Word lists for categories

/en/practicereading/word-list-az/content/

Word List Categories

Categories list in developmental order:

Basic – animals, body parts, clothes, colors, days of the week, desserts, food, letters, names, numbers, relatives, rooms, shapes, sounds, toys, words

Early Elementary – beverages, birds, book parts, buildings, characters, coins, collectables, condiments, containers, dinosaurs, directions, emotions, flowers, fruits, holidays, ingredients, insects, instruments, jobs, jungle animals, liquids, things that magnify, things that measure, months, movies, parts of stories, patterns, planets, plants, punctuation, reptiles, rhyming words, seasons, senses, silverware, sizes, solids, sounds, sports, transportation, tools, vegetables, vowels, writing utensils

Late Elementary – abbreviations, abilities, adjectives, businesses, cities, consonants, countries, communication, continents, currency, exercises, habitats, hazards, mammals, materials, measure units, metals, nouns, oceans, odd/even numbers, parts of speech, presidents, punctuation, school subjects, seasonings, sizes, states, symbols, textures, trees, verb tenses, verbs, weather

Secondary – adverbs, 13 original American colonies, ancient civilizations, constellations, cuisine, elements, famous landmarks, fasteners, government types, gasses, gems, internal organs, languages, minerals, mountain ranges, music types, precipitation, reference books, religions, traditions

Category Printable Worksheets and Activities – Basic Activities

Click on picture to view a small preview of each activity. Click on Doc or PDF to download worksheets in preferred format.

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(1) Category Directions Activity – Basic 1:  Doc PDF ;      (2) Category Directions Activity – Basic 2 Doc PDF;      (3) Category Seek and Find 1: Doc PDF;     (4) Category Seek and Find 2:  Doc PDF;      (5) What doesn’t belong?: DocPDF;      (6) Category Puzzle:  Doc PDF

Category Worksheets and Activities – Tic Tac Toes and Grids

Click on picture to view a small preview of each activity. Click on Doc or PDF to download worksheets in preferred format.

(1) (2) (3) (4)

(5) (6) (7)

(1) Category “grid” or squares 1:  Doc PDF;    (2) Category “grid” or squares 2:  Doc PDF; (3) Category Tic Tac Toe – Connect 3 – Basic Doc PDF ;     (4) Category Tic Tac Toe – Connect 3 Elementary Doc PDF ;      (4) Category Tic Tac Toe – Connect 4 Higher Level Doc PDF;     (5)  Tic Tac Toe Template 16 squares Doc PDF;       (6) Tic Tac Toe Template 25 squares Doc PDF

Category Word and Sentence Searches

Click on picture to view a small preview of each activity. Click on Doc or PDF to download worksheets in preferred format.

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(1) Basic Category Word Search Doc PDF;     (2) Later Developing Category Word Search Doc PDF;     (3) Sentence Search: Doc PDF;

Category Pictures

Click on picture to view a small preview of each activity. Click on Doc or PDF to download worksheets in preferred format.

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(1) Appliances Pix Doc PDF;     (2) Communication Pix Doc PDF;     (3) Containers Pix Doc PDF;     (4) Countries Pix Doc PDF;     (5) Currency Pix Doc PDF;     (6) Hazards Pix Doc PDF;     (7) Materials Pix Doc PDF;     (8) States Pix Doc PDF

Other Category Worksheets and Activities

Click on picture to view a small preview of each activity. Click on Doc or PDF to download worksheets in preferred format.

(1) (2)(3) (4)(5)(6)(7) (8) 

(1) Examples Doc PDF;      (2) Category Naming: Doc PDF; (3) Category Charts: Doc PDF;      (4) More Category Naming Doc PDF; (5) Extra Activities:  Doc PDF;     (6) Early Elementary Remember It 1 Doc PDF;     (7) Early Elementary Remember It 2 Doc PDF;     (8) Pointy Puzzle odt PDF

Background Information

Information that can be organized in some manner is most easily retrieved (Nippold, 1998). The organization of words into categories provides effective neural “hooks” for retrieval and an effective “filing cabinet” for storage. Many words fall neatly into categories that help this storage and retrieval, while many other words require some linguistic manipulation to find category relatives. The philosopher Immanuel Kant claimed that categories are essential in understanding the world (Pojman, 1998). The notion that things exist independently of human categories which are then imposed upon those things in order to better understand them has long been a deeply influential concept in human thought.

