2026 新加坡版说明｜这不是一张“MOE 官方 P1–P6 单词表”

新加坡小学英语词汇学习不能被压缩成一张从 Primary 1 背到 Primary 6 的固定清单。 MOE 的 Primary English Language syllabus 把词汇放在完整语言能力里：学生要听、说、读、看、写、表达、理解语法与词汇，并把语言用于不同目的、受众和语境。到 2026 PSLE English，词汇同样不是单独存在：它进入 Writing、Language Use and Comprehension、Listening Comprehension 和 Oral Communication。

因此，本页的科学工作不是宣称“这是官方必背的 500/1000/2000 个词”，而是回答一个更有用的问题：一个新加坡 P1–P6 学生应该怎样把词从“见过”练到“听得懂、读得懂、说得出、写得准、能推理、能改写、能迁移到考试和真实沟通”？

MOE Primary English Language syllabus 可参考 MOE Primary English Language Syllabus；2026 PSLE English 的考试目标和四份考卷要求可参考 SEAB 2026 PSLE English Language syllabus。本页下面保留的大型旧版词表与故事材料，会作为历史/比较性 enrichment bank继续存在，但不再被包装成新加坡 MOE 的官方词汇要求。

1. 一个“会”的词，到底要会到什么程度？

孩子说“我认识这个词”，可能只表示在选择题里见过。真正可用的词汇能力至少有八个维度：

1. 核心词义 Core meaning：知道这个词最常见的意思。
2. 多义 Multiple senses：知道同一个词在不同语境可能改变意思，例如 charge 可以与费用、冲向、指控、充电等语境有关。
3. 词性与语法 Grammar：知道是 noun/verb/adjective/adverb，知道句子里怎么变形。
4. 词族 Word family：例如 decide → decision → decisive → decisively。
5. 搭配 Collocation：知道哪些词自然地一起出现，例如 make a decision，而不是 *do a decision*。
6. 语域 Register：知道 kids 和 children、ask 和 enquire 在正式程度上不完全相同。
7. 语气与联想 Connotation：知道 persistent 与 stubborn 都表示“不放弃”，但评价色彩不同。
8. 迁移 Transfer：能把词从词汇练习带进阅读、改写、作文、口语和真实表达。

所以，词汇“深度”比单纯的词数更重要。一个孩子背了 3000 个中文释义，却不会判断 concerned 与 opposed 的差别，在 comprehension paraphrase 里仍然会丢分。

2. Receptive vocabulary 与 Productive vocabulary

Receptive vocabulary 是孩子听到或读到时能理解的词；Productive vocabulary 是孩子在说和写时能主动、准确地调用的词。通常 receptive vocabulary 会比 productive vocabulary 大。

这不是问题。P2 学生可能读懂 enormous，却在说话时仍然用 very big。P6 学生可能理解 reluctant，但写作时还不能自然控制。教学的工作不是把所有 receptive words 强迫变成作文“高级词”，而是选择高价值词逐步推向主动使用。

3. Vocabulary breadth 与 Vocabulary depth

Breadth 问：你大概认识多少词？Depth 问：你对每个词了解多深？

低年级需要快速扩大 breadth，因为阅读流畅度需要大量常见词。高年级越来越需要 depth，因为理解题、改写、写作和口语要求学生在几个近义表达之间做精确选择。

一个稳健的 P1–P6 系统不是“每年加 500 个更难的词”，而是：

• 不断扩大高频词和学科词的范围；
• 不断加深已知词的多义、搭配、语气和词族；
• 让旧词进入越来越复杂的文本；
• 让理解词逐渐变成可表达词；
• 让词汇成为推理工具，而不是装饰品。

4. P1：词汇首先要连接声音、物体、动作和完整句子

Primary 1 的词汇教学不能只是一页英文＋中文。孩子需要把声音、拼读、图像、动作、句型和意义绑在一起。

例如学 carry：

• 看动作：老师拿起书包；
• 听句子：She carries the bag.
• 做动作：Carry the book to the table.
• 比较：carry / hold / lift；
• 造句：I carry my school bag.

这样孩子不是背“carry = 拿”，而是在建立一个可执行的概念。

5. P1 的优先词汇群

P1 优先级通常应放在能支持课堂、家庭、简单阅读和表达的高频词：

• people: mother, father, friend, teacher, child;
• school: book, pencil, bag, class, read, write;
• actions: go, come, take, give, put, carry, open, close, look;
• feelings: happy, sad, angry, scared, tired;
• descriptions: big, small, long, short, hot, cold, clean, dirty;
• position: in, on, under, beside, behind, between;
• time: today, tomorrow, morning, before, after;
• question language: who, what, where, when, why, how.

这些词看起来“不高级”，但它们是句子和阅读的基础。基础词自动化以后，工作记忆才有空间处理更复杂的信息。

6. P1 不要过早追求 thesaurus vocabulary

把 said 换成 exclaimed、把 big 换成 gargantuan，如果孩子连句子结构和场景强度都没掌握，只会制造表面华丽。

先让孩子分清：

• walk / run;
• look / stare;
• ask / tell;
• happy / excited;
• small / tiny;
• hot / warm.

精度先于稀有度。

7. P2：从“单词”向“词组和句型”移动

Primary 2 的词汇开始大量进入 collocation。孩子不只学 decision，还要逐渐听见 make a decision；不只学 mistake，还要遇到 make a mistake；不只学 attention，还要遇到 pay attention。

这一步很重要，因为自然语言不是一个词一个词拼出来的。大量表达以 chunks 储存和调用。

8. P2 的词汇扩展法：一个词带出四个伙伴

例如 careful：

• be careful;
• careful with;
• carefully;
• careless;
• carelessness（以后再深入）。

孩子开始理解词不是孤岛，而是一小片网络。

9. P2 的简单语义围栏

把近义词放在一起比较：

• look / see / watch;
• say / tell / ask;
• big / huge;
• angry / annoyed;
• afraid / worried;
• walk / hurry / run.

问题不是“哪个更高级”，而是“什么情况下它才是真的？”

10. P3：阅读从“学会读”逐渐转向“通过阅读学习”

Primary 3 常常是词汇系统变复杂的重要阶段。文本长度增加，孩子开始需要从上下文推断未知词，同时 Science 等学科带来新的概念词。一个词汇弱点会开始影响多个科目。

P3 需要加入：

• context clues;
• basic morphology;
• multiple meaning;
• subject vocabulary;
• paragraph-level reference;
• synonym boundaries;
• simple paraphrase.

11. P3：Context clues 不是猜词游戏

孩子应该学会辨认提示类型：

Definition: A nocturnal animal is active at night.

Example: Tools such as hammers, screwdrivers and spanners…

Contrast: Unlike his boisterous brother, Amir was quiet and reserved.

Cause/effect: The floor was slippery, so she moved cautiously.

上下文通常不是给你完整词典定义，而是把可能意思缩小到足够继续阅读。

12. P3：开始教 prefix / suffix，但不要变成背词根表

高价值例子：

• un-: unhappy, unfair, unusual;
• re-: rewrite, reread, rebuild;
• -ful: helpful, careful, useful;
• -less: careless, helpless, useless;
• -er: teacher, runner, helper;
• -ly: slowly, carefully, quietly.

目标是让孩子看到词形变化如何改变意义和词性。

13. P4：开始处理“一样中文，不一样英文”的问题

例如中文“看”可以对应：

• see：视觉上看见；
• look：把视线转向；
• watch：持续观看活动/变化；
• stare：长时间直盯；
• glance：快速看一眼；
• observe：有目的地观察。

如果只靠中文翻译，孩子会把这些词当成等号。到了 P4，需要把 translation 从“答案”变成“入口”。

14. P4：Collocation 开始决定写作自然度

比较：

• heavy rain，不是 *strong rain*；
• strong wind，不是 *heavy wind*；
• make progress，不是 *do progress*；
• take responsibility；
• pay attention；
• raise a question / ask a question；
• deeply concerned；
• highly unlikely.

搭配不一定能靠语法规则推出来，需要通过阅读、记录和反复使用积累。

15. P4：词汇开始承担 inference

句子：Mei Ling hovered near the door, clutching the form but making no move to enter.

文本没有直接说 nervous。孩子需要从 hovered, clutching, making no move 推断状态。词汇越深，推理越稳。

因此，词汇教学不能只问“这个词什么意思”，还要问“这个词让你知道了人物什么？”

16. P5：词汇精度开始直接影响 comprehension marks

到了 P5，很多错误不是“完全看不懂”，而是近似理解不够精确。例如：

• some → all;
• may → will;
• concerned → opposed;
• reluctant → refused;
• rarely → never;
• mainly → entirely.

