Did you know that a carefully chosen city word can turn a quick observation into an interesting question? This Tacloban vocabulary guide teaches 100 English terms through coastal geography, storm-surge understanding, regional connections and considerate city learning. Each entry includes approximate English pronunciation, Simplified Chinese, pinyin, a definition, an example and one practical usage note. Start with a scene you enjoy, then explore the terms that make your explanation clearer.
Tacloban gives students and families a lively setting for practising language beyond a memorised list. Choose a group that matches your interest and ask what its words help you describe, explain or decide. You do not need to use every term during one visit. The enjoyable goal is to notice one thing carefully, understand its meaning and explain it more clearly than before.
A younger learner can begin with visible objects and simple questions. A more confident student can explore mechanisms, comparisons and the relationship between a claim and its evidence. Families can take turns choosing one useful term. Keep the practice light enough for conversation, but precise enough that another person can understand your point. A thoughtful question is a useful learning achievement.
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Choose a route: Understand Tacloban · Browse all 100 terms · Learn and retrieve · Practise conversation · Write and check.
This guide focuses on coastal geography, storm-surge understanding, regional connections and considerate city learning. The examples are language-learning scenarios, not reports that a named service or visit arrangement is currently available. Some entries are established technical terms; others are ordinary descriptive phrases for asking questions and explaining observations.
The city context: understand before you tour
Tacloban City Government’s San Juanico Bridge page describes the connection between Samar and Leyte across San Juanico Strait. That geographical relationship supports regional travel vocabulary. It does not establish today’s vehicle rules, access conditions or journey time. Confirm a current transport arrangement with the responsible authority and provider for the date and vehicle involved.
PAGASA describes storm surge as an abnormal rise in sea level associated with a tropical cyclone, driven by winds and low pressure. High tide and waves can worsen coastal flooding effects. This educational explanation helps distinguish related terms. For an actual situation, use current PAGASA information and applicable local instructions rather than turning a general definition into a forecast.
How the learning scene works
Connect the mechanism in steps. A tropical cyclone affects wind and pressure; water can be pushed towards the coast; local conditions influence the effect. Tide is a separate sea-level variation, while waves involve their own movement. The processes can occur together. Distinguishing the terms improves understanding and avoids treating one observed water feature as an explanation of the whole situation.
A warning is also an information system. An authority publishes a message at a particular time for a defined area and period. A reader identifies the scope, checks updates and follows responsible local directions. An old screenshot may omit a later change. In a classroom exercise, identify who, when, where and the stated action without treating an invented example as live advice.
Resilience connects people, services and infrastructure over time. Transport supports movement, while communication supports coordination. A single strong-looking structure does not establish that every part of a system will function during disruption. Explain one relationship between two components and identify the additional information needed to assess the whole system. Leave room for ordinary daily life and diverse local perspectives.
Try a cause-and-evidence conversation about Tacloban. Ask your partner to choose one mechanism term and explain the relationship it describes without reading the table. Then ask which part of that explanation comes from a definition, an observation or an institutional account. These are useful but different supports. If the term names a process you cannot directly see, do not pretend that the word itself proves the process occurred. Return to the relevant source and adjust the sentence to the evidence available.
A comparison can make the lesson easier to remember. Choose two neighbouring terms from the same vocabulary group and give each a clear job in a sentence. Explain how replacing one with the other would change the meaning. Next, use a new example rather than repeating the table. If you cannot make the distinction in the new setting, return to the definitions and ask a smaller question. This is productive practice: the aim is a usable understanding, not the fastest possible passage through the list.
For oral work, build a thirty-second explanation around a single question. Begin with the scene, introduce one term and explain why it matters. End with the detail you would still need to check. A partner should be able to repeat your main point in plain language. If they cannot, shorten the explanation and reduce the number of terms. Confidence grows when an explanation is understandable and supported, even if it uses only two specialist words.
For written work, give each paragraph one task. A descriptive paragraph can identify features; an explanatory paragraph can connect a process with an effect; a planning paragraph can identify information needed for a decision. Do not mix those tasks so quickly that the reader loses the thread. Choose the vocabulary after deciding the paragraph’s purpose. A clear topic sentence and a supported connection usually do more for the reader than a long sequence of unfamiliar labels.
Before the next session, make a small retrieval card for an uncertain distinction. Put a scene or question on the front and a brief explanation on the back. Include one reminder of the common confusion. Return to the card after a break, say the answer aloud and test it with another example. Correct the explanation when necessary. The useful result is a term you can recognise, explain and apply naturally, rather than a definition you can recite only in its original order.
Meaning distinctions that make your English clearer
A strait is a geographical feature; a bridge is a built connection. Storm surge, tide and waves describe distinct processes whose effects can combine. A forecast differs from a historical account. A notice applies to its stated area and period. Attribute a recovery account to its source and let each person choose whether to discuss personal experience.
