Top 100 Vocabulary for Visiting and Touring EU | Lecce

Each entry connects an English headword with pronunciation guidance, a selected meaning, a Simplified Chinese label, tone-marked pinyin and a complete bilingual example. Read across the entry before making a flashcard. The Chinese label supports the selected sense; it should not be treated as a replacement for every possible use of the English word. Pinyin helps with the Chinese wording and does not represent the pronunciation of the English or Italian headword.

All model scenes below are invented teaching exercises. References to pupils, pictures, menus, drawings and records belong to those exercises; they do not report an actual visit or promise a particular display. Use the separately sourced city connections for factual orientation. In your own work, keep three things visible: what you observed, what a source states and what you imagined to practise English. That distinction lets creative learning and accurate reporting sit comfortably together.

All examples, dialogues, designs, visits and model paragraphs in this guide are original fictional teaching scenes. They do not report an actual trip, identify an unverified object on a named monument, or promise a particular workshop demonstration. The technical chapters extend the questions suggested by Lecce into wider study: they are not a checklist of geological features, plants or decorative forms guaranteed to occur at a specific stop. Pronunciation cues are approximate; Chinese labels explain selected senses, and pinyin belongs to those Chinese labels.

Continue through the wider Vocabulary Lists Control Tower to connect these words with other places and subjects.

Choose your reading route

Before the words: Lecce connections

Begin with several ways of seeing

The official Italian tourism guide connects Lecce with Roman remains and seventeenth-century Baroque buildings. Use that variety to choose a question: what can a surface show, how might a form be made, and which claims need historical evidence?

A local craft, followed by wider comparisons

Pugliapromozione’s regional introduction connects Salento with cartapesta and stone craftsmanship. The making chapter develops comparisons from that starting point; it does not claim that every technique taught here belongs to every Lecce workshop.

Read one façade in stages

LeccEcclesiae’s Santa Croce account distinguishes the façade’s Renaissance lower order from its later Baroque upper order. That gives a reader a useful question about parts and periods, rather than a reason to label every visible feature identically.

A dated change around the castle

On 25 June 2026, the Comune di Lecce announced a ceremony for 26 June in the renewed square by Castello Carlo V, marking completion of the first phase of the surrounding-area works. This dated announcement is different from the castle’s historical description and does not establish that every later project phase is complete.

Visitor reading check: 4 October 2026

The current LeccEcclesiae visitor information distinguishes sightseeing from religious services and provides a calendar. Recheck the actual date you intend to visit. A vocabulary guide can explain a place name, but its example sentences cannot confirm access, a booking or an opening time.

Keep the wider area on the map

For Abbazia di Santa Maria di Cerrate, consult FAI’s current visitor page. Its location outside central Lecce deserves a separate transport decision rather than an assumption that every stop fits one city-centre walk.

Begin with two names that work at different scales. Lecce is a city in Puglia. Salento names the southern part of Puglia, including Lecce and other communities. For a map-reading exercise, write the first name on a city card and the second on a regional card. Their relationship gives you something useful to explain before attempting the longer institutional names.

Next, choose Abbazia di Santa Maria di Cerrate as a pronunciation challenge. Copy the full name accurately and mark where you naturally pause when reading it aloud. Check a reliable audio model when available. You are learning to recognise and say a name; do not convert that achievement into a claim that you know the route, opening arrangements or historical account.

1. Lecce

Say it: LEH-cheh

中文: 莱切 · lái qiē

Meaning: A city in southern Italy’s Puglia region, known for its elaborate Baroque architecture and older archaeological remains.

Example: Our Lecce project began with a question about how a building can invite both close looking and careful reading.

中文例句: 我们的莱切研究项目从一个问题开始：一座建筑如何同时引导人们仔细观察和认真阅读？

Use it well: Use the city name to locate your discussion, then add the purpose of your visit or study. A sentence that merely says a place is beautiful gives the reader little to follow. Naming the particular detail that interests you makes the next sentence easier to write. Keep Lecce distinct from Lecco, a different Italian city with a similar spelling.

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2. Salento

Say it: sah-LEN-toh

中文: 萨伦托地区 · sà lún tuō dì qū

Meaning: The southern part of Puglia, encompassing Lecce and other inland and coastal communities.

Example: Instead of treating Salento as a single town, we marked several locations before choosing the focus of our reading.

中文例句: 我们没有把萨伦托地区当作一个小镇，而是在选择阅读重点之前标出了几个地点。

Use it well: This regional name helps you widen the frame without losing your position on a map. Be specific about whether you mean the city, its surrounding countryside or a coastal destination. A regional description does not establish that every feature occurs everywhere. When you move between these scales in a paragraph, give your reader a clear connecting sentence.

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3. Basilica di Santa Croce

Say it: bah-ZEE-lee-kah dee SAN-tah KROH-cheh

中文: 圣十字圣殿 · shèng shí zì shèng diàn

Meaning: A church in Lecce particularly associated with the city’s richly decorated Baroque architecture.

Example: A photograph of the Basilica di Santa Croce gave our group one façade to examine rather than a whole city to summarise.

中文例句: 一张圣十字圣殿的照片让我们的小组能仔细观察一个立面，而不必概括整座城市。

Use it well: Retain the full name when first identifying the church, especially because other Italian cities also have churches named Santa Croce. You may then use a shorter form if the location remains clear. For a photograph study, separate the details you can see from the symbolism explained by a reliable source. A convincing interpretation needs more than an impressive adjective.

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4. Piazza Sant’Oronzo

Say it: pee-AT-sah sant oh-RON-tsoh

中文: 圣奥伦佐广场 · shèng ào lún zuǒ guǎng chǎng

Meaning: A central square in Lecce where buildings and the exposed Roman amphitheatre bring different historical periods into view.

Example: Our imaginary meeting plan named Piazza Sant’Oronzo and a precise landmark, so nobody had to guess where to wait.

中文例句: 我们设想的会合计划写明了圣奥伦佐广场和一个确切的地标，因此没有人需要猜测等候地点。

Use it well: A named square can be large enough to need a second reference point. In practical English, combine the place name with a visible feature and a time rather than relying on a photograph alone. In historical writing, identify which feature you are describing before giving its period. Buildings sharing a square do not necessarily share the same date.

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5. Porta Napoli

Say it: POR-tah NAH-poh-lee

中文: 那不勒斯门 · nà bù lè sī mén

Meaning: A monumental triumphal gateway marking an approach to Lecce’s historic centre.

Example: Porta Napoli appeared on our planning sheet beside a reminder to distinguish the monument from the surrounding traffic arrangements.

中文例句: 那不勒斯门旁边，我们在计划表上写了一条提醒：要把这座纪念性建筑与周边的交通安排区别开来。

Use it well: Porta means gate in this Italian name, but keeping the original wording helps you match signs and maps. A description of a historic entrance is not advice that you can drive through it. State whether your route is on foot, and check present instructions separately. This habit prevents architectural vocabulary from accidentally becoming unreliable travel guidance.

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6. Castello Carlo V

Say it: kah-STEL-loh KAR-loh KWEEN-toh

中文: 查理五世城堡 · chá lǐ wǔ shì chéng bǎo

Meaning: Lecce’s historic castle, whose present defensive form reflects major sixteenth-century rebuilding associated with Charles V.

Example: We placed Castello Carlo V on a timeline before asking which parts of its story our chosen source actually supported.

中文例句: 我们先把查理五世城堡放在时间线上，再询问所选资料实际支持了它的哪些历史内容。

Use it well: The Roman numeral V in the name means fifth, not the English letter pronounced vee. Distinguish the age of a site from the age of the form visible today. A building can have several phases. When a source gives a rebuilding date, do not silently replace the broader history with that one event or call every surviving feature original.

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7. Museo Sigismondo Castromediano

Say it: moo-ZEH-oh see-jeez-MON-doh kas-troh-meh-dee-AH-noh

中文: 西吉斯蒙多·卡斯特罗梅迪亚诺博物馆 · xī jí sī méng duō · kǎ sī tè luó méi dí yà nuò bó wù guǎn

Meaning: A museum in Lecce with archaeological collections that help explain the history of Salento.

Example: The Museo Sigismondo Castromediano became our starting point for questions about what an object label can and cannot tell a reader.

中文例句: 西吉斯蒙多·卡斯特罗梅迪亚诺博物馆成为我们探讨展品说明能够与不能够告诉读者什么的起点。

Use it well: Long institutional names become easier to use when you say them in meaningful chunks. Copy the spelling carefully in a bibliography rather than shortening it in a way that could identify another institution. For a learning task, select one question to pursue through the collection information. You do not need to claim that you have inspected every object.

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8. Abbazia di Santa Maria di Cerrate

Say it: ah-bat-SEE-ah dee SAN-tah mah-REE-ah dee cher-RAH-teh

中文: 切拉泰圣母修道院 · qiē lā tài shèng mǔ xiū dào yuàn

Meaning: A historic abbey near Lecce whose story connects monastic life with later agricultural use.

Example: Before adding Abbazia di Santa Maria di Cerrate to our proposed day, we checked its location rather than assuming it was in the city centre.

中文例句: 在把切拉泰圣母修道院加入拟议的一日行程之前，我们先查看了它的位置，而没有假定它位于市中心。

Use it well: A regional attraction can be closely connected with a city without being part of a walk through its centre. The word near should therefore prompt a transport check. Use a separate sentence for historical interest and another for current visiting arrangements. This keeps an enduring cultural description from being mistaken for a promise about today’s opening or transport.

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9. Palazzo Vernazza

Say it: pah-LAT-soh ver-NAT-sah

中文: 韦尔纳扎宫 · wéi ěr nà zhā gōng

Meaning: A historic palace in Lecce whose underground archaeological remains reveal earlier occupation of its site.

Example: Our Palazzo Vernazza reading exercise asked us to separate the visible palace from the earlier evidence described beneath it.

中文例句: 我们关于韦尔纳扎宫的阅读练习要求我们把眼前的宫殿与资料所描述的地下更早遗存区别开来。

Use it well: Palazzo identifies a substantial historic building, while the rest of the name identifies this particular one. Keep above, below, earlier and later clear in your account. Spatial position and historical sequence are related questions, but one should not be substituted for the other without evidence. A well-labelled sketch can show what your paragraph is trying to distinguish.

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10. Museo Faggiano

Say it: moo-ZEH-oh fad-JAH-noh

中文: 法贾诺博物馆 · fǎ jiǎ nuò bó wù guǎn

Meaning: A privately owned museum in Lecce presenting archaeological evidence uncovered within a historic building.

Example: The account of Museo Faggiano encouraged us to ask how an unexpected discovery becomes a carefully documented historical story.

中文例句: 法贾诺博物馆的介绍促使我们思考：一次意外发现如何成为经过认真记录的历史叙述？

Use it well: A memorable discovery story is a useful opening, but it should not replace the evidence that follows. Ask who recorded the remains, what was identified and which statements are interpretations. In your own writing, name the museum’s account as your source instead of presenting a retold anecdote as something you witnessed. Keep curiosity and accuracy working together.

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Put the distinction to work

In an invented planning dialogue, a pupil asks, “Would our question make a clear project title?” A partner answers, “It would if we say what we plan to compare.” Write the proposed title using one of this chapter’s names, then explain the choice. The exchange models a decision about scope, not a promise that the speakers have visited the place.

Now write two possible project titles using those names. Under each, put one question your project could reasonably answer and one question it would leave outside its scope. A broader title needs a broader investigation; it is not automatically the stronger choice. Ask a partner which title best matches the amount of material you actually have.

Build a three-card plan: a named focus, a learning question and a practical item to verify. The cards should do different jobs. For example, your focus card can contain the abbey’s full name while the question card asks what its official introduction emphasises. The final card can remind you to check arrangements if a real visit becomes relevant.

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Imagine a geological teaching drawing with three arrows and a stated scale. The arrows do not all identify the same kind of component. Micrite identifies very fine carbonate material, while sparite identifies relatively coarse crystalline carbonate material. A bioclast is a fragment derived from an organism, such as part of a shell. The exercise is to explain the labels’ relationships, not to identify a real wall from a distant photograph.

Notice the different questions hidden inside a technical description. One question concerns the material surrounding a marked fragment; another concerns what kind of fragment the label identifies. Before learning a sentence by heart, decide which question it answers. That keeps three new nouns from collapsing into one vague memory of “something in stone”.

11. bioclast

Say it: BY-oh-klast

中文: 生物碎屑 · shēng wù suì xiè

Meaning: A sedimentary fragment derived from an organism, such as part of a shell.

