How to Learn Advanced English Vocabulary (Chinese Edition) | Lesson No.013 | Master Polysemy and Familiar Words with New Meanings | 第013课：掌握多义词与熟词新义

Series ID: EDKS-ADV-VOC-ZH-0013 · Advanced English Vocabulary (Chinese Edition) · Lesson No.013 · Batch 04 · C1 → C2 · 简体中文辅助

The most dangerous unknown word is often a word you think you already know.
最危险的“生词”，往往不是你从没见过的词，而是你以为自己早就认识的熟词。

You read address and think “地址”. The sentence says, “The report addresses three weaknesses.” You read issue and think “问题”. The sentence says, “The agency issued a warning.” You read position and think “位置”. The text says, “The company is well positioned to expand.” You read account and think “账户”. The paragraph says, “This factor accounts for much of the variation.”

这些词都不是“新单词”。真正的新东西是新词义。如果学习者把熟悉的第一义强行套进句子，阅读就会悄悄走偏，而且因为“这个词我认识”，学习者往往不会停下来检查。

Cambridge defines polysemy as the fact that one word form carries more than one meaning. Oxford gives the same core definition. British Council’s guidance on academic learner dictionaries makes a particularly useful point for advanced students: some familiar words have several meanings, and the meaning needed in academic or specialist text may be a less frequent sense rather than the first dictionary sense.

Oxford Learner’s Dictionaries also explains that dictionary senses are usually ordered by frequency, with the most frequent meaning first. This is useful, but it creates an important advanced-reading habit: the first meaning is not automatically the meaning in your sentence.

Do not ask only, “Do I know this word?” Ask, “Which sense of this word is active here?”

不要只问：“这个词我认识吗？”要问：“这个词在这里启动的是哪一个词义？”

This lesson owns the Mandarin-supported C1–C2 learner route for polysemy and familiar-word new senses. It does not replace Lesson No.003’s one-to-one translation work, Lesson No.008’s general context inference, Lesson No.009’s corpus verification, or Lesson No.001’s broader lexical-depth framework. Here the target is narrower and deeper: sense selection inside familiar vocabulary.

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1. Familiar-word bias | “熟词偏见”：因为认识，就停止检查

A genuinely unknown word attracts attention. A familiar word often passes through unchecked. That makes familiar-word bias dangerous. The learner sees address, retrieves “地址”, notices the sentence still feels strange, but tries to force the rest of the sentence around the wrong meaning.

高级阅读中，一个非常重要的警报是：

If every surrounding word makes sense but the sentence still does not, reopen the familiar word.

如果周围的语法和词都看得懂，句子却怎么都不顺，先不要怀疑整段文章。检查那个“最熟”的词是不是用了第二义、第三义或专业义。

2. Polysemy is not random chaos | 多义词不是几十个互不相关的翻译

Cambridge notes that words such as run and set have many senses. Advanced learners can be intimidated by long dictionary entries. The solution is not to memorise every numbered sense as an isolated Chinese translation.

Instead, organise senses into clusters:

• physical/core sense;
• extended everyday sense;
• abstract/metaphorical sense;
• professional/technical sense;
• fixed phrase or grammaticalised use.

A sense network is easier to learn than twenty disconnected glosses.

3. Sense does not equal translation | “词义”不等于“一个中文答案”

Take issue.

• a policy issue → 议题 / 问题;
• a technical issue → 故障 / 问题;
• the latest issue of a journal → 期 / 期刊的一期;
• issue a warning → 发布 / 发出;
• issue a ticket → 开出 / 发放;

The noun and verb senses occupy different sentence roles and different semantic families. Writing “issue = 问题” produces only one small entrance into the word.

真正高级的笔记应该写“sense + frame + collocation”。

4. Use part of speech as the first filter | 先看词性，直接排除大量错误词义

Sentence: “The regulator issued new guidance.”

The word is functioning as a past-tense verb. Therefore the noun senses “problem” and “magazine edition” are immediately irrelevant.

Sentence: “The central issue is cost.”

Here it is a noun naming a matter under discussion.

词性不是一个额外语法步骤。它是多义词选择的第一道过滤器。

5. Use collocation as the second filter | 再看搭配，继续缩小词义范围

Word: address.

• home address → location information;
• address a problem → deal with;
• address the audience → speak formally to;
• address a concern → respond to / deal with;
• address a letter → write the destination details.

The object tells you much of the sense. Problem, concern, audience, letter activate different routes.

多义词真正的学习单位往往是“word + typical object”.

6. Use grammar pattern as the third filter | 再看句型结构

Word: account.

• open an account → noun, financial/service record;
• give an account of what happened → noun, description;
• account for the difference → verb phrase, explain / constitute a proportion;
• take X into account → fixed phrase, consider X.