Full vocabulary index: 1–100
1–10: Coastal geography
1. coastal lowland · 2. shoreline orientation · 3. bay geometry · 4. coastal bathymetry · 5. tidal datum · 6. coastal elevation · 7. land-sea interface · 8. coastal exposure pattern · 9. shore-access condition · 10. strait geography
11–20: Tropical cyclones and storm surge
11. tropical-cyclone circulation · 12. onshore wind stress · 13. atmospheric-pressure anomaly · 14. cyclone track forecast · 15. forecast uncertainty cone · 16. wind-field extent · 17. rainfall distribution · 18. storm-surge mechanism · 19. storm-tide level · 20. wave-runup effect
21–30: Official warnings and scope
21. storm-surge warning · 22. coastal-inundation map · 23. warning-validity period · 24. local evacuation notice · 25. designated evacuation route · 26. evacuation-centre location · 27. warning-message verification · 28. advisory-area matching · 29. official all-clear notice · 30. forecast-update check
31–40: Infrastructure and resilience
31. flood-resilient design · 32. elevated-floor concept · 33. drainage-capacity assessment · 34. critical-service continuity · 35. infrastructure interdependence · 36. redundant service connection · 37. post-event inspection · 38. reopening authorisation · 39. maintenance-backlog review · 40. recovery-priority setting
41–50: Bridge and regional connections
41. inter-island connection · 42. bridge-span arrangement · 43. bridge-deck level · 44. cross-strait corridor · 45. regional-road linkage · 46. transport-restriction notice · 47. terminal-operation update · 48. weather-affected service · 49. journey-rebooking option · 50. regional-gateway map
51–60: Memory, dignity and recovery
51. disaster-memory interpretation · 52. survivor-testimony attribution · 53. memorial-visit sensitivity · 54. community-recovery narrative · 55. trauma-aware question · 56. remembrance-context explanation · 57. post-disaster time horizon · 58. recovery-evidence comparison · 59. community-agency recognition · 60. ethical-memory writing
61–70: Preparedness and coordination
61. household-preparedness discussion · 62. emergency-contact verification · 63. family communication backup · 64. essential-document protection · 65. travel-plan notification · 66. assistance-needs identification · 67. support-service coordination · 68. preparedness-action review · 69. local-instruction compliance · 70. return-to-service sequencing
71–80: Visitor enquiries
71. accommodation-advisory enquiry · 72. trip-postponement terms · 73. current-route-status question · 74. venue-reopening enquiry · 75. notice-language clarification · 76. dated-message forwarding · 77. provider-status confirmation · 78. fallback-itinerary agreement · 79. visitor-location disclosure · 80. instruction-confirmation dialogue
81–90: Systems thinking and comparison
81. coastal-process explanation · 82. hazard-exposure-vulnerability distinction · 83. forecast-observation distinction · 84. recovery-time comparison · 85. infrastructure-role paragraph · 86. place-and-process comparison · 87. resilience-claim qualification · 88. historical-present separation · 89. systems-thinking application · 90. human-centred city account
91–100: Communication and learning
91. preparedness-language transfer · 92. dated-source reading · 93. map-assumption check · 94. community-story consent · 95. service-dependency diagram · 96. warning-comprehension self-check · 97. coastal-city learning question · 98. practical-language revision · 99. respectful-recovery description · 100. city-resilience learning route
Top 100 vocabulary for visiting and touring Tacloban
Words 1–10: Coastal geography
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 1 | coastal lowland KOH-stuhl LOH-luhnd | 沿海低地 yán hǎi dī dì | Low-lying land near a coast. Tacloban's coastal setting introduced the idea of a coastal lowland. Use it well: A broad landform label does not establish the conditions at a particular address. |
| 2 | shoreline orientation SHOR-lyn or-ee-en-TAY-shuhn | 岸线朝向 àn xiàn cháo xiàng | The direction a shoreline faces. Shoreline orientation helped us read the city map. Use it well: Orientation matters alongside local shape and conditions rather than determining one outcome alone. |
| 3 | bay geometry bay jee-OM-uh-tree | 海湾几何形态 hǎi wān jǐ hé xíng tài | The shape and dimensions of a bay. Bay geometry became one question in our coastal-geography lesson. Use it well: A simplified map cannot show every detail needed for an operational hazard assessment. |
| 4 | coastal bathymetry KOH-stuhl buh-THIM-uh-tree | 近岸水深地形 jìn àn shuǐ shēn dì xíng | The underwater depth and form near a coast. Coastal bathymetry linked the visible shoreline with unseen underwater terrain. Use it well: Depth patterns require measured information rather than guesses from water colour. |
| 5 | tidal datum TY-duhl DAY-tuhm | 潮汐基准面 cháo xī jī zhǔn miàn | A reference level used for tidal measurements. The tidal datum helped us understand a coastal measurement. Use it well: Two water-level figures are not directly comparable unless their reference levels are compatible. |
| 6 | coastal elevation KOH-stuhl el-uh-VAY-shuhn | 沿海高程 yán hǎi gāo chéng | The height of coastal land relative to a stated reference. Coastal elevation was marked on the exercise map. Use it well: Always identify the reference and resolution before making a precise claim. |
| 7 | land-sea interface land see IN-tuh-fays | 海陆交界 hǎi lù jiāo jiè | The zone where land and marine conditions meet. The land-sea interface connected our city and geography questions. Use it well: An interface is a relationship or contact zone rather than one universally fixed line. |
| 8 | coastal exposure pattern KOH-stuhl ik-SPOH-zhuh PAT-urn | 沿海暴露分布 yán hǎi bào lù fēn bù | The arrangement of people or assets in coastal settings. Coastal exposure pattern helped us distinguish settlement from the hazard itself. Use it well: Exposure identifies what may be affected; it is not a complete risk estimate. |
| 9 | shore-access condition shor AK-ses kuhn-DISH-uhn | 岸边通行状况 àn biān tōng xíng zhuàng kuàng | The current suitability and permission for entering a shoreline area. We checked the shore-access condition before planning the walk. Use it well: A public waterfront can still have temporary restrictions or changed conditions. |
| 10 | strait geography strayt jee-OG-ruh-fee | 海峡地理 hǎi xiá dì lǐ | The spatial features of a narrow water passage linking larger waters. San Juanico introduced strait geography into our regional study. Use it well: A strait is a water passage, while the bridge is a structure crossing it. |
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Words 11–20: Tropical cyclones and storm surge
