat, repeat.

Set aside time each day to study your vocabulary. It doesn’t matter how you do it, but it’s important that you practice a little every day. This will create a good habit.

12. Be patient

Finally, be kind and patient with yourself.

Learning English is a great achievement and you should be very proud of yourself every time you learn a new word.

That’s it! 12 fun tips to help you learn more English vocabulary. Now don’t forget to share your tips with us.

And if you want to practice your English even more, sign up for a free Magoosh TOEFL trial.

ABA English is based on English language learning based on short films about real life in Europe and the USA produced exclusively for the American and British Academies. The ABA English course also contains 144 English grammar video classes that are available for free.

Most Popular Resources

How to Memorize Vocabulary in a Foreign Language with These 7 Insanely Effective Techniques

Ever Worried About Memorizing Vocabulary?

Have you tried to memorize the word over and over and over but it just doesn’t stick?

This has happened to me many times. And let me tell you that upsets .

You put a lot of effort into getting one short string of letters into your brain, and for some reason it just goes in one ear and out the other.

And this is just one of many words. Even languages ​​with a “small” vocabulary usually contain at least tens of thousands of words. This is a real mountain to be overcome.

Given that learning vocabulary is an absolutely inevitable part of learning a language, I’ve spent years learning and testing different tools and techniques, trying to figure out how to make it easier, more efficient, and more fun.

Today I want to share with you my seven best word memorization techniques so they can be the tools to help you get to the top of the mountain and beyond.

Let’s do this right now, shall we?

TOOL 1: WORD NETWORKS

Sometimes one word can have many different meanings.

Consider the word game, for example:

If I ask you, “Are you playing to the party tomorrow night?” I’m asking you, , if you can come to ‘s party.

If I say “Ernest Hemingway often liked to hunt big game in Africa,” I’m talking about how the experienced writer liked to hunt large animals such as elephants and rhinos.

This is one word with two completely different meanings. And at the same time, all other meanings that the game has are ignored, for example, the phrases of the video game , game show, fair game and others.

What can English learners do to keep these meanings separate? How can you be sure that when you see or hear the word “game” you know exactly what definition is meant?

Answer: context .

When a word has multiple meanings, the context or words surrounding the particular word can often help us narrow down the possibilities and determine the correct one.

For example, “Are you playing?” and “Hemingway hunted big game” use the word “play” as a key word, it is easy to see that their surrounding contexts are quite different.

In “Are you playing?” someone asks you a question, especially if you have the quality of “being a game”

In “Hemingway hunted big game”, game is the direct object of the sentence and what “Hemingway” “hunts” for. Even if you’ve never heard the game used in this context before, if you know the verb “hunt”, you can safely assume that “play” has something to do with animals.

So how can context help you learn vocabulary more effectively?

Simple!

When you write a word, never write by itself .

Instead of , write down the full sentence or phrase in which they occur, along with a definition or translation, if necessary.

When you learn a new word along with other similar words that often appear next to it, you create a kind of “web of words” in your mind.

Every time you remember one word on the web, it automatically brings up the other words you need to express the correct meaning.

TOOL 2: LISTENING AND READING

Many people like to divide language into four separate skills; speaking, listening, reading and writing.

While this division can be helpful, it can sometimes obscure the fact that very often two or more of these skills can be practiced at the same time.

If you are talking, for example, you are likely to listen a lot and talk a lot, all in a short amount of time. Thus, speaking and listening are skills that support each other.

Listening is a skill that greatly supports reading , which can be extremely helpful for language learning.

Take, for example, languages ​​with unique scripts such as Japanese, Amharic, Georgian, or Korean.

Beginner learners of these languages ​​need to overcome two main problems:

• Learn to read all the new characters in the script
• Learn to identify all new sounds in spoken language

It is possible to do both of these things separately, devoting part of your study time to each individual task.

However, it is much more efficient to do both at the same time; to listen while you read and read while you listen.

If you are reading text that comes with sound, for example plays the sound while you are reading .

If there is no sound in your text try reading the text aloud yourself, or ask a native speaker to do it for you.

Listening and reading together is a great way to strengthen the connection between the spoken sounds and the written characters of a language so you can learn both quickly. It also adds a layer of context which, as we saw in the last section, can greatly improve your understanding of any text or spoken sound.

This method is especially useful for beginners, as most language courses now come with CDs or mp3s of written course materials.

TOOL 3: CHOICE

Let me ask you something:

Dictionaries are huge collections of words and their definitions, right?

If this is true, why should we learn words from other sources?

Couldn’t we just learn every word in our target language from some huge, complete dictionary?

Probably. But most likely not.

Even if dictionaries, at least in theory, contain all the words you’ll ever need, trying to read a dictionary to improve your vocabulary would be a language learning disaster.

Why? Basically three reasons:

• 1

  Dictionaries contain many more words and meanings than you will ever need to actively use.

• 2

  Many dictionary entries do not display words in context (which, as we have seen, is useless for learning)

• 3

  Dictionaries are not very interesting reading material.

In truth, no language learner needs to know every word in the target language. This will lead to wasted time and useless knowledge.

In fact, the only words you need to know in the target language are the ones you know:

• You are more likely to hear or read.
• Most likely, I will speak or write.

If you know this, you can be very selective about which words you learn and which you don’t.

To build your vocabulary effectively, I recommend that you focus on learning words that meet three main criteria:

• 1

  Essentiality – In any situation, there are words that you absolutely need to know, or you will not understand what is happening. For example, if you love gardening, you should definitely understand important words like “trowel”, “pesticides” and “flower bed”, even if these words are not very common in other situations.

• 2

  Personal significance/interest — Even if two people speak the same language, their separate vocabularies are likely to be very different. A doctor, for example, will know more words for describing human anatomy than an artist, but that artist will have more words for artistic techniques than a doctor. This is because we have a natural tendency to learn words that are relevant to our lives, our work and our interests. You must do the same in your target language.

