Primary 6 vocabulary corpus use means checking real collections of English examples to see how words are actually used. Searches for authentic vocabulary examples, real English sentences, concordance lines, collocation examples, how to check if a phrase sounds natural, corpus vocabulary and word usage examples point to an increasingly useful digital-literacy skill: dictionaries tell learners what a word can mean, while corpora can show repeated patterns of how people use it in context.
A corpus is a searchable collection of naturally occurring spoken or written texts. British Council guidance explains that concordances display many examples of a target word in context and that word sketches can reveal common collocations and phraseology. Cambridge materials likewise describe corpora as rich sources of authentic language. For Primary 6, direct corpus work must remain scaffolded: the goal is not advanced linguistics but learning to inspect several real examples before deciding whether a phrase, preposition or collocation is typical.
This guide builds a safe Primary 6 corpus-and-authentic-example system. It explains when a dictionary is enough, when multiple examples are useful, how to read concordance lines, how to notice repeated partners, how to avoid copying unsuitable adult or domain-specific sentences, how to compare common and rare patterns, and how corpus evidence can improve writing, collocations and independent vocabulary checking. The central principle is evidence before intuition, but age-appropriate judgement before raw data.
The 50-second router
- Start with a learner dictionary for basic meaning.
- Use corpus examples when usage remains uncertain.
- Search the exact target word or phrase.
- Scan several examples for repeated patterns.
- Notice common partners, prepositions and grammatical frames.
- Reject examples that are too technical, archaic or contextually unsuitable.
- Write a fresh sentence; do not copy the corpus line.
A corpus answers usage questions
Dictionaries are efficient for meaning; corpora become especially useful when the learner wants to know what typically comes before or after a word, which preposition is common, or whether a phrase appears naturally.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Concordance lines show patterns
Displaying many short contexts around the same target lets the learner compare usage quickly. Repeated neighbours become visible in a way one example sentence cannot provide.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Frequency is evidence, not a command
A common pattern is usually safer to teach before a rare one, but low frequency does not automatically mean wrong. Genre, topic and audience matter.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Collocations become observable
Instead of memorising a teacher’s claim that two words go together, learners can inspect several examples and notice the partnership themselves.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Grammar and vocabulary interact
Corpus lines can reveal whether a word is usually followed by a noun, clause, preposition or particular grammatical structure. This makes word learning more than definition learning.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Authentic examples can be difficult
Real language includes long sentences, unfamiliar topics and adult vocabulary. Primary 6 learners need curated lines and teacher support rather than unfiltered data dumps.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Search engines are not clean corpora
Web search results mix duplicated, low-quality and context-free material. Learners should prefer dictionaries, curated corpora and trusted educational tools when investigating usage.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Examples should be compared, not copied
The educational value comes from pattern recognition. The learner should write a new sentence that follows the observed pattern rather than importing someone else’s sentence.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Corpora can expose overconfidence
A phrase may feel natural because it resembles a pattern from another language. Several authentic examples can confirm or challenge that intuition.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Corpora support revision
When a teacher flags an awkward phrase, the learner can investigate alternatives and discover typical word partnerships, building a reusable correction rather than accepting one edit passively.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Direct corpus work should be selective
Not every vocabulary question needs a corpus. Use the fastest reliable tool: dictionary for meaning, corpus for pattern, glossary for technical sense, teacher for explanation when evidence is too complex.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
Corpus literacy is a 21st-century language skill
Learners increasingly have access to large language databases and AI-generated text. Knowing how to inspect real usage provides an evidence-based counterweight to plausible but unsupported wording.
For the full technical explanation, use Vocabulary | Corpus Linguistics — Frequency, Collocations, Concordance and Word Use and Collocations and Word Partnerships. This Primary 6 child owns the scaffolded learner-facing workflow.
A seven-step corpus check for Primary 6
1. Define the question
Meaning, collocation, preposition, grammar or phrase naturalness?
2. Choose the tool
Dictionary first for meaning; corpus when pattern evidence is needed.
3. Search precisely
Use the target form or phrase.
4. Scan several lines
Do not trust one isolated example.
5. Identify the pattern
Which partners or structures recur?
6. Check suitability
Is the pattern appropriate for the learner’s genre and context?
7. Produce independently
Write or say a fresh example and verify it.