这些小词控制 claim strength。改写时如果丢掉，意思会被放大或缩小。

17. P5：Paraphrase 是“保持命题”，不是换同义词

原句：Most residents were initially reluctant to support the proposal.

危险改写：Residents refused the proposal.

问题：

• most 变成 all/unspecified whole group；
• initially 丢失时间变化；
• reluctant 变成 refused，强度升级；
• support the proposal 变成 reject/refuse，关系改变。

安全改写需要保护 actor、action、degree、time、certainty、attitude。

18. P5：词族开始成为高效扩张工具

一个根词建立一整组可读可写词：

• analyse → analysis → analytical;
• respond → response → responsive;
• decide → decision → decisive;
• persuade → persuasion → persuasive;
• observe → observation → observer;
• conclude → conclusion → conclusive;
• compare → comparison → comparative.

孩子会开始更容易读懂 Science、Math word problems 和 English nonfiction。

19. P6：Vocabulary 变成一个考试执行系统

2026 PSLE English 里，词汇横跨四个 papers：

• Paper 1 Writing：选择适合 purpose, audience, context 的词，准确表达 ideas；
• Paper 2 Language Use & Comprehension：词义、语法、语境、literal/inferential/evaluative comprehension、改写精度；
• Paper 3 Listening：听懂主旨、细节、推理和说话者态度；
• Paper 4 Oral：朗读准确、表达观点、快速检索合适词汇、发展例子。

所以 P6 不能把 vocabulary period 变成“每周背 20 个高级词”。要训练的是 retrieval under pressure。

20. P6 的六项词汇决策检查

面对一个词，问：

1. Meaning：意思对吗？
2. Grammar：词性/形态对吗？
3. Collocation：这样搭配自然吗？
4. Register：场合适合吗？
5. Connotation：评价色彩对吗？
6. Strength：强度、数量、确定性有没有被放大？

这六项比“有没有更高级的同义词”更重要。

21. 词汇精度梯度：情绪

较弱	中间	较强	提醒
uneasy	worried	alarmed	不等于 terrified
annoyed	angry	furious	场景必须支撑强度
disappointed	upset	devastated	不要每件小事都 devastated
pleased	happy	delighted	ecstatic 更强

写作里“更强”不是“更好”。正确强度才是好词。

22. 数量与确定性梯度

Quantity: few → some → many → most → all。

Frequency: rarely → sometimes → often → usually → always。

Certainty: might → may → likely → will/certainly（根据语境）。

Scope: partly → mainly → largely → entirely。

这些词在 comprehension paraphrase、situational writing 和 oral argument 里都决定意思。

23. Register：给朋友、老师和机构不能总用同一套词

朋友：Can you tell me what time it starts?

老师：Could you please clarify what time the activity begins?

正式机构：I would like to confirm the starting time of the programme.

三句都没有“谁最高级”。它们适合不同关系。

24. Connotation：词义相近，评价可能相反

• confident / arrogant;
• persistent / stubborn;
• curious / nosy;
• economical / stingy;
• slim / skinny;
• assertive / aggressive;
• careful / timid;
• relaxed / careless.

这是高年级阅读理解 tone 和写作 characterisation 的关键。

25. Homophones：不是“有趣小知识”，而是 spelling risk

常见风险：

• their / there / they’re;
• your / you’re;
• to / too / two;
• hear / here;
• brake / break;
• principal / principle;
• stationary / stationery;
• compliment / complement;
• affect / effect.

高年级应该把这些放进完整句子，而不是只背两列。

26. Chinese-speaking 家庭：双语是资源，不是问题

中文家庭不需要“停止中文”才能学好英语。双语孩子可以利用中文建立概念、讨论世界知识、理解故事和比较语言。真正需要管理的是：什么时候用中文帮助理解，什么时候必须回到英语本身的结构和语义边界。

例如，用中文说明 reluctant 大概是“勉强、不太愿意”很有效；但下一步一定要回到英文：

• reluctant to do something;
• reluctant agreement;
• reluctant ≠ refuse;
• reluctant ≠ unable;

翻译提供入口，英语例句建立边界。

27. 中文与英语结构不同，可能出现哪些 transfer patterns？

这些是可能出现的学习模式，不代表每个中文家庭孩子都会有：

• articles a/an/the 的使用不稳定；
• countability：advice/information 等不可直接加复数；
• subject–verb agreement；
• tense/aspect 在叙事中不稳定；
• pronoun/reference 不够清楚；
• adjective/adverb 混用；
• 英文需要更明确的 subject；
• word order 受母语直译影响；
• collocation 由中文字面组合出来。

教学应该看孩子真实作品，而不是因为家庭说中文就自动假设存在这些错误。

28. Translation Trap 1：中文一个词，英文很多词

“提高”可以是 improve, increase, raise, enhance, boost，取决于对象。

• improve English;
• increase the temperature;
• raise awareness;
• enhance clarity;
• boost confidence.

不能从中文“提高”直接选一个英文词到处使用。

29. Translation Trap 2：英文一个词，中文很多解释

issue 可以是问题、议题、期刊的一期、发布/发放等。词义必须从句子决定。

训练问题：

• What part of speech is it?
• What topic is the paragraph about?
• What words occur nearby?
• Which meaning makes the sentence coherent?

30. Dictionary 应该怎么用？

字典不是只看第一条中文意思。高年级查询一个词，至少看：

• pronunciation;
• part of speech;
• most relevant sense;
• example sentences;
• common collocations;
• word family;
• usage note if available.

然后立刻用自己的语境造一句。

31. Thesaurus 应该怎么用？

Thesaurus 给的是“候选词”，不是自动替换词。看到 angry → irate, furious, enraged，先查强度、搭配和语域。一个十岁孩子因为铅笔断了就 enraged，可能把场景写坏。

Thesaurus workflow：

1. 找候选词；
2. 查字典；
3. 比较三个真实例句；
4. 确认强度和搭配；
5. 决定是否真的比原词更准确。

32. AI 工具怎么用才不会把 vocabulary 学习变成复制？

AI 可以帮助生成对比例句、quiz、context passages、word-family drills 和反馈，但孩子仍然要做词义判断。

有用的提问：

• “Give me five P5-level sentences showing the difference between concerned and opposed.”
• “Create a mini passage where charge has two different meanings.”
• “Quiz me on collocations for responsibility, attention and decision.”
• “Give me three wrong uses of reluctant and ask me to repair them.”

无效用法：让 AI 直接写完整作文，然后背进去。那训练的是复制，不是 retrieval。

33. Vocabulary notebook：不要抄一页定义

一个高价值词条可以只有六行：

Word: reluctant

Core meaning: unwilling / hesitant to do something

Collocation: reluctant to agree; reluctant participant

Fence: reluctant ≠ refuse

Word family: reluctantly; reluctance

My sentence: She was reluctant to speak first, but she did not refuse.

这比抄四行中文释义更能支持未来使用。

34. Spaced retrieval：记忆不是“学过一次”

一个简单安排：

• Day 0：第一次学习＋使用；
• Day 1：主动回忆；
• Day 3：混合旧词；
• Day 7：新语境；
• Day 14：写作/口语迁移；
• Day 30：delayed retrieval。

不是每个词都必须严格同一时间表。核心原则是：间隔后再次自己想出来。

35. Recognition ≠ Recall ≠ Use

三个不同问题：

• Recognition：四个选项里你认得吗？
• Recall：不给选项，你想得出来吗？
• Use：给一个新场景，你会选它并用对吗？

很多孩子在 vocabulary MCQ 里很好，却在作文和 oral 不调用，因为训练停在 recognition。

36. 一个词的完整学习循环

1. 在真实句子中遇见；
2. 推断可能意思；
3. 查证定义；
4. 看搭配和词族；
5. 与近义词做 fence；
6. 自己造句；
7. 隔天回忆；
8. 几天后在新段落里识别；
9. 在写作/口语里主动调用；
10. 老师检查是否自然和精确。

37. 词汇教学的错误：一次教太多

一周发 100 个“高级词”可能看起来进度惊人，但如果孩子没有反复遇见、比较、检索和使用，它们会迅速变成熟悉感，而不是能力。

更好的问题不是“这个星期背几百个”，而是“哪一小组词真正进入了阅读和表达？”

38. 词汇教学的错误：每个词只给一个中文

fine 可以表示很好、细小、罚款等；light 可以是光、轻、点燃等。单一中文对低阶入门很方便，但高阶学习必须逐渐扩展 senses。

39. 词汇教学的错误：把 rare 当 advanced

稀有词不等于高级语言。真正高级的 P6 English 往往是用普通词建立精确关系：

Some residents were concerned that the change might increase traffic.