• 3

  Frequency – There are many words you need to know, no matter who you are or what you do. These are usually words for general actions such as “eating”, “sleeping”, and “walking”, but also functional words such as prepositions/postpositions (to, above, below) and articles (the, a/an). These vary from language to language, but you can find “frequency lists” for many languages ​​online.

If you are faced with a large number of unknown words at the same time, try to focus first on unknown words that meet the above requirements.

If there are too many, just focus on learning some of them. About a third or a quarter is a good start.

Whatever you do, don’t try to overload yourself by stuffing too many words into your brain at once.

Do this slowly and slowly, and with sufficient patience and time, you will learn all the words you need.

TOOL 4: ASSOCIATION

We mentioned earlier how context can help you determine the correct meaning of a word from multiple options.

Context is also useful for keeping new words in memory.

Think of all the words you know as flies in a huge web.

For example, a word like “sun” is stuck in the net next to other words like “moon”, “stars”, “sunshine” and “sunshine”.

When you hear the word “sun” all these other words also come to mind quickly, because they are all strongly associated with the “sun” and the context in which it appears.

If you already have webs of highly related words in your mind, then it is easier to add more related words to this web, and will easily remember from .

This happened to me recently with Greek and it helped me remember a number of difficult words the first time.

When I read the word “λιος” (“ilios” meaning “sun”), I automatically understood what it meant because I already knew the Italian word “eliocentrico” and its English equivalent “heliocentric”.

When I read the word “έκλεψαν” (e-klepsan, “stolen”), I remembered the Italian “kleptomaniac” and the English “kleptomaniac”.

These brand new Greek words had a similar meaning to words that were already deeply ingrained in my long-term memory, so I was able to memorize them almost instantly.

When you have learned new words , try to find associations and relationships with ideas and concepts you already know.

Even if you are learning a language that is completely different from what you currently know, you may be surprised to find clues and other small details that will help activate your mental web of words and thus make it easier to remember and education.

TOOL 5: DECONSTRUCTION

So far, we have mainly discussed tools and concepts to help you memorize whole words.

Sometimes, however, the easiest way to remember the words is when you take them apart or break them down into and look at the meaning of the resulting parts.

This is especially true in languages ​​such as English and German, which allow words to be combined into so-called “compound words”.

English compound words are relatively short, such as “newspaper” (i.e. “news” + “paper”), “doorbell” (“door” + “bell”) and “spaceship” (“space” + “ship “).

German has longer compound words that can frighten students when trying to remember them.

For example, how would you feel if someone told you that you must remember the word “Freundschaftsbeziehung” or “Unabhängigkeitserklärungen”?

I think you’re probably a little nauseous. At the very least, you , would feel nauseous until you realize that these words are just shorter and simpler German words put together, for example:

TOOL 6: DYNAMIC REVIEW

When you were younger in school, what was your preferred exam preparation strategy?

Most people, if they were learning at all, would try to reread or review the material over and over again until they were sure they remembered every detail.

This kind of review, called rote memorization, is extremely common, and most of us have been taught to believe in its effectiveness.

But if you’re like me and you’ve really tried it from time to time, you know that rote memorization doesn’t really work . You will see the same information over and over again, but since you never get anything new out of it, you won’t process anything at all.

When the Romans said “repetita juvant” (“repetition helps”), I don’t think that’s what they meant.

I mean repetition really helps, but you have to do it in a way that keeps the material fresh and interesting every time you watch it.

My strategy is known as “Dynamic Repetition” and I think it’s a technique that can greatly improve your vocabulary.

• 1

  Start by highlighting the resource as usual (reading the text, listening to the audio clip, etc.).

• 2

  Wait a few days and come back to the material.

• 3

  When you return to the material, take a different approach. If you read the text first, now make an audio recording of you reading it aloud. If you’ve been listening to audio, try handwriting what you’ve heard.

• 4

  Wait a few more days and go back to the material. Repeat from step 3 if necessary.

• 5

  Each time you return to the material, try to absorb it in a new, unique way. This will help keep the learning process interesting and allow you to watch the same content dozens of times before you get bored.

I recommend trying dynamic review even with older content you’ve already reviewed. With a little creativity, you’ll be surprised how easy it is to breathe new life and usefulness into an old resource.

TOOL 7: NOTE

I have spent most of this article talking about methods and techniques for organically memorizing new vocabulary words.

However, I didn’t mention one of the biggest drawbacks of memorization – even with the best techniques, it’s not always guaranteed to work!

You know what memory is. One day you can read entire scenes from your favorite movie at any moment, and the next day you can’t even remember where you left your car keys.

Simply put, your memory is not always at hand when you need it.

But don’t worry! There’s an easy way to keep all your important vocabulary safe, even if you can’t remember. All you have to do is take notes!

It may seem annoying, but it works.

In order to take notes as an effective tool for memorizing vocabulary, you need to purchase a laptop small enough to carry with you at all times. If you are tech savvy, you can also use your phone.

Keep your note-taking tool handy, and whenever you discover a new, unknown word in your target language, write it down along with the date and context of when and where the word was found.

When you’re at home browsing your language resources, you can find words you didn’t know and maybe even search the Internet for sentences or phrases to give you deeper meaning and context.

Take lots of vocabulary notes and review them regularly and you will have an indispensable tool for learning words, never forgetting them.

CONCLUSION

When you first start learning a new language, the huge amount of unknown words in front of you can seem incredibly intimidating.

Even when you have a decent amount of words behind you, you still need to figure out how to link them and make them work together to say what you want to say.

The seven tools I have shared with you in this article will help you to simplify and speed up the memorization process .

One by one, these tools will help you take a huge number of words in your target language and break it down into smaller and smaller parts that will be much easier for you to digest.

As you progress, you will also learn the value of context and how putting words together will make your vocabulary memory stronger and more reliable.

But these methods won’t work if you just use them once and forget. You need to use them every day and make them a habit.

So today choose one of these seven instruments. Use it the next time you try to learn new words. And then stick with it for at least the next week.

Once this tool becomes a habit, take another one, and another one, and do the same.

If you think you can do it, try implementing all seven tools in seven weeks. If you can do it, let me know in the comments!