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 11 | tropical-cyclone circulation TROP-ih-kuhl SY-klohn sur-kyoo-LAY-shuhn | 热带气旋环流 rè dài qì xuán huán liú | The organised rotating airflow associated with a tropical cyclone. Tropical-cyclone circulation helped us follow the weather illustration. Use it well: A diagram explains a general process rather than predicting one local experience. |
| 12 | onshore wind stress ON-shor wind stres | 向岸风应力 xiàng àn fēng yīng lì | The force of winds acting on water towards a shore. Onshore wind stress was part of our storm-surge explanation. Use it well: Stress is a physical force term here, not an emotional state. |
| 13 | atmospheric-pressure anomaly at-muhs-FEER-ik PRESH-uh uh-NOM-uh-lee | 大气压异常 dà qì yā yì cháng | A departure from a reference atmospheric pressure. The atmospheric-pressure anomaly added another mechanism to the lesson. Use it well: A pressure change is one factor and should be interpreted with the wider weather system. |
| 14 | cyclone track forecast SY-klohn trak FOR-kast | 气旋路径预报 qì xuán lù jìng yù bào | A forecast of a tropical cyclone's movement. We checked the date of the cyclone track forecast. Use it well: Forecasts are updated estimates rather than fixed routes guaranteed in advance. |
| 15 | forecast uncertainty cone FOR-kast un-SUR-tuhn-tee kohn | 预报不确定性锥形区 yù bào bù què dìng xìng zhuī xíng qū | A graphic showing uncertainty around a forecast track under its stated method. The forecast uncertainty cone taught us to read the graphic's explanation. Use it well: It does not necessarily show the whole area affected by wind, rain or coastal hazards. |
| 16 | wind-field extent wind feeld ik-STENT | 风场范围 fēng chǎng fàn wéi | The area across which a specified wind condition extends. Wind-field extent helped distinguish the storm centre from wider effects. Use it well: A centre line alone cannot describe the area influenced by a storm. |
| 17 | rainfall distribution RAYN-fawl dis-trih-BYOO-shuhn | 降雨分布 jiàng yǔ fēn bù | The pattern of rain across an area or period. Rainfall distribution showed why neighbouring places can have different totals. Use it well: State the area and period before comparing measurements. |
| 18 | storm-surge mechanism storm surj MEK-uh-niz-uhm | 风暴潮机制 fēng bào cháo jī zhì | The processes producing an abnormal storm-related rise in coastal water. PAGASA's explanation helped us understand the storm-surge mechanism. Use it well: Distinguish storm-driven water rise from ordinary tides and other coastal processes. |
| 19 | storm-tide level storm tyd LEV-uhl | 风暴总水位 fēng bào zǒng shuǐ wèi | The water level combining storm-surge effects with the astronomical tide. Storm-tide level clarified why different water-level terms matter. Use it well: Check the reference level and definition used by the particular source. |
| 20 | wave-runup effect wayv RUN-up ih-FEKT | 波浪爬高影响 bō làng pá gāo yǐng xiǎng | The upward reach of wave action on a shoreline or structure. Wave-runup effect was separated from the general water-level rise. Use it well: Different coastal processes can combine; one term should not replace all the others. |
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Words 21–30: Official warnings and scope
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 21 | storm-surge warning storm surj WOR-ning | 风暴潮警报 fēng bào cháo jǐng bào | An official warning about possible or expected storm-surge effects. We looked for the storm-surge warning from the responsible authority. Use it well: Read the actual affected area and instructions rather than relying on a forwarded headline. |
| 22 | coastal-inundation map KOH-stuhl in-un-DAY-shuhn map | 沿海淹没地图 yán hǎi yān mò dì tú | A map showing specified coastal flooding information. The coastal-inundation map required careful reading of its legend. Use it well: Check whether it shows a scenario, hazard assessment or current forecast. |
| 23 | warning-validity period WOR-ning vuh-LID-ih-tee PEER-ee-uhd | 警报有效时段 jǐng bào yǒu xiào shí duàn | The period during which a warning applies. Warning-validity period made the timing of the message clear. Use it well: An old screenshot may no longer describe the relevant warning. |
| 24 | local evacuation notice LOH-kuhl ih-vak-yoo-AY-shuhn NOH-tis | 当地疏散通知 dāng dì shū sàn tōng zhī | A direction or announcement about leaving an affected local area. The local evacuation notice took priority over the proposed outing. Use it well: Follow the responsible authority and the current instructions for your actual location. |
| 25 | designated evacuation route DEZ-ig-nay-tid ih-vak-yoo-AY-shuhn root | 指定疏散路线 zhǐ dìng shū sàn lù xiàn | A route identified for evacuation under applicable arrangements. We asked staff about the designated evacuation route. Use it well: A tourism route is not automatically an evacuation route. |
| 26 | evacuation-centre location ih-vak-yoo-AY-shuhn SEN-tuh loh-KAY-shuhn | 疏散中心位置 shū sàn zhōng xīn wèi zhì | The identified location of an officially designated evacuation centre. Evacuation-centre location was part of our preparedness discussion. Use it well: Confirm current designation and access instead of assuming any large building serves this purpose. |
| 27 | warning-message verification WOR-ning MES-ij ver-ih-fih-KAY-shuhn | 警报信息核实 jǐng bào xìn xī hé shí | Checking a warning's issuer, date, content and applicability. Warning-message verification helped us identify an outdated shared post. Use it well: Use the responsible official source rather than evaluating a warning by its dramatic appearance. |
| 28 | advisory-area matching ad-VY-zuh-ree AIR-ee-uh MATCH-ing | 公告地区匹配 gōng gào dì qū pǐ pèi | Checking whether advice applies to the place being considered. Advisory-area matching connected the notice with our accommodation location. Use it well: Nearby areas may have different instructions; identify the exact relevant place. |
| 29 | official all-clear notice uh-FISH-uhl awl kleer NOH-tis | 官方解除警报通知 guān fāng jiě chú jǐng bào tōng zhī | An authoritative notice explaining that specified restrictions or warnings have changed. We waited for the official all-clear notice in the planning scenario. Use it well: Do not infer that restrictions ended merely because conditions look calmer. |
| 30 | forecast-update check FOR-kast UP-dayt chek | 预报更新核查 yù bào gēng xīn hé chá | Looking for the latest version of a forecast. Forecast-update check preceded our revised travel plan. Use it well: Check dates and times, particularly when several versions circulate together. |
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Words 31–40: Infrastructure and resilience
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 31 | flood-resilient design flud rih-ZIL-ee-uhnt dih-ZYN | 防洪韧性设计 fáng hóng rèn xìng shè jì | Design intended to reduce flood impacts and support recovery. Flood-resilient design connected building choices with the coastal-city lesson. Use it well: Resilience reduces vulnerability; it does not make a structure immune to every event. |