这里没有稀有词，但 some, concerned, might, increase 的控制非常精细。

40. 词汇教学的错误：作文每段必须塞“power words”

强词汇应该压缩意义，而不是增加噪音。比较：

He walked quickly to the office.

He hurried to the office.

第二句更强，因为一个动词压缩了速度＋目的，不因为字母更多。

41. 词汇教学的错误：纠错以后不重写

老师在旁边写上 reluctant，孩子看一眼就翻页，学习很弱。让孩子：

1. 解释原词为什么不准；
2. 用新词重写；
3. 隔几天在不同主题再次选择；
4. 自己说出与近义词的边界。

42. 一个 P1–P6 都适用的 Vocabulary Fencing Method

把两个或三个近词放在一起，画“围栏”：什么情况属于这个词，什么情况越界。

P1: hot vs warm。

P2: look vs watch。

P3: angry vs annoyed。

P4: curious vs nosy。

P5: concerned vs opposed。

P6: infer vs assume; plausible vs proven; sufficient vs necessary。

同一个方法随年龄变深。

43. Word families 让阅读速度增长

当孩子熟悉 predict，以后遇到 prediction, predictable, unpredictable 会更快。词族知识会降低每个新词的学习成本。

高价值家庭：

• act, action, active, activity, actively;
• create, creation, creative, creatively;
• inform, information, informative;
• explain, explanation, explanatory;
• observe, observation, observer;
• compare, comparison, comparative;
• decide, decision, decisive;
• respond, response, responsive;
• persuade, persuasion, persuasive;
• conclude, conclusion, conclusive.

44. Collocation families 让写作变自然

不要只记录一个词，记录它常见的“伙伴”：

• responsibility: take / accept / bear responsibility;
• attention: pay / attract / draw attention;
• decision: make / reach / reconsider a decision;
• evidence: provide / gather / examine evidence;
• effort: make / sustain / reward effort;
• progress: make / monitor / show progress;
• conclusion: reach / draw / support a conclusion.

45. Academic vocabulary 不是 Secondary 才开始

高年级 Primary 已经会遇到越来越多跨学科词：

• identify;
• compare;
• explain;
• describe;
• evidence;
• reason;
• result;
• effect;
• cause;
• increase / decrease;
• similar / different;
• likely / unlikely;
• main / relevant / specific.

这些词帮助 English，也帮助 Science 和 Mathematics word problems。

46. Background knowledge 与 vocabulary 互相增长

读到 coral reef，如果孩子知道 ecosystem、predator、habitat、pollution，文本会更容易；反过来，阅读又会扩大这些概念。词汇不是只在 English lesson 里长。

因此家庭阅读可以包括：

• fiction;
• science/nature;
• history/biography;
• technology;
• age-appropriate news/explanatory nonfiction;
• museum or place-based reading.

47. Pronunciation 也属于词汇知识

孩子如果只会看不会说，Oral retrieval 会慢。每个高价值新词应该至少听到正确发音，并在自然短语里说几次。

不要把 pronunciation 变成“模仿某一种口音”。目标是 intelligibility：重音、音节和关键音足够清楚。

48. Oral vocabulary：30 秒检索训练

给一个主题 “helping someone”。30 秒内说：

• 3 verbs: assist, support, guide;
• 3 adjectives: considerate, patient, responsible;
• 2 connectors: because, therefore;
• 1 example sentence.

这会把 passive word bank 推向 oral productive vocabulary。

49. Writing vocabulary：一段只修一个语言目标

一段作文可能有十个问题。一次全部修，孩子只看到红笔。可以分层：

• Round 1：verb precision;
• Round 2：emotion strength;
• Round 3：repetition/collocation;
• Round 4：grammar and reference。

每轮重写，词汇控制会更可见。

50. Reading vocabulary：每篇文章只选少量“值得带走”的词

一篇文章可能有 30 个生词。不是每个都值得做完整 notebook。优先：

• 跨文本高频；
• 影响理解；
• 有强词族；
• 有重要近义边界；
• 可用于多个科目；
• 适合孩子当前表达阶段。

51. 一个词什么时候算“稳定”？

可以用五级：

1. Seen：见过；
2. Recognised：选项中认得；
3. Explained：自己解释；
4. Used：新句中正确使用；
5. Transferred：隔一段时间，在新文本/作文/口语里自动调用。

只有 Level 5 才是很强的掌握证据。

52. Parent diagnostic：不要问“孩子词汇量多少”，先看四份作品

更有用的 evidence：

• 一篇最近 comprehension；
• 一篇 composition；
• 一份 language use/grammar/vocabulary work；
• 一次 oral response 或老师反馈。

看词汇问题出现在哪里：不认识？认错 sense？不会 paraphrase？搭配不自然？主动词太窄？语域错误？

53. Vocabulary Error Codes

• M：meaning unknown;
• S：wrong sense;
• G：grammar/word form;
• C：collocation;
• R：register;
• N：connotation;
• Q：quantity/certainty strength;
• P：paraphrase meaning changed;
• RET：retrieval failure;
• SP：spelling.

一份卷子如果有八个错误，可能其实只来自两个 recurring codes。

54. 中文家庭最有价值的家庭活动：解释差别，不是默写更多

家长可以问：

• Why concerned, not opposed?
• What can you make with this noun?
• What is the adjective form?
• Can this word sound rude?
• Which sentence is too strong?
• Can you say it in simpler English?
• Can you use the same word in Science?

即使家长英文不是母语，也能通过“要求孩子解释”促进 retrieval。

55. 不要把中文家庭支持变成 nightly translation service

如果孩子每遇到一个词就马上问中文，context inference 会被切断。可以用顺序：

1. 先读整句；
2. 圈 context clue；
3. 猜词义范围；
4. 再查双语或英英字典；
5. 回到原句验证。

56. P1–P6 的核心进步不是“词越来越难”，而是决策越来越复杂

P1：这个词指什么？

P2：这个词跟什么词一起用？

P3：我能从上下文猜到吗？

P4：几个近义词哪一个更准？

P5：我能保护语气和程度做 paraphrase 吗？

P6：我能在时间压力下，把正确词用于阅读、写作、听力、口语和推理吗？

这就是从 list learning 到 language system 的进化。

P1–P6 Vocabulary Progression Atlas｜同一个词汇系统，六个不同学习阶段

下面不是“官方年级词表”，而是一个教学 progression atlas：每个年级最需要把哪一种词汇决策练得更稳定。学生可以超前或滞后，真实教学应该根据作品调整，但这个 atlas 可以帮助家长和老师判断“下一步”应该是什么。

P1 Atlas A：动作动词从模糊到具体

核心组：go, come, walk, run, jump, sit, stand, open, close, carry, hold, push, pull, give, take, put, pick, drop。

教学问题：

• Which action can you show?
• What object can you carry?
• What is the difference between hold and carry?
• Can you put something down without dropping it?

目标：词义与动作绑定，减少“everything is go/do”。

P1 Atlas B：位置与空间

in, on, under, above, beside, behind, in front of, between, near, far。

不要只做填空。让孩子移动实物：“Put the pencil under the book. Now move it beside the cup.” 空间词必须变成可执行指令。

P1 Atlas C：基础情绪

happy, sad, angry, scared, worried, tired, excited, calm。

第一层不是“同义词越多越好”，而是让情绪与原因连接：

She is worried because she cannot find her brother.

He is excited because the race is about to begin.

P1 Atlas D：描述物体

big/small, long/short, heavy/light, hard/soft, rough/smooth, clean/dirty, wet/dry, hot/cold。

配合真实物体比较。“Which one is heavier?” 会比默写中文意义更牢固。

P1 Atlas E：课堂语言

listen, read, write, draw, circle, underline, match, choose, answer, check, correct。

这些词会影响所有科目的任务理解。孩子如果不懂 circle 或 underline，错误可能不是内容能力。

P1 Transfer Check

一个 P1 词稳定时，孩子应该能：

• 听到后做动作；
• 看图后说词；
• 在简单句中使用；
• 在隔几天后再次想起；
• 把同一个词用于新物体/新场景。

P2 Atlas A：动词精度

look / watch / see；say / tell / ask；walk / hurry / run；bring / take；borrow / lend；hear / listen。

这些 pair/trio 很适合用 Fencing Method。不是问“中文是什么”，而是“哪个动作关系不同？”

P2 Atlas B：Collocation 起步

make a mistake, make a choice, take a break, take turns, pay attention, catch a bus, do homework, keep quiet, have a rest, tell the truth。

练习：给 noun，让孩子选 verb partner；再把词组放入完整句子。

P2 Atlas C：简单强度

small → tiny；big → huge；tired → exhausted（谨慎）；happy → delighted；angry → furious（强度高）。

孩子必须学会“什么时候不能升级”。场景轻微时，普通词反而更准确。

P2 Atlas D：时间与顺序

first, next, then, later, before, after, finally, suddenly, meanwhile（后期）。

这些词是词汇，也是 narrative structure。孩子用得准，故事更清楚。

P2 Atlas E：人物行为

help, share, wait, apologise, promise, invite, refuse, agree, follow, lead, protect。

行为词比直接写 “He was kind” 更能建立 characterisation。

P2 Transfer Check

给一张四格图，要求孩子选 5 个动词、3 个时间词、2 个情绪词说完整故事。词汇开始进入 sequence。

P3 Atlas A：Context clue vocabulary

definition, example, contrast, reason, result 这些不是必须教术语本身，而是教孩子找线索。

例：The path was narrow, barely wide enough for one person. “barely wide enough” 给 narrow 提供解释。

P3 Atlas B：Word family 起步

help/helpful/helpless; care/careful/careless/carefully; use/useful/useless; hope/hopeful/hopeless; quick/quickly; quiet/quietly。

练习：词性变化后，句子位置怎么变？

P3 Atlas C：多义词

light, right, left, watch, bat, bank, mean, point, match, change。

例如：

• a light bag;
• turn on the light;
• light a candle.