If the word is followed by for, a verb sense becomes likely. If it occurs inside take into account, treat the whole phrase as a unit.

7. Use discourse function as another filter | 看句子在段落里做什么工作

Sentence: “This factor accounts for 40% of the observed variation.” In a paragraph explaining results, accounts for is likely describing contribution or proportion. In “The witness accounted for her movements”, the phrase concerns explanation. Same phrase shape, related but different discourse job.

高级阅读要同时看句内与段落功能。

8. Use domain labels | 专业领域会激活熟词的专业义

British Council’s dictionary guidance recommends using subject labels when a familiar word carries a specialist sense. This is particularly important with academic vocabulary.

Examples:

• reaction — everyday response / chemistry process / medical response;
• significance — general importance / statistical significance;
• culture — arts and customs / laboratory cell or bacterial culture;
• stress — psychological pressure / physical force per unit area in technical fields;
• model — person/product representation / scientific or mathematical representation.

A general first meaning may be completely wrong inside a specialist text.

9. Dictionary sense order is useful—but only as probability | 词典第一义只是高频入口，不是永远答案

Oxford states that senses are usually ordered by frequency. This explains why your first learned meaning is often useful. It also explains why advanced reading becomes harder: less frequent senses appear more often as your texts become more specialised.

So use sense order intelligently:

• Sense 1 is a good initial hypothesis.
• If context conflicts, move down the entry.
• Use labels, collocations and examples.
• Do not force Sense 1 to survive.

词典顺序是概率信息，不是阅读命令。

10. Word 1 — Issue | 熟词一：issue

Sense	Frame	Example
matter/problem	an issue; raise/address an issue	Cost remains a major issue.
topic for debate	the issue of X	The article examines the issue of access.
edition	an issue of a magazine	I read the latest issue.
officially release	issue a statement/warning	The agency issued new guidance.
provide officially	issue a ticket/card	The office issued a replacement card.

One Chinese “问题” cannot organise this entire word.

11. Word 2 — Address | 熟词二：address

• address = location details;
• address a problem = deal with it;
• address a concern = respond to/deal with it;
• address an audience = speak to them formally;
• address a letter = put destination details on it.

Advanced professional writing uses address frequently in the “deal with” sense. Learners who know only 地址 may repeatedly misread reports.

12. Word 3 — Account | 熟词三：account

• bank/account profile — account;
• description — an account of events;
• explain — account for the difference;
• make up a proportion — X accounts for 30% of Y;
• consider — take into account;
• because of — on account of, more formal/marked.

Notice how the phrase network is as important as the isolated senses.

13. Word 4 — Position | 熟词四：position

• physical location;
• job position;
• opinion/stance: the government’s position;
• situation/state: financial position;
• strategic placement: position a product;
• ability/condition: be in a position to act.

Chinese translations vary across 位置、职位、立场、状况、定位、具备条件. The English word connects them through a broad idea of placement or standing, physical or abstract.

14. Word 5 — Conduct | 熟词五：conduct

• conduct research — carry out;
• conduct an interview — carry out;
• conduct electricity — allow electricity to pass;
• conduct yourself — behave;
• professional conduct — behaviour, noun.

The same spelling crosses action, physical transmission and behaviour. Pronunciation can also differ between noun and verb in some words; use dictionary audio instead of guessing.

15. Word 6 — Maintain | 熟词六：maintain

• maintain a machine — keep in good condition;
• maintain standards — keep at a level;
• maintain contact — continue;
• maintain control — continue to possess;
• maintain that X is true — continue to assert/argue.

A useful semantic thread is continuation or keeping a state in place. The reporting-verb sense grows naturally from “keep holding a position”.

找到英语内部的核心关系，可以减少“保养、维持、坚持认为”三个中文答案互不相干的感觉。

16. Word 7 — Subject | 熟词七：subject

• school subject;
• topic/subject of discussion;
• grammar subject;
• research subject/participant in some contexts;
• subject to a condition = affected/governed by;
• subject somebody to something = cause them to experience it, often unpleasant.

The adjective/prepositional pattern subject to is especially important in professional English: “The schedule is subject to approval.” This does not mean “the schedule is a school subject”.

17. Word 8 — Case | 熟词八：case

• legal case;
• medical case;
• a particular situation: in this case;
• example: a case of X;
• argument: make the case for;
• container: phone case;
• grammar case;
• in case = as a precaution / if something happens, depending on construction.

High-frequency words often become highly polysemous precisely because communities reuse them across domains.

18. Word 9 — Set | 熟词九：set

Set is famous for its many senses. Do not try to memorise the whole entry in one sitting. Build sense clusters.

• place: set the cup on the table;
• establish: set a standard;
• decide/fix: set a date;
• configure: set the temperature;
• collection: a set of tools;
• become firm: concrete sets;
• sun goes below horizon: the sun sets;
• fixed phrase: set out, set up, set aside, set off.