Example: “Is this curved fragment a bioclast?” I asked, pointing to the enlarged image rather than touching the specimen.

中文例句: “这个弯曲碎片是生物碎屑吗？”我问道，指着放大的图片，而没有触摸标本。

Use it well: Use this noun for the fragment itself, rather than for the whole rock containing it. The useful question is what makes the fragment recognisably biological. In a classroom description, point to the outline or labelled feature that supports the identification. Do not turn an interesting shape seen from a pavement into a confident species identification without appropriate evidence.

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12. micrite

Say it: MY-kryte

中文: 泥晶方解石 · ní jīng fāng jiě shí

Meaning: Very fine-grained carbonate material forming the lime-mud component of some limestones.

Example: The diagram labelled the fine background as micrite, helping me separate the surrounding material from the larger grains.

中文例句: 示意图把细小的背景物质标为泥晶方解石，帮助我将包围颗粒的物质与较大的颗粒区分开来。

Use it well: This term is useful when reading a geological image at an appropriate scale. Describe the label, magnification and relationship between components. A pale wall seen from a distance does not provide the same evidence as a prepared sample. Keep your claim no broader than the information supplied.

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13. sparite

Say it: SPAR-ite

中文: 亮晶方解石 · liàng jīng fāng jiě shí

Meaning: Relatively coarse, clear crystalline carbonate material in a limestone, often filling spaces between grains.

Example: Under the heading sparite, our worksheet asked us to identify the clear crystals shown between the outlined particles.

中文例句: 在亮晶方解石这一标题下，练习纸要求我们辨认轮廓清晰的颗粒之间所显示的透明晶体。

Use it well: Use this as a material term, not as a colour adjective for any sparkling surface. A comparison is strongest when both images have a stated scale and comparable lighting. In your explanation, tell the reader which space or component you mean. Avoid treating every bright patch in an ordinary photograph as proof of a particular mineral structure.

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14. ooid

Say it: OH-oyd

中文: 鲕粒 · ér lì

Meaning: A small, rounded coated grain with layers built around a central particle, characteristic of oolitic limestone.

Example: We traced the concentric outline of an ooid in the enlarged illustration rather than guessing from the unlabelled rock photograph.

中文例句: 我们在放大的插图上描出了鲕粒的同心轮廓，而没有根据那张没有说明的岩石照片猜测。

Use it well: Say what your image shows before naming the process you think formed it. The word identifies a kind of grain, while the surrounding rock may contain many grains and other material. For a memory sketch, draw the centre and successive rings. That picture is an aid to understanding, not a claim that every specimen will look perfectly circular.

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15. peloid

Say it: PEE-loyd

中文: 泥晶颗粒 · ní jīng kē lì

Meaning: A small carbonate grain made of fine crystalline material, without a clearly visible internal structure.

Example: The student left the origin of the peloid undecided because the supplied image supported a description rather than a complete history.

中文例句: 学生没有判定这颗泥晶颗粒的起源，因为所给图片能够支持的是描述，而不是完整的形成历史。

Use it well: The term permits a useful description without forcing a single explanation of origin. This makes it valuable practice for scientific restraint. Write what is known about the grain and leave unanswered questions visible. If you compare two technical labels, check the actual diagnostic features rather than relying on their similar pronunciation or their appearance in the same chapter.

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16. allochem

Say it: AL-oh-kem

中文: 异化颗粒 · yì huà kē lì

Meaning: A discrete carbonate sedimentary grain, distinguished from the fine matrix and later cement around it.

Example: The diagram grouped several grain types under allochem and used different shading for the material between them.

中文例句: 示意图把几种颗粒类型归在异化颗粒之下，并用不同的阴影表示颗粒之间的物质。

Use it well: This is a category of component, not the name of one particular fossil or grain shape. Read the diagram’s legend before comparing its labels. In your explanation, identify which material counts as the grain and which material surrounds it. A broad category can organise a technical description without replacing the more specific names needed for individual examples.

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17. intraclast

Say it: IN-truh-klast

中文: 内碎屑 · nèi suì xiè

Meaning: A fragment of partly consolidated sediment reworked and deposited again within the same sedimentary area.

Example: Our imagined sediment story followed an intraclast from its original bed into a later deposit nearby.

中文例句: 我们设想的沉积故事追踪了一块内碎屑从原来的层位进入附近较晚沉积层的过程。

Use it well: The word concerns the history and source of a fragment, not merely its colour. In an explanation, make the sequence clear: an earlier deposit, disturbance, then deposition again. Use a schematic diagram if the supplied evidence permits that interpretation. A loose piece of stone is not automatically an intraclast simply because it has broken off.

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18. diagenesis

Say it: dy-uh-JEN-uh-sis

中文: 成岩作用 · chéng yán zuò yòng

Meaning: Physical and chemical changes affecting sediment after deposition, including changes through which sediment becomes rock.

Example: Our summary used diagenesis for the changes after deposition and kept that stage separate from the earlier transport of particles.

中文例句: 我们的摘要用成岩作用表示沉积后的变化，并把这一阶段与更早的颗粒搬运区分开来。

Use it well: Build a sequence around the word rather than memorising it as an isolated label. Ask what was present before the change and what evidence suggests a later alteration. In a short account, one well-chosen process is enough if the source supports it. Avoid adding a list of technical mechanisms that you cannot explain or distinguish.

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19. case hardening

Say it: KAYS HAR-duh-ning

中文: 表壳硬化 · biǎo ké yìng huà

Meaning: The development of a harder outer layer on rock relative to the material beneath it.

Example: The teaching diagram represented case hardening with a darker outer band and labelled the drawing as a simplified model.

中文例句: 教学示意图用一条较深色的外带表示表壳硬化，并注明这是一幅简化模型。

Use it well: Here the phrase belongs to rock weathering; it can have a different technical application elsewhere. State that context when first using it. A surface appearance alone does not show the condition of everything underneath. The example demonstrates how to describe a model without presenting its neat boundaries as a literal picture of every real stone.

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20. hardground

Say it: HARD-grownd

中文: 海底硬底层 · hǎi dǐ yìng dǐ céng

Meaning: A sedimentary surface cemented while exposed on the sea floor, before later sediment accumulated above it.

Example: The speaker used hardground to explain a pause in the sedimentary story, and I added the term beside the relevant surface.

中文例句: 讲解者用海底硬底层解释沉积过程中的一次停顿，我便把这个词写在相关界面旁边。

Use it well: This geological word does not simply mean ground that feels hard underfoot. The history of cementation at a sedimentary surface is essential. When reading an illustrated sequence, locate the surface before explaining its significance. Do not transfer the label from a textbook specimen to a building stone merely because the latter looks dense or resists a casual touch.

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Put the distinction to work

Use three boxes headed A, B and C. Give each box one of the labels micrite, sparite and bioclast, then write a comparison using only the information supplied above. Keep the labels covered while explaining your choices to a partner. If you can remember the names but cannot explain your sorting, return to the distinction instead of repeating the spellings.

Here is an invented caption to improve: “The rock has three interesting things.” Replace “things” with the three labels, but do not stop there. Add reference letters and say which arrow you mean in each sentence. Your revision should help the reader move between the caption and the drawing rather than simply display a larger vocabulary.

Pronunciation practice can follow the same three-part structure. Say each word alone, then in “Arrow A is labelled…”, then in your complete comparison. Record the last version. If the middle of a word disappears when you speak quickly, slow that part down before reconnecting the sentence. Fluency should preserve the distinction you worked to understand.

Back to all 100 words · Continue reading · Vocabulary references

Three architectural labels can answer three different questions. A Solomonic column has a spiralling shaft. An engaged column is attached to or partly embedded in a wall. A broken pediment has an intentional interruption in its outline; broken does not necessarily mean damaged. These distinctions let you organise a drawing by what each term tells the reader instead of collecting decorative names without a plan.

Work with a clearly invented architectural sketch. Give it a front view and a side view, then assign the terms only where the drawing supplies the necessary relationship. You are not reconstructing a building in Lecce. The purpose is to discover which question you must answer before choosing a label and which viewpoint makes that question easier to discuss.

21. cartouche

Say it: kar-TOOSH

中文: 装饰性框饰 · zhuāng shì xìng kuàng shì

Meaning: An ornamental frame surrounding an inscription, emblem or other central feature.

Example: I drew the outline of the cartouche first and left its unreadable inscription blank rather than inventing letters.

中文例句: 我先画出了装饰性框饰的轮廓，并把无法辨认的铭文部分留白，而没有编造字母。

Use it well: In this chapter the word names a decorative frame, not the separate Egyptian writing enclosure that the same word can describe. Make the selected sense clear through the surrounding nouns. You can explain the relationship between frame and centre even when you cannot read the text. Acknowledging that limit is more useful than supplying a confident but unsupported transcription.

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22. putto

Say it: POOT-oh

中文: 幼童形装饰像 · yòu tóng xíng zhuāng shì xiàng

Meaning: A plump infant-boy figure in European art, commonly shown nude and sometimes winged.

Example: “One putto or several putti?” Mei asked as she revised the caption beneath her sketch.

中文例句: “是一尊幼童形装饰像，还是好几尊？”美在修改草图下的图注时问道。

Use it well: The plural is putti. This term identifies an artistic figure and does not require that the figure be an angel. Winged examples can overlap visually with popular images of cherubs, but a wingless infant figure can also be a putto. In a description, mention the pose and visible attributes before attaching a more specific religious identity.

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23. caryatid

Say it: kar-ee-AT-id

中文: 女像柱 · nǚ xiàng zhù

Meaning: A sculpted female figure used as an architectural support in place of an ordinary column.

Example: Our diagram distinguished the caryatid from a nearby statue by showing which figure supported the structure above.

中文例句: 我们的示意图通过显示哪尊人物像支撑着上方的结构，将女像柱与旁边的雕像区分开来。

Use it well: The important distinction is architectural function, not merely the presence of a female figure. Look for the relationship between the figure and the element above it in a reliable image or description. In comparative writing, explain that relationship explicitly. Calling every standing statue a caryatid would remove the very distinction that makes the specialist term useful.

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24. modillion

Say it: moh-DIL-yun

中文: 檐下托饰 · yán xià tuō shì

Meaning: An ornamental bracket or block placed beneath the projecting upper part of a cornice.

Example: In the close-up drawing, each modillion cast a small shadow beneath the larger projecting ledge.

中文例句: 在这幅特写图中，每个檐下托饰都在较大的突出檐口下投下一小片阴影。

Use it well: Learn the word with a location phrase: beneath the cornice. A component’s position often explains a technical label more clearly than a long list of visual adjectives. When studying a façade photograph, do not assume that a dark shape is a separate carved object; it may be a shadow. Compare adjacent repeated units before describing their form.

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25. Solomonic column

Say it: sol-uh-MON-ik KOL-um

中文: 螺旋柱 · luó xuán zhù

Meaning: An architectural column with a shaft that appears to twist in a spiral.

Example: The student used Solomonic column in the caption and added a sketch to show the turning outline of the shaft.

中文例句: 学生在图注中使用了螺旋柱一词，并补上一幅草图来显示柱身盘旋的轮廓。

Use it well: This is an established architectural term, not a claim that a particular surviving column was made for Solomon. Keep the shape of the shaft separate from its surface decoration. In a classroom comparison, trace the outer line before examining carved leaves or other details. That order helps a reader distinguish the overall structural form from its ornament.

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26. engaged column

Say it: en-GAYJD KOL-um

中文: 附墙柱 · fù qiáng zhù

Meaning: A column partly embedded in or attached to a wall rather than standing completely free of it.

Example: The side view made the engaged column easier to recognise because the drawing showed its connection with the wall.

中文例句: 侧视图使附墙柱更容易辨认，因为图中显示了它与墙壁的连接关系。

Use it well: Use this phrase to describe the relationship between a column and the wall. A frontal photograph may conceal that relationship, so qualify an identification if your view is limited. Do not confuse a technical description of position with a judgement about strength. To explain the term simply, compare a free-standing cylinder with one partly absorbed into a vertical surface.

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27. broken pediment

Say it: BROH-kuhn PED-ih-muhnt

中文: 断裂式山花 · duàn liè shì shān huā

Meaning: A pediment designed with an interruption, often a gap at its apex, rather than a continuous outline.

Example: Our caption called the feature a broken pediment and clarified that the opening belonged to the design.

