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Valentine’s Day is a time to share kind words, sweet messages and warm feelings. If you are learning English, this is also a great time to learn new love-related words. Many of these words have interesting histories. Some come from Old English, others arrived from Latin or French. When you know where a word comes from, it can be easier to remember and use it.

This post gives you a simple list of common Valentine words and their origins, plus a few with unusual stories. Read the short explanations, say the words out loud and try a few example sentences.

Core Valentine and love words

Valentine

From Latin "Valentinus", based on "valens", meaning “strong” or “healthy.” The day is named after Saint Valentine. A “valentine” can be the card you send or the person you love.

Love

One of the oldest English words. In Old English, it was "lufu". It is related to German "Liebe" and Dutch "liefde". It has always meant strong feeling and care.

Heart

From Old English "heorte". The heart is a symbol of emotion. The heart shape in art comes from medieval ideas about feeling, not the real organ’s shape.

Romance

From Old French "romans". It first meant stories in Romance languages (from Latin). Later, it became linked with love stories and strong feelings.

Cupid

From Latin Cupido, meaning “desire.” In Roman myth, Cupid is the god who makes people fall in love with his arrows. Today, he is a friendly symbol on cards.

Terms of affection and relationships

Sweetheart

Made from two old words: "sweet" + "heart". It appeared in Middle English from Old English roots. English often creates new ideas by joining simple words.

Darling

From Old English "deorling", meaning “dear little one” or “beloved.” Today, it is a soft, caring way to speak to someone you love.

Beau

From French "beau", meaning “handsome.” In English, a beau is a boyfriend or a male admirer, often in an older or formal style. It is pronounced “boh”. Plural: beaux or beaus.

Fiancé/fiancée

From French. Traditionally, "fiancé" is male and "fiancée" is female, but many people now use fiancé for anyone engaged to marry. The accent marks show the French origin.

Paramour

From Old French "par amour", “through love.” In English, a paramour is a lover, often secret. It shows how words can carry both romance and mystery.

Dating and romantic behavior

Date

In the 19th century, American English started using "date" for a social meeting. The idea comes from marking a day on a calendar. To date means to spend romantic time together.

Adore

From Latin "adorare", through French. To adore means to love deeply and to respect. You can adore a person or a song.

Smitten

From the verb "smite", Old English smitan, “to strike.” If you are smitten, love has “struck” you. This is a strong, playful way to say you fell in love.

Flirt

Probably from a word meaning “to flick” or “to move quickly.” Over time, it came to mean playful romantic behavior. The exact origin is not certain, which makes it an interesting mystery word.

Tryst

A Scots word for a fixed meeting or appointment. Today, a tryst is a secret or private romantic meeting. It keeps the feeling of “an agreed time to meet.”

Serenade

From Italian "serenata", “an evening song,” from a word meaning “calm, clear.” To serenade is to sing or play music to someone you love, often at night.

Gifts, beauty and attraction

Bouquet

Another French word, meaning “a bunch of flowers.” A bouquet of roses is a classic Valentine’s gift. You can also use a bouquet for birthdays and celebrations.

Glamour

From a Scottish form of "grammar". Long ago, grammar also meant learning and sometimes “magic.” Glamour became the word for a special, almost magical beauty or charm.

Chivalry

From Old French "chevalerie", related to cheval, “horse.” It first meant the way of knights on horseback. Later, it became the idea of polite, noble behavior, especially toward others in romance.

Marriage and commitment

Wedding, bride, and (bride)groom

Wedding comes from Old English "weddian", “to pledge.” Bride is from Old English bryd. Groom, in bridegroom, was once "guma", an old word for “man.” Over time, it changed to the familiar groom.

Troth and betrothed

Troth comes from Old English "treowth", meaning “truth,” “faith,” or “loyal promise.” To “plight one’s troth” means “to promise to marry.” Betrothed means “engaged to marry,” from be- + troth.

Honeymoon

"Sweet" + "moon". "Honey" suggests the sweet time after the wedding, and "moon" suggests a month. Long ago, some couples drank honey wine (mead) in the first month of marriage. Today, a honeymoon is the trip after the wedding.

Now you know some new Valentine’s words and where they come from. Use them to share feelings, write messages, and enjoy the season. Make sure to practice: put each word into a simple sentence and practice saying it aloud. You can also make small flashcards and review them for a few minutes each day.

Every step in the admissions process matters. For students, the journey from initial counselling to receiving an offer letter can feel overwhelming. For agents, delays and complications can often lead to missed deadlines and opportunities lost. The good news? PTE Express has recently been introduced and is designed to remove friction at every stage, making the process faster, simpler and more reliable for everyone involved.