Finally, if you want to dive deeper into various vocabulary memorization techniques, you should check out my LinguaCore course “The Easy Way to Learn Words”.

By Luca Lampariello

12 Sure Ways to Memorize Vocabulary

1. Have students make their own flashcards by looking up vocabulary words on the Internet and finding pictures that show definitions. Have students print the picture, stick it on a card, write a silly sentence below the picture to help them remember the word, and write the definition on the back. If your students don’t have Internet access, invite them to get creative and draw pictures themselves!

2.Use these handmade flashcards to make a word wall where new vocabulary words can be displayed for everyone to see and read daily.

3. Turn students into word detectives! Change a few pictures on the caption wall every day and offer prizes like extra points or bag tickets to students who spot the change. Every day they will rush to find what has changed and will actively check the words on a daily basis.

4. Each time you find a new word in the dictionary, write it down on a piece of paper and put it in the bag. Every day, take out five words from the bag and write them on the board. Then offer a reward, such as extra points, to the first student to use it correctly in a sentence.

5. Use sign language. Hand out copies of the sign alphabet and have students learn to write a few homework vocabulary words with their fingers. In class, ask students to pair up and teach each other the learned words. They will not only learn how to write these words, but also acquire a life skill!

6. Use color. Research shows that we remember color first and content second, so highlight or use colored markers and pens to write vocabulary words and their definitions. Use different colors to highlight definition key words and help students remember the meaning of the words.

7. Use partitioning. Have you ever wondered why phone numbers are pretty easy to remember? This is because they are broken down into three separate blocks of numbers that can be memorized individually. Vocabulary can also be divided into smaller parts to make it easier for students to remember their spelling.

8. Have students use vocabulary words to write stories. By placing the words in a context that they not only understand but have created themselves, they are more likely to remember the definition during the test.

9. Put words into music! Have you ever noticed how easy it is to remember the lyrics to The Itsy Bitsy Spider and other songs that you may not have sung since childhood? This is because the rhythm and rhyme of the music helps you remember the words. This idea can be used to help students memorize vocabulary words by turning word definitions into song lyrics or by writing text with sentences that put the words in an easy-to-understand context.

10. Invite students to study more often in a short time. Just like muscles need frequent exercise to get stronger, the brain needs frequent training sessions to remember information fully. Practicing for at least ten minutes every day during the week leading up to an exam is much more effective in terms of memory and recognition than an hour-long study the night before.

11. Sleep on it! Research has shown that studying before bed helps you remember. During sleep, a person’s brain processes the last thing they thought or did before going to bed. Thus, students will be better at remembering vocabulary if studying is the last thing they do before bed.

12. Sign yourself up. Have students use a tape recorder or computer program to record how they read each vocabulary word and its definition aloud. Then ask students to listen to their recording, pausing before reading the definition to try to remember it. The students can then reproduce the definition to see if their guess was correct.

---

For more information on learning strategies for your student, see Susan Fitzell, Ummm, Studying? What’s this? .Available in both printed and electronic versions!

---

Would you like to reprint this or a similar article in your newsletter or magazine?

CLICK HERE to go to the article page.

How to memorize vocabulary – is it necessary at all?

Some time ago I wrote a post “How to learn vocabulary”, which said that the best way to build vocabulary is to get to know and meet vocabulary items in different contexts a lot. But I am often asked: “How to remember vocabulary ? or if needed at all.

In my opinion, the best way to memorize vocabulary is NOT to memorize vocabulary. I have always believed that memorizing vocabulary is an extremely low-efficiency activity. No matter how hard you try, some words will stay the same, and some will be very, much later.

The more content you consume by listening and reading, the more likely you are to encounter vocabulary items again, and each time you encounter them, you encounter them in different contexts. This clarifies the full range of meanings each time words. You better understand what words they are used with. You really start to feel these words live and in high resonance environments.

I always feel when I spend time learning vocabulary that I’m stealing time from meaningful interaction with language. I could listen, read and/or speak. Speaking is also important. I don’t want to underestimate speech. Perhaps I got the impression that I’m only working on input. I don’t. It’s just easier to get input.

I was once at an event here in Vancouver. There was a Russian language meeting and there is no doubt that after sitting for two hours and speaking Russian left, right and center, the quality of my Russian language and my attentiveness to Russian improved. I especially noticed this the next time I listened to and read in this language. So you need to speak too, but speak meaningfully, listen meaningfully, and read. These are all meaningful interactions with language. This is high resonance. Listening, seeing and using words is ultimately a better use of time in situations like a meeting than trying to memorize vocabulary or a list of words. Endurance is the key to success.

I don’t just mean familiarity with the language you are learning. Getting familiar with language learning and different languages, structures, and sounds seems to make you more attentive to language. I lived in Japan for nine years and did not touch Mandarin Chinese, hardly spoke it. Then, when I returned to Mandarin Chinese, I got better. I decided to spend some time learning Swedish by listening to Swedish audiobooks. But I returned to this language, I understood it better.

As you may remember from my previous article, I strongly believe that language learning really revolves around three things:

1. Your relationship

2. Language giving time

3. Your ability to notice

It’s not that I never learn vocabulary; I go over my flashcards very often. But I don’t get excited and try to figure out how to remember the vocabulary from the lessons or materials I read or listen to.

In LingQ, before learning a new lesson, I look at my saved links—words I’ve come across earlier in the learning process, some of which I haven’t learned—and view them as flashcards. Often, if I have 5-10 minutes to kill somewhere while waiting, I look through my cards, but I always have a clue (definition saved in LingQ) on the front.

So, exposure again. I don’t rack my brains trying to remember what the term means because I personally find it inefficient, tedious, stressful and boring. So I always say how to memorize vocabulary is to give yourself more information, mostly in interesting content.

Vocabulary work at lessons in high school (formation of speech competence)

Bibliographic description:

Kovalenko, N. Yu. Vocabulary work at lessons in high school (formation of speech competence) / N. Yu. Kovalenko, A S. Shvetsova. – Text: direct // Education and upbringing. – 2020. – No. 2 (28). – S. 25-27. — URL: https://moluch.ru/th/4/archive/161/4929/ (date of access: 02. 10.2022).