中文例句: 我们的图注把这一构件称为断裂式山花，并说明那个开口是设计的一部分。

Use it well: Broken here need not mean damaged. That distinction matters when describing historic architecture: an intended opening and a missing piece imply very different stories. Avoid announcing damage from shape alone. If your source identifies a deliberate design, explain how the interruption organises the composition rather than treating the word as a report of neglect or collapse.

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28. trabeation

Say it: tray-bee-AY-shuhn

中文: 梁柱结构 · liáng zhù jié gòu

Meaning: A system or arrangement of construction using horizontal beams supported by upright elements.

Example: The simplified model helped us discuss trabeation without relying on the elaborate decoration in the photograph beside it.

中文例句: 这个简化模型帮助我们讨论梁柱结构，而不必依赖旁边照片中繁复的装饰。

Use it well: Use the word for a construction arrangement, not for any horizontal stripe in a façade. A sketch with a few clear lines can be a better starting point than an ornate photograph. Identify the upright supports and the spanning element before explaining their relationship. The purpose of specialist vocabulary is to sharpen that relationship, not to make a simple observation sound obscure.

Word reference

29. gutta

Say it: GUT-uh

中文: 檐部垂滴饰 · yán bù chuí dī shì

Meaning: A small drop-like ornament, commonly shaped like a truncated cone, in a Doric entablature.

Example: A single gutta was enlarged in the diagram so that the tiny decorative form could be studied without crowding the page.

中文例句: 图中放大了一个檐部垂滴饰，使读者能研究这种微小的装饰形状，而不让页面显得拥挤。

Use it well: The plural is guttae. Keep this noun attached to its architectural context because similar shapes can occur in unrelated objects. An enlarged detail drawing should say that it is enlarged; otherwise the reader may misunderstand its importance or size. The technical label names the form, while your sentence still needs to explain where it appears in the design.

Word reference

30. dentil

Say it: DEN-til

中文: 齿状檐饰 · chǐ zhuàng yán shì

Meaning: One of a row of small projecting rectangular blocks used as architectural ornament, especially beneath a cornice.

Example: We counted each dentil in the cropped drawing, then checked whether the last visible block was complete.

中文例句: 我们数出了裁切图中的每一个齿状檐饰，然后检查最后一个可见的块状饰件是否完整。

Use it well: The name recalls a tooth, but the entry concerns a building ornament. In a description, the repeated row is often more informative than one isolated block. Be careful when counting from a photograph: cropping can conceal part of the sequence. State that you counted the visible units instead of claiming a total for the entire building.

Word reference

Put the distinction to work

Write three headings on your worksheet: “What is the shaft’s form?”, “How does it relate to the wall?” and “Is the interruption part of the design?” Match each heading to the appropriate entry. This is a worked contrast because the criteria differ. Two terms appearing near each other in a vocabulary list need not be competing answers to the same question.

Use the sentence frame “I chose this label because the drawing shows…”. Complete it once for each term, then ask a partner to underline the evidence phrase. If they underline only the specialist noun, your explanation has not yet supplied a reason. Add a reference letter, a location phrase or a clearer statement of the relationship.

Revise this fictional caption: “The broken pediment proves that the building was neglected.” The caption confuses a term with a historical explanation. Replace it with a description limited to the invented design, then identify what evidence would be needed before writing any account of damage or care. You can correct the reasoning without inventing a new history.

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Try three miniature sketches rather than one crowded design. Strapwork uses bands that appear folded, crossed or interlaced. A festoon is a hanging decorative chain or garland, including an artistic representation of one. Rocaille uses irregular flowing foliage and shell-like forms. Read the descriptions before drawing, and mark your sketches as memory aids rather than historical examples.

The first useful question is what you would follow with a pencil when explaining the design. Choose one path, one beginning and one end. Keep the invented drawing simple enough that your partner can follow your spoken description without repeatedly asking which line you mean. Accuracy is easier to assess when the example is deliberately uncluttered.

31. rocaille

Say it: roh-KY

中文: 贝壳曲线式装饰 · bèi ké qū xiàn shì zhuāng shì

Meaning: An ornamental style using irregular, flowing foliage and shell-like forms.

Example: The guide used rocaille, and I asked which visible curves made that term more precise than ornate.

中文例句: 导游用了贝壳曲线式装饰一词，我便询问哪些可见的曲线使这个词比华丽更准确。

Use it well: Here rocaille names a decorative vocabulary of shell-like and foliate forms. Rococo is a broader artistic style; identifying one motif does not classify an entire building. Describe the visible curves before applying the label. Some sources also use rocaille as a synonym for rococo, so keep the selected ornament sense explicit.

Word reference 1 Word reference 2

32. strapwork

Say it: STRAP-wurk

中文: 带状交织纹饰 · dài zhuàng jiāo zhī wén shì

Meaning: Decoration formed from narrow bands that appear folded, crossed or interlaced like straps.

Example: In the practice drawing, the strapwork passed over and under itself, so we followed one band at a time.

中文例句: 在练习图中，带状交织纹饰自身上下交错，因此我们每次只追踪一条带子。

Use it well: The bands are a visual motif; they need not be actual leather straps. To describe a complicated pattern clearly, choose one starting point and follow the sequence from there. Words such as above, beneath and across become more useful when their subject is explicit. Do not call every tangled pattern strapwork without looking for the ribbon-like bands.

Word reference

33. festoon

Say it: fes-TOON

中文: 垂挂花饰 · chuí guà huā shì

Meaning: A decorative hanging chain or garland, or an artistic representation of one suspended between points.

Example: A carved festoon linked the two upper corners in our invented design, leaving a clear space beneath its curve.

中文例句: 在我们虚构的设计中，一条雕刻的垂挂花饰连接着上方两个角，其弧线下留出了一片清晰的空间。

Use it well: Use the noun for the hanging ornament and the verb festoon for decorating with such elements. A sentence should reveal which role you intend. In a drawing description, identify the points of suspension before discussing the curve. That small spatial explanation helps a reader reconstruct the arrangement instead of receiving a collection of disconnected decorative labels.

Word reference

34. grotesque

Say it: groh-TESK

中文: 奇想混合纹饰 · qí xiǎng hùn hé wén shì

Meaning: In decorative art, a fanciful composition combining distorted or hybrid human, animal and plant forms.

Example: At first I called the figure a monster; a discussion of the grotesque gave me a more thoughtful way to describe it.

中文例句: 起初我把这个形象叫作怪物；对奇想混合纹饰的讨论让我找到了更周全的描述方式。

Use it well: This art sense is more precise than using grotesque simply to mean ugly. Describe the combination before evaluating its effect. Calling an unfamiliar cultural image disgusting tells the reader about your reaction but may obscure what is actually there. An analytical sentence can acknowledge surprise while still explaining the shapes and relationships that produced that response.

Word reference

35. anthemion

Say it: an-THEE-mee-un

中文: 放射花叶纹饰 · fàng shè huā yè wén shì

Meaning: A stylised ornament of honeysuckle-like or palm-like leaves or petals radiating in a fan-shaped cluster from a common base.

Example: We drew guide lines through the anthemion to see how its repeated parts spread from the base.

中文例句: 我们穿过放射花叶纹饰画出辅助线，观察其重复部分如何从基部向外展开。

Use it well: Use the word for the stylised ornament rather than attempting to identify a real plant from its shape. An artist can simplify, rearrange or combine natural forms. In a description, separate the central axis from the repeated parts around it. A quick diagram showing that arrangement can explain more than a paragraph filled with vague words such as pretty or intricate.

Word reference

36. rinceau

Say it: ran-SOH

中文: 卷枝叶纹 · juǎn zhī yè wén

Meaning: A continuous ornamental motif of sinuous, branching stems elaborated with leaves and other natural forms.

Example: The rinceau continued along the border, and our sketch followed its branching stem rather than copying each leaf separately.

中文例句: 卷枝叶纹沿着边框延伸，我们的草图追踪其分枝的茎，而没有逐片临摹每一片叶子。

Use it well: This is a particular leafy or vine-like system of ornament, more specific than generic scrollwork. Look for the organising stem and the forms growing from it. In writing, explain the continuity of the design: where it begins, how it turns and how the branches relate. Identifying that system helps the reader understand a busy surface without counting every small detail.

Word reference

37. acanthus

Say it: uh-KAN-thus

中文: 莨苕叶饰 · làng tiáo yè shì

Meaning: A decorative leaf form based on the deeply divided leaves of the acanthus plant.

Example: The worksheet used acanthus for the leaf ornament and asked us not to confuse the carving with a botanical specimen.

中文例句: 练习纸用莨苕叶饰指这种叶形装饰，并要求我们不要把雕刻与植物标本混为一谈。

Use it well: The same English word also names the living plant. State whether your subject is botanical or decorative. A carved leaf can be stylised rather than botanically exact, so a visual resemblance does not establish a species identification. This is a useful place to practise two sentences: one names the artistic motif, and the next describes the detail you can actually see.

Word reference

38. cavetto

Say it: kuh-VET-oh

中文: 凹圆线脚 · āo yuán xiàn jiǎo

Meaning: A concave architectural moulding whose profile approximates a quarter-circle curve.

Example: The section drawing made the cavetto recognisable by showing the inward curve that the front view concealed.

中文例句: 剖面图显示了正面视图隐藏的内凹曲线，因此使凹圆线脚能够被辨认出来。

Use it well: Learn this word through a profile, not only through a frontal photograph. Your reader needs to understand which direction the surface curves. Use inward and concave consistently, and label the viewpoint of your drawing. A dark strip in a photograph may suggest a recess, but a clear side view or reliable architectural description offers stronger evidence for the exact profile.

Word reference

39. egg-and-dart

Say it: EG-and-DART

中文: 卵箭纹 · luǎn jiàn wén

Meaning: A repeating ornament alternating egg-shaped forms with pointed dart-like forms.

Example: The egg-and-dart border in the exercise gave us a simple alternating sequence to describe in one clear sentence.

中文例句: 练习中的卵箭纹边框提供了一个简单的交替序列，让我们可以用一句清楚的话来描述。

Use it well: The hyphens keep the established term together. Explain both alternating forms, rather than identifying only the rounded element and leaving the pattern incomplete. For practice, cover half the drawing and predict the next shape, then check. This turns a decorative label into a relationship you can recognise and explain instead of a name memorised without a visual structure.

Word reference

40. bead-and-reel

Say it: BEED-and-REEL

中文: 珠盘相间纹 · zhū pán xiāng jiàn wén

Meaning: An ornamental moulding in which bead-like forms alternate with disc-like forms.

Example: Our bead-and-reel sketch used different symbols for the elongated beads and the flatter discs so the sequence stayed clear.

中文例句: 我们的珠盘相间纹草图用不同符号表示长形珠饰和较扁的盘饰，使排列顺序保持清晰。

Use it well: Treat the phrase as the name of a repeated pattern, not a literal string of beads on a reel. In a close comparison, note whether the discs occur singly or in pairs. That detail is more informative than saying the border is complicated. If a photograph is too small to resolve the units, state that limitation and seek a clearer view.

Word reference

Put the distinction to work

Place the sketches beside the labels strapwork, festoon and rocaille. Now cover the names and describe one sketch without using its label. Your partner must explain their choice, not merely name a card. If two drawings are too similar to support the intended distinction, improve the drawings or the explanation before treating the answer as wrong.

Write a comparison with the same question applied to each design. You might begin, “In our first sketch, I start at the left edge; in the second, I start at the two upper marks.” Continue with what the reader should follow. Do not switch from arrangement in one design to personal preference in another and call that a balanced comparison.

Add one sentence about your response: “My attention goes first to…” Then put it after the descriptive comparison. This placement gives the reader enough information to understand your reaction without assuming that everyone must share it. You can enjoy a design, find it confusing or prefer another while remaining exact about what your own drawing contains.

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Plan an imaginary classroom model using three separate cards. Pulp is fibrous material prepared for papermaking, usually dispersed in water during sheet formation. An armature is the internal supporting framework of a sculpted figure. Pasteboard is firm board made from paper, often with a paper facing. The words identify different roles, so a materials list alone will not explain how your proposed model is organised.

Keep this a planning and language task. It is not a practical instruction sheet, and the vocabulary entries do not establish safe equipment choices or handling methods. Draw boxes and arrows, assign labels and practise explaining your proposal. A learner can understand the wording of a process without claiming to have built or tested the object.

41. papier-mâché

Say it: pap-yay mash-AY

中文: 纸塑材料 · zhǐ sù cái liào

Meaning: A mouldable material made from paper combined with paste or glue, used to create lightweight objects.

Example: For our invented workshop plan, papier-mâché was the proposed material, while the finished object remained a separate design question.