One hundred and ten corpus-usage laboratories
Corpus Lab 1: check real usage of analyse
A learner who recognises the word but misses figurative meaning wants to use analyse in a narrative passage about environmental change. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around analyse. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 2: check real usage of consistent
A learner who knows many words but produces choppy paragraphs wants to use consistent in a project reflection about food systems. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around consistent. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 3: check real usage of procedure
A learner who records too many low-value words wants to use procedure in a Science explanation about school rules. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around procedure. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 4: check real usage of connection
A learner who believes every web sentence is a trustworthy example wants to use connection in a digital article about learning habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around connection. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 5: check real usage of audience
A learner who avoids unfamiliar roots wants to use audience in an oral response about financial decisions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around audience. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 6: check real usage of argument
A learner who understands a corpus example but overgeneralises it wants to use argument in a peer explanation about water conservation. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around argument. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 7: check real usage of assume
A learner who copies full definitions into notes wants to use assume in a continuous-writing paragraph about energy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around assume. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 8: check real usage of modify
A learner who learns lists but rarely revisits examples wants to use modify in a revision task about public spaces. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around modify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 9: check real usage of adapt
A learner who understands a phrase but not its individual history wants to use adapt in a news report about transport. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around adapt. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 10: check real usage of source
A learner who uses transitions without logical connection wants to use source in a class discussion about media literacy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around source. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 11: check real usage of variable
A learner who cannot decide which notes are worth keeping wants to use variable in a graph explanation about biodiversity. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around variable. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 12: check real usage of interpret
A learner who overuses colourful language wants to use interpret in an informational passage about healthy habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around interpret. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 13: check real usage of equivalent
A learner who chooses unnatural word partners wants to use equivalent in a textbook section about community service. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around equivalent. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 14: check real usage of strategy
A learner who uses one memorised example only wants to use strategy in a Mathematics word problem about technology. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around strategy. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 15: check real usage of pattern
A learner who searches dictionaries but not authentic usage wants to use pattern in a debate about digital safety. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around pattern. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 16: check real usage of contribute
A learner who cannot tell a common pattern from a rare one wants to use contribute in a situational-writing email about inventions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around contribute. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 17: check real usage of relevant
A learner who knows a literal meaning but misses an idiom wants to use relevant in a Secondary 1 preview text about sports. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around relevant. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 18: check real usage of context
A learner who writes repetitive vocabulary wants to use context in a listening task about teamwork. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around context. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 19: check real usage of proportion
A learner who can define the word but cannot explain its origin wants to use proportion in a documentary extract about weather. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around proportion. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 20: check real usage of effect
A learner who knows the word but cannot link sentences coherently wants to use effect in a school announcement about friendship. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around effect. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 21: check real usage of register
A learner who recognises the word but misses figurative meaning wants to use register in a narrative passage about environmental change. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around register. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 22: check real usage of claim
A learner who knows many words but produces choppy paragraphs wants to use claim in a project reflection about food systems. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around claim. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 23: check real usage of derive
A learner who records too many low-value words wants to use derive in a Science explanation about school rules. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around derive. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 24: check real usage of observe
A learner who believes every web sentence is a trustworthy example wants to use observe in a digital article about learning habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around observe. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 25: check real usage of alternative
A learner who avoids unfamiliar roots wants to use alternative in an oral response about financial decisions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around alternative. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 26: check real usage of sufficient
A learner who understands a corpus example but overgeneralises it wants to use sufficient in a peer explanation about water conservation. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around sufficient. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 27: check real usage of compare
A learner who copies full definitions into notes wants to use compare in a continuous-writing paragraph about energy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around compare. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 28: check real usage of significant
A learner who learns lists but rarely revisits examples wants to use significant in a revision task about public spaces. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around significant. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 29: check real usage of estimate
A learner who understands a phrase but not its individual history wants to use estimate in a news report about transport. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around estimate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 30: check real usage of structure
