Top 100 PSLE Vocabulary | Prepositions & Dependent Phrases Primary 6

Top 100 PSLE Vocabulary List work should include prepositions, dependent prepositions, prepositional phrases, adjective-preposition combinations, verb-preposition combinations and noun-preposition combinations. Primary 6 and Grade 6 learners often know the main word but choose the wrong small word after it: interested in, responsible for, depend on, solution to, effect on. Those small choices control whether English sounds natural and whether a cloze answer is grammatically possible.

A dependent preposition is a preposition that commonly follows a particular adjective, verb or noun. It cannot always be predicted logically. English says afraid of, interested in, rely on, contribute to and reason for. Learning the whole phrase is more reliable than learning the content word alone. This matters in cloze, editing, situational writing and composition because one small preposition can change meaning or make a sentence nonstandard.

This article owns the narrow search job Primary 6 prepositions / PSLE dependent prepositions / Grade 6 prepositional phrases. It complements the Common English Collocations list, the Phrasal Verbs and Multiword Expressions list, the Commonly Confused Words list and the Vocabulary Learning Hub. It is a phrase-pattern resource, not a replacement for the broader vocabulary owners.

Why Small Words Cause Large Errors

Prepositions are short, frequent and highly relational. That makes them easy to overlook. Students often focus on the long content word and treat the preposition as interchangeable. But interested on and responsible of are not standard alternatives to interested in and responsible for. The phrase has to be learned as a unit.

Alicia, Tricia and Kai Kai use a “head + partner” method. The head word carries the main meaning; the preposition is its frequent partner. They say the pair aloud, create a model sentence, then test a wrong preposition and explain why the standard phrase must be retrieved whole.

Adjective + Preposition

1. afraid of

Meaning: feeling fear about something. Model: Kai Kai was afraid of the sudden noise. Key preposition: of.

Chunk test: Say afraid of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Grammar-frame test: Identify what follows the phrase: noun, pronoun, -ing form, clause or location. Prepositions usually take noun-like complements, so changing the phrase may require changing the grammar after it. This is especially important with expressions such as because of, in spite of and instead of.

Cloze transfer: Alicia blanks out the preposition in the model sentence. Tricia adds one additional clue in the surrounding sentence. Kai Kai chooses from four plausible prepositions and explains why only the standard phrase fits. Then they repeat without options so retrieval becomes stronger.

Writing transfer: Use afraid of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair afraid of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Delayed retrieval: Two days later, write the head word only and recover its partner from memory. Then use the complete phrase in a fresh sentence and explain its meaning. If the learner must mentally scan a list of prepositions each time, continue retrieval practice until the phrase becomes faster.

2. aware of

Meaning: knowing about something. Model: Alicia was aware of the safety rule. Key preposition: of.

Chunk test: Say aware of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use aware of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair aware of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

3. capable of

Meaning: having the ability to do something. Model: Tricia is capable of solving the problem. Key preposition: of.

Chunk test: Say capable of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use capable of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair capable of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

4. fond of

Meaning: liking something very much. Model: Kai Kai is fond of mystery stories. Key preposition: of.

Chunk test: Say fond of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use fond of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair fond of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

5. proud of

Meaning: pleased about achievement or identity. Model: Alicia was proud of her careful work. Key preposition: of.

Chunk test: Say proud of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use proud of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair proud of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

6. tired of

Meaning: annoyed or bored by repeated experience. Model: Tricia was tired of hearing the same excuse. Key preposition: of.

Chunk test: Say tired of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use tired of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair tired of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

7. responsible for

Meaning: having duty for something. Model: Kai Kai was responsible for checking the equipment. Key preposition: for.

Chunk test: Say responsible for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace for with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use responsible for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair responsible for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

8. famous for

Meaning: well known because of something. Model: The town is famous for its old bridge. Key preposition: for.

Chunk test: Say famous for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use famous for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair famous for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

9. ready for

Meaning: prepared for something. Model: Alicia was ready for the presentation. Key preposition: for.

Chunk test: Say ready for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use ready for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair ready for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

10. suitable for

Meaning: appropriate for a purpose or person. Model: This route is suitable for younger walkers. Key preposition: for.

Chunk test: Say suitable for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use suitable for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair suitable for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

11. interested in

Meaning: wanting to know or learn more about something. Model: Tricia is interested in astronomy. Key preposition: in.

Chunk test: Say interested in as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use interested in in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair interested in with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

12. successful in

Meaning: achieving the intended result in an activity. Model: Kai Kai was successful in solving the puzzle. Key preposition: in.