Learn the senses that recur in your reading. Leave the rest as dictionary territory until needed.

19. Word 10 — Run | 熟词十：run

• run physically;
• run a business — manage;
• run a programme — execute/operate;
• run an experiment — conduct;
• run out of time — fixed multiword verb;
• the road runs along the coast — extends;
• the machine is running — operating;
• run a campaign — organise/operate;
• a run of results — sequence.

For advanced learners, run is not a “basic word to ignore”. It is a high-value polysemous system.

20. Word 11 — Matter | 熟词十一：matter

• physical matter;
• subject/problem: a serious matter;
• importance: it matters;
• no matter what…;
• as a matter of fact;
• a matter of time / judgement / principle.

The verb sense “be important” is especially useful: “The distinction matters because it changes the conclusion.”

21. Word 12 — Claim | 熟词十二：claim

• state that something is true;
• assert a right: claim ownership;
• request payment/benefit formally: insurance claim;
• a claim in an argument;
• claim responsibility / credit;
• a disaster claims lives — causes deaths, formal/journalistic.

The reporting-verb sense is central to academic English. Saying “the author claims” can also carry stance: it reports an assertion without automatically endorsing it.

22. Word 13 — Point | 熟词十三：point

• physical point/tip;
• score point;
• main idea: the point is…;
• purpose: what is the point of…?;
• time/stage: at this point;
• point to evidence — indicate;
• point out a problem — draw attention to;
• have a point — have a valid argument.

One “点” in Chinese cannot explain this whole network either.

23. Word 14 — State | 熟词十四：state

• condition/state;
• political state;
• state a fact — express formally/clearly;
• state-owned;
• state of mind;
• state of emergency.

Academic learners often meet state as a reporting verb: “The report states that…” This is not identical in stance to argues, suggests or maintains.

24. Word 15 — Charge | 熟词十五：charge

• charge a fee;
• electrical charge;
• charge a battery;
• criminal charge;
• be in charge of — responsible for;
• charge at someone — move aggressively toward;
• charge someone with an offence.

This word becomes manageable only when collocation and domain are used as filters.

25. Word 16 — Mean | 熟词十六：mean

• mean = signify;
• mean to do = intend;
• mean doing = involve/result in doing;
• mean person = unkind;
• mean value = mathematical average;
• by means of = using.

This is an excellent reminder that part of speech and complement pattern can separate senses.

26. Word 17 — Figure | 熟词十七：figure

• number/figure;
• diagram: Figure 2;
• public figure;
• body shape/figure;
• figure out = understand/solve;
• figure that… = think/assume, more informal in some varieties.

Technical reading often activates the “number” or “diagram” senses rather than the everyday “person/shape” senses.

27. Word 18 — Monitor | 熟词十八：monitor

• computer monitor — noun;
• monitor progress — observe/check over time;
• monitor performance — track systematically;
• monitor a patient — observe condition.

Many technology nouns become verbs through functional extension. Advanced learners should expect this flexibility.

28. Word 19 — Channel | 熟词十九：channel

• TV channel;
• water channel;
• communication channel;
• channel resources into a project — direct;
• channel attention toward… — direct/focus.

The core physical idea of a route through which something flows extends into communication and resource allocation.

29. Word 20 — Scope | 熟词二十：scope

• range/extent: within the scope of;
• opportunity: scope for improvement;
• instrument suffix in telescope/microscope;
• project scope — defined boundaries of work.

Academic and professional English frequently uses scope to control what a claim or project includes.

30. The sense-cluster method | 不要背二十个中文义，先做“词义簇”

Take position. Build clusters:

Cluster	Senses
Physical placement	position of an object
Social/professional placement	job position
Intellectual placement	position on an issue
Strategic condition	financial position; be in a position to act
Deliberate placement	position a product in the market

Now the senses feel related rather than arbitrary.

31. The semantic-core method | 找“语义核心”，但不要硬造一个万能定义

For maintain, “keep something continuing or in a particular state” is a useful core that links machine maintenance, maintaining standards and maintaining a position in an argument.

But semantic cores are learning models, not perfect linguistic equations. Some senses drift far over time. If a core becomes too vague to explain usage, return to separate sense clusters.

高级学习工具也要知道自己的限制。

32. Use “same word, different object” drills | 同一个词，换宾语，看词义怎么变

Target: address.

• address a problem;
• address a concern;
• address an audience;
• address a letter.

Ask the learner to explain the action in plain English after each phrase. The object activates the sense.

33. Use “same word, different grammar” drills | 同一个词，换词性或句型

Target: issue.

• The issue remains unresolved. — noun;
• The journal published a special issue. — noun, edition;
• The authority issued a notice. — verb;
• The card was issued yesterday. — passive verb.