A learner who uses transitions without logical connection wants to use structure in a class discussion about media literacy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around structure. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 31: check real usage of principle
A learner who cannot decide which notes are worth keeping wants to use principle in a graph explanation about biodiversity. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around principle. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 32: check real usage of formulate
A learner who overuses colourful language wants to use formulate in an informational passage about healthy habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around formulate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 33: check real usage of evidence
A learner who chooses unnatural word partners wants to use evidence in a textbook section about community service. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around evidence. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 34: check real usage of criterion
A learner who uses one memorised example only wants to use criterion in a Mathematics word problem about technology. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around criterion. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 35: check real usage of resolve
A learner who searches dictionaries but not authentic usage wants to use resolve in a debate about digital safety. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around resolve. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 36: check real usage of function
A learner who cannot tell a common pattern from a rare one wants to use function in a situational-writing email about inventions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around function. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 37: check real usage of nuance
A learner who knows a literal meaning but misses an idiom wants to use nuance in a Secondary 1 preview text about sports. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around nuance. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 38: check real usage of summary
A learner who writes repetitive vocabulary wants to use summary in a listening task about teamwork. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around summary. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 39: check real usage of determine
A learner who can define the word but cannot explain its origin wants to use determine in a documentary extract about weather. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around determine. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 40: check real usage of outcome
A learner who knows the word but cannot link sentences coherently wants to use outcome in a school announcement about friendship. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around outcome. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 41: check real usage of approach
A learner who recognises the word but misses figurative meaning wants to use approach in a narrative passage about environmental change. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around approach. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 42: check real usage of theory
A learner who knows many words but produces choppy paragraphs wants to use theory in a project reflection about food systems. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around theory. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 43: check real usage of conclude
A learner who records too many low-value words wants to use conclude in a Science explanation about school rules. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around conclude. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 44: check real usage of contrast
A learner who believes every web sentence is a trustworthy example wants to use contrast in a digital article about learning habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around contrast. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 45: check real usage of explicit
A learner who avoids unfamiliar roots wants to use explicit in an oral response about financial decisions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around explicit. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 46: check real usage of support
A learner who understands a corpus example but overgeneralises it wants to use support in a peer explanation about water conservation. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around support. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 47: check real usage of relationship
A learner who copies full definitions into notes wants to use relationship in a continuous-writing paragraph about energy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around relationship. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 48: check real usage of generate
A learner who learns lists but rarely revisits examples wants to use generate in a revision task about public spaces. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around generate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 49: check real usage of infer
A learner who understands a phrase but not its individual history wants to use infer in a news report about transport. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around infer. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 50: check real usage of deduce
A learner who uses transitions without logical connection wants to use deduce in a class discussion about media literacy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around deduce. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 51: check real usage of retain
A learner who cannot decide which notes are worth keeping wants to use retain in a graph explanation about biodiversity. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around retain. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 52: check real usage of identify
A learner who overuses colourful language wants to use identify in an informational passage about healthy habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around identify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 53: check real usage of accurate
A learner who chooses unnatural word partners wants to use accurate in a textbook section about community service. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around accurate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 54: check real usage of paraphrase
A learner who uses one memorised example only wants to use paraphrase in a Mathematics word problem about technology. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around paraphrase. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 55: check real usage of classify
A learner who searches dictionaries but not authentic usage wants to use classify in a debate about digital safety. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around classify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 56: check real usage of perspective
A learner who cannot tell a common pattern from a rare one wants to use perspective in a situational-writing email about inventions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around perspective. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 57: check real usage of capacity
A learner who knows a literal meaning but misses an idiom wants to use capacity in a Secondary 1 preview text about sports. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around capacity. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 58: check real usage of topic
A learner who writes repetitive vocabulary wants to use topic in a listening task about teamwork. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around topic. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 59: check real usage of reason
A learner who can define the word but cannot explain its origin wants to use reason in a documentary extract about weather. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around reason. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 60: check real usage of precise
