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词块记忆法是指让学生把单词与一整块要学习的内容结合起来，学生通过联想到词块就能回忆到相关单词的记忆方法。经过实践可以证明词块记忆法比传统的记忆单词方法更科学，学生能够更有效率地记忆大量的英语单词。
一、结合逻辑法记忆单词
学生在记忆单词时，常常把单词割裂成碎片记忆，大量的碎片没有关联性，学生记忆单词会感觉到很困难。然而如果学生注意到英语的习惯用法，会发现英语单词的使用方法是用逻辑的方法串联到一起的，学生如果注意到英语的逻辑问题就能成片地记忆单词。
比如教师在引导学生学习Traveling一课时，引导学生观察以下的文章：
A: I want to go though to Tom!
B: I am on the telephone, Bob. Can I help you?
A: The 3D drawing you sent just now is too bad!
B: What is the problem?
A: The drawing is not what we want! You send me a wrong picture!
B: We can’t send a wrong file because we checked it.
A: You checked it? That is so terrible. You see, my customer complain a lot about the poor design and workmanship of the panel!
B: What you want us to do next?
A: I will enclose here with the relevant drawings showing you the exact components which we need for replacement.
B: I remember. Please go on.
A: You must correct the problems mentioned and provide all components we need before this Friday. Two days are enough for you!
B: I have taken a note and I will response to you tomorrow morning.
学生会发现“I want to...”是一套常用的使用句式，“Can I help you?” 是一句常见的使用句式，而“Can I help you?”后面一般会接肯定的回答或者否定的回答。“You must”是一种表示态度的常用词句。学生注意到文章中词句的逻辑性，就能记忆下大量的常用词句与句式，从而减轻学生记忆单词的负担。
二、结合情境法记忆单词
学生在记忆单词时，往往会记不住一个词的使用方法而重复地记忆，实际上一些单词会在某种特殊的情境中出现，而在其它的时候很少出现，学生如果能记忆这种情境中单词的用法，就容易牢牢记住单词的用法，能让学生把情境与单词共同记忆。
比如教师在引导学生学习Amazing things时，引导学生观察以下的文章：
A: It is OK to make the valve without your brand?
B: Case by case, if your order quantity is OK for us.
A: Oh. I see. I ask for my partner about the quantity now. Please wait a moment.
B: At your random.
A: We want to make 150 units valves without any brand name. Could you do it for me?
B: Only 180 units? Could you increase it to 200 units?
A: No. This is the first time we get into the field which we never start.200 units is also a risk for us.
B: I understand. Could you describe your marketing plan for the new field?
A: You want to know the re-order in future? I will show you our strategic PPT later. But firstly I would to visit your workshop.
B: Oh. I will show youaround the factory. This is my factory’s profile PPT. They come to visit the factory and come back to the meeting room for next topic.
A: How about the 150 units valves samples without any brand name?
B: I just need to ask my boss, and he is glad to make it for you, but we ask a higher 5% price for the samples.
A: Why?
B: Because we should delete the existing brand of the stock by grinding machine at our side by labors.
A: OK. We accept it. Please make it for me from tomorrow.
学生在阅读这篇文章中会发现，这篇文章绝大部份的单词自己都认识，只有“brand”,“ partner”,“quantity”等单词不会，而这篇单词又决定这篇文章的真正理解。教师可以引导学生查英语词典了解到这篇对话的内容是A向B要没有logo的门阀样品，B表示库存的都是带有logo的，但是可以帮助A找一下。A与B互相提供自己的商业PPT资料，B带A参观车间。回来后两人共同讨论，B表示愿意提供不带logo的门阀样品，但是价格要每件提高15%。学生发现这段语境的关键词就是“门阀”、“车间”、“样品”、“库存”，他们只需要记住这四个陌生的单词就能看懂类似的情境文章时，他们会愿意自主地记住这四个单词，同时他们会牢牢地记忆住这几个单词所表示的情境关键词。
三、结合情感法记忆单词
教师在引导学生学习英语时，有些英语教师只注意引导学生记忆单词，这使学生把单词当作一个“物体”记忆住，他们对单词意义没有任何概念，事后就很容易忘记这个单词。教师可以引导学生将情感与词汇联系到一起，让学生想到这份感情就能联想到单词。学生如果把情感与单词成片记忆，他们就不会把记忆英语单词视为负担了。
比如教师引导学生学习Finding your way时，引导学生观察以下的对话：
Mike: Hey, Jenny, how is your holiday? You looks tired.What’s going on?
Jennifer: Hi, Mike, just good. As well as any other holiday, I have finished my work and come back to school, then I will have to study in the class and have some other work to do.
Mike: Oh...That is so terrible...You have so much work to do? Why not just forget it and enjoy your holiday?
Jennifer: I have three part-time jobs and much homework, which occupy all the time of my holiday! Our professor gave us two times more homework than yours and I still have to work eight hours per day!
Mike: Eight hours!Are you out of money these days? If you are in need, I will be happy to lend you some money.
Jennifer: No, thanks. I just don’t want to spend too much money of my parents. I am 22 years old and I am an adult now. I want to feed myself.
Mike: Oh, it sounds great! It is excellent to be an independent guy. But don’t give yourselves too much pressure. You are still a student not a worker. You do not have to struggle for your life. Besides, a man cannot only have his work, right? Just take some rests which would not kill you.