| 32 | elevated-floor concept EL-uh-vay-tid flor KON-sept | 架高地板概念 jià gāo dì bǎn gài niàn | The idea of raising a floor above an adjoining reference level. The elevated-floor concept appeared in our general planning diagram. Use it well: Actual design requires local requirements and professional assessment. |
| 33 | drainage-capacity assessment DRAY-nij kuh-PAS-ih-tee uh-SES-muhnt | 排水能力评估 pái shuǐ néng lì píng gū | Evaluating how much water a drainage system can handle under stated conditions. Drainage-capacity assessment introduced an infrastructure question. Use it well: Capacity depends on conditions, maintenance and design rather than pipe size alone. |
| 34 | critical-service continuity KRIT-ih-kuhl SUR-vis kon-tih-NYOO-ih-tee | 关键服务连续性 guān jiàn fú wù lián xù xìng | Maintaining essential services through a disruption. Critical-service continuity gave our city discussion a human purpose. Use it well: Identify the service and people affected instead of discussing continuity only as an abstract metric. |
| 35 | infrastructure interdependence IN-fruh-struk-chuh in-tuh-dih-PEN-duhns | 基础设施相互依赖 jī chǔ shè shī xiāng hù yī lài | The reliance of infrastructure systems on one another. Infrastructure interdependence linked electricity, communication and transport in our diagram. Use it well: A dependency needs a specific connection rather than a claim that everything affects everything equally. |
| 36 | redundant service connection rih-DUN-duhnt SUR-vis kuh-NEK-shuhn | 备用服务连接 bèi yòng fú wù lián jiē | An additional connection intended to support continuity if another fails. The redundant service connection illustrated one resilience approach. Use it well: Redundant means a backup here, rather than unnecessary waste. |
| 37 | post-event inspection pohst ih-VENT in-SPEK-shuhn | 事件后检查 shì jiàn hòu jiǎn chá | An assessment performed after a disruptive event. Post-event inspection preceded reopening in our hypothetical example. Use it well: A reopening decision belongs to responsible staff and authorities, not a visitor's visual judgement. |
| 38 | reopening authorisation ree-OH-puh-ning aw-thuh-ry-ZAY-shuhn | 重新开放许可 chóng xīn kāi fàng xǔ kě | Official or responsible permission to resume access or operation. We checked reopening authorisation before considering the venue. Use it well: A building appearing intact does not establish that public access is permitted. |
| 39 | maintenance-backlog review MAYN-tuh-nuhns BAK-log rih-VYOO | 维护积压复核 wéi hù jī yā fù hé | Assessing delayed maintenance tasks and their priorities. Maintenance-backlog review linked upkeep with everyday service reliability. Use it well: A backlog requires evidence; do not assign one to a real institution without documentation. |
| 40 | recovery-priority setting rih-KUV-uh-ree pry-OR-ih-tee SET-ing | 恢复优先级设定 huī fù yōu xiān jí shè dìng | Deciding the order in which recovery tasks should be addressed. Recovery-priority setting considered essential services in our classroom exercise. Use it well: Describe the criteria and responsible decision process rather than imposing a visitor's preference. |
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Words 41–50: Bridge and regional connections
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 41 | inter-island connection in-tuh EYE-luhnd kuh-NEK-shuhn | 岛际连接 dǎo jì lián jiē | A transport or social link between islands. San Juanico illustrated an inter-island connection in our map lesson. Use it well: A geographic link does not establish today's service or access arrangements. |
| 42 | bridge-span arrangement brij span uh-RAYNJ-muhnt | 桥跨布置 qiáo kuà bù zhì | The layout of a bridge's individual spans. Bridge-span arrangement helped us read the structural outline. Use it well: Use reliable drawings for structural claims rather than inferring all details from a tourist photograph. |
| 43 | bridge-deck level brij dek LEV-uhl | 桥面高程 qiáo miàn gāo chéng | The height or position of a bridge's traffic-carrying surface. The bridge-deck level was labelled in the educational sketch. Use it well: Specify the reference where an actual measurement is discussed. |
| 44 | cross-strait corridor kros strayt KOR-ih-dor | 跨海峡通道 kuà hǎi xiá tōng dào | A connection carrying movement across a strait. The cross-strait corridor linked Leyte and Samar in our study. Use it well: Corridor describes the connection rather than unrestricted use by every transport mode. |
| 45 | regional-road linkage REE-juh-nuhl rohd LING-kij | 区域道路联系 qū yù dào lù lián xì | A road connection joining parts of a wider region. Regional-road linkage gave the bridge a role beyond its appearance. Use it well: A network role and current traffic restrictions are different questions. |
| 46 | transport-restriction notice TRANS-port rih-STRIK-shuhn NOH-tis | 交通限制通知 jiāo tōng xiàn zhì tōng zhī | An announcement limiting specified transport access. We checked the transport-restriction notice before planning a crossing. Use it well: Read the affected vehicle types, dates and directions rather than assuming one rule covers everything. |
| 47 | terminal-operation update TUR-mih-nuhl op-uh-RAY-shuhn UP-dayt | 交通站点运营更新 jiāo tōng zhàn diǎn yùn yíng gēng xīn | Current information about a transport terminal's services or access. The terminal-operation update helped us check the proposed departure. Use it well: A timetable or old trip report may have been superseded. |
| 48 | weather-affected service WETH-uh uh-FEK-tid SUR-vis | 受天气影响的服务 shòu tiān qì yǐng xiǎng de fú wù | A service whose operation changes because of weather. Weather-affected service became a phrase in our booking dialogue. Use it well: Verify the provider's current status rather than assuming a listed departure will proceed. |
| 49 | journey-rebooking option JUR-nee ree-BOOK-ing OP-shuhn | 行程改订选择 xíng chéng gǎi dìng xuǎn zé | An available arrangement for changing a booked journey. We asked about the journey-rebooking option. Use it well: Availability and cost depend on the actual ticket terms and provider. |
| 50 | regional-gateway map REE-juh-nuhl GAYT-way map | 区域门户地图 qū yù mén hù dì tú | A map showing how a city connects with a wider area. Our regional-gateway map placed Tacloban within Eastern Visayas. Use it well: Separate geography from promises about transfer times or operating services. |
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Words 51–60: Memory, dignity and recovery
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 51 | disaster-memory interpretation dih-ZAS-tuh MEM-uh-ree in-tur-prih-TAY-shuhn | 灾难记忆解读 zāi nàn jì yì jiě dú | An explanation of how disruptive events are remembered. Disaster-memory interpretation required careful attention to people's experiences. Use it well: Avoid reducing a community's history to a dramatic sightseeing story. |
