4500词汇速记班教材(刘一男)

目录一、英语学习文章··························································1词汇认知过程·································································································1单词的拼写与发音···························································································2学习词根的利与弊···························································································2最恨词根变体·································································································3一词多义·······································································································4近义词··········································································································5词汇记忆法之我见···························································································6同化现象（assimilation）··················································································6提高英语语言能力···························································································8仔细体会英语·································································································9浅谈汉英文化································································································11通过电影学习英语··························································································12上网学英语···································································································13外国的月亮一定圆吗·······················································································14一门外语不够酷·····························································································15对高中生英语学习的建议·················································································15活得越老，脑筋越好·······················································································16英语的历史和现状··························································································16关于“-man”和“-ess”等有偏见的后缀·····························································17二、英语构词法···························································19一．词缀法（Affixation）················································································19二．词的语义变化（SemanticChange）·······························································29三．转类法（Conversion）···············································································29四．合词法（Composition）·············································································29五．拼缀法（Blending）··················································································29六．逆构法（Backformation）···········································································30七．缩略法（Shortening）················································································30八．专有名称转换成普通语词（ChangeofProperNamesintoCommonWords）·············30三、四级词频统计························································32四、四级高频词汇························································33五、编故事记忆法························································80六、WordChoice························································110七、主要参考资料·······················································113八、刘一男词汇教学简介··············································1141英语学习文章在新东方多年的教学中我接到了学员各种各样的问题，我把比较有代表性的问题做一个总结，给大家一些学习建议，其中也包含了我对语言以及中西方文化的一些思考。词汇认知过程如何更有效地记忆单词？这是困扰众多英语学习者最大的问题。记单词包括两个方面：一是如何把单词背下来，二是如何把单词用在句子当中，即记住它们的用法。后者常常被很多英语学习者忽略。大家要记住，我们背单词，不是去学一个英语中文之间的简单机械对应。关于词汇认知过程，首先要明确一个被动词汇（passivevocabulary）和主动词汇（activevocabulary）的概念：一些当你看到或听到它们时知道是什么意思，只能够被动的接受的词汇是你的被动词汇（或叫认知词汇recognitionvocabulary），而主动词汇（也叫做workingvocabulary）指的是不仅能被动地用在听力和阅读当中，而且能主动地用在口语和写作中的一些单词。从出现频率上来说一些常见、常用的单词常常是主动词汇，大家需要掌握它们的拼写、词性和用法搭配，还有它的近义词，而被动单词是指只需要掌握意思，不需要掌握拼写、用法甚至读音的单词；从单词本身来说名词、形容词和及物动词常常是大家的主动词汇，因为它们的用法相对来讲比较单一，记住含义就能用在句子当中，而副词和不及物动词常常是被动词汇，因为它们的用法不那么直观。明确这个概念后我希望大家在背单词时遵循一个记忆规律就是：一个单词一般是首先成为你的被动词汇再成为你的主动词汇。很多同学常常犯的是这样的错误：在第一次背一些单词时就想背下来它所有的方面，包括拼写、多个含义、用法等诸多特性，这样做通常是非常困难甚至是不可能都记住的。其实我们应该在第一次背一个单词的时候只要求它先成为被动词汇，要达到再次看到这个单词时，即使不能立刻想起它的意思，但我肯定地知道以前背过，要的就是这种效果，这时我们要去查字典，通过在不同的地方多次见到后，能慢慢熟悉它的拼写和用法，这样就成为了主动词汇，这才是符合记忆规律的科学的方法。这个过程和德国哲学先驱康德在《纯粹理性批判》中论述的认知事物的过程是类似的，我这里借用一下他的概念：人对事物的认知分为感性、知性、理性三个过程，从对词汇的认知来看，被动单词的认知是感性阶段，主动单词的认知是知性和理性的阶段，要想认识完一个单词后就直接上升成为理性认知是很难完成的。接下来的问题是：“如何让我的被动词汇更快地转化为主动词汇？”这个问题的回答其实很简单，就是大量地扩大你的被动词汇量。因为在扩大被动词汇量的过程当中肯定会有一些高频常用的单词（即应该成为主动词汇的单词）复现了多次，它们自然而然就能转化成主动单词，以后到了该用的地方我们往往就能想得起这个词，也就是说靠的是一种感觉。这样做的另一个好处是筛选了单词，因为有很多单词对于任何级别的英语考试和任何水平英语学习交流来说都是不需要掌握成主动单词的，因为它们只有可能出现在被动的接受当中（而且频率也很低），不太可能出现在需要主动表达的情况当中，这样无形之中就减轻了负担。当然大家也不要认为可以让自己背过的单词所有都成为主动词汇，常常一个人的主动词汇量只占他整个词汇量比较少的一部分，比如我们的母语中文当中主动被动词汇量的组成就是如此。在背单词的操作过程上我觉得我们应该把以前少量背单词的习惯改为大量读单词，我2这里说的“读”主要是阅读，当然也包括适当的朗读。比如一天可以用一小时到两小时的时间阅读一两百个单词，要注意他们的词性，第一次只记一个意思（即最常用、最普遍的意思），不用去背搭配或用法，如果读音不准可以模仿录音适当练练朗读单词，第二天再读一百多个单词同时复习前一天所读的单词，如此循环往复，每个单词在眼前过三四遍之后会有很大一部分词汇成为你的被动词汇，然后通过阅读写作等方面的练习熟悉体会它们的用法，渐渐地就完全记下来了一些单词的各个方面，也就是成为了主动词汇。其实背单词的过程就是让更多的陌生单词变成被动单词，让更多被动单词变成主动单词的过程。我还想说的是：在开始大量扩充单词量的前两三个月往往是最艰难的时刻，我相信每个人都处在背了忘、忘了背的状态当中，希望大家一定要挺过最艰难的这段时期，就像有氧运动要挺过极点，达到第二次呼吸的阶段一样，当大家背完了四级单词的大部分，对常见的词根