Examples are the opposite of categories. For example, spring and summer are examples of the category of seasons. The term “superordinate” is frequently used in linguistic circles to refer to categories. “Subordinates” is used to refer to category members. For example, trumpets and flutes are subordinate members of the superordinate class of instruments.

The use of categories is especially relevant to memory (McCormick and Schiefelbusch, 1990). Short term memory relies on techniques such as chunking, while association is key to long term memory. Chunking and association both use categories. The use of categories also aids us in describing related words, allowing us to more effectively communicate our knowledge of these words.

Commonly used assessments with categories include the EOWPVT, PLS, TOSS-P, TOSS-I, and the LPT assessments.

Goal Suggestions

Grumpy will identify one picture of an age appropriate category when presented with various foils, e.g. “Point to a vegetable.”

Sleepy will identify three pictures of age appropriate categories when presented with various foils, e.g. “Point to three reptiles.”

Bashful will name age appropriate categories when given three members, e.g. “What are ostriches, robins, and cardinals?”

Doc will label three category members of age appropriate categories, e.g. “Name three consonants.”

Elicitation Ideas

There are many word lists for general and academic English study. This page describes
the most important ones, first giving an
overview of the different types of word list, then presenting a
more detailed summary of individual lists.
The summary contains links to other pages on the site which have more detail of each list and (often) a complete copy of the list itself.

There is a companion page in this section which gives
information on why word lists are important (and tips on how to use them).

[Note: Links to other pages are in blue, links to other parts of this page are in red.]

Types of word list

Word lists can be divided into three types, namely
general word lists and
academic word lists, although as will be explained below, academic lists can be sub-divided into
general academic lists and
field-specific (i.e. subject-specific) academic lists.
An additional way to classify word lists is those which contain only single words (the majority of the lists are this type), and
multi-word lists. A final way to classify lists is written vs. spoken. Most of the lists that exist are
for written English, though many of the multi-word lists include both a spoken and written component.

General word lists (single words)

Interest in word lists began with studies of core or general vocabulary, that is, words having high frequency across a wide range of
texts. The first general word list to have important use in language study was the
General Service List (GSL), created by Michael West in 1953.
This list has been used to design EFL materials and courses, and, despite its age, it is probably still the most widely used list of general vocabulary.
Originally consisting of 2000 words (called headwords) and their corresponding word families, it was revised in 1995 by Bauman and Culligan,
with an increase in the number of headwords from 2000 to 2284.

One criticism of the GSL is its inclusion of too many low frequency words, some of which are a product of its age (e.g. shilling, headdress, cart, servant) while
excluding more recent vocabulary (e.g. computer, television, Internet). A second criticism is that it uses word families. The assumption behind the use of
word families is that once one word is known, other members of the family can be easily recognised; however, this may not always be the case. Examples of
distantly related word family pairs in the GSL are: please/unpleasantly, part/particle and value/invaluable. Additionally, some word
forms are used more frequently than others, and the inclusion of less frequent forms adds an unnecessarily burden to the learning load of students.

These criticisms have led to the creation of two updated versions of the list, both devised in 2013, both called the New General Service List.
Both lists use inflected forms and variant spellings (called lemmas), rather than extended word families.
The first, abbreviated to
NGSL, was developed by Browne, Culligan and Phillips. It is a list of 2801 words which give over 90% coverage.
It was generated from a corpus of 273 million words, 100 times larger than that used for the GSL.
The second list, abbreviated to
new-GSL, was devised by Brezina and Gablasova from a corpus of over 12 billion words.
It consists of 2494 words and gives around 80% coverage.

General word lists (multi-word)

The above are all single word lists. There are several multi-word lists for general vocabulary, such as the
First 100 Spoken Collocations (First 100) by Shin and Nation (2008), and the Phrasal Expressions List (PHRASE List) by Martinez and Schmitt (2012). However,
since none of these is used as a basis for academic word lists, in contrast to the general lists given above, they are not explained here in detail.