Part of speech and collocation jointly select the sense.

34. Use “same word, different domain” drills | 同一个词，换领域

Target: stress.

• psychology: stress from workload;
• pronunciation: word stress;
• engineering: mechanical stress;
• emphasis: stress the importance of checking.

Domain labels make the sense visible.

35. Use “same word, different Chinese” drills | 同一个英文词，故意写多个中文桥接

Target: position.

• position of the chair → 位置;
• apply for a position → 职位;
• state your position → 立场;
• financial position → 财务状况;
• position the product → 定位产品.

This exercise directly breaks one-to-one translation dependence.

36. Use “one Chinese concept, several senses” too | 反过来，一个中文概念也会激活多个英文词

Chinese “说明” might become explain, indicate, suggest, demonstrate, illustrate, state. Lesson No.003 handled that direction. Lesson No.013 handles the reverse direction: one English form opens into several senses.

两个方向一起练，双语词汇系统才不会变成一对一字典。

37. Build a sense map, not a translation list | 建立“词义地图”

Field	Example: account
Core form	account
Sense A	financial/user account
Sense B	description: an account of events
Sense C	explain: account for the difference
Sense D	proportion: accounts for 30%
Fixed phrase	take into account
Key collocations	bank account, detailed account, account for, take into account
Chinese bridges	账户；叙述；解释；占比；考虑

This map is much more useful than “account = 账户”.

38. Sense boundaries matter | 多义词也有“词义边界”

Address a problem and solve a problem are not identical. Address means deal with/take action toward; the problem may remain unresolved. If you translate both as “解决”, your English claim becomes too strong.

This is where polysemy connects with Lesson No.006 lexical precision.

熟词新义不仅要读懂，还要读准强度。

39. “Address” does not mean “solve” | 一个最值得修正的高级阅读误差

Compare:

• The policy addresses the problem. — it deals with/takes action on it.
• The policy solves the problem. — it successfully resolves it.

A report may claim the first and not the second. Advanced vocabulary protects factual scope.

40. “Account for” has two high-value advanced senses | account for 两个高级高频义要分开

• The difference may be accounted for by prior experience. → explained by;
• International students account for 30% of the sample. → constitute/make up.

The subject type and percentage structure distinguish them.

41. “Maintain that” is a reporting verb | maintain 在学术文本里可以表示“坚持认为”

Sentence: “The authors maintain that the effect is temporary.”

This does not mean they are physically maintaining something. It means they continue to assert or argue that the proposition is true.

The collocation maintain that + clause is therefore a strong sense cue.

42. “Subject to” is not a school-subject meaning | subject to 是一个必须整体识别的高级框架

• subject to approval;
• subject to change;
• subject to availability;
• subject to the same constraints.

These mean governed/affected/conditional on something. Professional English uses this pattern heavily.

43. “Case” changes with discourse role | case 要看它在论证里做什么

• in this case — in this situation;
• make the case for X — argue in support of X;
• a case study — detailed examination of an instance;
• a strong case — a persuasive/supportable argument;
• in case X happens — precaution/condition depending on construction.

The phrase often reveals the sense more strongly than the headword itself.

44. Multiword frames can freeze one sense | 固定词块会“锁定”某个词义

• take into account → consider;
• in this respect → regarding this aspect;
• at this point → at this stage/time;
• subject to approval → conditional on approval;
• in charge of → responsible for;
• set out to do → begin with an aim;
• run out of → have none left.

This is why phrase learning and polysemy learning support each other.

45. Use sense-specific flashcards | 多义词单词卡必须“按词义出题”

Weak card:

address = 地址 / 处理 / 演讲

Stronger cards:

• “deal with a concern” → address a concern;
• “speak formally to a group” → address an audience;
• “location details” → address.

Retrieval should begin from the intended sense.

46. Use sense contrast cards | 做“同词不同义”对比卡

Front:

account for = ?

Back:

• explain: “How do we account for the difference?”
• constitute: “Women account for 55% of the sample.”

Now the learner must classify the sentence before retrieving a translation.

47. Use cloze with sense competition | 填空题要让不同词义真正竞争

Sentence: “The new evidence ______ for much of the difference between the two results.”

Target: accounts. The phrase and meaning both matter.

Then change the sentence: “The participants from Group A ______ for 40% of the sample.” Same surface phrase, different sense.

48. Use paraphrase before translation | 先用简单英语说词义，再用中文确认

Sentence: “The report addresses several limitations.”

Simple-English paraphrase: “The report deals with / responds to several limitations.”

Then Chinese: “报告处理 / 回应了几个局限问题”.

This order reduces the chance that one Chinese gloss will dominate future sense selection.