孩子开始接受“一个英文词没有一个固定中文答案”。

P3 Atlas D：Science/World Knowledge bridge

observe, measure, compare, material, living, non-living, change, result, temperature, environment 等词会开始跨进 Science。

词汇跨科迁移可以降低学科阅读负荷。

P3 Atlas E：Comprehension answer verbs

show, explain, describe, identify, choose, compare, suggest。

孩子如果分不清 “describe what happened” 与 “explain why it happened”，即使读懂文章也可能答错任务。

P3 Transfer Check

给一个 120–180 词短文，让孩子：

1. 圈出两个未知词；
2. 标记 context clue；
3. 猜词义；
4. 查证；
5. 把其中一个词改成同义但不完全相同的词，并解释差别。

P4 Atlas A：Synonym fences

look/stare/glance/observe；walk/stroll/march/creep；angry/annoyed/furious；quiet/silent；thin/slim；old/ancient。

每一组都练：

• core meaning;
• strength;
• connotation;
• typical subject/object;
• one wrong use.

P4 Atlas B：Connotation 起步

confident/arrogant；curious/nosy；careful/timid；frugal/stingy；persistent/stubborn。

阅读时问：“作者是在赞美、批评，还是中性描述？”

P4 Atlas C：Collocation expansion

heavy rain, strong wind, deep sleep, broad smile, sharp pain, bitter disappointment, make progress, take responsibility, raise awareness, reach an agreement。

写作里自然度常常来自这些小组合。

P4 Atlas D：Reference vocabulary

this, that, these, those, such, former/latter（高阶）, the event, the decision, the change。

孩子要学会 “this” 可能指前面整件事，不只一个名词。

P4 Atlas E：Reasoning connectors

because, therefore, however, although, while, instead, as a result, for example, in contrast。

Connector 不是“作文高级词”；它标记逻辑关系。关系错，连接词越多越糟。

P4 Transfer Check

给一个 paragraph，删去所有 connectors 和部分 pronouns，让孩子恢复，并解释每个关系：cause, contrast, example, sequence, consequence。

P5 Atlas A：Qualifier system

some, many, most, all; may, might, likely, will; rarely, sometimes, often, usually, always; partly, mainly, largely, entirely。

这是 comprehension precision 的核心系统之一。

P5 Atlas B：Paraphrase fences

concerned/opposed; reluctant/refuse; possible/certain; difficult/impossible; reduce/prevent; restrict/prohibit; famous/prestigious; precise/accurate。

每一对都问：“如果换词，原命题发生什么变化？”

P5 Atlas C：Academic word families

analyse/analysis/analytical; infer/inference; conclude/conclusion; evaluate/evaluation; respond/response; persuade/persuasive; compare/comparison。

这些词越来越频繁出现在 nonfiction 和 exam instructions 中。

P5 Atlas D：Writing verbs

hesitated, admitted, reassured, insisted, objected, warned, urged, protested, confessed, acknowledged。

不要全用作 “said synonyms”。每个词表示不同 communicative action。

P5 Atlas E：Cause and effect vocabulary

cause, contribute to, lead to, result in, prevent, reduce, increase, affect, influence, consequence。

这些词跨 English、Science、Social Studies-style explanatory reading。

P5 Transfer Check

一段 comprehension 做三遍：

1. 找 literal evidence；
2. 写 inference；
3. paraphrase inference，同时保护 qualifier。

词汇、推理和回答语言被绑在一起。

P6 Atlas A：Precision pairs

infer/assume; imply/infer; plausible/proven; sufficient/necessary; typical/universal; objective/impartial; authentic/original; ethical/legal; effective/efficient; productive/busy; strategic/tactical; evidence/example; explain/describe; evaluate/opinion。

这些 pair 并不要求全部变成作文主动词，但阅读和判断边界很有价值。

P6 Atlas B：Register control

tell/inform; ask/enquire; help/assist; buy/purchase; kids/children; get/obtain; start/commence（注意自然度）。

正式词不等于更好。Situational Writing 的 audience 决定选择。

P6 Atlas C：Claim strength

possible → plausible → likely → highly likely；suggest → indicate → demonstrate（强度不同）；concern → opposition；preference → requirement；recommend → require。

高年级阅读最危险的错误之一，就是把 evidence “升级”。

P6 Atlas D：Oral discussion vocabulary

personally, generally, for instance, however, one reason, another factor, in my experience, from another perspective, this may depend on, a possible disadvantage。

不要背一整段 oral script。背 functions：answer, reason, example, qualify, compare, extend。

P6 Atlas E：Writing compression

把 “walked very quickly” 压缩成 hurried；“said that he was sorry and accepted that it was his mistake” 可以根据语境变成 admitted responsibility / apologised。

词汇强度来自 semantic compression，不来自稀有。

P6 Transfer Check

给一个词 responsible，学生必须在四种任务中使用：

• comprehension：解释人物为什么 responsible；
• situational writing：使用 appropriate register；
• continuous writing：通过行为 show responsibility；
• oral：讲一个具体例子并解释后果。

同一个词跨四个 surface，才是真正迁移。

60 个 P1–P6 Collocation Builders

这些不是“必背官方清单”，而是适合建立搭配意识的高价值组合。

#	Collocation	Example
1	make a mistake	Everyone can make a mistake.
2	make a decision	She made a careful decision.
3	make progress	He is making steady progress.
4	make an effort	Please make an effort to check your work.
5	take a break	Take a short break after the task.
6	take responsibility	He took responsibility for the damage.
7	take action	The class took action to reduce waste.
8	take turns	The children took turns reading aloud.
9	pay attention	Pay attention to the qualifier.
10	draw attention	The sign draws attention to the danger.
11	catch a bus	We caught the last bus.
12	catch a glimpse	She caught a glimpse of the bird.
13	keep quiet	Please keep quiet during the recording.
14	keep a promise	He kept his promise.
15	keep calm	She kept calm during the emergency.
16	tell the truth	He decided to tell the truth.
17	tell a story	Grandfather told a story.
18	ask a question	Ask a question if you are unsure.
19	raise a question	The result raises an important question.
20	raise awareness	The campaign raises awareness of recycling.
21	reach an agreement	Both groups reached an agreement.
22	reach a conclusion	Do not reach a conclusion too quickly.
23	reach a decision	They reached a decision after discussion.
24	provide evidence	The passage provides evidence for the claim.
25	gather evidence	Scientists gather evidence before deciding.
26	strong evidence	This is strong evidence, not proof of everything.
27	clear explanation	Give a clear explanation.
28	reasonable explanation	That is a reasonable explanation.
29	serious consequence	The mistake had a serious consequence.
30	direct consequence	The delay was a direct consequence of the closure.
31	heavy rain	Heavy rain fell all afternoon.
32	strong wind	Strong wind shook the branches.
33	sharp pain	He felt a sharp pain in his ankle.
34	deep concern	Parents expressed deep concern.
35	broad smile	A broad smile spread across her face.
36	brief pause	There was a brief pause.
37	close attention	Read the labels with close attention.
38	highly likely	It is highly likely under these conditions.
39	highly unlikely	That interpretation is highly unlikely.
40	deeply concerned	She was deeply concerned about the missing child.
41	strongly opposed	Some residents were strongly opposed to the proposal.
42	fully aware	He was fully aware of the rule.
43	partly responsible	The weather was partly responsible for the delay.
44	mainly caused by	The change was mainly caused by lower demand.
45	closely related	The two ideas are closely related.
46	widely used	The method is widely used.
47	carefully consider	Carefully consider both options.
48	clearly indicate	The arrows clearly indicate direction.
49	strongly suggest	The evidence strongly suggests a connection.
50	accurately describe	Accurately describe what the graph shows.
51	precisely explain	Precisely explain the difference.
52	carefully observe	Carefully observe the change.
53	gradually increase	The temperature gradually increased.
54	rapidly decrease	The amount rapidly decreased.
55	remain constant	The temperature remained constant.
56	remain uncertain	The cause remains uncertain.
57	become apparent	The pattern became apparent.
58	play a role	Background knowledge plays a role in comprehension.
59	meet a requirement	The response must meet the task requirements.
60	build confidence	Reliable practice can build confidence.

