What is Primary 6 Vocabulary | Figurative Language, Idioms, Metaphors and Meaning Beyond the Literal

Primary 6 figurative vocabulary is language whose intended meaning goes beyond the most literal reading of the individual words. Families searching for Grade 6 figurative language, 6th grade idioms, similes and metaphors, personification, hyperbole, idiomatic expressions and figurative vocabulary are dealing with a vocabulary problem as much as a literary one: the learner must recognise that the words on the page can point to a meaning that is not simply the sum of their dictionary definitions.

Strong Grade 6 vocabulary includes the ability to distinguish literal and figurative meaning, interpret common idioms in context, explain what a metaphor or simile highlights, notice when exaggeration is deliberate, and judge whether figurative language is appropriate for the genre and audience. Reading Rockets explicitly includes interpretation of literal and figurative meanings of idioms in vocabulary instruction and notes that figurative language supports both comprehension and writing.

This guide builds a Primary 6 system for figurative vocabulary. It connects idioms, similes, metaphors, personification, hyperbole, figurative extensions of ordinary words, context, cultural knowledge, tone and writing choices. It does not ask learners to decorate every composition with idioms. The central proposition is that figurative language is useful when the learner can recover the intended meaning, explain the comparison or association, and decide when literal language would be clearer.

The 50-second router

1. Literal first: identify what the words would mean normally.
2. Check plausibility: if the literal reading is impossible or odd, look for figurative intent.
3. Use context: ask what idea, feeling or comparison the surrounding text supports.
4. Name the device only after meaning: metaphor, simile, idiom, personification or hyperbole.
5. Explain the effect: what does this wording make more vivid, intense or memorable?
6. Use carefully: figurative language should clarify or enrich, not merely show off.

Literal meaning is the baseline

A learner needs the ordinary meanings of the words before a figurative departure can be recognised. Without that baseline, an idiom may be memorised as a mysterious fixed phrase rather than understood as a contrast between literal wording and intended meaning.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Idioms are vocabulary units

An idiom such as “let the cat out of the bag” cannot be interpreted reliably by adding up the common meanings of its component words. It behaves like a multiword lexical item whose intended meaning must be learned and then recognised in context.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Metaphor maps one domain onto another

When a text calls a difficult problem “a wall”, the word wall contributes ideas of obstruction, difficulty and something that must be overcome. The educational task is to identify the features being transferred, not merely to label “metaphor”.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Similes make the comparison explicit

Words such as like or as often signal a comparison, but the learner still has to explain the shared quality. “As quiet as a mouse” is useful only when the comparison clarifies silence, caution or unobtrusiveness in the context.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Personification assigns human qualities

Personification can make an object, place or force seem active, emotional or intentional. Readers should ask what human quality is being projected and how it shapes mood or emphasis.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Hyperbole depends on recognising exaggeration

A statement such as “I waited forever” is not usually a factual time claim. Vocabulary knowledge and world knowledge help the learner recognise deliberate exaggeration as intensity rather than error.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Context selects figurative meaning

The same phrase can be literal in one situation and figurative in another. “The temperature dropped” is literal; “his confidence dropped” extends the physical movement pattern into an abstract domain.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Culture and experience affect idiom knowledge

Idioms can be especially difficult for multilingual learners because literal translation may produce nonsense or a different image. Teach the intended meaning, usage conditions and register rather than only giving an equivalent phrase.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Figurative language changes tone

A vivid metaphor can make writing playful, dramatic, critical or emotional. The learner should notice not only what it means but how it positions the reader.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Too much figurative language weakens precision

A sentence overloaded with imagery can obscure the actual event. Strong writers choose figurative language selectively and keep literal explanation available when clarity matters more.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Figurative expressions can become conventional

Some metaphors become so common that speakers barely notice them as figurative. Recognising these patterns helps learners understand how English extends meaning systematically.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Reading figurative language supports writing

Learners who can explain why an image works are better placed to create their own comparisons. Interpretation should precede imitation.

For broader semantic extension, use Vocabulary | Metaphor and Metonymy. For an older PSLE idiom resource, use Top 25 Idioms for PSLE English. This Primary 6 article owns the full literal-to-figurative interpretation system.

Six figurative-language decision tests

Literal-plausibility test

Would the literal meaning make sense in the situation?

Comparison test

Is one thing being understood through qualities of another?

Intensity test

Is the wording deliberately stronger than a factual claim?

Human-trait test

Is a non-human thing being given human action or feeling?

Fixed-expression test

Does the phrase behave like a conventional idiom whose whole meaning differs from the parts?

Genre-and-purpose test

Does the figurative expression suit the audience and communicative purpose?