Chunk test: Say successful in as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use successful in in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair successful in with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

13. involved in

Meaning: taking part in something. Model: Alicia was involved in the planning. Key preposition: in.

Chunk test: Say involved in as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use involved in in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair involved in with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

14. different from

Meaning: not the same as something else. Model: This solution is different from the first one. Key preposition: from.

Chunk test: Say different from as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace from with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use different from in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair different from with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

15. safe from

Meaning: protected against danger. Model: The books were safe from the rain. Key preposition: from.

Chunk test: Say safe from as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use safe from in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair safe from with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

16. similar to

Meaning: resembling something else. Model: Tricia’s answer was similar to Alicia’s. Key preposition: to.

Chunk test: Say similar to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use similar to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair similar to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

17. kind to

Meaning: behaving considerately towards someone. Model: Kai Kai was kind to the new student. Key preposition: to.

Chunk test: Say kind to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use kind to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair kind to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

18. polite to

Meaning: showing good manners towards someone. Model: Alicia was polite to the visitor. Key preposition: to.

Chunk test: Say polite to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use polite to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair polite to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

19. angry with

Meaning: feeling anger towards a person. Model: Tricia was angry with her brother. Key preposition: with.

Chunk test: Say angry with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace with with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use angry with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair angry with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

20. pleased with

Meaning: satisfied with something. Model: Kai Kai was pleased with the result. Key preposition: with.

Chunk test: Say pleased with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use pleased with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair pleased with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Verb + Preposition

21. agree with

Meaning: share the same opinion as someone. Model: Alicia agreed with Tricia. Key preposition: with.

Chunk test: Say agree with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use agree with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair agree with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

22. argue with

Meaning: disagree strongly with someone. Model: Kai Kai argued with his friend about the rule. Key preposition: with.

Chunk test: Say argue with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use argue with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair argue with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

23. deal with

Meaning: handle a problem or situation. Model: Tricia dealt with the complaint calmly. Key preposition: with.

Chunk test: Say deal with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use deal with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair deal with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

24. provide with

Meaning: supply someone with something. Model: The organiser provided us with maps. Key preposition: with.

Chunk test: Say provide with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use provide with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair provide with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

25. compare with

Meaning: examine similarities and differences. Model: Alicia compared the second answer with the first. Key preposition: with.

Chunk test: Say compare with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use compare with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair compare with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

26. apply for

Meaning: make a formal request for something. Model: Kai Kai applied for a place in the programme. Key preposition: for.

Chunk test: Say apply for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use apply for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair apply for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

27. ask for

Meaning: request something. Model: Tricia asked for more information. Key preposition: for.

Chunk test: Say ask for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use ask for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair ask for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

28. care for

Meaning: look after or feel affection for. Model: Alicia cared for the injured bird. Key preposition: for.

Chunk test: Say care for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use care for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair care for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

29. prepare for

Meaning: get ready for something. Model: Kai Kai prepared for the test early. Key preposition: for.

Chunk test: Say prepare for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use prepare for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair prepare for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

30. search for

Meaning: look carefully for something. Model: Tricia searched for the missing key. Key preposition: for.

Chunk test: Say search for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use search for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair search for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

31. belong to

Meaning: be owned by or connected with. Model: The blue bag belongs to Alicia. Key preposition: to.

Chunk test: Say belong to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use belong to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair belong to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

32. contribute to

Meaning: help cause or support something. Model: Regular reading contributes to vocabulary growth. Key preposition: to.

Chunk test: Say contribute to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use contribute to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair contribute to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

33. listen to

Meaning: pay attention to sound or speech. Model: Kai Kai listened to the instructions. Key preposition: to.

Chunk test: Say listen to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use listen to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair listen to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

34. refer to

Meaning: mention or direct attention to something. Model: Tricia referred to paragraph three. Key preposition: to.

Chunk test: Say refer to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use refer to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair refer to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

35. respond to

Meaning: react or reply to something. Model: Alicia responded to the email promptly. Key preposition: to.

Chunk test: Say respond to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use respond to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair respond to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

36. depend on

Meaning: be determined or supported by something. Model: The final decision depends on the weather. Key preposition: on.

Chunk test: Say depend on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace on with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use depend on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair depend on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

37. focus on

Meaning: give attention to something. Model: Kai Kai focused on the main question. Key preposition: on.

Chunk test: Say focus on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use focus on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair focus on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

38. rely on

Meaning: depend on someone or something. Model: Tricia relied on the map for directions. Key preposition: on.