| 52 | survivor-testimony attribution sur-VY-vuh TES-tih-muh-nee at-rih-BYOO-shuhn | 幸存者证言归属 xìng cún zhě zhèng yán guī shǔ | Identifying the source and limits of a survivor's account. Survivor-testimony attribution kept one person's story distinct from a city-wide claim. Use it well: Use permission and care when quoting an account of suffering. |
| 53 | memorial-visit sensitivity muh-MOR-ee-uhl VIZ-it sen-sih-TIV-ih-tee | 纪念地点参观体贴 jì niàn dì diǎn cān guān tǐ tiē | Considerate behaviour when visiting a place of remembrance. Memorial-visit sensitivity shaped our hypothetical cultural visit. Use it well: Observe local rules and avoid treating grief as a photographic backdrop. |
| 54 | community-recovery narrative kuh-MYOO-nih-tee ri-KUV-uh-ree NAR-uh-tiv | 社区恢复叙事 shè qū huī fù xù shì | An account of a community's recovery over time. Community-recovery narrative included services and daily life rather than one heroic slogan. Use it well: Recovery experiences vary and should be represented with evidence and individual dignity. |
| 55 | trauma-aware question TROR-muh uh-WAIR KWES-chuhn | 考虑创伤的提问 kǎo lǜ chuāng shāng de tí wèn | A question framed with awareness that a subject may cause distress. A trauma-aware question allowed the speaker to decline. Use it well: Do not press people for personal disaster experiences to enrich a travel account. |
| 56 | remembrance-context explanation rih-MEM-bruhns KON-tekst ek-spluh-NAY-shuhn | 纪念背景说明 jì niàn bèi jǐng shuō míng | Information explaining what a remembrance site or practice concerns. Remembrance-context explanation helped us avoid guessing from a monument's shape. Use it well: Use the site's own explanation and distinguish commemoration from a complete historical account. |
| 57 | post-disaster time horizon pohst dih-ZAS-tuh tym huh-RY-zuhn | 灾后时间尺度 zāi hòu shí jiān chǐ dù | The period considered when discussing recovery after a disaster. Post-disaster time horizon clarified our research question. Use it well: Immediate response and long-term rebuilding involve different needs and evidence. |
| 58 | recovery-evidence comparison rih-KUV-uh-ree EV-ih-duhns kuhm-PAR-ih-suhn | 恢复证据比较 huī fù zhèng jù bǐ jiào | Comparing evidence about recovery using consistent criteria. Recovery-evidence comparison avoided judging a whole city from one photograph. Use it well: Use dated and comparable indicators and preserve their limitations. |
| 59 | community-agency recognition kuh-MYOO-nih-tee AY-juhn-see rek-uhg-NISH-uhn | 社区能动性认可 shè qū néng dòng xìng rèn kě | Acknowledging people's active role in decisions affecting their lives. Community-agency recognition made our city paragraph more respectful. Use it well: Represent residents as people with choices and work, rather than only as recipients of help. |
| 60 | ethical-memory writing ETH-ih-kuhl MEM-uh-ree RY-ting | 有伦理的记忆写作 yǒu lún lǐ de jì yì xiě zuò | Writing about remembrance with accuracy and regard for those involved. Ethical-memory writing separated our reflection from other people's testimony. Use it well: A vivid account should not appropriate another person's grief or experience. |
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Words 61–70: Preparedness and coordination
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 61 | household-preparedness discussion HOWS-hohld prih-PAIR-id-nuhs dih-SKUSH-uhn | 家庭准备讨论 jiā tíng zhǔn bèi tǎo lùn | A conversation about practical preparation for possible disruption. Household-preparedness discussion helped our classroom scenario identify responsibilities. Use it well: Use current local guidance and adapt arrangements to the actual household. |
| 62 | emergency-contact verification ih-MUR-juhn-see KON-takt ver-ih-fih-KAY-shuhn | 应急联系方式核实 yìng jí lián xì fāng shì hé shí | Checking that a contact for urgent help is current and appropriate. Emergency-contact verification came before saving a number. Use it well: Do not invent contact details or rely on an undated repost. |
| 63 | family communication backup FAM-ih-lee kuh-myoo-nih-KAY-shuhn BAK-up | 家庭通信备用安排 jiā tíng tōng xìn bèi yòng ān pái | An alternative way for family members to communicate if the first fails. The family communication backup gave our exercise a practical next step. Use it well: Agree a suitable method beforehand rather than improvising after contact is lost. |
| 64 | essential-document protection ih-SEN-shuhl DOK-yoo-muhnt pruh-TEK-shuhn | 重要文件保护 zhòng yào wén jiàn bǎo hù | Arrangements to keep necessary records usable during disruption. Essential-document protection appeared in our general preparedness conversation. Use it well: Choose arrangements fitting the household and the advice of responsible local services. |
| 65 | travel-plan notification TRAV-uhl plan noh-tih-fih-KAY-shuhn | 旅行计划告知 lǚ xíng jì huà gào zhī | Informing an appropriate person about relevant travel arrangements. Travel-plan notification kept our group's contact person informed. Use it well: Share necessary details while avoiding unnecessary public disclosure of private itineraries. |
| 66 | assistance-needs identification uh-SIS-tuhns needz eye-den-tih-fih-KAY-shuhn | 援助需求识别 yuán zhù xū qiú shí bié | Recognising what support a person may require. Assistance-needs identification considered movement and communication needs. Use it well: Ask the person about their needs rather than assuming based on age or appearance. |
| 67 | support-service coordination suh-PORT SUR-vis koh-or-dih-NAY-shuhn | 支援服务协调 zhī yuán fú wù xié tiáo | Organising different services so their assistance works together. Support-service coordination connected our city and family examples. Use it well: Specify the roles and handoffs instead of claiming coordination exists without evidence. |
| 68 | preparedness-action review prih-PAIR-id-nuhs AK-shuhn rih-VYOO | 准备行动复核 zhǔn bèi xíng dòng fù hé | Checking whether agreed preparation tasks have been completed. Preparedness-action review kept the plan from remaining only a conversation. Use it well: Use a manageable set of actions suited to the actual situation. |
| 69 | local-instruction compliance LOH-kuhl in-STRUK-shuhn kuhm-PLY-uhns | 遵守当地指示 zūn shǒu dāng dì zhǐ shì | Following applicable directions from responsible local sources. Local-instruction compliance guided the revised outing in our scenario. Use it well: Check whose instruction applies and seek clarification if the wording is unclear. |
| 70 | return-to-service sequencing rih-TURN tuh SUR-vis SEE-kwuhn-sing | 恢复服务排序 huī fù fú wù pái xù | Ordering the steps needed to resume a service. Return-to-service sequencing linked inspection, permission and reopening. Use it well: The appropriate sequence depends on the service and responsible assessment. |