A learner who knows the word but cannot link sentences coherently wants to use precise in a school announcement about friendship. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around precise. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 61: check real usage of implicit
A learner who recognises the word but misses figurative meaning wants to use implicit in a narrative passage about environmental change. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around implicit. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 62: check real usage of transfer
A learner who knows many words but produces choppy paragraphs wants to use transfer in a project reflection about food systems. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around transfer. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 63: check real usage of require
A learner who records too many low-value words wants to use require in a Science explanation about school rules. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around require. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 64: check real usage of illustrate
A learner who believes every web sentence is a trustworthy example wants to use illustrate in a digital article about learning habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around illustrate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 65: check real usage of justify
A learner who avoids unfamiliar roots wants to use justify in an oral response about financial decisions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around justify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 66: check real usage of demonstrate
A learner who understands a corpus example but overgeneralises it wants to use demonstrate in a peer explanation about water conservation. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around demonstrate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 67: check real usage of retrieve
A learner who copies full definitions into notes wants to use retrieve in a continuous-writing paragraph about energy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around retrieve. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 68: check real usage of indicate
A learner who learns lists but rarely revisits examples wants to use indicate in a revision task about public spaces. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around indicate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 69: check real usage of appropriate
A learner who understands a phrase but not its individual history wants to use appropriate in a news report about transport. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around appropriate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 70: check real usage of explain
A learner who uses transitions without logical connection wants to use explain in a class discussion about media literacy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around explain. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 71: check real usage of clarify
A learner who cannot decide which notes are worth keeping wants to use clarify in a graph explanation about biodiversity. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around clarify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 72: check real usage of predict
A learner who overuses colourful language wants to use predict in an informational passage about healthy habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around predict. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 73: check real usage of category
A learner who chooses unnatural word partners wants to use category in a textbook section about community service. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around category. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 74: check real usage of trend
A learner who uses one memorised example only wants to use trend in a Mathematics word problem about technology. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around trend. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 75: check real usage of result
A learner who searches dictionaries but not authentic usage wants to use result in a debate about digital safety. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around result. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 76: check real usage of credible
A learner who cannot tell a common pattern from a rare one wants to use credible in a situational-writing email about inventions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around credible. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 77: check real usage of influence
A learner who knows a literal meaning but misses an idiom wants to use influence in a Secondary 1 preview text about sports. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around influence. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 78: check real usage of valid
A learner who writes repetitive vocabulary wants to use valid in a listening task about teamwork. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around valid. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 79: check real usage of resource
A learner who can define the word but cannot explain its origin wants to use resource in a documentary extract about weather. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around resource. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 80: check real usage of process
A learner who knows the word but cannot link sentences coherently wants to use process in a school announcement about friendship. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around process. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 81: check real usage of consequence
A learner who recognises the word but misses figurative meaning wants to use consequence in a narrative passage about environmental change. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around consequence. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 82: check real usage of differentiate
A learner who knows many words but produces choppy paragraphs wants to use differentiate in a project reflection about food systems. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around differentiate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 83: check real usage of sequence
A learner who records too many low-value words wants to use sequence in a Science explanation about school rules. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around sequence. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 84: check real usage of maintain
A learner who believes every web sentence is a trustworthy example wants to use maintain in a digital article about learning habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around maintain. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 85: check real usage of benefit
A learner who avoids unfamiliar roots wants to use benefit in an oral response about financial decisions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around benefit. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 86: check real usage of generalise
A learner who understands a corpus example but overgeneralises it wants to use generalise in a peer explanation about water conservation. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around generalise. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 87: check real usage of coherent
A learner who copies full definitions into notes wants to use coherent in a continuous-writing paragraph about energy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around coherent. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 88: check real usage of priority
A learner who learns lists but rarely revisits examples wants to use priority in a revision task about public spaces. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around priority. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 89: check real usage of condition
A learner who understands a phrase but not its individual history wants to use condition in a news report about transport. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around condition. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 90: check real usage of purpose