49. Use dictionary examples to map the sense boundary | 词典例句用来画边界，不只是看一句

When a word has several senses, read multiple examples under the relevant numbered sense. Ask:

• What subjects appear?
• What objects appear?
• Which prepositions occur?
• Which domains use the sense?
• What nearby synonym would be too strong or too weak?

Dictionary use becomes sense mapping rather than translation lookup.

50. Use corpus evidence to check sense-specific collocation | 再用语料看“这个词义通常和谁搭”

Lesson No.009’s corpus workflow becomes especially valuable with polysemy. Searching the headword alone can mix senses. Search phrases such as:

• address a concern;
• account for the variation;
• maintain that;
• position a product;
• subject to approval.

This keeps the corpus query tied to the intended sense.

51. Search by collocation when the headword is too broad | 词太多义时，别只搜单词本身

Searching run alone produces too many unrelated senses. Search run an experiment, run a business, run along the coast, or run out of time depending on the question.

精确搜索本身就是词义分类能力。

52. Sense frequency depends on domain | 词义频率也会随领域变化

In finance, position may refer to holdings or financial exposure. In human resources, it may mean a job. In argumentation, it may mean a stance. In marketing, position can be a verb describing strategic placement.

Therefore “most frequent sense” globally may not be “most frequent sense” in your field.

53. Build domain-specific sense lists | 给自己的专业建立“熟词专业义”表

Example: research/academic English.

• significant — statistical or general significance;
• subject — research participant / topic;
• control — comparison condition / regulate;
• sample — subset for study, not only a free product sample;
• power — statistical power / general ability;
• effect — measured outcome/change;
• model — analytical representation.

These familiar-word technical senses often matter more than rare vocabulary.

54. Professional English has its own familiar-word senses | 职场英语同样大量使用熟词新义

• owner — person accountable for a task/process, not only property owner;
• scope — boundaries of work;
• deliverable — required work output;
• blocker — issue preventing progress;
• close — complete/resolution in some contexts;
• run — manage/operate;
• position — strategic market placement.

Professional fluency often grows by learning new senses of ordinary words.

55. Science turns ordinary words into technical tools | 科学文本会把普通词变成精确术语

• work — physics;
• force — physics;
• power — physics/statistics;
• field — physics/mathematics;
• culture — biology;
• medium — material/channel;
• reaction — chemistry/biology;
• stress — mechanics.

A general learner dictionary may include some specialist senses; subject-specific dictionaries or textbooks may be necessary for full precision.

56. Do not assume technical sense equals difficult word | 专业词义经常藏在最简单的单词里

Words such as work, power, field, stress, model, subject, control look elementary. Their specialist senses may be conceptually demanding.

This is why “I know all the vocabulary in this paragraph” can be false even when every spelling looks familiar.

认识拼写，不等于认识当前词义。

57. Use the familiar-word alarm | 建立“熟词警报”

Trigger the alarm when:

• your first translation makes the sentence strange;
• the word appears in an unfamiliar collocation;
• the part of speech differs from what you expect;
• the text is specialised;
• the word appears in a fixed phrase;
• the paragraph’s logic conflicts with your interpretation.

The alarm does not mean “look up every familiar word”. It means “reopen the sense decision”.

58. The five-question sense protocol | 五问词义选择法

1. What part of speech is active here?
2. What words surround it?
3. What job does the sentence perform?
4. What domain are we in?
5. Which dictionary sense fits all four constraints?

Use this protocol before translating the whole sentence.

59. Add confidence grading | 再给自己的词义判断打置信度

• A — collocation/domain makes the sense clear;
• B — approximate sense fits but nuance needs checking;
• C — several senses still compete.

If a C-level word is central to the argument, verify immediately. If an A-level interpretation is peripheral, continue reading.

This connects directly to Lesson No.008’s uncertainty-management system.

60. Build the FENCE polysemy system | FENCE 多义词学习系统

Fence	Question	Action
F0 Alarm	Does the familiar meaning fail?	reopen the word
F1 Form	noun, verb, adjective, phrase?	filter senses
F2 Collocation	what words surround it?	narrow sense
F3 Discourse	what job does the sentence perform?	identify semantic family
F4 Domain	general or specialist?	use labels
F5 Dictionary	which numbered sense fits?	verify
F6 Network	what related senses matter?	build sense cluster
F7 Retrieval	can I produce sense from context?	sense-specific recall
F8 Transfer	can I recognise it in another domain?	new-context practice

61. Worked case: Maren misreads “address” | 案例一：Maren 误读 address

Maren reads a fictional school report: “The revised programme addresses three weaknesses identified in the earlier review.” Her first automatic translation is “地址”. She notices the sentence becomes impossible.

She runs the five-question protocol:

• verb;
• object = three weaknesses;
• sentence explains what the programme does;
• professional evaluation context;
• dictionary sense = deal with / give attention to a problem.