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Words 71–80: Visitor enquiries
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 71 | accommodation-advisory enquiry uh-kom-uh-DAY-shuhn ad-VY-zuh-ree in-KWY-uh-ree | 住宿公告咨询 zhù sù gōng gào zī xún | A question to accommodation staff about applicable current advice. Our accommodation-advisory enquiry asked about the notice affecting the area. Use it well: Staff information should be checked alongside the responsible official source. |
| 72 | trip-postponement terms trip pohst-POHN-muhnt turmz | 行程延期条款 xíng chéng yán qī tiáo kuǎn | Conditions for delaying a booked trip. We clarified trip-postponement terms before committing to a date. Use it well: Distinguish postponement from cancellation and ask about actual fees or credits. |
| 73 | current-route-status question KUR-uhnt root STAY-tuhs KWES-chuhn | 现行路线状态询问 xiàn xíng lù xiàn zhuàng tài xún wèn | A question about whether a proposed route is presently usable. Our current-route-status question named the bridge and transport type. Use it well: A general statement that the city is open may not answer a specific route question. |
| 74 | venue-reopening enquiry VEN-yoo ree-OH-puh-ning in-KWY-uh-ree | 场馆重新开放咨询 chǎng guǎn chóng xīn kāi fàng zī xún | A question checking whether a venue has resumed public access. The venue-reopening enquiry came before the revised museum plan. Use it well: Confirm the actual venue rather than assuming neighbouring places share its status. |
| 75 | notice-language clarification NOH-tis LANG-gwij klar-ih-fih-KAY-shuhn | 通知语言澄清 tōng zhī yǔ yán chéng qīng | Checking the meaning of a notice when language is unfamiliar. Notice-language clarification helped us understand the instruction correctly. Use it well: Ask a responsible person to explain rather than guessing from a few recognised words. |
| 76 | dated-message forwarding DAY-tid MES-ij FOR-wur-ding | 转发注明日期的信息 zhuǎn fā zhù míng rì qī de xìn xī | Passing on a message while retaining its date and source. Dated-message forwarding reduced confusion in our information exercise. Use it well: Also check for newer advice before sharing a previously valid message. |
| 77 | provider-status confirmation pruh-VY-duh STAY-tuhs kon-fur-MAY-shuhn | 供应方状态确认 gōng yìng fāng zhuàng tài què rèn | Checking a service provider's current operation. Provider-status confirmation clarified the departure plan. Use it well: A confirmed booking and present operation are related but different facts. |
| 78 | fallback-itinerary agreement FOL-bak eye-TIN-uh-ruh-ree uh-GREE-muhnt | 备用行程共识 bèi yòng xíng chéng gòng shí | A shared decision about an alternative travel plan. Fallback-itinerary agreement kept the family discussion calm. Use it well: Choose an alternative that remains suitable under the same current conditions. |
| 79 | visitor-location disclosure VIZ-ih-tuh loh-KAY-shuhn dis-KLOH-zhuh | 访客位置说明 fǎng kè wèi zhì shuō míng | Providing relevant location details to obtain appropriate assistance. Visitor-location disclosure made our enquiry specific. Use it well: Share information with an appropriate trusted service and preserve personal privacy. |
| 80 | instruction-confirmation dialogue in-STRUK-shuhn kon-fur-MAY-shuhn DY-uh-log | 指示确认对话 zhǐ shì què rèn duì huà | A conversation checking that an instruction has been understood. Instruction-confirmation dialogue practised restating the applicable direction. Use it well: Confirm meaning without replacing the authority's instruction with your own assumption. |
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Words 81–90: Systems thinking and comparison
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 81 | coastal-process explanation KOH-stuhl PROH-ses ek-spluh-NAY-shuhn | 沿海过程说明 yán hǎi guò chéng shuō míng | An explanation of a physical process affecting a coast. Our coastal-process explanation separated tides from storm-driven effects. Use it well: Use a reliable source and retain the conditions on which the explanation depends. |
| 82 | hazard-exposure-vulnerability distinction HAZ-urd ik-SPOH-zhuh vul-nuh-ruh-BIL-ih-tee dih-STINGK-shuhn | 灾害暴露脆弱性区分 zāi hài bào lù cuì ruò xìng qū fēn | Separating the harmful process, what is present and susceptibility to harm. Hazard-exposure-vulnerability distinction organised our risk vocabulary. Use it well: These concepts connect without being interchangeable labels. |
| 83 | forecast-observation distinction FOR-kast ob-zur-VAY-shuhn dih-STINGK-shuhn | 预报与观测区分 yù bào yǔ guān cè qū fēn | Separating predicted conditions from measured or observed ones. Forecast-observation distinction kept our report's timing clear. Use it well: Identify whether a statement describes what happened or what was expected. |
| 84 | recovery-time comparison rih-KUV-uh-ree tym kuhm-PAR-ih-suhn | 恢复时间比较 huī fù shí jiān bǐ jiào | Comparing the periods needed for different recovery tasks. Recovery-time comparison showed why services may resume at different stages. Use it well: Use equivalent definitions and dates before comparing durations. |
| 85 | infrastructure-role paragraph IN-fruh-struk-chuh rohl PAR-uh-graf | 基础设施作用段落 jī chǔ shè shī zuò yòng duàn luò | A paragraph explaining how infrastructure serves people or connections. The infrastructure-role paragraph described the bridge's regional function. Use it well: Add current operation claims only when recent authoritative information supports them. |
| 86 | place-and-process comparison plays and PROH-ses kuhm-PAR-ih-suhn | 地点与过程比较 dì diǎn yǔ guò chéng bǐ jiào | Comparing locations through relevant physical or social processes. Place-and-process comparison linked Tacloban with another coastal city. Use it well: Compare equivalent features without treating different contexts as identical. |
| 87 | resilience-claim qualification rih-ZIL-ee-uhns klaym kwol-ih-fih-KAY-shuhn | 韧性声明限定 rèn xìng shēng míng xiàn dìng | Stating the limits of a claim about resilience. Resilience-claim qualification improved our planning paragraph. Use it well: Identify the particular service, conditions and evidence instead of declaring universal resilience. |
| 88 | historical-present separation his-TOR-ih-kuhl PREZ-uhnt sep-uh-RAY-shuhn | 历史与现况分离 lì shǐ yǔ xiàn kuàng fēn lí | Keeping past events distinct from present conditions. Historical-present separation stopped us from treating an old disaster image as today's city. Use it well: Respect history while checking the date of practical information. |
| 89 | systems-thinking application SIS-tuhmz THING-king ap-lih-KAY-shuhn | 系统思维应用 xì tǒng sī wéi yìng yòng | Using relationships between parts to explain a situation. Systems-thinking application linked transport, communication and decisions. Use it well: Name specific relationships so the explanation remains testable and useful. |