Vocabulary work in the lessons of the Russian language and literature is one of the main links in the development of students’ speech, since mastering the vocabulary of the literary language is a necessary condition for students to master the Russian language, which in turn serves as the basis for preparing students for the State State Academic Examination and the Unified State Examination. In order to improve speech culture, an important place should be occupied by exercises aimed at expanding the active vocabulary of children, as well as developing their ability to choose from their vocabulary to express thoughts those words that most closely match the content of the statement and make it accurate and expressive. However, if we talk about the efficiency and effectiveness of work, then we should focus on its continuity and consistency, only in this case we can count on the desired effect.

In this context, vocabulary work is focused on different goals and has different content:

1. It can be aimed at introducing students to the lexical meaning of words (or phrases / or set expressions) new to them, the meaning of which students understand incorrectly or inaccurately.

For example, in high school, the study of literature is impossible without enriching the vocabulary of words. As part of the study of works in the textbook of literature for grades 10–11 according to the program of S. A. Zinin, V. A. Chalmaev, after each section there is a literary dictionary, which lists the terms used in this topic. Students write down terms and definitions, and at the final stage (a lesson-summing up) they write a literary dictation.

If we talk about preparing for the exam in the Russian language, then without knowing the lexical meaning of the word, it is impossible to complete tasks 5 (distinguishing paronyms) and 6 (understanding the lexical meaning of the word and set expressions).

2. Dictionary work can pursue grammatical goals: the assimilation of some grammatical forms, the formation of which causes difficulties (for example, the formation of the comparative degree of adjectives and adverbs, the genitive case of plural nouns, the declension of numerals (one of the most difficult topics in Russian spelling), etc.

This skill is practiced primarily when completing task 7 of the Unified State Examination in the Russian language, which is preceded by a lot of work on systematizing and generalizing the grammatical norms of the literary Russian language.

3. Vocabulary exercises can be carried out with the aim of teaching children the orthoepic pronunciation of words and, above all, observing the normative stress, which is also preparation for the exam (task 4 of the exam in the Russian language).

4. To master the spelling of words with unchecked spellings, it is necessary to carry out dictionary and spelling work. Any work program in the Russian language assumes the presence of spelling minimums in each topic studied, if we are talking about the middle link, but vocabulary dictations are also relevant in high school: firstly, this is one of the constituent parts of 9tasks of the Unified State Examination in the Russian language, and secondly, this skill is now being tested in the Unified State Examination in the Russian language.

The development of an active vocabulary of students involves finding out the lexical meaning of a word. Failure to understand the meaning of words and the inability to use them in speech has the most negative effect on the speech development of children and on their success in learning in various subjects.

For example, the complexity of the History subject in high school is largely due to the fact that without an understanding of terminology, the ability to operate with it, it is impossible to understand history itself. However, students also face similar difficulties in other subjects. And first of all, problems arise for those who have a low cognitive interest. [one]

The program of teaching history in grades 10-11 suggests that the student should be able to:

– coherently retell the text of the textbook, separating the main from the secondary;

– analyze the material, determine the prerequisites, essence and consequences of historical phenomena and events;

– compare historical phenomena in different countries and regions, highlighting similarities and differences;

– give an independent assessment of historical phenomena, events and personalities;

− argue and defend one’s views;

– independently analyze historical sources, both written and material and pictorial;

− work with a historical map;

− operate with historical dates, identify the synchronicity and sequence of events and phenomena.

None of these skills will be achieved without knowledge of terminology: it is impossible to assimilate factual knowledge, form historical concepts and an active vocabulary of students, that is, teaching history. At present, the main indicator of the assimilation of knowledge in high school is the All-Russian test work and the Unified State Examination. In VLOOKUP there is only one task for knowledge of terminology. [one]

In grades 5–8, work on understanding, memorizing and applying terms should be carried out regularly (just like in Russian language lessons). There can be several ways to explain new terms in a lesson. Some are easily explained by their origin, others are comprehended in the course of explaining the educational material. If this is a foreign word, then its explanation is accompanied by a translation. However, with all the variety of methods and ways of explaining historical terms, students cannot learn them deeply enough if vocabulary knowledge is not consolidated. To increase interest in this type of work, you can use elements of intellectual games: anagrams, “historical alphabet”, crosswords and scanwords, finding an “extra” word and explanation, a logical chain. If the terms denote material objects, then illustrative material is required. And, of course, tasks for correspondence and terminological dictations are obligatory. You can borrow some forms of working with vocabulary words from teaching methods in Russian language lessons. For example, insert missing letters, pick up a single-root word, synonym or antonym, insert a missing word into a sentence, compose a sentence or phrase with terms, maintain a terminological dictionary. All these tasks can be used both during the survey and during consolidation, or in separate lessons of generalization and repetition. The main thing is to form in schoolchildren in the process of learning active, independent, creative thinking, the ability for independent cognitive activity, independent acquisition of knowledge. [one]

In the senior classes, starting from the 9th grade, it is advisable to use forms of work similar to the tasks of the Unified State Examination and the OGE. FIPI in the USE 2019 in history offers several types of tasks for working with terms:

1. Select from a list of terms words of a certain era.
2. Definition of a term by definition
3. Establishing a correspondence term – definition, term – period of occurrence
4. Correct use of historical terms, concepts related to a given period.
5. Correct use of the term in task No. 25 (use in context) [2]

Unfortunately, the possibilities of working with dictionary words are not used by all. For example, in the Russian language lessons there are many terms from the field of historical knowledge, but they do not synchronize with history lessons, although these words are often not related to the topic being studied. And tasks with the selection of a synonym or antonym baffle students in grades 5-8. This once again proves the need for integration of objects. [one]

Based on work experience, it can be argued that students cope with work using terminology in grades 10–11 quite easily. This is due to the accumulated life experience, and the duplication of some terms in the lessons of social science, and the motivation of students who want to pass the exam with a high score. But, in order to prevent difficulties in completing the USE tasks, the skills of working with terms must be laid down starting from the 5th grade. [1] Thus, we want to once again emphasize the fact that the effectiveness of vocabulary work depends on how systematically and systematically it is carried out or whether it is random, and the expediency of its inclusion in the lesson should also be taken into account. By directing the attention of students to the conscious assimilation of words that are difficult, but vital for them, included in texts, for example, an educational and artistic book, one can easily connect various types of vocabulary work with the content of classes. It is no secret to anyone that working with a word should be an obligatory component in the structure of a lesson in any subject, and not just in the Russian language and literature, not without reason when preparing students 9classes for an oral interview in the Russian language, it is required to “combine” the efforts of teachers of all areas within the framework of the school curriculum.