Academic word lists (single words)

Researchers have long been interested in defining and isolating academic vocabulary, and there have been many attempts to devise
lists which are of general use to students of academic English.

The first widely used academic word list was the
University Word List (UWL),
created in 1984 by Xue and Nation. It comprises 836 word families, divided into levels based on frequency.
It excludes words from the GSL, and gives 8.5% coverage of academic texts. It was developed by combining four existing lists.

A major update to the UWL came in 2000, when Averil Coxhead, of the University of Wellington, devised the
Academic Word List (AWL). This list
has been hugely influential and is perhaps the most widely known and used academic word list. Like the UWL, it comprises word families and is
divided into levels based on frequency. It gives similar coverage, around 10% of texts; however, it does so using far fewer word families, 570 in total.
Like the UWL, it excludes words from the GSL. It was devised in a more systematic way, using a corpus of texts from a range of academic disciplines.

Although the AWL is still widely used, it has received criticism in a number of areas. One criticism is that it is based on the
GSL, which is a very old list, dating from 1953. A second criticism is that, like the GSL, it uses word families, with the same problems as mentioned for
the GSL above.

In response to these criticisms, other academic word lists have been created. One of these is the
Academic Keyword List (AKL), developed by Paquot in 2010. This
consists of 930 words which appear more frequently in academic texts than non-academic ones, a tendency called keyness,
which leads to the name of the list.

A second list is the
New Academic Word List (NAWL) by
Browne, Culligan and Phillips. This list responds to the criticisms of the AWL by using lemmas rather than word families, and by basing itself on a more
updated general service list, the
NGSL, created by the authors at the same time, in 2013.

A third updated list is the
Academic Vocabulary List (AVL), developed by Gardner and Davies in 2013. This list, which is also lemma-based,
selects academic words by considering their ratio in academic versus non-academic texts, with words needing to occur 1.5 times as often in the
academic texts as in non-academic ones. This is similar to the approach used to devise the AKL (above), and in contrast to lists like the AWL and NAWL which
exclude an existing general service list. In addition, the authors considered the range of words in the academic disciplines used in their corpus,
the dispersion, and discipline measure, which required that words could not occur more than three times the expected frequency in any of
the disciplines. This approach has been influential in the development of other,
field-specific lists, as well as some
technical lists, as explained below.

There are several lists specifically for academic spoken English (as distinct from the spoken components of the multi-word lists, below).
These include the English Spoken Academic Wordlist, devised by Nesi in 2002,
the Academic Spoken Word List (ASWL), devised by Dang et al. in 2017, and
the Vocabulary for Academic Lecture Listening word list (VALL), devised by Thompson in 2015.

Academic word lists (multi-word)

Focusing exclusively on single words can lead learners to overlook valuable multi-word constructions which are commonly used in academic English.
For example, while use of the word thing is generally considered to be poor
academic style, it occurs in several phrases used by expert writers, such as
the same thing as and other things being equal.

Several multi-word lists have been developed for academic English. One is the
Academic Formulas List (AFL), devised by Simpson-Vlach and Ellis in 2009. This list
gives the most common formulaic sequences in academic English, i.e. recurring word sequences three to five words long.
There are three separate lists: one for formulas that are common in both academic spoken and written English (the ‘core’ AFL),
one for spoken English, and one for written English.

Another multi-word list is the
Academic Collocation List (ACL), developed by Ackermann and Chen in 2013. The ACL
contains 2469 of the most frequent and useful collocations which occur in written academic English.

A third list is the
Discourse Connectors List (DCL), devised by Rezvani Kalajahi, Neufeld and Abdullah in 2017. This list
classifies and describes 632 discourse connectors, ranking them by frequency in three different registers (academic, non-academic and spoken).

More recently, there is the
Academic idioms list, developed by Miller in 2019. This gives 170 idioms which are common in spoken academic
English, and 38 which are frequently used in written academic English.