40 Word-Family Ladders

用 root → noun → adjective → adverb/negative forms 建立词形意识：

1. act → action → active → actively
2. care → careful → carefully → careless
3. help → helpful → helpless → helpfully
4. use → useful → useless → usefully
5. hope → hopeful → hopeless → hopefully
6. create → creation → creative → creatively
7. decide → decision → decisive → decisively
8. respond → response → responsive → responsively
9. persuade → persuasion → persuasive → persuasively
10. observe → observation → observant → observantly
11. compare → comparison → comparative → comparatively
12. analyse → analysis → analytical → analytically
13. conclude → conclusion → conclusive → conclusively
14. explain → explanation → explanatory
15. inform → information → informative
16. describe → description → descriptive
17. imagine → imagination → imaginative → imaginatively
18. communicate → communication → communicative
19. cooperate → cooperation → cooperative → cooperatively
20. responsible → responsibility → responsibly → irresponsible
21. possible → possibility → possibly → impossible
22. probable → probability → probably → improbable
23. certain → certainty → certainly → uncertain
24. accurate → accuracy → accurately → inaccurate
25. precise → precision → precisely → imprecise
26. relevant → relevance → relevantly → irrelevant
27. effective → effectiveness → effectively → ineffective
28. efficient → efficiency → efficiently → inefficient
29. appropriate → appropriateness → appropriately → inappropriate
30. confident → confidence → confidently
31. patient → patience → patiently → impatient
32. persistent → persistence → persist → persistently
33. resilient → resilience → resiliently
34. curious → curiosity → curiously
35. generous → generosity → generously
36. courage → courageous → courageously
37. benefit → beneficial → beneficially
38. harm → harmful → harmless
39. predict → prediction → predictable → unpredictable
40. vary → variation → variable → varied

不是每个形式都同样常用；训练时要用真实字典和例句确认频率与自然度。

30 Multiple-Meaning Mini-Labs

1. bank：financial bank / river bank
2. bat：animal / sports bat
3. light：illumination / not heavy / ignite
4. right：correct / direction / entitlement
5. left：direction / past tense of leave
6. watch：look for some time / timepiece
7. match：contest / pair/suit / fire stick
8. point：idea / location / score / sharp end
9. mean：intend/signify / unkind / average in maths
10. change：become different / coins / replacement
11. current：present / flow of water/electricity
12. charge：price / rush / accuse / power a battery
13. issue：problem/topic / publish/distribute / edition
14. fine：good / thin/small / monetary penalty
15. volume：sound level / amount of space / book in a series
16. table：furniture / data display
17. case：container / example/situation
18. range：variety / span / area
19. subject：school topic / grammatical subject / topic
20. object：thing / grammatical object / oppose (verb)
21. present：now / gift / show/introduce
22. record：stored information / achieve a best result / capture data
23. spring：season / coil / leap
24. fair：just / light-coloured / exhibition
25. kind：type / caring
26. break：damage / pause
27. draft：first version / current of air
28. state：condition / say / political region
29. support：hold up / assist / evidence a claim
30. address：location / speak to / deal with a problem

练习时不要问“这个词到底是什么意思？”而是问“这个 sentence 激活哪个 sense？”

Vocabulary Precision Laboratory｜100 个真正会改变理解和表达的词汇问题

这 100 个练习不是为了展示难词，而是训练学生判断边界。每一题都问：两个看似相近的表达，哪个更适合？为什么？答案可以口头解释，也可以写成一句 fence。

1–20：Meaning & Strength

1. concerned / opposed：担心一个计划的后果，不等于反对计划本身。句子：Some parents were concerned about the timing, but they still supported the programme.
2. reluctant / refuse：reluctant = 不太愿意但可能仍做；refuse = 明确拒绝。
3. difficult / impossible：difficult 仍可能完成；impossible 表示不能完成。
4. possible / certain：possible 只表示可能；certain 强得多。
5. may / will：may 保留不确定性；will 往往表达更强预期。
6. some / all：数量范围绝不能随便升级。
7. usually / always：usually 允许例外；always 不允许。
8. rarely / never：rarely = 很少；never = 一次也没有。
9. mainly / entirely：mainly 允许其他原因；entirely 排除其他原因。
10. reduce / prevent：reduce = 减少；prevent = 阻止发生。
11. restrict / prohibit：restrict = 限制；prohibit = 禁止。
12. improve / transform：improve 可以小幅变好；transform 暗示重大改变。
13. modify / replace：modify = 改动现有；replace = 换成另一个。
14. notice / realise：notice 常是感知到；realise 常是理解/突然意识。
15. remember / remind：remember 是自己记得；remind 是让别人想起。
16. borrow / lend：borrow 从别人拿来暂用；lend 把自己的给别人暂用。
17. bring / take：方向视说话者/目的地而定。
18. hear / listen：hear 是听到；listen 是主动注意声音。
19. see / look / watch：see 感知；look 转移视线；watch 持续观看。
20. say / tell / speak：say 强调话语；tell 常带对象；speak 常指说话/语言能力。

21–40：Connotation & Character

21. confident / arrogant：confidence 可正面；arrogant 带负面优越感。
22. persistent / stubborn：persistent 常可正面；stubborn 暗示不愿改变，即使应该改变。
23. curious / nosy：curious 想了解；nosy 干涉别人隐私。
24. careful / timid：careful 是谨慎；timid 带胆怯。
25. frugal / stingy：frugal 节俭；stingy 不愿合理分享/花费。
26. slim / skinny：slim 较中性/正面；skinny 可能负面或过瘦。
27. assertive / aggressive：assertive 清楚表达立场；aggressive 更强势/攻击性。
28. relaxed / careless：relaxed 从容；careless 忽略必要注意。
29. economical / cheap：economical 强调节省；cheap 可指价格低，也可能暗示质量差。
30. childlike / childish：childlike 可表达天真；childish 通常批评不成熟。
31. inquisitive / intrusive：inquisitive 好奇；intrusive 侵扰私人界限。
32. ambitious / greedy：ambitious 追求目标；greedy 想要过多资源/利益。
33. cautious / fearful：cautious 基于风险判断；fearful 强调害怕。
34. direct / rude：direct 可清楚简洁；rude 缺乏礼貌/尊重。
35. reserved / unfriendly：reserved 不多表达；不一定不友善。
36. determined / reckless：determined 坚定；reckless 忽视风险。
37. proud / boastful：proud 可合理自豪；boastful 过度炫耀。
38. quiet / secretive：quiet 少说话；secretive 刻意隐瞒。
39. independent / isolated：independent 能自己做；isolated 与人/资源分离。
40. competitive / hostile：competitive 想表现好；hostile 带敌意。

41–60：Academic & Reasoning

41. infer / assume：infer 基于证据推断；assume 可以缺乏充分证据。
42. imply / infer：speaker/writer implies；reader/listener infers。
43. evidence / example：example 是例子；只有与 claim 有关系时才成为 supporting evidence。
44. fact / claim：claim 是陈述；fact 是可被可靠证据支持的事实。
45. opinion / evaluation：opinion 可仅是个人看法；evaluation 需要标准/证据。
46. describe / explain：describe 说发生了什么/特征；explain 给原因或机制。
47. identify / justify：identify 指出；justify 给理由/证据。
48. compare / contrast：compare 可看相同与不同；contrast 强调差异。
49. summarise / synthesise：summary 压缩原文；synthesis 组合多处/多源形成整体。
50. observe / interpret：observe 记录看到什么；interpret 判断它意味着什么。
51. data / conclusion：data 是证据；conclusion 是从证据形成的判断。
52. trend / rule：trend 是模式；不必成为无例外的 rule。
53. estimate / guess：estimate 通常有依据；guess 可能几乎无依据。
54. approximate / exact：approximate 接近；exact 精确。
55. relevant / interesting：interesting 不一定回答当前问题；relevant 必须有关。
56. explicit / implicit：explicit 直接说出；implicit 需要从信息推断。
57. ambiguous / vague：ambiguous 有多个可能解释；vague 缺乏具体清晰度。
58. valid / true：valid 可指推理/方法在条件下成立；true 指陈述为真，语境不同。
59. reliable / accurate：reliable 强调稳定一致；accurate 强调接近正确。
60. precise / accurate：precise 强调细致/一致/具体；accurate 强调正确。