Literature:

1. Shvetsova A. S. Vocabulary work in history lessons (formation of speech competence in high school) [Electronic resource]. — Access mode: URL: https://infourok.ru/slovarnaya-rabota-na-urokah-istorii-formirovanie-rechevoy-kompetencii-v-starshih-klassah-3766359.html (10/17/2019)
2. Demonstration version of the control measuring materials of the unified state exam of 2020 in HISTORY [Electronic resource]. — Access mode: URL: http://fipi.ru/ege-i-gve-11/demoversii-specifikacii-kodifikatory

Basic terms (automatically generated) : Russian language, dictionary work, class, term, Unified State Examination, lexical meaning of the word, students’ active dictionary, knowledge of terminology, student preparation, form of work.

System

work with linguistic terms as condition…

The practical meaning of studying terminology lies in the fact that it reveals the term as an element of the dictionary system, helps the student to understand the specifics of terminological vocabulary, develops the attention of students to the word , its meaning and use, forms . ..

Vocabulary work in Russian language in elementary grades

Vocabulary Russian lessons languages ​​ in elementary classes are one of the main links in the various work on the development of speech students . Mastering the vocabulary composition of the literary language is a necessary condition for mastering students …

To the question of methods

of work with vocabulary words words …

The article discusses the methods of work terms in initial…

The article discusses the methods and techniques of work on linguistic terms in elementary school. Keywords words : elementary school, Russian language , linguistic terms .

Work with vocabulary words in Russian lessons language

As a result of targeted work on vocabulary words the quality of knowledge students improves, strong spelling skills of their writing are formed. Such systematic work arouses students’ interest in learning vocabulary words and…

Methods and techniques

work with vocabulary words in the initial …

Thorough systematic Work over Dictionary words significantly enriched the speech students , replenished them Active Dictionary , as a result of which the number of speech errors in the creative works decreased, of the students . ..

System

work on vocabulary words in Russian lessons …

Careful systematic Work over vocabulary words significantly enriches speech students , replenishes them Active Dictionary

in 9118

in the lead Work on words in Russian language lessons in elementary classes .

Lexical work at the lessons of writing and speech development…

Communicative significance of new words for students . Explanation of the lexical meaning of the word by children, based on their social experience, contextual understanding of the given word , associative links. Development during vocabulary work other mental processes…

Principles

vocabulary work when teaching Russian language …

Work with vocabulary is an important part of methodical work when teaching Russian language .

Vocabulary Work pursues different goals and has different content. It can be aimed at familiarizing students with lexical meanings new to them words …

students of students in grades 7-9 of my school

1. “Lexicon of students of grades 7-9 of my school”

Municipal budgetary institution
“Secondary school No. 19 of the Hero
of the Soviet Union Petrovich
MYTAREV DIMTROGRAD CITY
ULYANOVSK REGION”
“Lexicon of students 7-9
grades of my school”
Completed by: Tatyana Lisovenko
Vladimirovna
9th grade student B
Supervisor: Safiullina Gulkay
Valiarovna,
teacher of Russian language and literature
MBOU secondary school No. 19 named after I.P. Mytareva
Dimitrovgrad, 2021

2. Introduction

Relevance:
I believe that the project is relevant today, since there is a problem of pollution of the native language,
the problem of communicating with friends. Young people unconsciously litter the language, rudely express their thoughts. The speech of 90,003 schoolchildren is faceless and standard. We have ceased to be interested in the richest possibilities of words.
Purpose:
study of the vocabulary of students 7-9classes and determining ways to replenish the vocabulary of schoolchildren.
Tasks:
– determine the quantitative composition of groups of commonly used vocabulary in students’ speech;
– to study special words in the speech of students;
– to study the slang vocabulary of schoolchildren;
– to study the slang of schoolchildren in grades 7-9;
Hypothesis:
I assume that limited-use vocabulary prevails in students’ speech: slang,
jargon, profanity is a frequently used vocabulary of youth, and
dialectisms and professionalisms in the speech of modern youth are rare.
What can be used:
scientific, methodical literature, textbook material, Internet resources.

3. The concept of vocabulary

• Vocabulary (from the Greek Lexikos – verbal) – a set of words that are part of any
language. This word also denotes certain layers of the vocabulary of the language.
The section of the science of language that studies vocabulary is called lexicology.
• Special vocabulary is words used primarily by people of a certain
professions, specialties. Among special words, terms and
professionalisms stand out.
• Professionalisms are semi-official names for the concepts of a profession.
Some terms have a wide scope, are understood by many: heart, lungs
(biology), square, rectangle (mathematics), etc. Others are known to representatives
only of a certain profession: clonus (med.) – rhythmic twitching of a separate
muscle or muscle group that occurs involuntarily. Such highly specialized vocabulary
is given in dictionaries with marks indicating that the word belongs to a certain special field
, for example, av. (aviation), lingu. (linguistics), etc.
• Special vocabulary is used in all styles of the Russian language, but with varying degrees of
intensity. For example, highly specialized terms are used mainly in the scientific style of speech, when talking about production and technical problems, etc. In
fiction, professionalisms are used in sci-fi
works, works on industrial topics.