中文例句: 在我们设想的工作坊计划中，纸塑材料是拟采用的材料，而成品的设计仍是另一个问题。

Use it well: Keep the material, the making process and the finished object distinct in your description. The English term is borrowed from French, while Italian accounts of the Lecce craft commonly use cartapesta. A general definition does not tell you exactly how an individual maker works. Ask about the particular technique rather than projecting one classroom recipe onto every tradition.

Word reference 1 Word reference 2

42. pulp

Say it: PULP

中文: 纸浆 · zhǐ jiāng

Meaning: A fibrous material prepared for making paper, usually dispersed in water during sheet formation.

Example: Before writing our process account, we asked the workshop teacher how the pulp differed from the dry sheets on the table.

中文例句: 在撰写流程说明之前，我们询问工作坊老师，纸浆与桌上的干纸张有何不同。

Use it well: The selected sense concerns paper; fruit pulp and the tissue inside a tooth are other meanings. Keep the material context visible in your sentence. Avoid using pulp as a loose substitute for any wet mixture. In a process explanation, identify what enters a stage and what leaves it. That makes the sequence easier to follow without requiring unnecessary technical vocabulary.

Word reference

43. armature

Say it: AR-muh-chuh

中文: 塑像骨架 · sù xiàng gǔ jià

Meaning: An internal framework supporting a sculpted figure while its form is being built.

Example: A simple armature held the pose in our imagined model, allowing the outer shape to be developed around it.

中文例句: 在我们设想的模型中，一个简单的塑像骨架固定住姿态，使外部形状能够围绕它逐步形成。

Use it well: Here the word belongs to sculpture, not the moving electrical component that has the same name. Describe its supporting role without assuming that a finished object reveals its internal construction. If your account comes from a maker’s demonstration, say so. If you are proposing a model, use would or could rather than claiming to have inspected hidden parts.

Word reference

44. cellulose

Say it: SEL-yuh-lohs

中文: 纤维素 · xiān wéi sù

Meaning: A structural carbohydrate that forms a major part of plant cell walls and is important in papermaking.

Example: The reading linked cellulose with plant fibres, but our paragraph kept the material’s identity separate from the colour of the finished sheet.

中文例句: 阅读材料把纤维素与植物纤维联系起来，但我们的段落将材料的性质与成品纸张的颜色分开讨论。

Use it well: This is a substance name, so it is normally uncountable in this sense. Write cellulose, not a cellulose, when discussing the material generally. A sheet’s appearance alone does not establish its complete composition. In a learning summary, explain why the term is relevant to the process, then resist adding chemical claims that your source or lesson has not supplied.

Word reference

45. deckle

Say it: DEK-uhl

中文: 抄纸边框 · chāo zhǐ biān kuàng

Meaning: A frame placed around a papermaking mould to define the edges of a handmade sheet.

Example: The deckle in the demonstration drawing surrounded the mould, making its role easier to explain than its name alone.

中文例句: 示范图中的抄纸边框围绕着抄纸模具，因此它的作用比单靠名称更容易说明。

Use it well: Distinguish the tool from the irregular edge it may help produce on paper. A useful explanation points to the frame and states what boundary it defines. In a caption, tool names should connect to visible actions or positions. Do not claim that an attractive irregular paper edge proves a particular production method unless the maker’s account supports that conclusion.

Word reference

46. couching

Say it: KOO-ching

中文: 揭纸转移 · jiē zhǐ zhuǎn yí

Meaning: In hand papermaking, transferring a newly formed wet sheet from its mould onto a supporting surface such as felt.

Example: During the demonstration, couching was the moment I finally understood why the wet sheet needed a receiving surface.

中文例句: 在示范过程中，进行揭纸转移时，我终于明白了为什么湿纸张需要一个承接面。

Use it well: The papermaking pronunciation begins with a koo sound; it differs from the ordinary pronunciation associated with a couch. Name the material moving and the surface receiving it. An arrow without those labels may hide more than it explains. This entry concerns papermaking and should not be confused with the embroidery technique that shares the spelling.

Word reference

47. newsprint

Say it: NYOOZ-print

中文: 新闻纸 · xīn wén zhǐ

Meaning: A relatively inexpensive paper made primarily for printing newspapers.

Example: “Would clean newsprint suit this sketching exercise?” the student asked before taking paper from the workshop shelf.

中文例句: “干净的新闻纸适合这个素描练习吗？”学生在从工作坊架子上取纸之前问道。

Use it well: Newsprint names the paper, while newspaper usually names the printed publication. That distinction helps when a making instruction asks for a material rather than a reading item. Do not assume that every printed page has the same properties. If you write a materials list, specify what the activity actually calls for instead of replacing all paper types with one convenient label.

Word reference

48. tissue paper

Say it: TISH-oo PAY-puh

中文: 薄页纸 · báo yè zhǐ

Meaning: Very thin, lightweight paper often used for wrapping, protecting or decorative work.

Example: The imagined package used tissue paper around the small object, and the student described the wrapping without claiming it guaranteed protection.

中文例句: 设想中的包裹用薄页纸包住小物件，学生描述了这种包装，但没有声称它一定能提供保护。

Use it well: This material term is different from facial tissues and from biological tissue. Context usually settles the meaning, but a clear noun phrase helps. Describe the weight or appearance you observe without assuming that thin means suitable for every task. In a craft reflection, explain why you selected a material and identify what you would still need to test.

Word reference

49. pasteboard

Say it: PAYST-bord

中文: 裱合纸板 · biǎo hé zhǐ bǎn

Meaning: A firm board made from paper, often with a paper facing, used for boxes, cards and similar objects.

Example: For the model’s label, we chose pasteboard and recorded the actual thickness instead of calling it simply strong.

中文例句: 为了制作模型的标签，我们选择了裱合纸板，并记录了实际厚度，而不只是称它坚固。

Use it well: The word refers to the board, not to a separate pot of paste. When describing a material, combine its name with a property relevant to the job: whether it bends, holds a fold or keeps a flat shape. Avoid treating one successful small model as evidence for every larger use. Clear material language includes the limits of the example.

Word reference

50. quilling

Say it: KWIL-ing

中文: 衍纸工艺 · yǎn zhǐ gōng yì

Meaning: A decorative craft using narrow paper strips rolled, curled and arranged into designs.

Example: Lina chose quilling for her card because she wanted a pattern made from raised paper coils rather than a printed border.

中文例句: 莉娜为她的卡片选择了衍纸工艺，因为她想要由凸起纸卷构成的图案，而不是印刷的边框。

Use it well: This term names a paper-strip craft, distinct from modelling an entire form in paper and paste. A short explanation should identify what is manipulated and how the pieces form a design. It provides a useful comparison activity after reading about Lecce paper craft, without claiming that every local workshop uses the technique or that the traditions are identical.

Word reference

Put the distinction to work

In an invented discussion, Mei asks, “Which card names the support, and which two name materials?” Arun sorts pulp, armature and pasteboard, then explains his choice from the entries. Write his reply in your own words. Next, ask what information the three cards still leave missing. This stops a correct sorting exercise from masquerading as a complete construction plan.

Give your proposed model three reference letters and match each letter to a sentence. Say what is proposed rather than writing as though the work is finished. “Our plan assigns…” and “We intend to compare…” preserve that distinction. When a design question remains unresolved, place it beside the relevant letter instead of hiding it in a general note at the end.

Explain one revision with a reason: “At first we listed the words without a diagram. We added reference letters because our reader could not tell which part each note concerned.” The improvement here is communicative. It does not prove the model would work. Keep a project reflection honest about what was actually checked and what remains an idea.

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The pair intrusion and residuality is easier to learn with arrows than with a dramatic story. Intrusion means later material entering an earlier archaeological deposit. Residuality means older material redeposited in a later archaeological context. A locus is a defined location or excavated unit used for archaeological recording. Keep the recording label separate from the explanation of how material arrived there.

Use two fictional deposits dated only by the worksheet: Deposit A is earlier and Deposit B is later. These dates are stipulated for the exercise, not inferred from an actual excavation. Draw one arrow in each direction between the two boxes. Your task is to match the technical distinction to the chronological direction while leaving any unprovided mechanism unspecified.

51. intramural

Say it: in-truh-MYOOR-uhl

中文: 城墙以内的 · chéng qiáng yǐ nèi de

Meaning: Situated or taking place within the walls of a town, enclosure or building.

Example: The map distinguished an intramural area from the land beyond the town walls, and our caption retained that boundary.

中文例句: 地图把城墙以内的区域与城墙以外的土地分开，我们的图注保留了这条界线。

Use it well: The word can also describe activities within one institution, especially sport, but this entry selects the spatial sense. Identify the walls or enclosure you mean rather than treating the term as a vague synonym for central. A feature can be within a historic boundary without being at its centre. Clear geographical writing makes the reference boundary visible.

Word reference

52. archaeomagnetism

Say it: ar-kee-oh-MAG-nuh-tiz-um

中文: 考古地磁学 · kǎo gǔ dì cí xué

Meaning: The study of ancient magnetic information preserved in archaeological materials, including its use in dating fired structures.

Example: The report discussed archaeomagnetism as one line of evidence and explained why a single precise year was not justified.

中文例句: 报告把考古地磁学作为一条证据线索来讨论，并解释了为什么不能给出一个确切的年份。

Use it well: The method requires specialist measurements and appropriate comparison data. It is not the same as noticing that an object attracts a magnet. In a reading summary, preserve the reported range and any stated limitations. Ask which event the measurement concerns, such as a last firing, rather than assuming that it dates every stage in a site’s history.

Word reference

53. locus

Say it: LOH-kus

中文: 考古记录单元 · kǎo gǔ jì lù dān yuán

Meaning: A defined location or excavated unit used to organise archaeological recording.

Example: Each locus on the practice plan had a label, so the written observations could be linked to the correct part of the drawing.

中文例句: 练习平面图中的每个考古记录单元都有标签，因此文字观察记录能够与图中正确的位置对应起来。

Use it well: The plural is loci. Different projects use recording systems in different ways, so read the project’s own explanation. In this exercise, the important habit is to connect a statement with a clearly identified unit. A number without a plan or description is not useful evidence for the reader.

Word reference

54. pedogenesis

Say it: ped-oh-JEN-uh-sis

中文: 土壤形成作用 · tǔ rǎng xíng chéng zuò yòng

Meaning: The formation and development of soil through interacting physical, chemical and biological processes.

Example: The reading question asked how evidence of pedogenesis might affect an interpretation of the ground shown in the diagram.

中文例句: 阅读题询问：土壤形成作用的证据可能如何影响对示意图中地层的解释？

Use it well: Use the term for a process over time, not as a name for a single soil colour. In a short explanation, distinguish observation from the longer history being inferred. A brown band in an image needs more evidence before it can carry a detailed environmental story. Your sentence should state the relationship you are considering without pretending that every uncertainty has disappeared.

Word reference

55. intrusion

Say it: in-TROO-zhuhn

中文: 后期混入 · hòu qī hùn rù

Meaning: In archaeology, later material entering an earlier deposit and complicating its interpretation.

Example: The exercise treated intrusion as one possible explanation for the unexpected object, rather than changing the whole timeline immediately.

中文例句: 练习把后期混入视为解释那个意外物件的一种可能，而没有立即改动整条时间线。

Use it well: Keep the direction of the time relationship clear: later material is found in an earlier context. This entry concerns archaeological interpretation, not molten rock. Present a possible explanation as possible until the supplied evidence supports it.

Word reference

56. residuality

Say it: rih-zij-oo-AL-ih-tee

中文: 早期遗物再沉积现象 · zǎo qī yí wù zài chén jī xiàn xiàng

Meaning: The presence of older material redeposited within a later archaeological context.

Example: Our invented case used residuality to explain why an old object did not automatically give the date of its later deposit.

中文例句: 我们的虚构案例用早期遗物再沉积现象解释了为什么旧物件并不自动决定其所在较晚沉积层的年代。

Use it well: Distinguish the age of an object from the age of the context containing it. A timeline with two labelled events can clarify the relationship. Do not use the term merely as a convenient excuse for evidence that challenges an interpretation.

Word reference

57. baulk

Say it: BAWK

中文: 探方隔梁 · tàn fāng gé liáng

Meaning: A strip or wall of unexcavated earth left between excavation areas to preserve visible relationships between layers.

Example: The diagram’s baulk remained between two excavated areas, and we used its exposed side as a reference in our description.