Field-specific academic word lists (single words)

Academic word lists such as the AWL are designed to be used by students of all disciplines. Researchers have found, however, that the AWL and other lists
provide varied coverage in different subject areas. For example, the AWL provides 12.0% coverage of the Commerce sub-corpus used to derive the list,
but only 9.1% for the Science sub-corpus (with only 6.2% for Biology).
Additionally, words in the AWL (and similar lists) occur with different frequencies in different disciplines.
For example, words such as legal, policy, income, finance and legislate,
which all fall in the first (most frequent) sublist of the AWL, may be common in Business or Finance,
but are very infrequent in disciplines such as Chemistry.
Words also have different collocations and meanings across different subject areas. Examples are base, which has a special meaning in Chemistry,
and bug, which has a different meaning in Computer Science than in general English.

Researchers have therefore become increasingly interested in field-specific (i.e. subject-specific) academic lists, in disciplines ranging
from science to business to medicine. These are generally not
technical word lists, since they are intended to comprise academic (sub-technical) vocabulary.
However, not all of them set out to exclude technical words (some actually set out to include them), and even for those that do,
the line between academic and technical words is often blurred.

Broadly speaking, there are three approaches used by researchers when devising field-specific academic lists.

The first of these is to use the GSL and AWL as a starting point, and to devise a third list which supplements the other two. These lists
exclude GSL and AWL words, and, since they are based on word family lists, also comprise word families.
These lists usually replace the ‘A’ of ‘AWL’ with a subject specific letter.
Examples are the
SWL (Science Word List), the
BWL#1 (Business Word List #1), the
Pharmacology Word List and the
CSWL (Computer Science Word List).

The second approach is to assume that learners are already familiar with general vocabulary and to devise a second list which replaces
other academic lists such as the AWL or NAWL for specific subject areas. As such, these lists exclude the GSL (or NGSL), but do not
exclude any other lists such as the AWL.
These lists usually add the subject letter before ‘AWL’ to derive their name.
Examples are the
MAWL (Medical Academic Word List) and the
NAWL (Nursing Academic Word List), both of which exclude the GSL and are word family lists (like the GSL), and the
EAWL (Economics Academic Word List), which excludes the NGSL and is a lemma-based list (like the NGSL).

The third approach is to devise a single, completely independent list, which includes words based on ratio, dispersion, and other measures, in a similar
way the AVL. These lists, which are usually lemma-based, tend to use ‘AVL’ in their name, preceded by an abbreviation for the subject. Examples are the
MAVL (Medical Academic Vocabulary List) and the
CSAVL (Computer Science Academic Vocabulary List). The
Chemistry Academic Word List (CAWL), although it broadly uses
the same approach, uses word families, and also predates the creation of the AVL, and does not follow the same naming pattern.

There are two further lists which deserve mention here. Both have been developed using the same principles as the lists above; however, they
are intended for school-age rather than university students.

The first is the
Middle School Vocabulary Lists (MSVL). These are a series of five lists developed in 2015 by Greene and
Coxhead, along similar lines to Coxhead’s earlier AWL, i.e. by excluding the GSL and working with word families. However, this list is
intended not for students at or preparing for university, but middle school students, and covers technical rather than purely academic vocabulary.
The lists cover the following subjects: English, Health, Mathematics, Science, and Social Science/History.

Another is the
Secondary Schools Vocabulary Lists (SVL). Developed in 2018 by Green and Lambert, the SVL are a series of lists of
discipline-specific words for secondary school education, covering eight core subjects: Biology, Chemistry, Economics, English, Geology, History,
Mathematics, and Physics. The lists were devised using methods similar to those used to create the
AVL and the
MAVL, which are lemma-based lists which consider measures such as range and dispersion along with word frequency.
The lists also include word family versions, as well as collocation lists. The SVL are designed to help students in secondary schools improve their
disciplinary literacy.

There are at least two field-specific academic lists of spoken English, both devised by Dang in 2018. They are the Hard Science Spoken Word
List (HSWL), and the Soft Science Spoken Word List (SSWL).

Technical word lists (multi-word)

There have been some attempts to create discipline-specific multi-word lists, using principles employed in the creation of academic lists.
One is the Computer Science Multi-Word List (CSMWL), created by Minshall at the same time as the
Computer Science Word List (CSWL). However, it comprises only 23 items.

Another example is the
Secondary Phrase Lists (SPL), developed in 2018 by Green and Lambert, who also developed the SVL (above).
This is a series of lists, for the same eight subjects as covered by the SVL, presenting noun-noun, adjective-noun, noun-verb, verb-noun and verb-adverb
collocations.