What slows down admissions success?

Traditional English testing often introduces unnecessary friction. Students may have to travel to test centers, wait weeks for results or navigate complex booking systems. These delays create stress and a level of uncertainty, especially with international studies as there will be strict timelines. Agents know that every day counts; when scores do not arrive on time, applications stall, and the risk of students losing their place increases.

Educators and schools share a common objective: to deliver high-quality learning experiences and support student success. As artificial intelligence rapidly transforms society, this objective becomes increasingly significant. English language instruction now requires preparing students to thrive in a globalized, digital and automated environment.

The challenge: Teaching English amid rapid change

Artificial intelligence has shifted expectations for language learning. Students now have access to instant translation, auto-generated texts, speech-to-text and various language applications. However, these tools can present challenges in the classroom. For instance, students may become overly dependent on instant translation rather than developing their own language proficiency. Educators must ensure that students engage in authentic learning rather than using technology to bypass difficult tasks. Additionally, some students may use AI to complete written assignments, hindering the development of their writing skills. These challenges underscore the need for schools to integrate technology thoughtfully while maintaining a focus on genuine learning.

In response to these developments, it is essential to enhance both teaching and assessment practices. The emphasis should remain on teachers’ core strengths: guiding, mentoring and fostering critical thinking and communication skills that technology cannot replicate.

Why standards matter more than ever

In my role as a curriculum director, I recognized the critical importance of establishing clear standards and objectives. These standards serve as navigational tools, guiding instructional decisions and enabling timely adjustments in classroom practice. For example, if a teacher identifies a need to enhance students’ communication skills, they can incorporate additional group activities. Standards support educators in the following ways:

• Understand what students can truly do at each proficiency level.
• Measure progress in a meaningful, learner-centered way.
• Build intentional learning pathways.
• Design interventions based on evidence, not intuition.

Upon discovering the GSE “Can Do” statements, I recognized a framework that is both transparent and practical. Unlike broad descriptors, the GSE delineates language learning into specific, measurable skills aligned with authentic English usage. For instance, rather than stating that a student can "understand basic spoken directions", the GSE specifies that a student can "follow detailed multi-step instructions in familiar contexts". This level of detail provides a clearer understanding of students’ actual capabilities.

A shift in perspective: From measuring to understanding

A key advantage of the GSE is its transformative approach to student assessment. The process begins by asking, “What can students do now? What should they work on next?” Research indicates that dividing tasks into manageable steps reduces student anxiety and increases motivation. This approach fosters a sense of accomplishment and self-efficacy, both of which are essential for sustained language acquisition.

This shift is significant. It alleviates pressure on learners and promotes a deeper understanding of their strengths, learning preferences and challenges. Additionally, it equips teachers with actionable insights, encouraging the development of new strategies and evidence-based instructional decisions.

Tiered intervention: Where the impact became visible

At our school, we introduced the GSE to support students needing tiered intervention. The transformation was gradual but encouraging. For instance, at our school, we started using the GSE to help students who needed extra support. The changes took time, but we saw good results. In the first semester, 60% of students in the program improved their English by at least one level, as measured by the GSE "Can Do" statements.

One student said, "For the first time, I felt like I was making real progress in understanding English." Teachers stopped using general support and focused on specific actions linked to the "Can Do" statements. Students kept improving in English and felt more confident as they reached clear goals. AI can generate text, translate, and simulate conversation, but cannot replace the teacher’s role in developing empathy and nuanced understanding.

In one classroom moment, a student struggled to interpret the tone and emotion of a literary work, which AI could translate but could not fully convey the depth of feeling. The teacher stepped in and guided the class in exploring the subtleties of the text, illustrating the emotions, historical context, and cultural significance behind the words. This human interaction highlighted the teacher's unique ability to foster deeper comprehension and emotional intelligence.

Frameworks such as the GSE ensure that language learning remains centered on student development and the human dimensions of education.

Moving forward with purpose

As artificial intelligence accelerates change, our responsibility is to utilize tools and frameworks that enhance, but do not supplant, the human aspects of learning.

The GSE provides a structured approach to tracking progress, adapting to individual student needs and designing effective lessons.

English teaching is not in competition with AI; it is growing alongside it. Good frameworks and thoughtful teaching help students learn language and succeed in a world where communication, flexibility and human connection are key. I encourage you to try the GSE in your classes or programs. By using this framework, we can make language learning more effective and inclusive for everyone. Let’s work together to help education grow with new technology.