She then compares address with solve. The programme deals with the weaknesses; the sentence does not prove they have been completely solved.

中文分析：真正的高级词汇学习发生在最后一步：不只从“地址”切换到“处理”，还要守住 address 与 solve 的强度差。

62. Worked case: Iona meets “account for” twice | 案例二：Iona 两次遇到 account for

Sentence A: “Prior experience may account for the difference.”

Sentence B: “International participants account for 35% of the sample.”

Iona initially assumes the phrase has one meaning. But the semantic roles differ:

• A: factor → explanation;
• B: subgroup → proportion of whole.

She creates two cards, not one vague card. Then she writes a contrast sentence: “Prior experience accounts for some of the variation, while Group A accounts for 40% of the sample.”

中文分析：同一个词块也可能多义。只有把两个事件模型分开，词义才稳定。

63. Worked case: Leonie hears “position” in a meeting | 案例三：Leonie 在会议里听到 position

A manager says, “We are now in a position to expand the trial.” Leonie first imagines physical position. Context quickly corrects her: no location is being discussed; the team has resources and approval.

She paraphrases: “We are now able / have the necessary conditions to expand the trial.” Then she stores the phrase be in a position to do something.

中文分析：熟词新义经常不是单个词，而是固定结构触发的词义。把整个词块记下来，比只给 position 增加第六个中文翻译更有效。

64. Reading practice: mark S, not only N | 阅读时增加一个标记：S = 熟词新义

Use:

• N = genuinely new word;
• S = familiar word, new sense;
• C = useful collocation;
• F = useful fixed frame;
• D = domain-specific sense.

Advanced readers often discover that S and D produce more useful learning than another list of rare N words.

65. Writing practice: deliberately activate second senses | 写作时主动使用熟词的第二义

Choose five familiar words with useful advanced senses:

• address a limitation;
• account for a difference;
• maintain that…;
• position a product;
• subject to approval.

Write one natural sentence for each. The aim is not exotic vocabulary; it is deeper control of common vocabulary.

66. Speaking practice: explain the sense before using the word | 口语训练：先说意思，再提取熟词新义

• “deal with a concern” → address;
• “be able because conditions are ready” → be in a position to;
• “continue to argue that something is true” → maintain that;
• “make up 30% of the total” → account for;
• “officially release a warning” → issue a warning.

Now the retrieval cue is the intended sense, not the spelling.

67. Listening practice: familiar words deserve a second listen | 听力里，熟词听懂了也要检查“听懂的是不是这个义”

In listening, learners may recognise the sound but attach the wrong sense. Transcript-supported review helps:

1. listen;
2. note the familiar word;
3. paraphrase the sentence;
4. check transcript;
5. verify sense;
6. listen again.

A known sound with the wrong sense is still a comprehension error.

68. Use a 20-minute polysemy session | 20 分钟多义词训练

Time	Task
0–5 min	Choose 3 familiar words from real reading.
5–10 min	Identify the active sense and two related senses.
10–14 min	Check dictionary sense order, labels and collocations.
14–18 min	Create sense-contrast sentences.
18–20 min	Close notes and retrieve from context prompts.

69. Use a 45-minute full session | 45 分钟完整多义词训练

Time	Task
0–12 min	Read one demanding article; mark S familiar-word new senses.
12–20 min	Infer senses from context before checking.
20–28 min	Verify dictionary senses and labels.
28–34 min	Build sense clusters for 3 high-value words.
34–40 min	Corpus-check one sense-specific phrase if needed.
40–45 min	Use each target in a new sentence or spoken explanation.

70. A seven-day familiar-word challenge | 七天熟词新义挑战

Day	Targets
1	issue, address
2	account, position
3	maintain, conduct
4	subject, case
5	run, set
6	state, claim, point
7	mixed no-dictionary sense test

For every word, learn only the senses relevant to your real reading.

71. A 30-day polysemy challenge | 30 天多义词升级

• Collect 80 S-marked familiar-word new senses.
• Promote 30 into deliberate study.
• Build 20 sense maps.
• Create 20 “same word, different object” drills.
• Create 15 “same word, different domain” drills.
• Complete 10 spoken sense-retrieval sessions.
• Corpus-check 10 sense-specific collocations.
• Review your five most persistent familiar-word misreadings.

The target is not “know every dictionary sense”. The target is “stop letting familiar spelling hide unfamiliar meaning”.