中文例句: 示意图中的探方隔梁保留在两个发掘区之间，我们在描述中以其暴露的侧面作为参照。

Use it well: The spelling balk also occurs. Here the word belongs to excavation, rather than the verb meaning to hesitate or refuse. Describe the feature from the project information; do not treat a visitor’s view as permission to enter a working area. For a classroom plan, label both the excavation areas and the unexcavated divider so the spatial relationship is unmistakable.

Word reference

58. flotation

Say it: floh-TAY-shuhn

中文: 浮选法 · fú xuǎn fǎ

Meaning: An archaeological recovery method using water to separate small remains from a sediment sample.

Example: Our hypothetical report stated that flotation was a recovery step and kept the later identification of the recovered material separate.

中文例句: 我们的假设报告说明浮选法是一个回收步骤，并将其与之后对回收材料的鉴定分开。

Use it well: This word names a method, not a guarantee about what will be found. In a process account, identify the sample, the recovery stage and the later analysis. Do not imply that all recovered particles are equally informative. You can explain the method’s place in an investigation without inventing results.

Word reference

59. anthracology

Say it: an-thruh-KOL-uh-jee

中文: 木炭分析学 · mù tàn fēn xī xué

Meaning: The study of wood-charcoal remains from archaeological contexts to investigate wood use and past vegetation.

Example: The research question brought anthracology into the discussion because the recovered evidence included charcoal rather than animal bones.

中文例句: 这个研究问题把木炭分析学引入了讨论，因为回收的证据包含木炭，而不是动物骨骼。

Use it well: Identify the material being studied before naming the questions it may help answer. A charcoal fragment alone does not provide a complete picture of a surrounding landscape. In a source summary, distinguish the recovered material, the analysis and the interpretation. This keeps a specialised subject useful to a reader who may not yet know its technical methods.

Word reference

60. palaeosol

Say it: PAL-ee-oh-sol

中文: 古土壤 · gǔ tǔ rǎng

Meaning: A soil formed in a past landscape, whether now buried, exposed again or surviving at the surface.

Example: The teaching section labelled a palaeosol, and our response explained that the label referred to an earlier soil-forming setting.

中文例句: 教学剖面图标出了一层古土壤，我们的回答说明这个名称指向较早的土壤形成环境。

Use it well: The spelling paleosol is common in American sources. Do not assume that the term always means a presently buried soil: its key relationship is to a past landscape. When reading a diagram, distinguish a layer’s current position from the conditions under which it formed. A precise caption can preserve both pieces of information without giving an unsupported numerical age.

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Put the distinction to work

In our invented case, an object made after Deposit A formed enters A; that is the intrusion case. A much older object is redeposited in B; that illustrates residuality. Give the objects imaginary labels X and Y. Do not add a real museum, date or discovery story. The complete contrast needs two directions and two clearly stated relative ages.

Write a short explanation beginning “These cases differ because…”. Your sentence must name the direction of the age mismatch, not merely repeat the two terms. Then exchange papers with a partner, who should redraw your arrows from the prose alone. If the arrows reverse, check whether “earlier”, “later” or the pronoun “it” has lost its reference.

Add locus L1 to one fictional record card and ask which part of the account that label helps organise. Keep the object label, deposit label and recording label visually distinct. The purpose is to make the account easy to check. A reader should not have to infer whether the same letter names an object in one sentence and a deposit in the next.

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Draw one horizontal line and treat it as the soil surface in a simplified teaching diagram. A geophyte has surviving buds below the soil surface during an unfavourable season. A chamaephyte has surviving buds just above the soil surface. A hemicryptophyte has surviving buds at the soil surface. This comparison gives three long words one shared reference line without asking you to identify a real plant.

Keep the diagram schematic and label its purpose. A dot can represent the feature under discussion; it need not become an invented botanical drawing full of details you cannot explain. Begin with the relation the vocabulary specifies. You can add complexity later when a suitable source supplies it, rather than adding leaves, roots and local species by guesswork.

61. sclerophyll

Say it: SKLER-oh-fil

中文: 硬叶植物 · yìng yè zhí wù

Meaning: A plant characterised by tough, leathery leaves.

Example: The guide called the plant a sclerophyll, so I asked for a plain-English explanation of the leaf characteristics.

中文例句: 导游把这种植物称为硬叶植物，于是我请他用简单的英语解释叶片的特征。

Use it well: Use the noun for the plant and make the relevant leaf characteristics explicit. A technical label is easier to remember when connected with a meaningful distinction. Do not identify a species from this category alone; many plants can share a broad feature. For a museum or garden exercise, use the supplied description rather than damaging a leaf to test its texture.

Word reference 1 Word reference 2

62. xerophyte

Say it: ZEER-oh-fyt

中文: 旱生植物 · hàn shēng zhí wù

Meaning: A plant adapted to grow where available water is limited.

Example: Our reading exercise described a xerophyte without assuming that every plant in a sunny photograph belonged to that category.

中文例句: 我们的阅读练习描述了一种旱生植物，而没有假定阳光下照片中的每一种植物都属于这一类。

Use it well: The term concerns adaptation to limited water, not merely a plant’s position on one dry day. Keep the timescale of your evidence in mind. In a comparison, state what the source says about the plant rather than relying on the weather when the picture was taken. One visible characteristic may suggest a useful question without settling the classification.

Word reference

63. halophyte

Say it: HAL-oh-fyt

中文: 盐生植物 · yán shēng zhí wù

Meaning: A plant able to grow in saline soil or other salty growing conditions.

Example: The guide’s description identified a halophyte, and we recorded the habitat information instead of guessing from leaf colour.

中文例句: 指南的说明辨认出了一种盐生植物，我们记录了生境信息，而没有根据叶片颜色猜测。

Use it well: The useful distinction is tolerance of salt in the growing environment. A plant being near the sea does not by itself establish the classification. In a learning account, connect the word with the environmental condition described by the source. Avoid tasting plants, soil or water to test your idea; reading and observation are sufficient for this vocabulary exercise.

Word reference

64. psammophyte

Say it: SAM-oh-fyt

中文: 沙生植物 · shā shēng zhí wù

Meaning: A plant that thrives in or requires sandy soil.

Example: The term psammophyte helped our group describe the growing medium in the example without inventing the plant’s species.

中文例句: 沙生植物一词帮助我们的小组描述例子中的生长基质，而不必编造植物的物种名称。

Use it well: The initial p is silent in the pronunciation cue. This category concerns the sandy substrate; it does not automatically settle every other feature of the habitat. In a sentence, name the relevant relationship instead of piling several plant categories together. When you cannot identify a species, a carefully supported description of its setting can still make the observation useful.

Word reference

65. geophyte

Say it: JEE-oh-fyt

中文: 地下芽植物 · dì xià yá zhí wù

Meaning: A perennial plant whose surviving buds are located below the soil surface during an unfavourable season.

Example: The diagram placed the geophyte’s surviving buds below the ground line, making the classification visible.

中文例句: 示意图把地下芽植物的存活芽画在地面线以下，使这种分类变得直观可见。

Use it well: The location of the surviving buds is the key detail. This is a life-form category rather than a particular species name. When you explain a diagram, state what the line represents before saying above or below. Otherwise the reader may understand the spatial words while missing the biological relationship that makes those positions meaningful.

Word reference

66. chamaephyte

Say it: KAM-ee-fyt

中文: 地上芽植物 · dì shàng yá zhí wù

Meaning: A perennial plant whose surviving buds remain just above the soil surface.

Example: In the labelled life-form diagram, the chamaephyte kept its buds close to the ground but above the soil line.

中文例句: 在标有说明的生活型示意图中，地上芽植物的芽靠近地面，却位于土壤线以上。

Use it well: Learn this category by comparing the position of the buds, not by memorising a list of plant names. Keep just above distinct from below and directly at the surface. If a source uses a numerical height threshold, retain its stated convention rather than inventing one. A diagram can help you explain the classification without claiming to identify every shrub outdoors.

Word reference

67. hemicryptophyte

Say it: hem-ee-KRIP-toh-fyt

中文: 地面芽植物 · dì miàn yá zhí wù

Meaning: A perennial plant whose surviving buds are positioned at the soil surface.

Example: The student marked the hemicryptophyte at the ground line and added a label so the small feature would not be overlooked.

中文例句: 学生把地面芽植物标在地面线上，并加上说明，以免这个小特征被忽略。

Use it well: Break the long word into pronounceable parts, then reconnect it with its meaning. At the surface is the decisive relationship in this entry. A learner can explain that relationship successfully before pronouncing the entire term smoothly. Do not let a difficult word make a simple diagram feel inaccessible; practise the explanation and the pronunciation as two related tasks.

Word reference

68. spinescent

Say it: spy-NES-uhnt

中文: 具刺或渐成刺的 · jù cì huò jiàn chéng cì de

Meaning: Having spines, tending to become spiny or tapering into a stiff sharp point.

Example: Our caption described the spinescent tips shown in the image and did not invite anyone to touch them.

中文例句: 我们的图注描述了图片中显示的渐成刺状的尖端，并没有邀请任何人触摸它们。

Use it well: Use the adjective with the part you mean, such as tips or margins, when that detail is available. The word can describe a tendency or developing form, so pay attention to the source’s wording. In observation writing, a precise visual description does not require physical contact. Keep the study focused on language and visible evidence rather than unnecessary handling.

Word reference

69. falcate

Say it: FAL-kayt

中文: 镰刀状的 · lián dāo zhuàng de

Meaning: Curved like a sickle, especially when describing a leaf or another narrow structure.

Example: A falcate outline caught my attention, and I drew the curved leaf beside a straight reference line in my notebook.

中文例句: 一个镰刀状的轮廓吸引了我的注意，我在笔记本中的一条直参照线旁画下了那片弯曲的叶子。

Use it well: The comparison concerns shape, not function: the leaf is not being called a cutting tool. To use the adjective well, choose a viewpoint that shows the curve clearly. A side angle can distort an outline, so avoid confident shape labels from an unsuitable photograph. In your own explanation, say which part curves and which reference object the comparison evokes.

Word reference

70. marcescent

Say it: mar-SES-uhnt

中文: 枯而不落的 · kū ér bù luò de

Meaning: Withering while remaining attached instead of falling away.

Example: The imagined seasonal record described marcescent leaves, but the student needed observations over time to support the wording.

中文例句: 设想的季节记录描述了枯而不落的叶片，但学生需要一段时间的观察来支持这种表述。

Use it well: This adjective combines two ideas: withering and continued attachment. A single brown leaf on the ground would not demonstrate that relationship. When writing about change, distinguish what one image shows from what a sequence establishes. The word becomes easier to remember when you explain both parts of its meaning rather than translating it loosely as simply dry or old.

Word reference

Put the distinction to work

Write the three labels on removable cards and place them beside your marks. Explain each placement aloud, then shuffle the cards and repeat the task from memory. Your partner should check the relationship to the line, not award the point simply because you pronounced a difficult word confidently. Meaning and pronunciation deserve separate practice and separate feedback.

Now erase the line while leaving the dots. Ask what information has become harder to recover. Restore the reference before rewriting your caption. This is a small but important lesson in diagram reading: a label becomes useful through a relationship, and the relationship can disappear when a supposedly minor part of the representation is missing.

For a sentence-building exercise, use “whereas” once and “at” or “above” or “below” only where the comparison requires it. Read the finished sentence slowly enough that the listener can hear the contrast. If it becomes crowded, divide it into two sentences rather than sacrificing the reference point to make the prose sound more advanced.

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Food vocabulary can move between very different levels of description. Pasticciotto is a Salento pastry with a shortcrust shell and custard filling. Organoleptic concerns qualities perceived through the senses, including appearance, smell, taste and texture. Amylose is a starch component consisting mainly of long, relatively unbranched chains of glucose units. Keep these levels separate while learning how one topic can support several kinds of explanation.

Imagine three teaching cards: a named food, a fictional narrator’s sensory note and a supplied molecular diagram. They belong to one lesson, but they do not contain interchangeable evidence. Your first task is to decide which card would support each sentence you want to write. Familiarity with the topic should help you ask clearer questions, not hide a change in scale.

71. pasticciotto

Say it: pas-tit-CHOHT-toh

中文: 卡仕达馅小酥派 · kǎ shì dá xiàn xiǎo sū pài

Meaning: A small Salento pastry with a shortcrust shell and a custard filling.

Example: We shared one pasticciotto and tried to describe the shell and filling separately before comparing our notes.

中文例句: 我们分着吃了一个卡仕达馅小酥派，先尝试分别描述酥皮与馅料，再比较笔记。

Use it well: Keep the local food name and add a short explanation for a reader who has never encountered it. The plural is pasticciotti. A general description does not establish the ingredients of a particular shop’s version. Ask about the actual product when that information matters, and avoid repeating an attractive origin story unless a trustworthy source supports it.