61–80：Action, Process & Control

61. monitor / observe：monitor 强调持续追踪；observe 可以一次或有目的观察。
62. maintain / improve：maintain 保持；improve 变好。
63. adapt / adopt：adapt 调整以适应；adopt 采用。
64. affect / effect：affect 常作动词影响；effect 常作名词结果。
65. elicit / illicit：elicit 引出；illicit 非法/不允许。
66. complement / compliment：complement 补充配合；compliment 赞美。
67. stationary / stationery：stationary 静止；stationery 文具。
68. principal / principle：principal 校长/主要；principle 原则。
69. discreet / discrete：discreet 谨慎不张扬；discrete 分开的。
70. ensure / assure：ensure 确保结果；assure 向人保证/使人安心。
71. accept / except：accept 接受；except 除了。
72. proceed / precede：proceed 继续前进；precede 在前。
73. raise / rise：raise 通常需要宾语；rise 自己上升。
74. lie / lay：lie 躺；lay 放置（需要宾语，变形也不同）。
75. avoid / prevent：avoid 主体避开；prevent 阻止事件发生。
76. solve / resolve：solve 常解决问题/题；resolve 可解决争议/困难，也可表示决心。
77. repair / restore：repair 修理；restore 恢复到较早状态/功能。
78. revise / rewrite：revise 改进；rewrite 重新写，不一定等于改进。
79. check / verify：check 查看；verify 通过证据确认真实性/正确性。
80. repeat / retrieve：repeat 再说/再做；retrieve 从记忆主动取出。

81–100：Writing & Communication

81. inform / persuade：inform 给信息；persuade 试图改变决定/看法。
82. request / demand：request 请求；demand 强烈要求。
83. suggest / recommend：suggest 提议；recommend 表示认为某选择值得。
84. recommend / require：recommend 建议；require 必须。
85. apologise / admit：apologise 表达歉意；admit 承认事实。
86. admit / confess：confess 往往更强，常涉及不当行为；admit 范围更广。
87. reassure / persuade：reassure 减少担忧；persuade 改变行动/看法。
88. warn / threaten：warn 告知风险；threaten 表示将造成伤害/不利后果。
89. insist / suggest：insist 强烈坚持；suggest 较弱。
90. object / disagree：object 明确反对某事；disagree 表示意见不同。
91. mention / emphasise：mention 提到；emphasise 突出重要性。
92. state / elaborate：state 清楚陈述；elaborate 加细节解释。
93. concise / incomplete：concise 简洁但完整；incomplete 缺重要内容。
94. detailed / wordy：detailed 有相关细节；wordy 用词过多。
95. formal / unnatural：formal 合适正式语域；unnatural 可能过度僵硬。
96. vivid / exaggerated：vivid 清楚有画面；exaggerated 超出事实强度。
97. specific / narrow：specific 精确；narrow 范围小，两者不是同义。
98. coherent / cohesive：coherent 整体逻辑清楚；cohesive 语言连接顺畅。
99. credible / dramatic：credible 可信；dramatic 强烈，不一定可信。
100. original / appropriate：original 新颖；appropriate 适合任务。作文需要两者平衡。

20 Context Mini-Passages

Passage 1 — Reluctant

Farah stood outside the hall with her application form. She had completed every section, yet she reread the first line three times and made no move towards the door. When her friend offered to go in with her, Farah finally nodded.

Question: Is Farah refusing to enter, unable to enter, or reluctant to enter? Answer logic: She eventually agrees, so reluctant fits better than refuse.

Passage 2 — Concerned

The residents welcomed the new playground but asked whether the lights would remain on late at night. They suggested an earlier closing time.

Question: Are they opposed to the playground? No. They are concerned about one consequence.

Passage 3 — Persistent

Jayden’s model collapsed twice. He studied where the joints had failed, changed the design and tried again.

Question: persistent or stubborn? Persistent, because he adjusts using feedback rather than repeating blindly.

Passage 4 — Curious

Nadia asked the museum guide why the old map showed a different coastline. She listened carefully and asked a follow-up question about how maps were made.

Question: curious or nosy? Curious: the questions are relevant to learning, not private intrusion.

Passage 5 — Economical

The family compared two travel routes and chose the one that cost less without adding much time.

Question: economical or stingy? Economical: efficient use of money, no evidence of unreasonable unwillingness to spend.

Passage 6 — Inference

The classroom lights were off, every chair was stacked, and a notice on the door stated that lessons would resume on Monday.

Question: What can you infer? The class is not currently in session. This inference combines evidence; it is not explicitly stated as one sentence.

Passage 7 — Ambiguous

The message read, “Meet her at the old library.” There were two former library buildings in the town.

Question: ambiguous or vague? Ambiguous: there are at least two plausible referents.

Passage 8 — Vague

The instructions said, “Put some of it somewhere near the front.”

Question: vague because amount, object and exact location are insufficiently specific.

Passage 9 — Efficient

Group A completed the task correctly using four steps. Group B completed it correctly using nine unnecessary steps.

Question: If both are effective, which is more efficient? Group A.

Passage 10 — Evidence

A student claims plants grow faster beside music. She has one plant beside a speaker and another plant in a darker corner.

Question: Does the setup provide strong evidence for music? No; light differs too.

Passage 11 — May

The forecast says there is a 40% chance of rain.

Safer sentence: It may rain, not it will rain.

Passage 12 — Most

Eight of ten pupils selected Option A.

Accurate: Most pupils chose A. Inaccurate: All pupils chose A.

Passage 13 — Prevent

A cover reduced the amount of water entering the box but a little water still got in.

Word: reduced, not prevented.

Passage 14 — Prohibit

The notice says bicycles are not permitted anywhere in the garden.

Word: prohibits, stronger than restricts.

Passage 15 — Formal register

A pupil is emailing a school organiser to ask whether registration is complete.

Better: “Could you please confirm whether my registration has been received?” not “Yo, did you get it?”

Passage 16 — Connotation

The character repeatedly checks private messages on another person’s phone without permission.

Word: nosy/intrusive fits better than curious.

Passage 17 — Significant

A graph changes from 50 to 51 in one trial. The question provides no information about expected variation.

Warning: Do not automatically call the change “significant” in a statistical sense. Use simpler evidence language unless the task supports that claim.

Passage 18 — Authentic

A museum confirms that a letter was written by the historical figure whose signature it bears.

Word: authentic concerns genuineness; original may concern first/creative/not copied.

Passage 19 — Ethical / Legal

An action may be legal under rules but still raise ethical concerns. The two concepts overlap but are not identical.

Task: create one example where legal ≠ automatically ethical.

Passage 20 — Sufficient / Necessary

Water is necessary for the plant to survive, but water alone is not sufficient for healthy growth under all conditions.

Fence: necessary = must have; sufficient = enough by itself for the stated outcome.

30 Paraphrase Surgery Drills

目标：保持原命题，不是机械换词。

1. Some pupils found the task difficult. → 保留 some，不要变 all。
2. The change may increase waiting time. → 保留 uncertainty。
3. Most residents supported the idea. → 不可改成 everyone supported。
4. She was reluctant to volunteer. → 不可改成 she refused。
5. He rarely arrived late. → 不可改成 never。
6. The decline was mainly caused by lower demand. → 不可改成 entirely。
7. The medicine reduced the pain. → 不可自动改成 eliminated/prevented。
8. The rule restricts access after 9 p.m. → 不可自动改成 prohibits all access。
9. The evidence suggests a connection. → 不可改成 proves。
10. She appeared concerned. → 不可改成 strongly opposed。
11. The route was almost impassable. → 保留 almost 和 extreme difficulty。
12. The plan was temporarily suspended. → 不可改成 permanently cancelled。
13. He gradually became more confident. → 保留 gradual change。
14. The result was broadly consistent. → 不可改成 identical。
15. The method was reasonably effective. → 不可升级为 perfect。
16. The child was visibly disappointed. → 不可升级为 devastated 无证据。
17. The path became narrower. → comparative change，不一定 narrow absolutely。
18. Sales remained relatively stable. → 不等于 exactly unchanged。
19. The speaker implied that time was limited. → listener inferred it；不要混角色。
20. The passage explicitly states the reason. → 不应说 inferred。
21. The claim is plausible. → 不等于 proven。
22. The material is adequate. → 不等于 excellent。
23. The answer is relevant. → 不等于 complete。
24. The example supports the point. → 不等于 proves all cases。
25. The teacher recommended revision. → 不等于 required it。
26. The student admitted the mistake. → 不必升级为 confessed unless context fits。
27. The message was concise. → 不等于 incomplete。
28. The description was vivid. → 不等于 exaggerated。
29. The solution was efficient. → implies output relative to resources, not merely fast。
30. The response was objective. → not automatically impartial in every technical sense; inspect context。