A third, more recent example is the
Nursing Collocation List (NCL), developed in 2020 by Mandić and
Dankić. It comprises 488 collocations which occur frequently in nursing journal articles.

Summary

The following image, and table below, provide an overview of the major word lists. Spoken word lists are only included in the table
(in italics). All word lists (except spoken ones) are explained in more detail later. Note: there is a higher resolution copy of the following image in the
infographics section.

References

Granger, S., and Larsson, T. (2021), ‘Is core vocabulary a friend or foe of academic writing? Singleword vs multi-word uses of THING’, Journal of English for Academic Purposes, 52 (2021) 100999.

Hyland, K. and Tse, P. (2007). ‘Is There an “Academic Vocabulary”?’, TESOL QUARTERLY, Vol. 41, No. 2, June 2007.

Radmila Palinkašević, M.A. (2017), ‘Specialized Word Lists — Survey of the Literature — Research Perspective’, Research in Pedagogy, Vol. 7, Issue 2 (2017), pp. 221-238.

Therova, D. (2020), ‘Review of Academic Word Lists’, The Electronic Journal for English as a Second Language, Volume 24, Number 1.

Доброго времени суток всем подписчикам и читателям блога scriptcoding.ru. Сегодня мы рассмотрим, как сделать список в Word документе программным путем, с помощью коллекции ListGalleries объектной модели Word.

Коллекция ListGalleries является отправной точкой, чтобы сделать маркированный или нумерованный список в Word с помощью макросов VBA, или сценариев сервера Windows Script Host. По сути, коллекция хранит объекты ListGallery, которые представляют индивидуальный список, но, ни ListGalleries и ListGallery не содержат средств для формирования списка Word с нужными параметрами. Так, с практической стороны вам понадобится только одно свойство и один метод из коллекции и два свойства и один метод.

Для доступа к коллекции ListGalleries используется одноименное свойство класса Word.Application. Так как данный материал немного запутан, то давайте для начала рассмотрим свойства и метода коллекции и класса, а уже потом я постараюсь показать и объяснить, что и для чего нужно…

ListGalleries – свойства и методы, маркированный и нумерованный список в Word

Count– Количество классов ListGallery в текущей коллекции

Item(index) – Позволяет получить доступ к ListGallery заданного типа.

index – Определяет тип списка в Word, содержит значение константы WdListGalleryType:

• wdBulletGallery — 1 — маркированный список Word.
• wdNumberGallery — 2 — нумерованный список Word.
• wdOutlineNumberGallery — 3 — многоуровневый список.

ListGallery – свойства и методы, нумерованный и маркированный список в Word

ListTemplates— Возвращает ListTemplates, которая представляет все типы списков в Word для указанного списка в коллекции. Только чтение.

Modified(index) – Вернет значение True, если производились изменения в заданном шаблоне списка. Только чтение.

Reset(index) – Позволяет очистить созданный ранее шаблон (index – номер шаблона).

Хорошо, теперь давайте рассмотрим, как сделать список Word, и весь процесс….

Все мы знаем, чтобы сделать список в документе Word, в первую очередь надо выбрать нужные абзацы, после этого мы выбираем типы списков Word. За тип отвечают три вкладки:

• Маркеры – содержит 7 типов маркеров и позволяет создать собственный список-маркер.
• Нумерация – также содержит 7 вариантов нумерованного списка в Word и дает возможность создать собственный шаблон.
• Многоуровневый список – также на выбор дается 7 готовых шаблонов и возможность сформировать собственный.

Аналогичные действия происходят, и тогда, когда надо программно сделать список в Word:

Сначала нам нужно получить доступ к коллекции ListGalleries через одноименное свойство класса Word Application.

Далее нужно получить доступ к ListGallery – мы можем или использовать свойство item (смотрите выше) или задать значение напрямую:

oWord.ListGalleries(1)
oWord.ListGalleries.Item(1)

Обратите внимание, что мы передаем не номер класса, а его тип (всего три варианта).