Word reference

72. rustico leccese

Say it: ROOS-tee-koh let-CHEH-zeh

中文: 莱切咸味酥饼 · lái qiē xián wèi sū bǐng

Meaning: A Lecce savoury puff-pastry snack typically filled with béchamel, mozzarella and tomato.

Example: “Could you explain what is inside this rustico leccese?” I asked while reading the display label.

中文例句: “您能解释一下这个莱切咸味酥饼里面有什么吗？”我在阅读展示标签时问道。

Use it well: Keep both words when the full name appears on a menu. Typical ingredients describe a tradition, not every serving. Ask about the actual item before relying on a general food explanation for its contents.

Word reference

73. puccia

Say it: POOT-chah

中文: 普恰圆面包 · pǔ qià yuán miàn bāo

Meaning: A round bread associated with Salento, also used for filled sandwiches.

Example: I chose a puccia, then asked about the available fillings before completing the lunch order.

中文例句: 我选了一个普恰圆面包，然后在完成午餐点单之前询问了可选的馅料。

Use it well: Distinguish the bread from its filling. Read the whole menu description before assuming what is included. Name both the item and the detail you want to check.

Word reference

74. frisella

Say it: free-ZEL-lah

中文: 复烤硬面包圈 · fù kǎo yìng miàn bāo quān

Meaning: A twice-baked crisp bread, commonly softened with water and served with toppings.

Example: Our fictional recipe note described the frisella before and after moistening, keeping preparation separate from the final topping.

中文例句: 我们的虚构食谱笔记描述了复烤硬面包圈浸润前后的状态，并把准备步骤与最后的配料分开。

Use it well: The plural is friselle. A process sentence names the object, action and result. Keep the preparation and topping details separate from the basic food name.

Word reference 1 Word reference 2

75. ciceri e tria

Say it: CHEE-cheh-ree eh TREE-ah

中文: 鹰嘴豆配煮炸面条 · yīng zuǐ dòu pèi zhǔ zhá miàn tiáo

Meaning: A Salento dish combining chickpeas with pasta, part boiled and part fried.

Example: My paragraph about ciceri e tria explained the contrasting pasta textures instead of calling the dish simply delicious.

中文例句: 我关于鹰嘴豆配煮炸面条的段落解释了面条口感的差异，而不只是称这道菜美味。

Use it well: The useful distinction is between the dish as a whole and the differently prepared components. Keep the original name when discussing a menu, followed by a plain explanation for your reader. Describe a particular serving only from information you actually have. A regional recipe can guide understanding without proving that every kitchen follows identical proportions or seasoning.

Word reference

76. caffè leccese

Say it: kaf-FEH let-CHEH-zeh

中文: 莱切杏仁冰咖啡 · lái qiē xìng rén bīng kā fēi

Meaning: Coffee served with ice and an almond-based sweet addition, associated with Lecce.

Example: “How do you prepare your caffè leccese?” I asked, keeping the unfamiliar name in my question.

中文例句: “贵店如何制作莱切杏仁冰咖啡？”我在提问时保留了这个不熟悉的名称。

Use it well: The accent in caffè marks the final stress. Keep the local name but ask about unfamiliar ingredient wording. Distinguish a typical preparation from the version a particular café serves; the name alone cannot confirm every ingredient.

Word reference

77. scapece

Say it: SKAH-peh-cheh

中文: 醋渍炸鱼 · cù zì zhá yú

Meaning: In the Gallipoli tradition of Salento, fried small fish layered with breadcrumbs seasoned with vinegar and saffron.

Example: The student explained scapece through its preparation and avoided adding a dramatic historical origin that the source did not establish.

中文例句: 学生通过制作方法解释了醋渍炸鱼，并避免添加资料没有证实的戏剧性历史起源。

Use it well: The word can refer to related marinated preparations elsewhere, so identify the local version you mean. Food vocabulary is most useful when it respects such variation. A short explanation of preparation gives a reader more than calling something authentic. When discussing an individual dish, keep confirmed ingredients distinct from assumptions based on its traditional name.

Word reference

78. sagne ’ncannulate

Say it: SAN-yeh nkan-noo-LAH-teh

中文: 卷扭宽面条 · juǎn niǔ kuān miàn tiáo

Meaning: A Salento pasta made as long strips that are twisted into a curled form.

Example: “Are these sagne ’ncannulate?” I asked, indicating the twisted pasta and waiting for the server’s explanation.

中文例句: “这些是卷扭宽面条吗？”我指着扭卷的面条问道，并等待服务员解释。

Use it well: Regional spellings may vary in the treatment of the initial apostrophe. Copy the form used by your menu or source consistently. The pasta shape and the sauce are separate pieces of information, so avoid treating one traditional accompaniment as part of the definition of every serving. A sketch or a clear shape comparison can make an unfamiliar food name easier to understand.

Word reference

79. organoleptic

Say it: or-guh-noh-LEP-tik

中文: 感官评价的 · gǎn guān píng jià de

Meaning: Relating to qualities perceived through the senses, such as a food’s appearance, smell, taste or texture.

Example: Our organoleptic description separated aroma from texture, so one enthusiastic adjective did not have to explain the entire experience.

中文例句: 我们的感官评价描述把香气与口感分开，使一个热情的形容词不必承担解释整个体验的任务。

Use it well: This formal adjective is useful in a study or technical account, but ordinary readers may need a brief explanation. It does not mean a judgement is objective merely because the word sounds scientific. Say which sensory quality you mean and whose observation is being reported. Different observers can offer different descriptions without one sentence needing to erase the others.

Word reference

80. amylose

Say it: AM-ih-lohs

中文: 直链淀粉 · zhí liàn diàn fěn

Meaning: A component of starch consisting mainly of long, relatively unbranched chains of glucose units.

Example: The lesson used amylose to connect a familiar food topic with a labelled molecular diagram, not with a guess about one pastry.

中文例句: 这节课用直链淀粉把熟悉的食物话题与一幅标有说明的分子示意图联系起来，而不是猜测某个酥饼的成分。

Use it well: Keep the scale of the explanation clear. A visible food texture and a molecular description are not the same kind of observation. Use the term when the lesson supplies the relevant chemistry, and do not infer a precise amount from appearance. A useful summary can connect the two levels while stating what additional evidence would be needed for a stronger claim.

Word reference

Put the distinction to work

Write pasticciotto on Card A, organoleptic description on Card B and amylose on Card C. Explain each caption from the entries before adding any invented detail. Then answer this question: could a sentence about what the fictional narrator enjoyed establish what the separate diagram represents? The contrast asks you to separate the purpose of an observation from the purpose of a scientific representation.

Practise an invented café exchange: “Could you tell me about this pasticciotto?” The partner answers only from a fictional menu card. Write a short report that attributes the reply to that card. Leave molecular explanation out of the order unless the exercise supplies a real reason to discuss it. Choosing the right level for the conversation is part of using vocabulary well.

If an essential dietary requirement affects a real choice, communicate it directly and seek confirmation from the relevant provider. A bilingual label or a traditional description is not that confirmation. In classroom work, keep the requirement hypothetical and practise a question that leaves no doubt about what information you need, without inventing reassurance in the reply.

Back to all 100 words · Continue reading · Vocabulary references

Shape vocabulary becomes memorable when you draw the contrast. Umbonate describes a raised central boss or knob. Bulbous describes a rounded, swollen form. Splayed describes parts spread or angled outward from a narrower central position. Make three invented sketches and add enough reference marks that a partner can tell which part each adjective concerns.

Your sketches are not specimens, architectural surveys or records of museum objects. They are controlled tests of meaning. Make them simple enough to compare, but different enough that the intended distinction is visible. A shape adjective should guide attention to the relevant feature instead of merely making the caption sound more impressive.

81. unctuous

Say it: UNGK-choo-us

中文: 油润丰厚的 · yóu rùn fēng hòu de

Meaning: Richly smooth or oily in texture, especially in a description of food.

Example: I found the sauce unctuous, while my sister preferred the lighter dressing beside it.

中文例句: 我觉得这款酱汁油润丰厚，而我姐姐更喜欢旁边较清淡的调味汁。

Use it well: This selected food sense can be positive, but the word also has a disapproving sense when describing a person’s overly flattering manner. Keep your subject clear. An unfamiliar reader benefits from the concrete detail following the adjective. Avoid using elaborate tasting language merely to impress; the word should identify a quality you can explain in ordinary English.

Word reference

82. insipid

Say it: in-SIP-id

中文: 淡而无味的 · dàn ér wú wèi de

Meaning: Lacking a noticeable or pleasing flavour.

Example: Without the dressing, the cooked vegetables tasted insipid to me, although my friend enjoyed their mildness.

中文例句: 没有调味汁时，我觉得煮熟的蔬菜淡而无味，尽管我的朋友喜欢它们清淡的味道。

Use it well: This is a critical adjective, so give a concrete reason if you use it in a review. A restrained personal statement is more informative than declaring that nobody could enjoy the item. The word also has a figurative meaning of dull or uninteresting, but keep the food sense separate while learning it. Precision includes being fair about the scope of your judgement.

Word reference

83. nutty

Say it: NUT-ee

中文: 带坚果香味的 · dài jiān guǒ xiāng wèi de

Meaning: Having a flavour or aroma that resembles nuts.

Example: “This bread has a nutty aroma; could you tell me whether the recipe actually contains nuts?”

中文例句: “这款面包带坚果香味；您能告诉我配方里是否真的含有坚果吗？”

Use it well: This adjective can describe resemblance as well as actual ingredients. Therefore, sensory language alone cannot confirm whether nuts are present. In a useful account, separate what the item reminds you of from what the ingredient information states. Avoid the informal personal insult sense of nutty when the purpose is a respectful food or observation description.

Word reference

84. toasty

Say it: TOHS-tee

中文: 带烘烤香的 · dài hōng kǎo xiāng de

Meaning: Suggesting the flavour or aroma of toasted food.

Example: A toasty smell drifted from the warm bread as the waiter set our basket on the table.

中文例句: 服务员把面包篮放到桌上时，温热的面包散发出一股烘烤香。

Use it well: The word can also mean comfortably warm, so place it beside aroma, flavour or another clear subject when you intend the tasting sense. Do not infer an exact cooking temperature from a sensory impression. In a revision exercise, ask whether the adjective adds information a reader can imagine. If it does, explain the observation without exaggerating it into a technical measurement.

Word reference

85. saccharification

Say it: sak-uh-rih-fih-KAY-shuhn

中文: 糖化作用 · táng huà zuò yòng

Meaning: The breakdown of complex carbohydrates into simpler sugars.

Example: The process chart used saccharification for a chemical change, while a separate sentence described how the imagined food tasted.

中文例句: 流程图用糖化作用表示一种化学变化，而另一句话则描述设想中的食物尝起来如何。

Use it well: This term names a process, not a synonym for adding table sugar. Keep that distinction clear even in a brief explanation. A food’s sweetness alone does not establish which process occurred. Use the word when a recipe, lesson or technical account supplies the relevant information, and avoid turning a sensory adjective into unsupported evidence about molecular change.

Word reference

86. amylase

Say it: AM-ih-lays

中文: 淀粉酶 · diàn fěn méi

Meaning: An enzyme that helps break down starch into smaller carbohydrate molecules.

Example: Our food-science reading named amylase as an enzyme, and I kept that name separate from the process it helps bring about.

中文例句: 我们的食品科学阅读材料把淀粉酶作为一种酶来介绍，我将这个名称与它所促进的过程区分开来。

Use it well: The word names an agent in a process, not the food as a whole or a sensory quality. Ask whether a sentence identifies a substance, an action or an observed result. Keeping those roles separate makes a technical explanation easier to follow. You do not need to infer enzyme activity from the flavour of an individual dish to understand the vocabulary.

Word reference

87. chalky

Say it: CHAW-kee

中文: 粉涩的 · fěn sè de

Meaning: Having a dry, powdery texture or mouthfeel resembling chalk.

Example: The first spoonful felt chalky, so I described its texture separately from its sweetness.

中文例句: 第一口给人的感觉粉涩，因此我把它的口感与甜度分开描述。

Use it well: This is a texture comparison, not a statement that the food contains chalk. Keep sensation and composition separate. The adjective may be unfavourable in a tasting note, so make your meaning clear rather than using it as a general insult. When comparing descriptions with a partner, ask which observable experience each person is trying to express.