25 Collocation Surgery Drills

Wrong / Awkward	Better	Reason
do a decision	make a decision	fixed collocation
do progress	make progress	fixed collocation
make attention	pay attention	verb partner
strong rain	heavy rain	natural adjective partner
heavy wind	strong wind	natural adjective partner
big concern	serious/deep concern	register/collocation
powerful chance	strong/good chance	natural collocation
do a mistake	make a mistake	fixed pattern
give attention on	pay attention to	pattern
take a question	ask a question	verb selection
make a conclusion	reach/draw a conclusion	academic collocation
collect a conclusion	gather evidence	logic + collocation
strongly likely	highly likely	adverb collocation
highly concerned	deeply concerned	more natural
deeply impossible	completely/virtually impossible	strength partner
big improvement	significant/major improvement	register
large mistake	serious/major mistake	meaning
fast look	quick glance	semantic compression
strongly tired	very/extremely tired	adverb compatibility
deeply happy	very happy / delighted	natural usage
make homework	do homework	fixed collocation
say me	tell me	verb complementation
explain me	explain it to me	verb pattern
discuss about	discuss	no about after transitive discuss
enter into the room	enter the room / go into the room	pattern depends on sense

15 Misuse Repair Clinics

Clinic 1 — “I was devastated because my pencil broke.”

Unless the pencil has exceptional significance, devastated likely overstates. Try annoyed, disappointed or frustrated depending on context.

Clinic 2 — “The scorching classroom was slightly warm.”

Intensity conflicts. Scorching implies extreme heat; slightly warm is mild.

Clinic 3 — “He sprinted slowly.”

Usually semantic contradiction unless deliberately describing unusual constraint. Sprint already encodes high speed.

Clinic 4 — “She whispered loudly.”

Normally contradictory. If voice becomes loud, it is no longer a typical whisper.

Clinic 5 — “Everyone might definitely agree.”

might and definitely clash in certainty.

Clinic 6 — “Some of the entire class…”

Scope conflict. Rewrite the intended quantity.

Clinic 7 — “The evidence proves that it may…”

Proof and may may create strength mismatch depending on proposition.

Clinic 8 — “She is very unique.”

In strict usage unique means one of a kind; casual language varies. Teach the child to choose distinctive/unusual when gradability matters.

Clinic 9 — “He returned back.”

Often redundant; return already includes back.

Clinic 10 — “The reason is because…”

Common in speech, but formal writing often prefers “The reason is that…” or simply “because…”.

Clinic 11 — “Despite he was tired…”

Despite takes noun/gerund phrase; use “Although he was tired…” or “Despite being tired…”. Vocabulary includes grammatical pattern.

Clinic 12 — “He suggested me to go.”

Better: “He suggested that I go…” or “He suggested going…” depending on context.

Clinic 13 — “I am interesting in science.”

Interested describes the person’s state; interesting describes what causes interest.

Clinic 14 — “The news are surprising.”

News is grammatically singular in Standard English: “The news is surprising.”

Clinic 15 — “Many informations.”

Information is uncountable; use much information / pieces of information.

Vocabulary Transfer System｜把词带进 2026 PSLE English 的四个 Papers

词汇只有在任务里才真正变成能力。下面把同一个词汇系统连接到 Writing、Language Use & Comprehension、Listening 和 Oral。重点不是“考试技巧压过语言”，而是让语言知识在考试限制下仍然可调用。

Paper 1 Situational Writing：Vocabulary 的第一任务是 audience + purpose

同一个信息，对朋友、老师、活动负责人、陌生机构的词汇和句型不同。

Friend: Can you tell me what time we should meet?

Teacher: Could you please confirm what time we should report?

Organiser: I would like to confirm the reporting time for the programme.

教学不是“把简单词换成正式词”，而是判断 relationship。

Situational Writing Vocabulary Checklist

• Who am I writing as?
• Who is receiving the message?
• What action do I need from the reader?
• Which content points must be communicated?
• What register fits?
• Which verbs are precise: ask, request, inform, explain, apologise, invite, confirm?
• Did I accidentally sound demanding when I meant polite?

Continuous Writing：Vocabulary 要控制 action、attention 和 consequence

强写作动词不是一张 said-synonym list。它们应该改变故事：

• admitted → reveals responsibility;
• warned → transfers risk information;
• reassured → reduces another character’s fear;
• insisted → shows strong persistence in a position;
• hesitated → shows decision friction;
• retreated → movement with withdrawal;
• snatched → rapid forceful taking;
• clutched → firm holding, often emotional context.

每个词都应该做 story work。

Writing Transfer Drill 1 — Show the trait

词：responsible。

弱：Ali was responsible.

强：Ali returned to the hall, admitted that he had damaged the display and offered to help repair it.

孩子学会 character adjective 可以由 action evidence 支持。

Writing Transfer Drill 2 — Calibrate emotion

事件：忘记带水瓶。

可能：annoyed, embarrassed, worried（视后果）。

通常不需要：devastated, horrified, traumatised。

情绪词必须和事件规模、人物关系、后果匹配。

Writing Transfer Drill 3 — Compress action

walked quickly because he did not want to be late → hurried。

looked quickly at the clock → glanced at the clock。

held the bag very tightly → clutched the bag。

压缩后仍要保留原意。

Paper 2 Vocabulary：先决定 sense，再决定 answer

Paper 2 里的 vocabulary-in-context 不能只查脑中第一条定义。用四步：

1. Part of speech?
2. Local sentence meaning?
3. Paragraph topic/logical relation?
4. Which sense fits all evidence?

Paper 2 Reference Tracking

词汇理解会被 pronoun/reference 破坏。例：

The council rejected the original design but approved the revised plan. This surprised the residents.

This 指的是 approval of the revised plan 这件事，不只是 plan 一个名词。

Paper 2 Inference Ladder

Level 1: stated directly。

Level 2: paraphrased direct idea。

Level 3: two details combined。

Level 4: behaviour/tone implies state。

Level 5: evaluative interpretation with evidence。

词汇越精确，越能控制 inference distance。

Paper 2 Answer Precision Test

写完 comprehension answer 后问：

• Did I preserve quantity?
• Did I preserve certainty?
• Did I preserve time?
• Did I preserve attitude?
• Did I answer the command word?
• Did I introduce a stronger word than the evidence supports?

Paper 3 Listening：Vocabulary 必须能从声音中识别

一个只在纸上见过的词，听力里可能完全认不出来。Listening vocabulary 训练应包含：

• pronunciation;
• word stress;
• common connected phrases;
• synonym recognition;
• discourse markers;
• numbers/time/details;
• recovery after an unknown word.

Listening Vocabulary Drill

听到：We initially planned to leave at six, but the heavy rain delayed us until nearly seven.

孩子要抓：

• initially = original plan;
• but = change/contrast;
• heavy rain = cause;
• delayed = later than planned;
• nearly seven = final approximate time.

不是每个词都一样重要。

Paper 4 Reading Aloud：词义帮助 phrasing

朗读不是把每个词念对就完。理解 syntax 和 meaning，才能切 thought groups：

After the final rehearsal / the pupils returned to class / but their teacher asked them / to remain for a short discussion.