Chunk test: Say rely on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use rely on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair rely on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

39. insist on

Meaning: demand or strongly maintain something. Model: Alicia insisted on checking the safety notice. Key preposition: on.

Chunk test: Say insist on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use insist on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair insist on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

40. concentrate on

Meaning: direct mental attention to something. Model: Kai Kai concentrated on the final paragraph. Key preposition: on.

Chunk test: Say concentrate on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use concentrate on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair concentrate on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Noun + Preposition

41. reason for

Meaning: the cause or explanation for something. Model: The reason for the delay was unclear. Key preposition: for.

Chunk test: Say reason for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use reason for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair reason for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

42. need for

Meaning: the requirement or necessity for something. Model: There is a need for clearer instructions. Key preposition: for.

Chunk test: Say need for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use need for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair need for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

43. demand for

Meaning: the desire or requirement for something. Model: Demand for tickets increased quickly. Key preposition: for.

Chunk test: Say demand for as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use demand for in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair demand for with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

44. solution to

Meaning: an answer to a problem. Model: Tricia found a solution to the problem. Key preposition: to.

Chunk test: Say solution to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use solution to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair solution to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

45. answer to

Meaning: a response to a question. Model: Kai Kai knew the answer to the question. Key preposition: to.

Chunk test: Say answer to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use answer to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair answer to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

46. reply to

Meaning: a response to a message. Model: Alicia sent a reply to the organiser. Key preposition: to.

Chunk test: Say reply to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use reply to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair reply to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

47. invitation to

Meaning: a request to attend or take part. Model: Tricia received an invitation to the event. Key preposition: to.

Chunk test: Say invitation to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use invitation to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair invitation to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

48. effect on

Meaning: an influence or result affecting something. Model: The rain had an effect on attendance. Key preposition: on.

Chunk test: Say effect on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use effect on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair effect on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

49. impact on

Meaning: a strong influence on something. Model: The change had an impact on travel time. Key preposition: on.

Chunk test: Say impact on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use impact on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair impact on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

50. influence on

Meaning: the power to affect something. Model: Friends can have an influence on decisions. Key preposition: on.

Chunk test: Say influence on as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use influence on in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair influence on with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

51. increase in

Meaning: a rise in amount or level. Model: There was an increase in attendance. Key preposition: in.

Chunk test: Say increase in as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use increase in in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair increase in with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

52. decrease in

Meaning: a reduction in amount or level. Model: The report showed a decrease in waste. Key preposition: in.

Chunk test: Say decrease in as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use decrease in in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair decrease in with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

53. difference between

Meaning: the way two things are not the same. Model: Explain the difference between imply and infer. Key preposition: between.

Chunk test: Say difference between as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace between with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use difference between in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair difference between with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

54. relationship between

Meaning: the connection linking two things. Model: The graph shows the relationship between time and distance. Key preposition: between.

Chunk test: Say relationship between as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use relationship between in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair relationship between with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

55. connection with

Meaning: a link to something. Model: The police found no connection with the earlier incident. Key preposition: with.

Chunk test: Say connection with as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use connection with in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair connection with with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

56. experience of

Meaning: knowledge gained through doing or encountering something. Model: Alicia had experience of working in teams. Key preposition: of.

Chunk test: Say experience of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use experience of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair experience of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

57. example of

Meaning: a case that illustrates something. Model: This is an example of careful reasoning. Key preposition: of.

Chunk test: Say example of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use example of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair example of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

58. cause of

Meaning: the reason something happens. Model: The cause of the failure was a loose wire. Key preposition: of.

Chunk test: Say cause of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use cause of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair cause of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

59. risk of

Meaning: the possibility of harm or loss. Model: There is a risk of slipping on the wet floor. Key preposition: of.

Chunk test: Say risk of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use risk of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair risk of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

60. importance of

Meaning: the value or significance of something. Model: The lesson explains the importance of evidence. Key preposition: of.

Chunk test: Say importance of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use importance of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair importance of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Place And Time

61. at school

Meaning: in or attending the school environment. Model: Kai Kai left his book at school. Key preposition: at.

Chunk test: Say at school as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace at with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use at school in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair at school with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

62. at home

Meaning: in one’s home. Model: Alicia completed the task at home. Key preposition: at.

Chunk test: Say at home as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use at home in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair at home with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

63. at night

Meaning: during the nighttime. Model: The road is quieter at night. Key preposition: at.