4. Professional words in the vocabulary of students

• After conducting a survey among students
on the use of
professionalisms in speech, I found that
some professional words
are known and used by school students.
• This can be attributed to the fact that parents
engaged in various types of activities
actively use professional words in
individual households. From
parents’ lexicon similar words
pass into the children’s lexicon. The most common 90,003 professionalisms in speech are those children whose parents 90,003 work in the field of medicine, 90,003 are fond of fishing and technology.
Professionalism
Medicines
Meaning
Medicines
Dentist
Dentist
Zhor
Strong fish bite
Engine,
carburetor, chain,
rear sprocket,
casing, cable

3 Spare parts for equipment.

5. Dialect words in students’ vocabulary

• Dialect vocabulary is words that
are used primarily by people who live
in the same locality. For example, in Russian folk dialects
there are such words as “baz” (yard), “veksha”
(squirrel).
• Most often, dialect words in the literary language
have synonyms with a different root: kochet – cock,
chapura – heron. But there are also words that
name objects and phenomena that are characteristic of the life of the
population of a given area only. For example,
“plakhta” in the southern dialects means a skirt made of a piece of
fabric wrapped around the camp and not stitched.
The meanings of some dialectisms differ from the
meanings of the same words in the literary language.
For example, the word “eyelid” in the northern dialects has the meaning “lid”
, the word “cloud” means a thunderstorm.
• As a result of the survey, it was revealed that
dialect vocabulary is very rare in the speech of
students in grades 7-9. Students know only a few
dialectisms.
12%
88%
know, use
fuck
don’t know,
don’t
use
m
I tried to identify some reasons
for the rare use of dialectisms using the
questionnaire. As a result, it was revealed:
– many of the children believe that dialectisms are most often found
in the speech of elderly people;
;
-others believe that today the use of
dialectisms is not relevant;
-some people can’t remember at all what
dialectisms are;
– the most common dialectism in
in our area is the word “burak” (beets).

6. Obsolete words in students’ vocabulary

• Words that are no longer in active use are called
obsolete. They are divided into historicisms and archaisms.
• Historicisms are words that name objects and phenomena that are not found in
modern reality.
For example, these are:
a) the names of disappeared household items, types of clothing,
food: salop, armyak;
b) names of weapons used in the past:
pischal, halberd, etc.;
c) names of positions and persons by occupation,
military ranks: policeman, hetman.
• Archaisms are words that are obsolete
names of objects, phenomena, concepts existing and
in modern reality. Archaisms have
synonyms in modern Russian: finger-finger,
cheeks-cheeks, etc.
• In the process of questioning, I found that my peers
know very little of the meaning of obsolete words, are not
interested in them, consider them unnecessary. Meeting
obsolete words in fiction,
students do not look in the dictionary to find the meaning of the word.
know
47%
53%
do not know

as finished and complete

units: tenth water on jelly, go to
53
do not know, do not
occasion, etc.
use
• Many scientists attribute
%
proverbs, sayings, winged expressions to phraseological units.
The most common phraseological units among schoolchildren
• Phraseological units, like the word, have
stable indivisible lexical units
we presented in the table:
meaning, they call a certain concept,
Phraseological units
Meaning
phenomenon, action, sign, etc., for example ,
with gulkin’s nose – a little.
A person who is different
White crow
• Phraseologisms, unlike free
from all behavior,
word combinations, are not created in speech, but
by clothes, etc.
are reproduced as finished units. L o d t r o n u l s i
Start some
business.
• In the course of the study of students’ vocabulary, I
found that some schoolchildren know V a l a m a n o d e s t i o n o o h n o .
use phraseological units in their speech.
Hack your nose
Remember
Putting sticks in
wheels
Intentionally disturbing
someone in something.

8. Youth slang

• Russian youth slang is
the most interesting linguistic phenomenon,
the existence of which is limited not only by certain age limits, as is
clear from its nomination itself, but also by social,
time and spatial limits. He
exists among the student youth.
• It is a lexicon that feeds on
juices of the national language, lives on its
phonetic and grammatical soil.
• The flow of this vocabulary never
completely dries up, it only becomes shallow at times, and in other
periods it becomes full-flowing. This is due to the
historical background against which the Russian language
develops. Young people created their
“systemic” slang as a linguistic gesture
of opposition to the official ideology.
• In the process of studying youth slang among our
schoolchildren, I found that, unlike
from dialectal, obsolete, professional vocabulary
, slang is used most often.
6%
94%
use

not
use

Based on the survey, we compiled a table of
frequently used slang.
Youth slang
Super, class
Maiden
Great
Discach
Grannies
Beach package
Stick
Drive
Dude
Meaning
Excellent
Diskoteka 9009 Health
Money0003 Bag of noodles
quick
cooking
Getting into trouble

Lying
Person

90,003 social varieties of speech characteristic of people, 90,003 common interests, 90,003 occupations, social status.

• Slang vocabulary arises from
rethinking of commonly understood words,
is also replenished by
borrowings. For her,
abbreviations are typical.
• In the process of research, I found that
students widely use
slang words in their speech.
12%
88%
use
not
use
Based on the survey, a table of
frequently used jargons was compiled.
Slang
Domashka
Mouzon
Wheelbarrow
Zabey
Koresh
Litra
Norm
Washer
Bullshit
Collapsed with oak
Meaning
Homework
Music
Car
Forget
Best friend,
comrade
Literature lesson
Normal
Washer
eraser
Silly, trivia
Crazy

10. Profanity in the speech of students

Profanity (obscene expressions,
unprintable language) or obscene vocabulary (from Latin Obscene obscene, lewd, immoral) – a segment
of abusive vocabulary of various languages, including
the most rude (obscene, obscenely vile,
blasphemous, unbearably disgusting, vulgar)
swear words, often expressing a spontaneous
verbal reaction to an unexpected (usually unpleasant)
situation.
• Experts name various functions of using profanity
:
-increasing the emotionality of speech;
– discharge of psychological stress;
– insult, humiliation of the addressee of the speech;
– demonstration of looseness, independence of the speaker;
– demonstration of disdain for the system
prohibitions;
– demonstration of the speaker’s belonging to “their own”.
• In the process of studying the speech of schoolchildren, it was revealed that
students’ speech is also saturated with profanity.
6%
94%
use

not
use

Most often, Russian swearing prevails in the speech of schoolchildren. On the basis of the survey
, I came to the conclusion that students use this type of vocabulary
in their speech
– for a bunch of words in a sentence;
– to appear independent or as they now call
“cool”;
– to offend another person;
– to seem “one’s own” in the circle of interlocutors.
Many students believe that the use of
profanity in the modern world is a fashionable phenomenon.
It is also encouraging that a certain group of students does not
allow the use of profanity in their speech at all.
They think that swear words are rude, unworthy,
is uncivilized.