| 90 | human-centred city account HYOO-muhn SEN-turd SIT-ee uh-KOWNT | 以人为本的城市记述 yǐ rén wéi běn de chéng shì jì shù | A city description attentive to people's purposes and experiences. Our human-centred city account connected infrastructure with daily life. Use it well: Avoid reducing people to examples of a theory or a dramatic event. |
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Words 91–100: Communication and learning
| No. | English · pronunciation | 中文 · 拼音 | Meaning · example · use |
|---|---|---|---|
| 91 | preparedness-language transfer prih-PAIR-id-nuhs LANG-gwij TRANS-fur | 准备语言迁移 zhǔn bèi yǔ yán qiān yí | Applying preparation-related language in another suitable context. Preparedness-language transfer moved our lesson into a Singapore family discussion. Use it well: Transfer the communication habit while using local instructions for the new place. |
| 92 | dated-source reading DAY-tid sors REE-ding | 注明日期资料阅读 zhù míng rì qī zī liào yuè dú | Reading information with attention to when it was produced. Dated-source reading improved our handling of weather notices. Use it well: A source may be useful for history while unsuitable for present arrangements. |
| 93 | map-assumption check map uh-SUMP-shuhn chek | 地图假设核查 dì tú jiǎ shè hé chá | Reviewing what a map does and does not establish. Map-assumption check prevented us from equating a mapped road with permitted access. Use it well: Read purpose, date, scale and legend before applying the map to a decision. |
| 94 | community-story consent kuh-MYOO-nih-tee STOR-ee kuhn-SENT | 社区故事使用同意 shè qū gù shì shǐ yòng tóng yì | Permission to record or share someone's account. Community-story consent mattered in our interview exercise. Use it well: Consent should cover the intended use and remain respectful of a person's choice to decline. |
| 95 | service-dependency diagram SUR-vis dih-PEN-duhn-see DY-uh-gram | 服务依赖关系图 fú wù yī lài guān xì tú | A diagram showing how services rely on one another. The service-dependency diagram linked electricity with communication in our example. Use it well: A diagram simplifies relationships and should not imply complete knowledge of a real system. |
| 96 | warning-comprehension self-check WOR-ning kom-prih-HEN-shuhn self chek | 警报理解自检 jǐng bào lǐ jiě zì jiǎn | Checking that a warning's location, timing and direction are understood. The warning-comprehension self-check tested more than recognising a familiar word. Use it well: If meaning remains unclear, seek responsible clarification before making the related decision. |
| 97 | coastal-city learning question KOH-stuhl SIT-ee LUR-ning KWES-chuhn | 沿海城市学习问题 yán hǎi chéng shì xué xí wèn tí | A focused question guiding study of a coastal city. Our coastal-city learning question asked how water and transport shape connections. Use it well: Keep the question answerable with the maps and sources available. |
| 98 | practical-language revision PRAK-tih-kuhl LANG-gwij rih-VIZH-uhn | 实用语言修改 shí yòng yǔ yán xiū gǎi | Improving wording so it supports a real practical task. Practical-language revision made our route enquiry more specific. Use it well: Choose the detail the recipient needs to answer usefully. |
| 99 | respectful-recovery description rih-SPEKT-fuhl ri-KUV-uh-ree dih-SKRIP-shuhn | 尊重性的恢复描述 zūn zhòng xìng de huī fù miáo shù | An account of recovery that preserves accuracy and human dignity. Our respectful-recovery description acknowledged different experiences. Use it well: Use sourced detail instead of imposing a simple success or failure story on a community. |
| 100 | city-resilience learning route SIT-ee rih-ZIL-ee-uhns LUR-ning root | 城市韧性学习路线 chéng shì rèn xìng xué xí lù xiàn | A sequence connecting city observation with preparedness and service understanding. The city-resilience learning route moved from geography to careful questions. Use it well: Let each step answer a real uncertainty while retaining local context. |
Back to the full vocabulary index · Continue to practice
Learn, diagnose and retrieve
Build meaning before memorising
Begin with a small scene rather than all 100 entries. Choose five words that answer one question you care about. Read the English meaning, say the term aloud and check the Chinese translation. Then point to the object, action or decision the term describes. If you cannot explain the difference between it and a nearby term, pause and repair that distinction before adding more words.
Use bilingual support deliberately
The Chinese translation is a bridge into meaning, while the English example shows how the term works in a sentence. Pinyin supports the pronunciation of the Chinese characters; it is not a pronunciation guide for English or a Philippine language. Some technical translations need more context than a single label. Read the definition and example together instead of treating the translation as an exact one-word substitution in every situation.
Read the pronunciation guide comfortably
The English respellings are approximate learning aids. Capital letters indicate stressed syllables, and ordinary spelling variations can reflect accent differences. Say a long phrase in meaningful groups before increasing speed. For proper local names, listen to a local speaker or an authoritative recording when available. The Philippine names here use the Latin alphabet; repeating them in another spelling would not create a separate translation or guarantee local pronunciation.
Check whether the problem is meaning or recall
Cover the meaning and explain the term in plain language. If the idea is unclear even with the example visible, work on meaning. If the idea is clear but you cannot retrieve the English phrase, practise recall with a picture or question. If you can recall it but cannot form a sentence, work on sentence structure. These are different learning problems and benefit from different next steps.
Practise retrieval in both directions
Look at the English term and explain it without copying the definition. Then cover the English column and use the Chinese meaning or the scene to retrieve the term. Finally, remove both prompts and explain the scene to someone else. A correct answer should include the important distinction, not merely a familiar-sounding phrase. Return to uncertain entries in a later short session and check whether the explanation remains accurate.
Turn the list into useful questions
A travel question should name the real uncertainty. Ask about the exact venue, material, permission, source or proposed route rather than asking whether everything is good. A precise question makes an answer easier to act on. Listen to the answer and confirm the detail you need. The vocabulary is doing practical work when it helps you understand a decision, not only when it sounds impressive.