Word reference

88. umbonate

Say it: UM-buh-nayt

中文: 中央隆起的 · zhōng yāng lóng qǐ de

Meaning: Having a raised central boss or knob.

Example: The drawing showed an umbonate form, and the caption identified the raised centre rather than calling the whole object merely round.

中文例句: 图中显示了一种中央隆起的形状，图注指出了隆起的中心，而不只是把整个物件称为圆的。

Use it well: This precise shape adjective occurs in descriptions of natural and manufactured forms. Explain the central projection so a reader unfamiliar with the term can follow. A circular outline alone is not enough: the raised centre matters. When studying an image, distinguish an actual protrusion from a painted highlight or a shadow before choosing the label.

Word reference 1 Word reference 2

89. splayed

Say it: SPLAYD

中文: 向外张开的 · xiàng wài zhāng kāi de

Meaning: Spread or angled outward from a narrower central position.

Example: The imagined model stood on splayed supports, which the student showed in both a front view and a plan.

中文例句: 设想中的模型立在向外张开的支撑件上，学生同时用正面图和平面图显示了这些支撑件。

Use it well: The adjective describes direction and arrangement. Name the parts that spread outward and the centre or reference line from which they spread. This prevents a vague description of something looking wide. In architectural writing, the term can apply to angled openings or sides, but do not assume a particular structural purpose unless the source supports it.

Word reference

90. bulbous

Say it: BUL-bus

中文: 球茎般膨大的 · qiú jīng bān péng dà de

Meaning: Rounded and swollen in shape, like a bulb.

Example: The bulbous souvenir jar would not fit into the narrow compartment of my padded bag.

中文例句: 这个球茎般膨大的纪念罐放不进我带衬垫的包中那个狭窄的隔层。

Use it well: The comparison is about shape and does not imply that the object is a plant bulb. Specify which part is swollen rather than applying the adjective vaguely to a whole scene. A useful description often combines a general form with one change along its outline. That relationship helps the reader construct a mental image without needing a long string of adjectives.

Word reference

Put the distinction to work

Write the three adjectives beside the sketches, then cover them. Ask a partner to describe one drawing in ordinary English before choosing a label. Their explanation matters more than speed. If two labels seem possible, discuss which part of the drawing each would describe. Do not assume that words from one list must always exclude each other in every possible sentence.

Try an invented object description using two sentences. The first should establish the whole outline; the second should focus on one marked part. Choose from umbonate, bulbous and splayed only after deciding what each sentence must explain. This order prevents a pile of adjectives from replacing the spatial relationships that help a reader reconstruct the image.

For a revision task, change the viewing angle in your drawing. Is the same adjective still easy to justify from the available view? Add a second view if necessary and refer to it explicitly. “In the side drawing…” can be more useful than repeating a technical label when the original picture hides the feature your sentence discusses.

Back to all 100 words · Continue reading · Vocabulary references

Grammar offers its own tools for guiding a reader. Deixis involves expressions whose reference depends on the speaker’s situation, such as here or tomorrow. Cataphora refers forward to information named later in the text. A collocation is a word combination that occurs naturally or frequently in a language. Learn these through sentences you can edit, so the labels remain connected with a practical writing decision.

Imagine a pupil pointing at an invented drawing and saying, “Put it here tomorrow.” A partner who was absent later reads those words in a notebook. What would that reader need to know? List the missing references before improving the instruction. This makes the communication problem concrete instead of asking you to memorise a grammatical category in isolation.

91. circumspect

Say it: SUR-kum-spekt

中文: 审慎周全的 · shěn shèn zhōu quán de

Meaning: Careful to consider relevant circumstances and possible consequences before acting or judging.

Example: The writer was circumspect about the uncertain date and checked the source before presenting it as established history.

中文例句: 作者对那个不确定的日期持审慎周全的态度，在把它写成已确定的历史之前查阅了资料。

Use it well: Use this adjective for a manner of judging or acting, not as a decorative substitute for clever. Show what the person considered or checked. A sentence becomes persuasive when it demonstrates the care it names. Being circumspect does not require avoiding every conclusion; it means matching the confidence and consequences of a claim to the evidence available.

Word reference

92. putative

Say it: PYOO-tuh-tiv

中文: 推定的 · tuī dìng de

Meaning: Generally supposed or proposed to be something, without being conclusively established as such.

Example: The label described a putative function, so our summary preserved the uncertainty instead of converting it into a fact.

中文例句: 标签描述了一种推定的功能，因此我们的摘要保留了这种不确定性，而没有把它转化为事实。

Use it well: The adjective modifies the status of an identification or claim. Keep it attached to the exact noun that remains uncertain. A putative author, for example, is a supposed author rather than a proven one. When paraphrasing a source, preserve such words carefully; removing a small qualification can change the strength of the entire statement.

Word reference

93. deixis

Say it: DYK-sis

中文: 指示现象 · zhǐ shì xiàn xiàng

Meaning: The use of expressions whose reference depends on the speaker’s situation, such as here, this or tomorrow.

Example: Our caption exercise used deixis to explain why over there made sense during a conversation but failed on an isolated photograph.

中文例句: 我们的图注练习用指示现象解释了为什么那边在对话中有意义，却不能独立用于一张照片的说明。

Use it well: Ask what a reader needs to know to interpret a pointing word: the speaker’s position, the time or the object being indicated. In a lasting written description, replace an unclear here with a named location or feature. The aim is not to ban short everyday words, but to make sure their reference survives when the original situation is no longer shared.

Word reference

94. collocation

Say it: kol-uh-KAY-shuhn

中文: 词语搭配 · cí yǔ dā pèi

Meaning: A word combination that occurs naturally or frequently in a language.

Example: The collocation “strong coffee” sounded more natural than “powerful coffee” in our café dialogue.

中文例句: 在我们的咖啡馆对话中，词语搭配“strong coffee”（浓咖啡）听起来比“powerful coffee”更自然。

Use it well: Learning a useful word with its usual partners helps you build fluent phrases rather than translate each item separately. Notice which verb, adjective or preposition accompanies it in reliable examples. Then change the surrounding sentence while preserving the combination. A familiar pairing can remain meaningful even when a literal translation into another language would use a different word.

Word reference

95. proviso

Say it: pruh-VY-zoh

中文: 附带条件 · fù dài tiáo jiàn

Meaning: A condition or limitation attached to an agreement, plan or statement.

Example: Our imaginary sketching plan included a proviso that the activity would move indoors if the weather made the outdoor task impractical.

中文例句: 我们设想的写生计划包含一个附带条件：如果天气使户外活动不便进行，就把活动移到室内。

Use it well: The phrase with the proviso that introduces a condition clearly. State the condition in words that the people involved can actually apply. A vague warning that plans may change leaves readers unsure what to do. In a practice itinerary, connect the condition with its consequence, while remembering that a classroom example does not establish any real venue’s policy.

Word reference

96. discern

Say it: dih-SURN

中文: 辨察 · biàn chá

Meaning: To notice or recognise something that is difficult to distinguish clearly.

Example: From the small photograph, we could discern an outline but could not reliably identify the material or the maker.

中文例句: 从这张小照片中，我们能够辨察出轮廓，却无法可靠地判断材料或制作者。

Use it well: Use the verb with the detail you can recognise, then state the limit of that recognition. Discern is often stronger than simply look because it suggests successful noticing or discrimination. A useful sentence can report partial success: you may recognise a shape while remaining uncertain about its significance. This avoids the false choice between complete certainty and saying nothing at all.

Word reference

97. differentiate

Say it: dif-uh-REN-shee-ayt

中文: 区分 · qū fēn

Meaning: To recognise or explain the features that make two or more things distinct.

Example: The comparison helped us differentiate the object’s visible form from the historical interpretation offered in the accompanying text.

中文例句: 这项比较帮助我们区分物件的可见形态与附文提供的历史解释。

Use it well: Use differentiate between A and B, or differentiate A from B. The grammar encourages you to name both sides of the comparison. Then specify the criterion that separates them. Merely listing two labels does not show that you understand the distinction. A strong explanation identifies the feature that would help another reader make the same judgement.

Word reference

98. synthesise

Say it: SIN-thuh-syz

中文: 综合形成 · zōng hé xíng chéng

Meaning: To combine information or ideas into a coherent account or new understanding.

Example: Rather than copying three descriptions in sequence, we tried to synthesise them into one paragraph with a clear question at its centre.

中文例句: 我们没有依次抄写三段描述，而是尝试把它们整合成一个以清晰问题为中心的段落。

Use it well: Synthesize is the common American spelling. The task is more demanding than placing extracts next to one another: explain how the ideas relate and retain disagreements where they matter. Keep track of which source supports each factual claim. A coherent account should make the relationships clearer without disguising uncertainty or turning several weak statements into one unjustifiably strong conclusion.

Word reference

99. metonymy

Say it: meh-TON-uh-mee

中文: 转喻 · zhuǎn yù

Meaning: Using the name of something associated with a person or thing to refer to that person or thing.

Example: In “the kitchen recommends the soup”, metonymy lets the room’s name stand for the people preparing the meal.

中文例句: 在“厨房推荐这款汤”这句话中，转喻让房间的名称代指准备饭菜的人。

Use it well: Ask what the expression literally names and what it refers to in this sentence. The relationship is association rather than a comparison based on similar appearance. This is useful when reading travel descriptions, restaurant language or news about a city. Explain the intended reference without treating a familiar figure of speech as a factual mistake.

Word reference

100. cataphora

Say it: kuh-TAF-uh-ruh

中文: 后指照应 · hòu zhǐ zhào yìng

Meaning: A language pattern in which an expression refers forward to something named later in the text.

Example: In “Before she entered, Lina checked the address,” cataphora links “she” to the later name Lina.

中文例句: 在“她进去之前，莉娜核对了地址”这一句中，后指照应把“她”与后面出现的名字“莉娜”联系起来。

Use it well: Forward reference can create anticipation, but the promised explanation must arrive clearly. In a caption or short paragraph, avoid making the reader hold an unnamed idea for too long. Check that this, it or the following has an identifiable later reference. The term helps you discuss sentence structure while improving a practical skill: guiding a reader towards the important detail.

Word reference

Put the distinction to work

In “Put it here tomorrow”, here and tomorrow illustrate deixis because their interpretation depends on the situation. Rewrite the instruction for a reader who was not present. You may invent a clearly labelled classroom position and date, but make the references explicit enough for that reader to act without guessing.

In “Before she entered, Lina checked the address”, cataphora links she with the later name Lina. Write a new sentence using the same pattern for your own invented sketch. Check that the promised explanation arrives promptly. Anticipation can help a reader, but an unexplained opening leaves them carrying an unresolved reference.

The phrase strong coffee illustrates a familiar English collocation. Compare it with powerful coffee in a fictional café dialogue. Which phrase have you encountered in reliable English? Keep the natural pairing and write two different requests around it. Then collect another useful combination from this guide. The goal is a phrase you can actually use, with enough context to remember its usual partners.

Back to all 100 words · Continue reading · Vocabulary references

Model paragraph: an invented design after a photograph-reading lesson

An invented class project is titled “Questions for a Basilica di Santa Croce photograph study”. The teacher asks pupils to practise on a drawing of their own before examining any source image. The following paragraph describes that invented drawing alone. Its features are not claims about what a photograph or the named building contains.

“Our practice panel gives the eye three tasks. A cartouche frames the class motto at the centre of our invented drawing. A caryatid acts as a sculpted female support beneath its upper ledge. Six dentils form a row of small projecting rectangular blocks below that ledge. I begin with the central words, then move to the supporting figure and finally follow the repeated row. The arrangement is our classroom invention. Before examining a real photograph, I would prepare questions about what is visible, what is labelled and what still needs an explanation.”

The model earns its three technical nouns by assigning each a role in a readable composition. It also gives the reader an order of attention. Write a different invented panel using the same three labels, but change the arrangement and the first feature you discuss. Do not merely substitute an adjective while leaving the whole paragraph unchanged.

Exchange drawings without exchanging paragraphs. Your partner should sketch your proposed arrangement from the prose. Compare the result with your original and revise the sentence that caused the biggest misunderstanding. If the drawing differs because your reader lacked a location phrase, improve that phrase before adding another unfamiliar term.

Model paragraph: two paper-related classroom diagrams

This exercise compares a sheet-making diagram with a separate model-planning diagram. Both are invented teaching aids, and neither is a set of practical instructions. The writer must explain the difference between the two pages while keeping their vocabulary organised.