72. A 12-week progression | 12 周熟词新义路线

Weeks	Focus	Evidence of progress
1–2	familiar-word alarm + part of speech	fewer forced first-meaning readings
3–4	collocation and phrase cues	faster sense selection
5–6	dictionary sense clusters	deeper familiar-word knowledge
7–8	domain-specific senses	stronger academic/professional reading
9–10	productive second senses	more flexible writing/speaking
11–12	transfer and independent verification	new senses handled without translation panic

73. The first weak link diagnostic | 第一个弱点诊断

Symptom	Likely first weak link	Repair
I know every word but sentence makes no sense.	familiar-word bias	reopen likely polysemous word
I always use the first dictionary meaning.	sense selection	collocation + domain + numbered senses
I understand a sense in reading but cannot use it.	productive access	sense-specific retrieval
I mix two meanings of the same phrase.	sense boundary	contrast cards
I struggle in specialist texts.	domain senses	subject labels + specialist examples
I collect every dictionary meaning.	selection overload	prioritise recurrent/high-value senses
I translate every sense separately and forget them.	network weakness	build sense clusters/core relation
I search corpus and mix all senses.	query precision	search sense-specific phrase

74. Practice A — choose the active sense | 练习 A：判断当前词义

1. The report addresses three weaknesses. What does addresses mean?
2. The agency issued a warning. What does issued mean?
3. This factor accounts for much of the variation. What does accounts for mean?
4. Group A accounts for 40% of the sample. What does accounts for mean here?
5. The authors maintain that the effect is temporary. What does maintain mean?
6. The schedule is subject to approval. What does subject to mean?
7. The company is in a position to expand. What does position contribute?
8. The team ran an experiment. What does ran mean?
9. The article makes the case for reform. What does case mean?
10. The new rule sets a higher standard. What does sets mean?

75. Practice B — same word, different sense | 练习 B：同词不同义

11. Write two sentences with issue: one noun “matter/problem” sense and one verb “officially release” sense.
12. Write two sentences with address: location and “deal with a problem”.
13. Write two sentences with position: stance and strategic verb.
14. Write two sentences with maintain: keep a system working and continue to argue a claim.
15. Write two sentences with subject: topic and subject to.
16. Write two sentences with case: situation and argument.
17. Write two sentences with run: operate/manage and physical movement.
18. Write two sentences with state: condition and reporting verb.
19. Write two sentences with point: main idea and indicate.
20. Write two sentences with mean: signify and intend.

76. Practice C — repair first-meaning bias | 练习 C：修复“第一义偏见”

Explain why the first familiar translation fails:

21. address a concern — why is 地址 wrong?
22. issue a statement — why is 问题 wrong?
23. account for the difference — why is 账户 wrong?
24. position the brand — why is 位置 alone insufficient?
25. conduct research — why is 行为 wrong?
26. maintain that… — why is 保养 wrong?
27. subject to change — why is 科目 wrong?
28. run the programme — why is 跑 wrong?
29. set a deadline — why is 放置 wrong?
30. make the case for — why is 案件 wrong?

77. Practice D — infer before dictionary | 练习 D：先推断，再查词典

For each sentence, identify part of speech, collocation and likely sense before checking a dictionary.

31. The new evidence casts the earlier account in a different light.
32. The regulator is expected to issue revised guidance.
33. The findings do not account for regional variation.
34. The organisation maintains a strong position in the market.
35. The article is subject to further review.
36. The programme runs for six weeks.
37. The policy sets out three conditions.
38. The witness gave a detailed account of the event.
39. The report addresses whether the change is sustainable.
40. The discussion reached a point where further evidence was needed.

78. Answers A | 练习 A 解析

1. Addresses: deals with / responds to.
2. Issued: officially released/gave.
3. Accounts for: explains or contributes to explaining.
4. Accounts for: constitutes/makes up a proportion.
5. Maintain: continue to state/argue.
6. Subject to: conditional on / governed by.
7. In a position to: has the conditions/ability to.
8. Ran: conducted/carried out.
9. Case: argument in support of something.
10. Sets: establishes/fixes.

79. Answers B — model contrasts | 练习 B 参考

11. “Cost remains a major issue.” / “The agency issued a new notice.”

12. “Please confirm your home address.” / “The policy addresses one important weakness.”

13. “Her position is that the trial should continue.” / “The company positioned the product as a premium option.”

14. “The engineer maintains the equipment.” / “The authors maintain that the difference is meaningful.”

15. “The subject of the meeting is access.” / “The timetable is subject to change.”

16. “In this case, waiting is sensible.” / “The report makes a strong case for revising the policy.”

17. “She runs the project.” / “She runs every morning.”

18. “The system is in a stable state.” / “The report states that the risk is low.”

19. “The main point is accuracy.” / “The evidence points to a different explanation.”

20. “What does this phrase mean?” / “I meant to call you earlier.”

80. Answers C — the repair principle | 练习 C 解析原则

In every item, the first familiar Chinese gloss represents a different sense. The surrounding grammar and collocation activate another sense. The repair is not “forget the old meaning”; it is “add another sense and learn the cue that selects it”.