词汇和 grammar knowledge 共同决定停顿。

Paper 4 Oral Response：Vocabulary 要能快速调用

一个有效口语框架：

1. Answer directly.
2. Give a reason.
3. Add a concrete example.
4. Explain the example.
5. Qualify or extend if needed.

词汇练的是 functions，不是固定 script。

Oral Retrieval Ladder

主题：school teamwork。

Basic: help, share, work together。

Developed: cooperate, contribute, responsibility, reliable。

Precision: coordinate tasks, clarify roles, resolve disagreement, meet a deadline。

高级不等于每句必须高级。孩子要能从不同层级选择。

12-Week Vocabulary Operating Programme

Week 1 — Evidence audit

收集最近 comprehension、composition、language use 和 oral evidence。把错误分成 meaning, sense, word form, collocation, register, connotation, paraphrase, retrieval, spelling。

只选 2 个 active targets。

Week 2 — Core meaning + fences

建立 10–15 个高价值词的核心意义和近义边界。每个词至少有一个 “not equal to” 句。

Week 3 — Collocation

把 Week 2 词全部进入常见搭配。不要再单独背词。

Week 4 — Word families

选择高价值 roots 做 noun/verb/adjective/adverb 转换。进入真实句子。

Week 5 — Context & multiple senses

用短文训练 sense selection。至少包含五个 familiar word / unfamiliar sense。

Week 6 — Paraphrase precision

训练 qualifiers, certainty, attitude, time, scope。目标不是换词多，而是 meaning 不漂移。

Week 7 — Writing transfer

把词放进 situational writing register、continuous writing action verbs 和 character evidence。

Week 8 — Oral + listening retrieval

练 pronunciation, spontaneous retrieval, synonym recognition, discourse markers。

Week 9 — Mixed reading

fiction + nonfiction + Science/world knowledge。每篇只带走 5–8 个高价值词。

Week 10 — Timed PSLE-style transfer

不是只做 vocabulary worksheet；把词汇放进 comprehension、language use、writing/oral mini tasks。

Week 11 — Delayed retrieval

突然抽查 Week 2–6 的词。不给 word bank。看哪些真正可取回。

Week 12 — Mastery and next queue

把稳定词移入 spaced watch list。新的 recurring error 进入 active queue。

4-Week Lower-Primary Version

Week A: sound + picture + action。

Week B: phrase/collocation。

Week C: simple contrast。

Week D: story/oral transfer + delayed recall。

低年级不需要复制高年级的复杂术语，但机制相同：meaning → connection → retrieval → use。

Daily 15-Minute Vocabulary Routine

Minute 0–3: retrieve yesterday’s words without notes。

Minute 3–6: learn 2–4 new items in context。

Minute 6–9: collocation/word-family fence。

Minute 9–12: one sentence or oral use。

Minute 12–15: mixed old/new quiz。

15 分钟高质量 retrieval 往往比 45 分钟被动抄写更有信息价值。

Weekly Reading-to-Vocabulary Routine

1. Read first for meaning, not word hunting.
2. Mark only words that block understanding or are high-value.
3. Infer before dictionary.
4. Verify sense.
5. Record collocation/fence.
6. Use one or two words in own response.
7. Retest next week.

Parent Conversation Routine

不需要每天考试孩子。每周一次 10 分钟：

• Choose three words from schoolwork.
• Ask the child to explain each in simple English.
• Ask for one near-synonym and difference.
• Ask for one natural collocation.
• Ask for one personal/example sentence.
• Return to one word from two weeks ago.

如果孩子能教给家长，retrieval 通常比默写更深。

Composition Vocabulary Audit

拿最近作文，用 8 个问题：

1. Which verbs are vague? (went, did, got)
2. Which adjectives repeat?
3. Any emotion too strong?
4. Any thesaurus word used unnaturally?
5. Any collocation translated literally from Chinese?
6. Any unclear pronoun?
7. Any register mismatch?
8. Which one sentence could be compressed with a precise verb?

每次只选 2–3 个修复，重写后再做 fresh scene。

Comprehension Vocabulary Audit

每个错题不要只写 correct answer。标：

• unknown word?
• wrong sense?
• reference error?
• qualifier lost?
• connotation/tone?
• paraphrase drift?
• inference too far?

四周以后看哪一个 code 重复。

Oral Vocabulary Audit

录 60–90 秒回答。听：

• Does the child repeat good/nice/bad/thing?
• Are precise verbs available?
• Can the child retrieve connectors?
• Does vocabulary collapse under pressure?
• Are formal phrases memorised but unnatural?
• Can the child give concrete examples?

下一轮只修一个 retrieval category。

Mastery Rubric P1–P2

Level	Evidence
1	needs picture/translation prompt
2	recognises word independently
3	says simple meaning / follows instruction
4	uses word in new sentence
5	retrieves after delay and transfers to story/conversation

Mastery Rubric P3–P4

Level	Evidence
1	recognises only with choices
2	explains core meaning
3	selects sense from context
4	uses collocation/word family accurately
5	distinguishes near-synonym and transfers across reading/writing

Mastery Rubric P5–P6

Level	Evidence
1	knows dictionary meaning only
2	handles common collocations/senses
3	controls register/connotation/word family
4	paraphrases without meaning drift
5	retrieves accurately under timed reading/writing/oral/listening demands

Vocabulary FAQ for Singapore Parents

“我的孩子应该每天背多少个词？”

没有一个对所有孩子都正确的数字。学习量应该由 retention 和 transfer 决定。如果每天 20 个、两周后剩 2 个可用，表面速度没有意义。宁愿少一些，但进入 collocation、context 和 retrieval。

“P6 要不要背很多很难的词？”

需要扩大词汇，但高分语言不是 rare-word competition。qualifier、register、paraphrase、inference 和 natural collocation 往往比罕见词更重要。

“孩子看很多书，为什么作文词汇还是普通？”

Reading 建 receptive vocabulary；writing 需要 productive retrieval。增加 output tasks：sentence transformation、scene rewrite、oral retrieval、delayed composition use。

“可以用中文解释吗？”

可以。中文能快速建立概念。但高年级必须回到英语边界、搭配、词族和例句，否则 translation 可能把不同英文词压成一个中文等号。

“要用英英字典还是英汉字典？”

两者都可。初期双语字典效率高；随着能力提升，英英定义和 usage examples 能提供更细边界。关键是不要只读第一条释义。

“孩子总爱用 very good / very bad，怎么办？”

不要一次给 30 个 synonyms。按 function 建组：quality, emotion, judgement, effectiveness。然后每次要求一句证据说明为什么选这个词。

“是不是同义词越多，作文越好？”

不是。同义词通常不是完全可互换。准确、自然、适合场景比数量重要。

“Idioms 要不要背？”

可以学习常见 idioms 以支持理解和表达，但不要为了展示而强塞。Situational Writing、formal response 和很多 nonfiction 场景更需要直接、准确的语言。

“拼写差就是 vocabulary 差吗？”

不一定。孩子可能理解很多词但 orthographic representation 不稳定。把 spelling 作为单独 error code，并结合 morphology、syllable、word family 修复。

“孩子口语很好，为什么 Paper 2 词汇不强？”

everyday conversational vocabulary 和 academic/reading vocabulary 不完全相同。需要增加 nonfiction、multiple senses、morphology 和 paraphrase practice。

“孩子 Paper 2 很好，为什么 Oral 总说不出来？”

recognition/reading access 不等于 spoken retrieval。做 timed lexical warm-ups、one-minute response 和 delayed oral reuse。

“什么时候应该停止学一个词？”

不要真的停止；从 active target 移到 spaced review。当词在多个新语境、隔一段时间仍能正确取回，就可以降低复习频率。

When Vocabulary Tuition/Support Is Actually Needed

额外支持可能有价值，当：

• 学校 work repeatedly shows vocabulary-related errors;
• child reads fluently but does not understand deeper meaning;
• paraphrase changes meaning;
• writing vocabulary remains extremely narrow despite reading;
• Chinese translation dominates and English collocation remains unstable;
• oral retrieval collapses under time;
• word-family and morphology gaps block reading across subjects.

但如果孩子已经稳定阅读、自己查词、能迁移新词，更多词汇 tuition 未必有高 marginal value。目标是 independence。

Route to eduKatePunggol Vocabulary Owners

本页是 P1–P6 综合 vocabulary system。进一步可使用：

• eduKatePunggol Vocabulary Guide — broader vocabulary hub;
• Primary 5 Vocabulary | Context, Collocation, Word Families and Writing Transfer;
• Primary 6 PSLE Vocabulary | Precision, Inference, Paraphrase and Exam Transfer;
• Why Vocabulary Matters in PSLE English Comprehension;
• Primary 6 Vocabulary Practice | Context, Synonym Choice, Precision and Transfer;
• Primary 5 Action Vocabulary for Creative Writing;
• Power Vocabulary for Primary Creative Writing.

Current Owner Close｜Vocabulary is a network of decisions

A child does not become “good at vocabulary” because a notebook contains many difficult words. The capability appears when a new word connects to a concept, a sound, a grammatical pattern, a word family, a collocation, a semantic boundary and a real task—and can still be retrieved later.

Across Primary 1 to Primary 6, the direction is consistent: meaning → connection → precision → retrieval → transfer → independence.

P1 needs concrete language that can be heard, seen and acted. P2 builds phrases and collocations. P3 learns to infer from context and use morphology. P4 deepens semantic boundaries. P5 protects meaning during paraphrase. P6 coordinates all of it under writing, comprehension, listening and oral demands.

The biggest vocabulary list is not necessarily the best vocabulary education. The best system is the one that leaves the child increasingly able to learn the next word without us.