A learner who uses transitions without logical connection wants to use purpose in a class discussion about media literacy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around purpose. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 91: check real usage of cause
A learner who cannot decide which notes are worth keeping wants to use cause in a graph explanation about biodiversity. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around cause. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 92: check real usage of factor
A learner who overuses colourful language wants to use factor in an informational passage about healthy habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around factor. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 93: check real usage of logical
A learner who chooses unnatural word partners wants to use logical in a textbook section about community service. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around logical. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 94: check real usage of verify
A learner who uses one memorised example only wants to use verify in a Mathematics word problem about technology. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around verify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 95: check real usage of similar
A learner who searches dictionaries but not authentic usage wants to use similar in a debate about digital safety. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around similar. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 96: check real usage of respond
A learner who cannot tell a common pattern from a rare one wants to use respond in a situational-writing email about inventions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around respond. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 97: check real usage of evaluate
A learner who knows a literal meaning but misses an idiom wants to use evaluate in a Secondary 1 preview text about sports. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around evaluate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 98: check real usage of elaborate
A learner who writes repetitive vocabulary wants to use elaborate in a listening task about teamwork. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around elaborate. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 99: check real usage of specific
A learner who can define the word but cannot explain its origin wants to use specific in a documentary extract about weather. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around specific. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 100: check real usage of method
A learner who knows the word but cannot link sentences coherently wants to use method in a school announcement about friendship. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around method. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 101: check real usage of construct
A learner who recognises the word but misses figurative meaning wants to use construct in a narrative passage about environmental change. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around construct. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 102: check real usage of analyse
A learner who knows many words but produces choppy paragraphs wants to use analyse in a project reflection about food systems. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around analyse. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 103: check real usage of consistent
A learner who records too many low-value words wants to use consistent in a Science explanation about school rules. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around consistent. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 104: check real usage of procedure
A learner who believes every web sentence is a trustworthy example wants to use procedure in a digital article about learning habits. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around procedure. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 105: check real usage of connection
A learner who avoids unfamiliar roots wants to use connection in an oral response about financial decisions. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around connection. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 106: check real usage of audience
A learner who understands a corpus example but overgeneralises it wants to use audience in a peer explanation about water conservation. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around audience. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 107: check real usage of argument
A learner who copies full definitions into notes wants to use argument in a continuous-writing paragraph about energy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around argument. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 108: check real usage of assume
A learner who learns lists but rarely revisits examples wants to use assume in a revision task about public spaces. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around assume. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 109: check real usage of modify
A learner who understands a phrase but not its individual history wants to use modify in a news report about transport. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around modify. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Corpus Lab 110: check real usage of adapt
A learner who uses transitions without logical connection wants to use adapt in a class discussion about media literacy. Begin with a clear usage question: meaning, partner word, preposition, grammatical frame or register. If basic meaning is uncertain, consult a learner dictionary first. Then inspect several curated corpus or dictionary examples and underline repeated neighbours around adapt. Separate the common pattern from one unusual example. Ask whether the examples come from a genre suitable for the learner’s purpose. Build one rule of thumb from the evidence, then close the examples and write a fresh sentence that follows the pattern without copying wording. Finally, compare the new sentence with the observed examples and revise if necessary. The aim is evidence-guided language judgement, not dependence on a database.
Where this fits in the eduKate Primary 6 vocabulary architecture
This article is a specialist child of the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility word-bank owner or the Primary 6 vocabulary practice owner. The master Vocabulary router and Vocabulary Learning Hub remain the main routes across levels and vocabulary problems.
The series remains add-only. Each child owns a distinct teaching and search intent, then routes readers into the wider eduKate vocabulary system where a deeper specialist page already exists.
Sources and further reading
- Reading Rockets — Teaching Vocabulary.
- Reading Rockets — Comprehension in Practice.
- Reading Rockets — Writing in Depth.
- Reading Rockets — How Spelling Supports Reading.
- Reading Rockets — Reciprocal Teaching.
- IES — Summarizing and Retelling.
- IES What Works Clearinghouse — Teaching Elementary School Students to Be Effective Writers.
- British Council — Corpora in English Language Teaching.
- Cambridge — Using Corpora in the Language Classroom.
- MOE Singapore — English Language Syllabus 2020 Primary.
- SEAB — 2026 PSLE English Language syllabus.
Extended Primary 6 application fieldbook
Fieldbook 1: analyse in a narrative passage
A learner who recognises the word but misses figurative meaning wants to use analyse in a narrative passage about environmental change. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 2: demonstrate in a digital article
A learner who overuses colourful language wants to use demonstrate in a digital article about media literacy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 3: structure in a continuous-writing paragraph
A learner who records too many low-value words wants to use structure in a continuous-writing paragraph about weather. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 4: similar in a class discussion