Chunk test: Say at night as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use at night in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair at night with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

64. at the weekend

Meaning: during the weekend in British usage. Model: Tricia practises at the weekend. Key preposition: at.

Chunk test: Say at the weekend as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use at the weekend in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair at the weekend with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

65. in the morning

Meaning: during the morning period. Model: Kai Kai reads in the morning. Key preposition: in.

Chunk test: Say in the morning as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use in the morning in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in the morning with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

66. in the afternoon

Meaning: during the afternoon period. Model: Alicia has practice in the afternoon. Key preposition: in.

Chunk test: Say in the afternoon as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use in the afternoon in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in the afternoon with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

67. in the evening

Meaning: during the evening period. Model: Tricia reviews her notes in the evening. Key preposition: in.

Chunk test: Say in the evening as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use in the evening in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in the evening with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

68. in time

Meaning: early enough before it is too late. Model: They arrived in time to catch the bus. Key preposition: in.

Chunk test: Say in time as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use in time in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in time with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

69. on time

Meaning: at the scheduled time. Model: The train arrived on time. Key preposition: on.

Chunk test: Say on time as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use on time in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair on time with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

70. on Monday

Meaning: during a named day. Model: The meeting is on Monday. Key preposition: on.

Chunk test: Say on Monday as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Writing transfer: Use on Monday in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair on Monday with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Movement

71. into the room

Meaning: movement from outside to inside. Model: Kai Kai walked into the room. Key preposition: into.

Chunk test: Say into the room as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace into with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use into the room in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair into the room with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

72. out of the building

Meaning: movement from inside to outside. Model: Everyone moved out of the building safely. Key preposition: out of.

Chunk test: Say out of the building as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace out of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use out of the building in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair out of the building with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

73. across the road

Meaning: from one side to the other side. Model: Alicia looked both ways before walking across the road. Key preposition: across.

Chunk test: Say across the road as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace across with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use across the road in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair across the road with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

74. through the tunnel

Meaning: from one end to another within an enclosed space. Model: Tricia walked through the tunnel. Key preposition: through.

Chunk test: Say through the tunnel as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace through with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use through the tunnel in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair through the tunnel with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

75. along the path

Meaning: following the length of a route. Model: Kai Kai cycled along the path. Key preposition: along.

Chunk test: Say along the path as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace along with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use along the path in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair along the path with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

76. towards the gate

Meaning: in the direction of something. Model: Alicia ran towards the gate. Key preposition: towards.

Chunk test: Say towards the gate as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace towards with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use towards the gate in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair towards the gate with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

77. away from danger

Meaning: in a direction that increases distance from danger. Model: The group moved away from danger. Key preposition: away from.

Chunk test: Say away from danger as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace away from with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use away from danger in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair away from danger with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

78. past the station

Meaning: beyond a place. Model: Tricia walked past the station. Key preposition: past.

Chunk test: Say past the station as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace past with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use past the station in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair past the station with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

79. around the corner

Meaning: following a curved route or position nearby. Model: Kai Kai disappeared around the corner. Key preposition: around.

Chunk test: Say around the corner as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace around with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use around the corner in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair around the corner with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

80. over the bridge

Meaning: across and above a bridge surface. Model: Alicia walked over the bridge. Key preposition: over.

Chunk test: Say over the bridge as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace over with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use over the bridge in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair over the bridge with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Cause And Purpose

81. because of

Meaning: for the reason of, followed by a noun phrase. Model: The match was delayed because of the rain. Key preposition: because of.

Chunk test: Say because of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace because of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use because of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair because of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

82. due to

Meaning: caused by or attributable to. Model: The delay was due to a signalling fault. Key preposition: due to.

Chunk test: Say due to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace due to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use due to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair due to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

83. owing to

Meaning: because of, in a formal register. Model: Owing to the storm, the event moved indoors. Key preposition: owing to.

Chunk test: Say owing to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace owing to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use owing to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair owing to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

84. for the purpose of

Meaning: with the aim of doing something. Model: The hall was booked for the purpose of training. Key preposition: for the purpose of.

Chunk test: Say for the purpose of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace for the purpose of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use for the purpose of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair for the purpose of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

85. in order to

Meaning: with the intention of achieving something. Model: Alicia reread the passage in order to check her answer. Key preposition: in order to.

Chunk test: Say in order to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in order to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in order to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in order to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

86. by means of

Meaning: using a particular method. Model: The box was lifted by means of a pulley. Key preposition: by means of.