11. Conclusion

• Students actually know more words than they use in speech.
• They learn new words from various sources: as a result of reading, from the teacher’s speech,
adults. It is necessary to constantly expand, enrich your vocabulary.
• The study of the lexical composition of schoolchildren proves the presence in the lexicon of students of slang,
dialect, professional, jargon, profanity.
• Paying attention to the hypothesis put forward by me, I understand that it is correct. Student speech
is oversaturated with youth slang, jargon, and profanity.
• It is necessary to learn how to use this vocabulary appropriately in accordance with the situation of communication,
to know about the impossibility of its use in normalized speech. To get rid of the
negative influence of such vocabulary, it is necessary to know the norms of the Russian literary language –
the norms of pronunciation, stress, inflection, spelling.
After all, the concept of culture of speech is closely connected with the literary language. A cultured person must
to clearly and clearly express one’s thoughts, to speak competently, to be able to attract attention with one’s speech,
to influence the listener. It must be remembered that the language in which a person speaks, writes,
thinks is the greatest value. Correct, accurate, rich speech is an indicator of 90,003 personality.

12. Useful advice

1. Word is great.
Start working first of all on your speech, the speech of your family, friends,
those around you.
2. Say “YES” to correct Russian speech.
3. Start reading fiction. It will enrich your vocabulary and
will develop your intellectual abilities.
4. Discuss what you have read with someone.
5. Write letters more often, talk about your worries, feelings, using standard vocabulary
.
6. Do not forget polite words, use them more often in your speech.
7. Think about what you say and how you say it.
8. Remember: your speech is your dignity, your mirror!

Russian language as the basis of education, Teacher’s newspaper

Primary school is the foundation upon which the primary school is built. In elementary school, students learn to analyze, compare, systematize, communicate not only with each other, but also with the world as a whole. But all this is impossible without knowledge of the Russian language. It is the Russian language that is the basis of the entire learning process, it is not just a subject studied, it is a tool for studying other academic subjects, a means of developing thinking, imagination, intellectual and creative abilities, and socializing a person.

Nina SKRYLNIKOVA

With the advent of gadgets, the motivation for learning the Russian language has weakened: people have begun to write less by hand and read high-quality literature. Therefore, children entering the 1st grade have an insufficient vocabulary, poor diction, speech, speech apparatus, and phonemic hearing are poorly developed. The teacher faces the problem of finding new approaches to teaching. I, like many of my colleagues, are concerned about the problem of illiterate writing of students, the inability to “see” spelling, and competently express their thoughts.

How can you help students learn to write well?

How to build a lesson so that the interests of each student are taken into account?

How to arouse interest in the Russian language in everyone?

How to achieve the assimilation of the necessary knowledge by each child, because the guys are all so different?

And most importantly, how to teach children to put this knowledge into practice, to integrate it harmoniously into their lives?

How to successfully write any test papers?

In search of answers to these questions, we teachers are looking for suitable manuals. I suggest both colleagues and parents to turn their attention to a series of manuals for the textbook of the Russian language by V.P. Kanakina, V.G. Goretsky “UMK “School of Russia” (M .: Education), workbooks by the author E.M. Tikhomirova and tests O.N. Krylova of the Exam publishing house in two parts for grades 1-4. They fully comply with the federal state educational standard for elementary school.

The topics in the workbooks correspond to the topics in the textbook, which is very convenient. We went through the topic from the textbook – fixed it in the workbook. You can perform some exercises as homework, some tasks in the classroom frontally, and some individually, developing the independence of the child.

The manuals include tasks for working in pairs. Mastering literate writing is impossible without motivation. In order to form a positive emotional and value attitude towards the Russian language, the desire for its competent use, understanding that correct oral and written speech is an indicator of a person’s general culture, the tasks in the manual are built in an entertaining form. There are crossword puzzles, illustrations, tables, diagrams, work with a plan.

Tasks correspond to the age characteristics of younger schoolchildren (“The bunny will move from coast to coast along the bumps on which prepositions are written. Connect the bumps so that the bunny gets to the other side”, “Find the names of five sports in the grid. Write them down”).

After some time, each pupil begins to apply the knowledge and skills acquired at school in real life. The integrating function is one of the most important. The child, having understood by his own example that school knowledge is really useful, receives an additional unimposed incentive to learn.

A lot of attention is paid to working with text: restoring a deformed sentence, deformed text, editing text, copying text with creative and grammatical tasks.

In the 1st grade, the following topics are studied in this manual: “Russian alphabet”, “Word”, “Sentence”, “Text”, “Capital letter in words”, “Preposition”, “Sounds and letters”, “Classification sounds”, “Syllable”, “Word transfer”, “Spelling “zhi”, “shi”, “cha”, “scha”, “chu”, “shu”, combinations “chk”, “ch” (these are the first spellings in the Russian language course in elementary school). There is a study of nouns, adjectives and verbs. The presentation of the material is clear and consistent. All these topics are linearly repeated in grades 2-4.

In the 2nd grade, we begin to divide words into parts of speech (“Fill in the table”). In the 3rd and 4th grades, knowledge about these parts of speech expands and deepens (“Underline prepositions in the text. Indicate the case of nouns”).