A learner who uses one memorised example only wants to use similar in a class discussion about public spaces. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 5: reason in a textbook section
A learner who avoids unfamiliar roots wants to use reason in a textbook section about sports. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 6: derive in a situational-writing email
A learner who cannot tell a common pattern from a rare one wants to use derive in a situational-writing email about water conservation. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 7: priority in a documentary extract
A learner who copies full definitions into notes wants to use priority in a documentary extract about digital safety. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 8: identify in a project reflection
A learner who writes repetitive vocabulary wants to use identify in a project reflection about learning habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 9: contribute in an oral response
A learner who understands a phrase but not its individual history wants to use contribute in an oral response about community service. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 10: consequence in a revision task
A learner who knows the word but cannot link sentences coherently wants to use consequence in a revision task about food systems. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 11: explicit in a graph explanation
A learner who cannot decide which notes are worth keeping wants to use explicit in a graph explanation about biodiversity. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 12: adapt in a Mathematics word problem
A learner who knows many words but produces choppy paragraphs wants to use adapt in a Mathematics word problem about friendship. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 13: trend in a Secondary 1 preview text
A learner who chooses unnatural word partners wants to use trend in a Secondary 1 preview text about transport. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 14: summary in a school announcement
A learner who believes every web sentence is a trustworthy example wants to use summary in a school announcement about teamwork. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 15: consistent in a Science explanation
A learner who searches dictionaries but not authentic usage wants to use consistent in a Science explanation about energy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 16: retrieve in a peer explanation
A learner who understands a corpus example but overgeneralises it wants to use retrieve in a peer explanation about inventions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 17: principle in a news report
A learner who knows a literal meaning but misses an idiom wants to use principle in a news report about financial decisions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 18: respond in an informational passage
A learner who learns lists but rarely revisits examples wants to use respond in an informational passage about technology. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 19: precise in a debate
A learner who can define the word but cannot explain its origin wants to use precise in a debate about school rules. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 20: observe in a listening task
A learner who uses transitions without logical connection wants to use observe in a listening task about healthy habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 21: condition in a narrative passage
A learner who recognises the word but misses figurative meaning wants to use condition in a narrative passage about environmental change. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 22: accurate in a digital article
A learner who overuses colourful language wants to use accurate in a digital article about media literacy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 23: relevant in a continuous-writing paragraph
A learner who records too many low-value words wants to use relevant in a continuous-writing paragraph about weather. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 24: differentiate in a class discussion
A learner who uses one memorised example only wants to use differentiate in a class discussion about public spaces. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 25: support in a textbook section
A learner who avoids unfamiliar roots wants to use support in a textbook section about sports. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 26: source in a situational-writing email
A learner who cannot tell a common pattern from a rare one wants to use source in a situational-writing email about water conservation. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 27: result in a documentary extract
A learner who copies full definitions into notes wants to use result in a documentary extract about digital safety. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 28: determine in a project reflection
A learner who writes repetitive vocabulary wants to use determine in a project reflection about learning habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 29: procedure in an oral response
A learner who understands a phrase but not its individual history wants to use procedure in an oral response about community service. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 30: indicate in a revision task
A learner who knows the word but cannot link sentences coherently wants to use indicate in a revision task about food systems. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 31: formulate in a graph explanation
A learner who cannot decide which notes are worth keeping wants to use formulate in a graph explanation about biodiversity. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 32: evaluate in a Mathematics word problem
A learner who knows many words but produces choppy paragraphs wants to use evaluate in a Mathematics word problem about friendship. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 33: implicit in a Secondary 1 preview text
A learner who chooses unnatural word partners wants to use implicit in a Secondary 1 preview text about transport. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 34: alternative in a school announcement
A learner who believes every web sentence is a trustworthy example wants to use alternative in a school announcement about teamwork. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 35: purpose in a Science explanation
A learner who searches dictionaries but not authentic usage wants to use purpose in a Science explanation about energy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 36: paraphrase in a peer explanation
A learner who understands a corpus example but overgeneralises it wants to use paraphrase in a peer explanation about inventions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 37: context in a news report
A learner who knows a literal meaning but misses an idiom wants to use context in a news report about financial decisions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 38: sequence in an informational passage
A learner who learns lists but rarely revisits examples wants to use sequence in an informational passage about technology. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 39: relationship in a debate
A learner who can define the word but cannot explain its origin wants to use relationship in a debate about school rules. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 40: variable in a listening task
A learner who uses transitions without logical connection wants to use variable in a listening task about healthy habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 41: credible in a narrative passage
A learner who recognises the word but misses figurative meaning wants to use credible in a narrative passage about environmental change. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 42: outcome in a digital article
A learner who overuses colourful language wants to use outcome in a digital article about media literacy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 43: connection in a continuous-writing paragraph