Bilingual conversations for Tacloban
Practise these short exchanges with a partner. Swap roles and change one detail to fit your actual question. These are model conversations, so they do not promise that a service, activity or permission exists at a particular venue.
A precise city question
A: When was this notice issued, and which area does it cover? B: Let us check with the responsible source before drawing a conclusion.
甲：这份通知何时发布，适用于哪个地区？乙：我们先向负责的来源确认，再得出结论。
Checking an explanation
A: Did we observe that ourselves, or read it in the explanation? B: We should make that distinction clear in our paragraph.
甲：这是我们自己观察到的，还是在说明中读到的？乙：我们应该在段落中明确区分。
Choosing a learning task
A: Which five terms will help us answer our question? B: Choose the ones that describe the scene most precisely.
甲：哪五个词能帮助我们回答问题？乙：选择最准确地描述这个场景的词。
Apply the Fencing Method to a city sentence
eduKate's Fencing Method develops a stable sentence by adding one useful detail at a time. Start with a short statement you can explain. Add a place or object, then a reason or consequence that the evidence actually supports. Read the result aloud and remove any addition that makes the meaning less clear. Finally, move the same term into a different situation to test whether you understand it beyond one memorised example.
Step 1: We asked a question.
Step 2: We asked a question about a learning scene in Tacloban.
Step 3: We asked a question about a learning scene in Tacloban and checked which source could answer it.
Step 4: For a school project, I used the same habit of separating my observation from an explanation supplied by a source.
Worked visit-to-writing application
Build a Tacloban learning notebook with four spaces: observation, explanation, source and remaining question. Put what you can directly see in the first space. Put an institutional explanation in the second and identify where you found it in the third. Keep uncertainty in the last space rather than filling it with a guess. Choose two terms from a group that matches your interest and write a paragraph with a clear purpose. Read it to a partner who asks what each term adds. Revise any sentence whose meaning depends on an unsupported assumption. Finish with one question you would ask the responsible institution or provider.
Write one paragraph with a clear job
Choose a paragraph purpose before selecting vocabulary: describe a scene, explain a process, compare two objects or recount a decision. Use three to five terms only where they make the meaning more precise. Give the reader a clear topic sentence, concrete details and a connection between those details. A paragraph full of technical phrases but without a coherent point is not a successful transfer into writing.
Check your paragraph against its source
Underline every factual statement and identify what supports it. A direct observation supports an appearance claim; a dated institutional explanation may support a historical claim; a current notice supports a present arrangement. Do not use one kind of evidence to answer a different question. Where evidence is limited, revise the wording or keep the point as a question. Clear limits usually improve a paragraph rather than weakening it.
Keep a realistic practice rhythm
Use a short first session to understand a group, a later session to retrieve it and another to apply it in conversation or writing. The sequence matters more than racing through a fixed number of pages. A younger learner may begin with visible objects and simple questions. A more confident learner can add mechanisms, evidence and comparison. Stop when attention fades and return with a smaller, clearer task.
Make family conversation part of learning
Ask each person to choose one term they found useful and explain why. A child might select a visible object; an adult might choose a planning question; a student might select a source-checking term. Let the explanations differ. The shared goal is accurate understanding, not identical answers. One thoughtful question over a meal can turn a city visit into a memorable language exercise without making the holiday feel like an examination.
Know when the word is ready to travel
A term is ready for wider use when you can explain it, distinguish it from a nearby idea and place it naturally in a new sentence. Try a school, home or Singapore example that genuinely fits. Do not force a highly specialised term into an unrelated composition. Transfer is about matching language to a new situation while protecting meaning. If the fit feels awkward, choose a simpler phrase and keep the technical term for its proper context.
Exercises: explain, repair and apply
Repair the claim that an old bridge description proves every vehicle can cross today. Distinguish storm surge from tide and waves. Identify four details to check in an official notice. Write a considerate question that allows a person to decline discussing a personal memory.
Check your answers and reasoning
A geographical description establishes a connection, while current access needs relevant authority information. Storm surge is an abnormal sea-level rise associated with a cyclone; tide and waves are distinct processes. Check issuer, time, affected area and stated scope or action, plus updates. Offer a choice about discussing memory and accept the person’s preference.
A short self-check before moving on
Can you explain five terms without reading the table? Can you distinguish two related ideas? Can you ask one useful question and write one clear paragraph? Can you identify the source for a factual claim and the date for a practical notice? If one answer is uncertain, return to that part of the guide. Progress comes from repairing the exact gap, then checking that the improvement survives a new example.
Frequently asked questions
Do the examples establish present visitor arrangements?
They are language-learning scenarios. Confirm a real visit with the responsible institution or provider for the date and activity involved.
Where should a beginner start?
Choose one group, learn five terms and use them to ask a clear question or explain a visible scene. Add more terms after the first distinction is secure.
Are all 100 entries words I need for everyday travel?
The list mixes specialist terms and practical descriptive phrases. Choose the groups that match your visit or learning goal; there is no need to use every entry in one conversation.
Do the example sentences describe verified services?
They are educational scenarios. Confirm actual bookings, prices, opening arrangements, access and permissions directly with the responsible venue or authority.
How can I use the words for composition or oral work?
Select a few terms that support your paragraph purpose, explain them accurately and practise using them in another relevant context. Precise ordinary language is better than forcing specialised terms into an unrelated answer.
Sources and current visitor planning
The sources below support the city context and relevant technical explanations. Historical and educational material can remain useful over time, while opening arrangements, programmes, fees, event routes and hazard advice require a current check. Consult the responsible institution for the exact question you are asking. A tourism description and an operational notice have different purposes.
Tacloban City Government — San Juanico Bridge
Continue learning through eduKate
Choose the next route according to what you need: Vocabulary Learning Hub for the wider learning sequence; the Fencing Method for controlled sentence expansion; and Vocabulary Articles & Knowledge for deeper language topics. The Education OS connects diagnosis, practice, checking and progression across learning. Begin another city lesson through the Philippines collection in the world city directory.
For another Philippine city context, continue to the existing Manila vocabulary guide or Cebu vocabulary guide. Choose a different city to broaden the setting while continuing the same habit: understand the meaning, use it clearly and check your explanation. Reach for the next resource when it answers a real question raised by your learning.