После того, как мы определились с нужным типом списка в Word и получили доступ к ListGallery, нам нужно обратиться к свойству ListTemplates, которое позволяет получить доступ к одноименной коллекция:

oWord.ListGalleries(1).ListTemplates.Item(1)
oWord.ListGalleries(1).ListTemplates(1)

Хорошо мы получили доступ к коллекции ListTemplates, давайте рассмотрим, для чего она нужна. Как упоминалось выше, для каждого из трех типов списков Word есть 7 заготовленных шаблонов. Фактически, каждый такой шаблон является классом ListTemplate, входящим в состав коллекции. Как и с объектом ListGallery, тут та же ситуация – мы передаем не номер, а тип.

ListTemplates – свойства и методы, как сделать список в Word

Count– Количество классов ListTemplate. Только чтение.

Add(OutlineNumbered, Name) — Возвращает ListTemplate, представляющий новый шаблон списка. Оба параметра являются дополнительными.

OutlineNumbered – True — список будет многоуровневым, False — список содержит только один уровень вложенности.

Name – имя шаблона.

Item(count) — Возвращает отдельный объект ListTemplate в коллекции.

ListTemplate – свойства и методы, типы списков в Word

ListLevels— Возвращает ListLevels, представляющую все списки для указанного ListTemplate.

Name— Возвращает или задает имя указанного класса. Чтение и запись.

OutlineNumbered— Значение true, если указанный ListTemplate является многоуровневым. Чтение и запись.

Convert(level) – Позволяет конвертировать список: многоуровневый в одноуровневый, или наоборот.

level – Дополнительный параметр, который задает уровень вложенности списка Word. Этот аргумент может быть число от 1 до 9. Если этот аргумент опущен, то значение 1 — значение по умолчанию.

Последний этап, который, показывает как сделать список в Word – этап выбора уровня вложенности. По сути, нам надо получить доступ к коллекции ListLevels и объектам ListLevel. Так как данная коллекция и объект содержат довольно много методов и свойств, то я описал их в отдельной статье – «Коллекция Word ListLevels и объект ListLevel«. Но, чтобы не предоставлять вам материал без примеров, мы сделаем два списка в Word, которые сможем многократно использовать. Я сначала приведу вам примеры кода, а уже потом объясню, что и как.

Пример на языке VBScript

' ----------------------------------------------------------------------------
' как сделать список в Word
' нумерованный список в Word
' маркированный список в Word
' ListGallery.vbs
' ----------------------------------------------------------------------------
Option Explicit
 
dim oWord, oDoc, oSel, i, oPars, MyText, oRange
dim REnd                    ' конец текста
dim List1, List2            ' два объекта ListTemplate
 
Set oWord = CreateObject("Word.Application")
Set oDoc = oWord.Documents
oDoc.Add()
Set oSel = oWord.Selection
oWord.Visible = True
 
MyText = "типы списков в Word. "
 
For i=0 to 10
    oSel.TypeText MyText & MyText & MyText & MyText & MyText & MyText & MyText
    oSel.TypeParagraph
Next
 
set oRange = oDoc(1).Range()            'Создаем Range
set oPars = oRange.Paragraphs             'Создаем Paragraps
 
' Определяем конечную позицию для текста
REnd = oPars(oPars.Count).Range.End
 
set List1 = oDoc(1).ListTemplates.Add(false)    ' Первый шаблон
set List2 = oDoc(1).ListTemplates.Add(false)    ' Второй шаблон
 
'--------------------------------------------------------------
'     Заполняем шаблоны
'--------------------------------------------------------------
With List1.ListLevels(1)
    .Alignment = 1
    .NumberPosition = 10
    .NumberStyle = 3
    .TextPosition = 20
    .TrailingCharacter = 0
        With .Font
            .Bold =true
            .Size = 20
            .Shadow = true
            .ColorIndex = 6
        End With
End With
 
With List2.ListLevels(1)
    .Alignment = 1
    .NumberPosition = 20
    .NumberStyle = 4
    .TextPosition = 20
    .TrailingCharacter = 0
        With .Font
            .Bold =true
            .Size = 20
            .Shadow = true
            .ColorIndex = 11
        End With
End With
'--------------------------------------------------------------
 