“Our first page follows a sheet through two labelled drawings. The deckle frames the edges of the sheet in the first drawing. The next drawing labels the transfer of the newly formed wet sheet from mould to felt as couching. Our second page plans a small figure rather than describing the first page again. Its papier-mâché caption describes paper combined with paste or glue into a mouldable material. A separate newsprint label identifies newspaper-printing paper set aside for the imagined project. We keep the pages separate so that the reader can follow each proposal without mistaking a shared material for an identical process.”

The paragraph moves through the drawings in a stated order. Number the points where it changes focus, then turn those points into a brief spoken explanation. Keep the original names available on cards if necessary. When you can explain the relationship comfortably, remove the cards and try again without extending the account beyond what the models show.

For revision, imagine that a classmate accidentally places one caption on the wrong page. Write a polite correction identifying the misplaced label and the reason it belongs elsewhere. The correction should improve the organisation of the teaching material. It should not pretend that reading this paragraph qualifies anyone to carry out a craft process without suitable instruction.

Model paragraph: an invented archaeological worksheet

A teacher creates a wholly fictional excavation worksheet with a plan, a research card and a methods card. No actual site, collection or date is represented. The pupils must explain how the three pages differ, using the precise terms supplied in this guide.

“Our worksheet separates a research subject, a retained section and a recovery method. The research card links anthracology with studying archaeological wood-charcoal remains. The plan marks a baulk as unexcavated earth left between excavation areas. The methods card describes flotation as using water to separate small remains from sediment. These labels answer different questions, so I would not combine them into a single list of things found. I would first explain each page’s purpose, then show how its reference number connects with the summary. The fictional record is deliberately incomplete: it gives us enough language for a comparison without supplying a discovery story.”

The useful move here is organisation by function. A short glossary can put every noun in one column, but an explanatory paragraph must show how the nouns relate. Draw three headings for the model, then copy each sentence beneath the heading it serves. If one sentence has no clear job, revise or remove it.

Add one invented question to each page without answering it. Ask a partner which question would most improve the summary and why. Their choice should follow from the paragraph’s purpose rather than from the most exciting possible story. A well-chosen unanswered question can show more understanding than a confident conclusion unsupported by the worksheet.

Model paragraph: a named fictional café order

The menu and conversation below are invented for English practice. No real provider, availability, price or ingredient assurance is implied. The narrator is preparing questions, so the paragraph does not report a purchase or a tasting.

“For our role-play, I would like to ask about rustico leccese and caffè leccese. The vocabulary entry describes rustico leccese as a savoury puff-pastry snack typically containing béchamel, mozzarella and tomato. Caffè leccese names coffee served with ice and an almond-based sweet addition. I would ask, ‘Could you confirm how you prepare these today?’ My partner wants to compare two other menu names. Ciceri e tria combines chickpeas with pasta prepared partly by boiling and partly by frying. Sagne ’ncannulate names long pasta strips twisted into a curled form. We would ask which details the fictional menu supplies and leave the unprovided answers open.”

Turn the paragraph into a dialogue of four short turns. Give the fictional server an answer card containing only two details of your choice, clearly marked as invented. The learner must report those details without converting them into a statement about every preparation of the named food. Then swap roles and see whether the same limit survives the second exchange.

For a written extension, explain which part of your account comes from the vocabulary entry and which part belongs to the invented menu. That distinction matters even in a lively paragraph. Familiarity with a dish name should make your questions more exact; it should not tempt you to answer on a provider’s behalf.

Retrieval practice: description, composition and uncertainty

Use four cards to practise two different distinctions. Unctuous, in the selected food sense, describes a richly smooth or oily texture. Chalky describes a dry, powdery texture or mouthfeel. Nutty can describe a nut-like flavour or aroma without establishing that nuts are an ingredient. Putative marks an identity or claim as supposed or proposed rather than conclusively established. Keep the first three cards in a description group and the last in a claim-status group.

Write an invented tasting note using two of the first three cards, making clear that the sensations belong to a fictional narrator. Then use the last card in a separate fictional label-reading exercise. Explain why the fourth word does a different job. This challenge asks you to choose vocabulary according to the sentence’s purpose rather than decorate every subject with the same difficult language.

Check your work in passes. First, compare each use with the selected entry. Next, examine the surrounding grammar. Then mark any information you invented and make sure the scene is framed accordingly. Finally read aloud and remove repetitions that do not help the reader. A shorter revised paragraph can demonstrate more learning than a long first attempt.

Return later with the cards covered. Reconstruct the two distinctions, write one new sentence for each and identify a remaining question. Keep a progress note that names an action: “I can explain why these labels belong in different groups.” That gives the next study session a concrete starting point, instead of the vague instruction to learn everything again.

Do I need to learn all one hundred words before starting?

No. Choose a small group that serves a purpose you can explain. Read the entries fully, then use a few in a connected task. Return for another group when you need it. The guide is a resource to move through thoughtfully, not a test you must finish before you are allowed to enjoy the subject.

How should I use the Chinese labels and pinyin?

Use the Chinese wording to check the selected meaning, then read the complete bilingual example for context. The pinyin belongs to the Chinese text. After checking, try explaining the English sentence without looking at the translation. If your explanation changes the actor, sequence or certainty, return to the example and identify where the meaning shifted.

What if I can understand a word but cannot pronounce it confidently?

Keep using it in reading while you practise speaking separately. Consult a reliable pronunciation model, say the word slowly and place it in one short sentence. Ask a listener which part was unclear. You do not need to imitate an entire accent; aim for a recognisable word and a sentence that is comfortable to follow.

Can I use these terms to identify everything in a photograph?

No vocabulary list can supply information that a photograph leaves out. Describe what you can point to, attribute labels that come from a caption and name the question that remains. Recognising a technical term and making a reliable identification are different achievements. Both can be useful, but your paragraph should show which one you have reached.

May I invent details to make my practice paragraph more interesting?

Yes, when the whole scene is clearly presented as an invented classroom exercise. Keep it separate from factual reporting about named places, real displays or actual visits. If you are summarising a supplied photograph or record, follow that task’s limits instead. Interesting writing can come from a sharp question or a well-organised comparison without added facts.

How many advanced words should one paragraph contain?

Use as many as the explanation genuinely needs. Begin with the point you want the reader to understand, then choose the terms that sharpen it. If every sentence introduces another unfamiliar label, pause to explain the relationships. A paragraph with two well-used terms can show more understanding than one that compresses ten into a confusing list.

How can I tell whether my paragraph sounds too certain?

Underline claims about identity, cause, intention and history. For each, ask what evidence in the task supports it. Then check whether your wording matches that evidence. Attribute a supplied label, narrow a broad conclusion or turn an unresolved point into a question. Do not merely scatter cautious words over a claim whose basis remains missing.

What is a useful way for two learners to study together?

Give each learner a different role for a short task. One explains a distinction; the other asks for an example and checks the wording against the entry. Then exchange roles. Agree on one question for feedback rather than correcting everything at once. End by rewriting a sentence together so that the discussion produces a concrete improvement.

Can a learner complete this guide without travelling?

Yes. Use clearly labelled invented scenes, trustworthy reference material and supplied classroom images. Practise pronunciation, bilingual explanation, comparison and evidence-based writing wherever you study. A real visit is one possible context, not a prerequisite. If you later plan to travel, verify practical arrangements through current official information rather than treating a language exercise as an itinerary.

What should I be able to do at the end?

Aim to ask clearer questions, explain selected distinctions and write a short paragraph whose evidence a reader can follow. You may still need to check spellings, pronunciation and specialist meanings. That is compatible with progress. A strong learner knows both what a word makes possible and when a source, explanation or further question is still needed.

Sources and vocabulary references

Research checked 4 October 2026. Official tourism, city, museum, church and heritage pages support the Lecce connections. Dictionaries, university publications, scientific institutions, art organisations and a named pasta producer support the selected word senses. Examples, translations and teaching activities are original. Follow the relevant venue’s current page for arrangements affecting a real visit.

Lecce places and current context

• Comune di Lecce: Dated June2026 public-square update
• Italia.it, official Italian tourism: Lecce
• Italia.it, official Italian tourism: Salento
• LeccEcclesiae: Basilica di Santa Croce
• Italia.it, official Italian tourism: Piazza Sant’Oronzo
• CartApulia, Regione Puglia: Porta Napoli
• Comune di Lecce: Castello Carlo V
• Italian Ministry of Culture: Museo Sigismondo Castromediano
• FAI, Fondo per l’Ambiente Italiano: Abbazia di Santa Maria di Cerrate
• Palazzo Vernazza: Palazzo Vernazza
• Museo Faggiano: Museo Faggiano
• LeccEcclesiae: Current visitor information and religious-service restrictions

Paper, archaeology and landscape vocabulary

• Regione Puglia / Pugliapromozione: papier-mâché
• Merriam-Webster: sclerophyll
• Merriam-Webster: papier-mâché
• Merriam-Webster: pulp
• Merriam-Webster: armature
• Merriam-Webster: cellulose
• Merriam-Webster: deckle
• Museum of Fine Arts Boston: couching
• Merriam-Webster: newsprint
• Merriam-Webster: tissue paper
• Merriam-Webster: pasteboard
• Metropolitan Museum of Art: quilling
• Merriam-Webster: intramural
• Historic England: archaeomagnetism
• Archaeological Institute of America: locus
• Merriam-Webster: pedogenesis
• Chartered Institute for Archaeologists: intrusion
• University of Southampton research thesis: residuality
• U.S. National Park Service: baulk
• University College London: flotation
• University of Liverpool research repository: anthracology
• U.S. Geological Survey: palaeosol
• Merriam-Webster: sclerophyll
• Merriam-Webster: xerophyte
• Merriam-Webster: halophyte
• Merriam-Webster: psammophyte
• Merriam-Webster: geophyte
• Merriam-Webster: chamaephyte
• Merriam-Webster: hemicryptophyte
• Merriam-Webster: spinescent
• Merriam-Webster: falcate
• Merriam-Webster: marcescent

Food, description and language vocabulary

• Italia.it, official Italian tourism: frisella
• PAT Puglia, University of Bari regional-supported food atlas: pasticciotto
• Italia.it, official Italian tourism: rustico leccese
• PAT Puglia, University of Bari regional-supported food atlas: puccia
• PAT Puglia, University of Bari regional-supported food atlas: frisella
• Pro Loco di Lecce: ciceri e tria
• Italia.it, official Italian tourism: caffè leccese
• PAT Puglia, University of Bari regional-supported food atlas: scapece
• Il Mulino Calogiuri, pasta producer: sagne ’ncannulate
• Merriam-Webster: organoleptic
• Merriam-Webster: amylose
• Merriam-Webster: unctuous
• Merriam-Webster: insipid
• Merriam-Webster: nutty
• Merriam-Webster: toasty
• Merriam-Webster: saccharification
• Merriam-Webster: amylase
• Merriam-Webster: chalky
• Merriam-Webster: umbonate
• Merriam-Webster: splayed
• Merriam-Webster: bulbous
• Merriam-Webster: circumspect
• Merriam-Webster: putative
• Merriam-Webster: deixis
• Collins Dictionary: collocation
• Merriam-Webster: proviso
• Merriam-Webster: discern
• Merriam-Webster: differentiate
• Merriam-Webster: synthesise
• Merriam-Webster: metonymy
• Merriam-Webster: cataphora
• Merriam-Webster: umbonate

Stone and architectural vocabulary

• American Heritage Dictionary: rocaille
• Merriam-Webster: bioclast
• Tulane University: micrite
• James Madison University: sparite
• British Geological Survey: ooid
• British Geological Survey: peloid
• Mindat geological glossary: allochem
• Ocean Drilling Program, Texas A&M University: intraclast
• Merriam-Webster: diagenesis
• Arizona Board of Regents research publication: case hardening
• University of Texas, Bureau of Economic Geology: hardground
• Merriam-Webster: cartouche
• Merriam-Webster: putto
• Merriam-Webster: caryatid
• Merriam-Webster: modillion
• Getty Research Institute: Solomonic column
• Merriam-Webster: engaged column
• Merriam-Webster: broken pediment
• Merriam-Webster: trabeation
• Merriam-Webster: gutta
• Merriam-Webster: dentil
• Merriam-Webster: rocaille
• Merriam-Webster: strapwork
• Merriam-Webster: festoon
• Merriam-Webster: grotesque
• American Heritage Dictionary: anthemion
• Merriam-Webster: rinceau
• Merriam-Webster: acanthus
• Merriam-Webster: cavetto
• Merriam-Webster: egg-and-dart
• Merriam-Webster: bead-and-reel

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