教师引导学生观察这段对话中常常出现holiday和work，学生会发现这篇文章讲的是工作和学习的关系，这与学生的生活息息相关，学生对这段对话产生兴趣，就会愿意记忆文章中陌生的单词。
一、结合逻辑法记忆单词
学生在记忆单词时，常常把单词割裂成碎片记忆，大量的碎片没有关联性，学生记忆单词会感觉到很困难。然而如果学生注意到英语的习惯用法，会发现英语单词的使用方法是用逻辑的方法串联到一起的，学生如果注意到英语的逻辑问题就能成片地记忆单词。
比如教师在引导学生学习Traveling一课时，引导学生观察以下的文章：
A: I want to go though to Tom!
B: I am on the telephone, Bob. Can I help you?
A: The 3D drawing you sent just now is too bad!
B: What is the problem?
A: The drawing is not what we want! You send me a wrong picture!
B: We can’t send a wrong file because we checked it.
A: You checked it? That is so terrible. You see, my customer complain a lot about the poor design and workmanship of the panel!
B: What you want us to do next?
A: I will enclose here with the relevant drawings showing you the exact components which we need for replacement.
B: I remember. Please go on.
A: You must correct the problems mentioned and provide all components we need before this Friday. Two days are enough for you!
B: I have taken a note and I will response to you tomorrow morning.
学生会发现“I want to...”是一套常用的使用句式，“Can I help you?” 是一句常见的使用句式，而“Can I help you?”后面一般会接肯定的回答或者否定的回答。“You must”是一种表示态度的常用词句。学生注意到文章中词句的逻辑性，就能记忆下大量的常用词句与句式，从而减轻学生记忆单词的负担。
二、结合情境法记忆单词
学生在记忆单词时，往往会记不住一个词的使用方法而重复地记忆，实际上一些单词会在某种特殊的情境中出现，而在其它的时候很少出现，学生如果能记忆这种情境中单词的用法，就容易牢牢记住单词的用法，能让学生把情境与单词共同记忆。
比如教师在引导学生学习Amazing things时，引导学生观察以下的文章：
A: It is OK to make the valve without your brand?
B: Case by case, if your order quantity is OK for us.
A: Oh. I see. I ask for my partner about the quantity now. Please wait a moment.
B: At your random.
A: We want to make 150 units valves without any brand name. Could you do it for me?
B: Only 180 units? Could you increase it to 200 units?
A: No. This is the first time we get into the field which we never start.200 units is also a risk for us.
B: I understand. Could you describe your marketing plan for the new field?
A: You want to know the re-order in future? I will show you our strategic PPT later. But firstly I would to visit your workshop.
B: Oh. I will show youaround the factory. This is my factory’s profile PPT. They come to visit the factory and come back to the meeting room for next topic.
A: How about the 150 units valves samples without any brand name?
B: I just need to ask my boss, and he is glad to make it for you, but we ask a higher 5% price for the samples.
A: Why?
B: Because we should delete the existing brand of the stock by grinding machine at our side by labors.
A: OK. We accept it. Please make it for me from tomorrow.
学生在阅读这篇文章中会发现，这篇文章绝大部份的单词自己都认识，只有“brand”,“ partner”,“quantity”等单词不会，而这篇单词又决定这篇文章的真正理解。教师可以引导学生查英语词典了解到这篇对话的内容是A向B要没有logo的门阀样品，B表示库存的都是带有logo的，但是可以帮助A找一下。A与B互相提供自己的商业PPT资料，B带A参观车间。回来后两人共同讨论，B表示愿意提供不带logo的门阀样品，但是价格要每件提高15%。学生发现这段语境的关键词就是“门阀”、“车间”、“样品”、“库存”，他们只需要记住这四个陌生的单词就能看懂类似的情境文章时，他们会愿意自主地记住这四个单词，同时他们会牢牢地记忆住这几个单词所表示的情境关键词。
三、结合情感法记忆单词
教师在引导学生学习英语时，有些英语教师只注意引导学生记忆单词，这使学生把单词当作一个“物体”记忆住，他们对单词意义没有任何概念，事后就很容易忘记这个单词。教师可以引导学生将情感与词汇联系到一起，让学生想到这份感情就能联想到单词。学生如果把情感与单词成片记忆，他们就不会把记忆英语单词视为负担了。
比如教师引导学生学习Finding your way时，引导学生观察以下的对话：
Mike: Hey, Jenny, how is your holiday? You looks tired.What’s going on?
Jennifer: Hi, Mike, just good. As well as any other holiday, I have finished my work and come back to school, then I will have to study in the class and have some other work to do.
Mike: Oh...That is so terrible...You have so much work to do? Why not just forget it and enjoy your holiday?
Jennifer: I have three part-time jobs and much homework, which occupy all the time of my holiday! Our professor gave us two times more homework than yours and I still have to work eight hours per day!
Mike: Eight hours!Are you out of money these days? If you are in need, I will be happy to lend you some money.
Jennifer: No, thanks. I just don’t want to spend too much money of my parents. I am 22 years old and I am an adult now. I want to feed myself.
Mike: Oh, it sounds great! It is excellent to be an independent guy. But don’t give yourselves too much pressure. You are still a student not a worker. You do not have to struggle for your life. Besides, a man cannot only have his work, right? Just take some rests which would not kill you.
教师引导学生观察这段对话中常常出现holiday和work，学生会发现这篇文章讲的是工作和学习的关系，这与学生的生活息息相关，学生对这段对话产生兴趣，就会愿意记忆文章中陌生的单词。