We open the 1st grade workbook. From the first pages, the child is immersed in the atmosphere of Charles Perrault’s fairy tale “Little Red Riding Hood”. Based on this passage, an acquaintance with the dialogue takes place. In the assignment, they offer not only to read it, but to do it in roles with a desk mate.

Why not a theatrical performance? To be able to convey the character of the characters with intonation is not an easy task. After that, there is a full analysis of the text from the author to the moment in the fairy tale in which this dialogue takes place (“Remember the name and author of the fairy tale. What is the name of the character who asks questions? … Answers questions? Write down the name of the hero. What type of speech did you use when playing the scene ?”).

One cannot but rejoice that from the first pages of the workbook students get acquainted with excerpts from Russian classical and foreign literature, with folk art. A sense of taste, aesthetics must be nurtured from an early age. In my opinion, a big plus is that the volume of the letter increases gradually, more and more with each topic covered.

Workbooks have a sample of calligraphy to help shape the handwriting. Many tasks are suitable for a differentiated approach, the teacher himself can determine to whom only to write off, and to whom also to complete the tasks for the exercise.

The formation of the vocabulary of younger students occurs at each lesson. This is very important for the harmonious development of the child’s personality, the development of his cognitive activity, the formation of the communicative competence of students: the development of oral and written speech, monologue and dialogic speech, skills of competent, error-free writing as an indicator of a person’s general culture.

There are tasks of a propaedeutic, anticipatory nature. From the first pages there are tasks for an unstressed vowel and a double consonant.

In the section “Words and syllables. Emphasis ”rebuses loved by all children. Dividing words into groups, working with the Explanatory Dictionary. Enrichment of vocabulary by including sayings in speech, selection of synonyms and antonyms. Who doesn’t want to be a teacher? And in the workbook there is such an opportunity – to play the role of a teacher and check what is written, and then also exchange with a neighbor and check each other.

Divide words into syllables and fill in the table according to the number of syllables, put stress. You can complete the task on your own and check your work using the Spelling Dictionary, which contributes to the development of self-esteem and self-control.

Go to the Sounds and Letters section. Phonetic knowledge is very important for schoolchildren, as it is closely related to graphics and manifests itself in spelling literacy, and contributes to the meaningful assimilation of speech. Every primary school teacher from the first days of study tries to form a solid base of phonetic ideas among students.

If a child has poorly developed abilities to listen and hear, to distinguish and correctly use the sound means of language, then he has insufficiently developed speech hearing. Therefore, the child will experience difficulties not only in the correct spelling of words, sentences, but, above all, in communication. It will be difficult to convey your thoughts and understand the speech of others. It is no coincidence that in the methodological literature a large place is given to the study of phonetics and graphics in the 1st grade.

In the workbook, this section also has a large place. And learning begins with play. It is necessary to determine which sound is the first in the word, according to the picture. And already, depending on whether it is a vowel or a consonant, paint over a square under the picture, count the number of letters and sounds in words, form new words from words by deleting one of the letters. And again the development of independence and self-examination.

In the first part, you form words yourself, and in the second part, with a neighbor. But the guys still need to be given a lexical meaning and choose those that cannot be transferred. In the 2nd grade, the tasks become more difficult. Sound-letter parsing is already in progress. In grades 3-4, sound-letter analysis becomes more complicated.

It is possible to play spies: decipher the words using the serial numbers of the letters of the alphabet, and encrypt for a neighbor, arrange these words in alphabetical order and check the neighbor on the desk, connect the letters and their names. At the end of the workbook there are answers to exercises that can be given for self-fulfillment with subsequent self-examination.

One of the functions of modern education is informational. At the lessons, children receive a certain amount of information that affects the formation of their worldview, provides food for spiritual development and specialized skills.

A student needs to develop skills and abilities that allow them to find information, choose the one they need, critically evaluate it and use it for their own purposes. Primary school age is a sensitive period for the perception of everything new. Therefore, it is necessary to lay the skills and ability to work with information from the 1st grade. It is these skills that help form the exercises in the workbook, for which you need to carefully read the task, which also contributes to the emergence of the skill of conscious reading.

So, in the “Text” section, tasks are aimed at finding the topic, the main idea of ​​the text. Exercises teach children to work with information in the text. Find the right sentence, determine where the text is, and where is the set of sentences. Divide the words into groups, the text into parts, play the role of an artist and draw an illustration for the text, title it.

And in the workbooks for grades 3-4 this is given a lot of attention. There are many tasks to strengthen and enrich knowledge about the lexical meaning of a word, about its ambiguity, direct and figurative meanings, about synonyms, antonyms, homonyms, phraseological units. Work with phraseological units begins with the 1st grade.

Workbooks for grades 2-4 consist of two parts. All workbooks are arranged in a linear fashion. I want to draw attention to the fact that the principle of linearity allows you to deepen the knowledge of the child in the subject from class to class.

The whole line of workbooks from the 1st grade systematizes the knowledge of children and smoothly prepares for writing VLOOKUP in the 4th grade. For good writing of VLOOKUP, it is not enough to know the material well, you need to have the skill of solving tasks of a certain format. And in the workbooks there are similar tasks.

Examinations by O.N. Krylova of the Exam publishing house are presented by class in two parts. Tasks in the tests are aimed at determining the depth of knowledge of students in the Russian language, the ability to apply their knowledge in practice, the level of development of written speech and spelling vigilance.

The manual is intended for use throughout the school year by primary school students, as well as for teachers and parents who want to test the child’s knowledge.

Tasks are structured in such a way that the main thing in their implementation is not only the end result, but also the encounter with difficulties and overcoming them, which makes students look for new solutions. Preference is given to such exercises that make you analyze the material.

There are no answers to the questions in the control books, students cannot check themselves. But they can’t write off. This means that the teacher will see the real picture of the child’s knowledge and will be able to correct further work. And both sides win – both the teacher and the student. This is how it should be, because we are one team, we have common goals and objectives.

Nina SKRYLNIKOVA, finalist of the All-Russian competition “Teacher of the Year of Russia” -2019, teacher of primary classes of secondary school No.