不要把第一义删掉。要增加第二义，并记住什么语境会启动它。

81. Answers D — model inference notes | 练习 D 推断参考

31. account occurs in a phrase about interpretation; likely “description/version” rather than financial account.
32. issue is a verb before an object; likely “officially release”.
33. account for is a verb phrase; likely explain/include as explanatory factor.
34. position is a noun collocating with market; likely competitive/strategic standing.
35. subject to is a fixed adjective/prepositional pattern; conditional on further review.
36. run with a duration can mean continue/operate for that period.
37. set out is a multiword verb meaning present/explain systematically.
38. account after “detailed” and before “of” is a description/narrative.
39. address is a verb introducing the question dealt with.
40. point here means stage/moment in a process.

82. A strong tutor teaches the cue, not only the meaning | 高水平导师会教“什么线索启动这个词义”

A weak correction says, “Here address means 处理.” A stronger lesson asks:

• What part of speech is it?
• What object follows?
• What does the sentence say the report is doing?
• Why does “location” fail?
• How is address a problem different from solve a problem?
• Can you use the same sense in a new topic?

The goal is a reusable sense-selection habit.

83. The learner should become their own sense editor | 最终，学习者要会自己重新打开熟词

When a sentence feels wrong, ask:

• Am I forcing the first meaning?
• Is the part of speech different?
• Does the collocation signal another sense?
• Is this a professional or technical context?
• Is the word inside a fixed phrase?
• Would another numbered dictionary sense fit better?
• Am I confusing a weaker sense with a stronger one?

This internal sense editor is one of the most important transitions into advanced reading.

84. Canonical ownership and collision boundary | 本课的所有权边界

This lesson owns the Chinese-supported C1–C2 route for polysemy and familiar-word new senses. It coordinates but does not replace:

• Lesson No.001 — lexical depth.
• Lesson No.003 — one-to-one translation.
• Lesson No.006 — near-synonym precision.
• Lesson No.008 — context inference and verification.
• Lesson No.009 — corpus evidence.

85. Recommended reference floor | 推荐参考资源

• Cambridge Dictionary — polysemy — definition and examples of one word form carrying multiple meanings.
• Oxford Advanced Learner’s Dictionary — polysemy — learner definition and pronunciation.
• Oxford Learner’s Dictionaries FAQ — explains that different senses are usually ordered by frequency.
• British Council — How to use a learner’s dictionary of academic English — advice on polysemous words, less frequent senses and subject labels.
• Oxford Advanced Learner’s Dictionary — numbered senses, labels, collocations and examples.
• Cambridge Dictionary — sense distinctions, examples, pronunciation and grammar.

86. SEO language map | 本课关键词范围

This lesson naturally serves English polysemy, multiple meanings English words, familiar words new meanings, advanced vocabulary polysemy, English word senses, how to choose dictionary meaning, familiar word unfamiliar meaning, C1 vocabulary, C2 vocabulary, academic English word senses, professional English vocabulary, advanced English for Chinese speakers, English words with multiple meanings, issue meaning, address meaning, account for meaning, position meaning, maintain that meaning, subject to meaning, run multiple meanings, set multiple meanings, 英语多义词, 熟词新义, 一词多义, 高级英语词汇, 英语词义辨析, 英语词典怎么查, 学术英语词义, 中文母语英语学习, C1 英语 and C2 英语.

87. Your assignment | 本课作业

Choose ten familiar words from one difficult article. Do not select rare unknown words. Select words whose current sense is less familiar than their spelling.

1. Copy the sentence.
2. Write your automatic first meaning.
3. Identify part of speech.
4. Mark the key collocation.
5. State the paragraph’s discourse job.
6. Identify the domain.
7. Write a simple-English hypothesis for the active sense.
8. Check the numbered dictionary sense.
9. Add one related sense worth learning.
10. Write one new sentence that activates the new sense.

At the end, ask how many reading problems came from genuinely new words and how many came from familiar words used differently.

很多高级阅读困难，不是“词汇量太小”，而是“熟词只学了一层”。

88. The final rule | 最后一条规则

When a familiar word makes the sentence unfamiliar, reopen the word.

熟词让句子变陌生时，不要硬读下去。重新打开这个词。

Do not throw away the first meaning. Add another sense. Add the collocation that activates it. Add the domain where it appears. Add the frame that makes it recognisable next time.

Eventually, address no longer means “地址 plus several strange exceptions”. It becomes a sense network. Account stops being “账户 plus phrases to memorise”. Position, issue, subject, run, set become flexible systems.

That is what lexical depth looks like when ordinary words become advanced vocabulary.

高级词汇不一定长得高级。很多时候，它只是一个普通词，你终于真正学深了。

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Series: EDKS-ADV-VOC-ZH · Lesson 013 · Batch 04.