' выбираем диапазон от 2-го до 4-го абзаца
oRange.SetRange oPars(2).Range.Start, oPars(4).Range.End
' Применяем первый шаблон списка
oRange.ListFormat.ApplyListTemplateWithLevel List1, false, 0, 2
 
' выделяем заново весь диапазон
oRange.SetRange 0, REnd
 
' выбираем диапазон от 2-го до 4-го абзаца
oRange.SetRange oPars(7).Range.Start, oPars(9).Range.End
' Применяем второй шаблон списка
oRange.ListFormat.ApplyListTemplateWithLevel List2, false, 0, 2

Пример на языке JScript

// ----------------------------------------------------------------------------
// как сделать список в Word
// нумерованный список в Word
// маркированный список в Word
// ListGallery.vbs
// ----------------------------------------------------------------------------
 
var oWord1, oDoc1, oSel1, i, oPars1, MyText1, oRange1;
var REnd;                    // конец текста
var List1, List2;            // два объекта ListTemplate
 
oWord1 = WScript.CreateObject("Word.Application");
oDoc1 = oWord1.Documents;
oDoc1.Add();
oSel1 = oWord1.Selection;
oWord1.Visible = true;
 
MyText1 = "типы списков в Word. ";
 
for (i=0; i<=10; i++){
    oSel1.TypeText(MyText1 + MyText1 + MyText1 + MyText1 + MyText1 + MyText1 + MyText1);
    oSel1.TypeParagraph();
}
 
oRange1 = oDoc1(1).Range();                //Создаем Range
oPars1 = oRange1.Paragraphs;             //Создаем Paragraps
 
// Определяем конечную позицию для текста
REnd = oPars1(oPars1.Count).Range.End;
 
List1 = oDoc1(1).ListTemplates.Add(false);        // Первый шаблон
List2 = oDoc1(1).ListTemplates.Add(false);        // Второй шаблон
 
//--------------------------------------------------------------
//     Заполняем шаблоны
//--------------------------------------------------------------
with(List1.ListLevels(1)){
    Alignment = 1;
    NumberPosition = 10;
    NumberStyle = 3;
    TextPosition = 20;
    TrailingCharacter = 0;
        with(Font){
            Bold =true;
            Size = 20;
            Shadow = true;
            ColorIndex = 6;
        }
}
 
with(List2.ListLevels(1)){
    Alignment = 1;
    NumberPosition = 20;
    NumberStyle = 4;
    TextPosition = 20;
    TrailingCharacter = 0;
        with(Font){
            Bold =true;
            Size = 20;
            Shadow = true;
            ColorIndex = 11;
        }
}
//--------------------------------------------------------------
 
// выбираем диапазон от 2-го до 4-го абзаца
oRange1.SetRange(oPars1(2).Range.Start, oPars1(4).Range.End);
// Применяем первый шаблон списка
oRange1.ListFormat.ApplyListTemplateWithLevel(List1, false, 0, 2);
 
// выделяем заново весь диапазон
oRange1.SetRange(0, REnd);
 
// выбираем диапазон от 2-го до 4-го абзаца
oRange1.SetRange(oPars1(7).Range.Start, oPars1(9).Range.End);
// Применяем второй шаблон списка
oRange1.ListFormat.ApplyListTemplateWithLevel(List2, false, 0, 2);

Хорошо, теперь давайте разберем программный код. В обоих сценариях объявление практически одинаковые переменные, в примере на JS к именам я добавил единицу. oWord – хранит доступ к приложению Ворд: «Объект Word Application — свойства«, oDoc – позволит создать новый документ: «Коллекция Word Documents«, oSel – позволит выделять нужный текст: «Объект Word Selection — выделить весь текст в ворде, свойства«, oPars – отвечает за обработку абзацев: «Объект Word Paragraph и коллекция Paragraphs — основные параметры абзаца«, MyText – собственно, текст для вставки в документ, oRange – отвечает за выбор содержимого: «Объект Word Range — Выбор текста«.

Видим, что в обоих сценариях мы создали два объекта List1 и List2, которые содержат отформатированный список Word. Далее происходит процесс вызова метода ApplyListTemplateWithLevelобъекта ListFormat для заданного выбора, к нему и будет применяться сделанный в список Word. Видим, что основные параметры определяются через свойства объекта ListLevel.