A learner who records too many low-value words wants to use connection in a continuous-writing paragraph about weather. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 44: appropriate in a class discussion
A learner who uses one memorised example only wants to use appropriate in a class discussion about public spaces. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 45: evidence in a textbook section
A learner who avoids unfamiliar roots wants to use evidence in a textbook section about sports. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 46: elaborate in a situational-writing email
A learner who cannot tell a common pattern from a rare one wants to use elaborate in a situational-writing email about water conservation. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 47: transfer in a documentary extract
A learner who copies full definitions into notes wants to use transfer in a documentary extract about digital safety. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 48: sufficient in a project reflection
A learner who writes repetitive vocabulary wants to use sufficient in a project reflection about learning habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 49: cause in an oral response
A learner who understands a phrase but not its individual history wants to use cause in an oral response about community service. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 50: classify in a revision task
A learner who knows the word but cannot link sentences coherently wants to use classify in a revision task about food systems. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 51: proportion in a graph explanation
A learner who cannot decide which notes are worth keeping wants to use proportion in a graph explanation about biodiversity. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 52: maintain in a Mathematics word problem
A learner who knows many words but produces choppy paragraphs wants to use maintain in a Mathematics word problem about friendship. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 53: generate in a Secondary 1 preview text
A learner who chooses unnatural word partners wants to use generate in a Secondary 1 preview text about transport. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 54: interpret in a school announcement
A learner who believes every web sentence is a trustworthy example wants to use interpret in a school announcement about teamwork. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 55: influence in a Science explanation
A learner who searches dictionaries but not authentic usage wants to use influence in a Science explanation about energy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 56: approach in a peer explanation
A learner who understands a corpus example but overgeneralises it wants to use approach in a peer explanation about inventions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 57: audience in a news report
A learner who knows a literal meaning but misses an idiom wants to use audience in a news report about financial decisions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 58: explain in an informational passage
A learner who learns lists but rarely revisits examples wants to use explain in an informational passage about technology. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 59: criterion in a debate
A learner who can define the word but cannot explain its origin wants to use criterion in a debate about school rules. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 60: specific in a listening task
A learner who uses transitions without logical connection wants to use specific in a listening task about healthy habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 61: require in a narrative passage
A learner who recognises the word but misses figurative meaning wants to use require in a narrative passage about environmental change. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 62: compare in a digital article
A learner who overuses colourful language wants to use compare in a digital article about media literacy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 63: factor in a continuous-writing paragraph
A learner who records too many low-value words wants to use factor in a continuous-writing paragraph about weather. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 64: perspective in a class discussion
A learner who uses one memorised example only wants to use perspective in a class discussion about public spaces. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 65: effect in a textbook section
A learner who avoids unfamiliar roots wants to use effect in a textbook section about sports. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 66: benefit in a situational-writing email
A learner who cannot tell a common pattern from a rare one wants to use benefit in a situational-writing email about water conservation. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 67: infer in a documentary extract
A learner who copies full definitions into notes wants to use infer in a documentary extract about digital safety. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 68: equivalent in a project reflection
A learner who writes repetitive vocabulary wants to use equivalent in a project reflection about learning habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 69: valid in an oral response
A learner who understands a phrase but not its individual history wants to use valid in an oral response about community service. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 70: theory in a revision task
A learner who knows the word but cannot link sentences coherently wants to use theory in a revision task about food systems. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 71: argument in a graph explanation
A learner who cannot decide which notes are worth keeping wants to use argument in a graph explanation about biodiversity. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 72: clarify in a Mathematics word problem
A learner who knows many words but produces choppy paragraphs wants to use clarify in a Mathematics word problem about friendship. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 73: resolve in a Secondary 1 preview text
A learner who chooses unnatural word partners wants to use resolve in a Secondary 1 preview text about transport. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 74: method in a school announcement
A learner who believes every web sentence is a trustworthy example wants to use method in a school announcement about teamwork. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 75: illustrate in a Science explanation
A learner who searches dictionaries but not authentic usage wants to use illustrate in a Science explanation about energy. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 76: significant in a peer explanation
A learner who understands a corpus example but overgeneralises it wants to use significant in a peer explanation about inventions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 77: logical in a news report
A learner who knows a literal meaning but misses an idiom wants to use logical in a news report about financial decisions. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 78: capacity in an informational passage
A learner who learns lists but rarely revisits examples wants to use capacity in an informational passage about technology. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 79: register in a debate
A learner who can define the word but cannot explain its origin wants to use register in a debate about school rules. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.
Fieldbook 80: generalise in a listening task
A learner who uses transitions without logical connection wants to use generalise in a listening task about healthy habits. Define the exact usage question, check basic meaning in a learner dictionary if needed, then compare several curated authentic examples. Identify repeated partners or grammatical frames, ignore one-off noise, and judge whether the pattern suits the intended genre. Close the evidence and produce an original sentence that follows the observed usage without copying it.