Chunk test: Say by means of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace by means of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use by means of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair by means of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

87. as a result of

Meaning: because of a preceding cause. Model: As a result of the leak, several books were damaged. Key preposition: as a result of.

Chunk test: Say as a result of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace as a result of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use as a result of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair as a result of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

88. in response to

Meaning: as a reaction to something. Model: The school changed the route in response to feedback. Key preposition: in response to.

Chunk test: Say in response to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in response to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in response to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in response to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

89. in case of

Meaning: if a particular event happens. Model: Use the emergency exit in case of fire. Key preposition: in case of.

Chunk test: Say in case of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in case of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in case of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in case of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

90. for fear of

Meaning: because of anxiety that something may happen. Model: The hikers turned back for fear of worsening weather. Key preposition: for fear of.

Chunk test: Say for fear of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace for fear of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use for fear of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair for fear of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Fixed Phrase

91. according to

Meaning: as stated by a source or rule. Model: According to the notice, the hall closes at six. Key preposition: according to.

Chunk test: Say according to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace according to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use according to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair according to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

92. in addition to

Meaning: as well as something else. Model: In addition to English, Kai Kai studies mathematics. Key preposition: in addition to.

Chunk test: Say in addition to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in addition to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in addition to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in addition to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

93. in spite of

Meaning: despite something. Model: In spite of the rain, the event continued. Key preposition: in spite of.

Chunk test: Say in spite of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in spite of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in spite of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in spite of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

94. instead of

Meaning: as a replacement for something. Model: Alicia walked instead of taking the bus. Key preposition: instead of.

Chunk test: Say instead of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace instead of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use instead of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair instead of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

95. in front of

Meaning: before or ahead of something in position. Model: Tricia waited in front of the library. Key preposition: in front of.

Chunk test: Say in front of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in front of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in front of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in front of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

96. in favour of

Meaning: supporting something. Model: Kai Kai voted in favour of the proposal. Key preposition: in favour of.

Chunk test: Say in favour of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in favour of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in favour of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in favour of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

97. in charge of

Meaning: responsible for managing something. Model: Alicia was in charge of the equipment. Key preposition: in charge of.

Chunk test: Say in charge of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in charge of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in charge of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in charge of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

98. in need of

Meaning: requiring something. Model: The old bridge is in need of repair. Key preposition: in need of.

Chunk test: Say in need of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace in need of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use in need of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair in need of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

99. on behalf of

Meaning: representing another person or group. Model: Tricia spoke on behalf of the class. Key preposition: on behalf of.

Chunk test: Say on behalf of as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace on behalf of with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use on behalf of in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair on behalf of with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

100. with regard to

Meaning: concerning a subject. Model: I am writing with regard to the schedule change. Key preposition: with regard to.

Chunk test: Say with regard to as one unit three times, then cover the preposition and retrieve it. Avoid memorising only the main content word. The goal is for the complete partnership to become available automatically when the idea is needed.

Wrong-preposition test: Replace with regard to with another common preposition such as in, on, at, for, to, with or of. Decide whether the result is wrong, changes meaning or creates a different construction. Explain the difference rather than relying on “it sounds strange”.

Writing transfer: Use with regard to in a new sentence connected to school, travel, home, community or an examination task. Then paraphrase the sentence without the target phrase. Compare which version is more natural, precise or concise.

Contrastive retrieval: Pair with regard to with another phrase that uses a different preposition. For example, compare responsible for with interested in, or effect on with reason for. Mixed practice prevents students from choosing the same favourite preposition repeatedly.

Prepositions, Phrasal Verbs and Collocations: Three Different Problems

These categories overlap but are not identical. In interested in, the preposition is selected by the adjective. In look after, the verb-plus-particle/preposition functions as a multiword verb with its own meaning. In heavy rain, there is no preposition at all; the difficulty is collocation. Keeping the categories separate helps students diagnose the exact kind of error.

The practical rule is simple: learn recurrent English in chunks, then analyse the grammar only as far as it helps retrieval and transfer. Students do not need to label every phrase perfectly before using it. They do need to produce the correct partnership reliably.

Four-Week Dependent-Preposition Plan

Week 1 covers adjective + preposition phrases. Week 2 covers verb + preposition and noun + preposition patterns. Week 3 covers place, time and movement. Week 4 covers cause, purpose and fixed phrases, followed by cumulative cloze and writing transfer. Older phrases should return every week so the learner must discriminate among several possible prepositions.

Top 100 PSLE Vocabulary List | Prepositions & Dependent Preposition Phrases for Primary 6