One hundred and ten figurative-vocabulary laboratories

Figurative Lab 1: analyse and figurative meaning in a narrative passage

A learner who recognises the word but misses figurative meaning encounters analyse inside a narrative passage about environmental change. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 2: interpret and figurative meaning in a situational-writing email

A learner who believes every web sentence is a trustworthy example encounters interpret inside a situational-writing email about healthy habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 3: derive and figurative meaning in a graph explanation

A learner who copies full definitions into notes encounters derive inside a graph explanation about school rules. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 4: criterion and figurative meaning in a peer explanation

A learner who uses transitions without logical connection encounters criterion inside a peer explanation about technology. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 5: explicit and figurative meaning in a narrative passage

A learner who chooses unnatural word partners encounters explicit inside a narrative passage about financial decisions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 6: perspective and figurative meaning in a situational-writing email

A learner who cannot tell a common pattern from a rare one encounters perspective inside a situational-writing email about inventions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 7: retrieve and figurative meaning in a graph explanation

A learner who can define the word but cannot explain its origin encounters retrieve inside a graph explanation about energy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 8: valid and figurative meaning in a peer explanation

A learner who knows many words but produces choppy paragraphs encounters valid inside a peer explanation about teamwork. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 9: condition and figurative meaning in a narrative passage

A learner who avoids unfamiliar roots encounters condition inside a narrative passage about transport. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 10: method and figurative meaning in a situational-writing email

A learner who learns lists but rarely revisits examples encounters method inside a situational-writing email about friendship. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 11: source and figurative meaning in a graph explanation

A learner who cannot decide which notes are worth keeping encounters source inside a graph explanation about biodiversity. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 12: register and figurative meaning in a peer explanation

A learner who uses one memorised example only encounters register inside a peer explanation about food systems. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 13: formulate and figurative meaning in a narrative passage

A learner who knows a literal meaning but misses an idiom encounters formulate inside a narrative passage about community service. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 14: conclude and figurative meaning in a situational-writing email

A learner who knows the word but cannot link sentences coherently encounters conclude inside a situational-writing email about learning habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 15: paraphrase and figurative meaning in a graph explanation

A learner who records too many low-value words encounters paraphrase inside a graph explanation about digital safety. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 16: justify and figurative meaning in a peer explanation

A learner who understands a corpus example but overgeneralises it encounters justify inside a peer explanation about water conservation. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 17: credible and figurative meaning in a narrative passage

A learner who understands a phrase but not its individual history encounters credible inside a narrative passage about sports. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 18: coherent and figurative meaning in a situational-writing email

A learner who overuses colourful language encounters coherent inside a situational-writing email about public spaces. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 19: elaborate and figurative meaning in a graph explanation

A learner who searches dictionaries but not authentic usage encounters elaborate inside a graph explanation about weather. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 20: modify and figurative meaning in a peer explanation

A learner who writes repetitive vocabulary encounters modify inside a peer explanation about media literacy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 21: proportion and figurative meaning in a narrative passage

A learner who recognises the word but misses figurative meaning encounters proportion inside a narrative passage about environmental change. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 22: structure and figurative meaning in a situational-writing email

A learner who believes every web sentence is a trustworthy example encounters structure inside a situational-writing email about healthy habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 23: approach and figurative meaning in a graph explanation

A learner who copies full definitions into notes encounters approach inside a graph explanation about school rules. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 24: identify and figurative meaning in a peer explanation

A learner who uses transitions without logical connection encounters identify inside a peer explanation about technology. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 25: require and figurative meaning in a narrative passage

A learner who chooses unnatural word partners encounters require inside a narrative passage about financial decisions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 26: trend and figurative meaning in a situational-writing email

A learner who cannot tell a common pattern from a rare one encounters trend inside a situational-writing email about inventions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 27: benefit and figurative meaning in a graph explanation

A learner who can define the word but cannot explain its origin encounters benefit inside a graph explanation about energy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 28: respond and figurative meaning in a peer explanation

A learner who knows many words but produces choppy paragraphs encounters respond inside a peer explanation about teamwork. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 29: argument and figurative meaning in a narrative passage

A learner who avoids unfamiliar roots encounters argument inside a narrative passage about transport. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 30: relevant and figurative meaning in a situational-writing email

A learner who learns lists but rarely revisits examples encounters relevant inside a situational-writing email about friendship. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 31: significant and figurative meaning in a graph explanation

A learner who cannot decide which notes are worth keeping encounters significant inside a graph explanation about biodiversity. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 32: determine and figurative meaning in a peer explanation

A learner who uses one memorised example only encounters determine inside a peer explanation about food systems. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 33: deduce and figurative meaning in a narrative passage

A learner who knows a literal meaning but misses an idiom encounters deduce inside a narrative passage about community service. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 34: implicit and figurative meaning in a situational-writing email

A learner who knows the word but cannot link sentences coherently encounters implicit inside a situational-writing email about learning habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 35: predict and figurative meaning in a graph explanation

A learner who records too many low-value words encounters predict inside a graph explanation about digital safety. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 36: sequence and figurative meaning in a peer explanation

A learner who understands a corpus example but overgeneralises it encounters sequence inside a peer explanation about water conservation. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 37: verify and figurative meaning in a narrative passage

A learner who understands a phrase but not its individual history encounters verify inside a narrative passage about sports. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 38: connection and figurative meaning in a situational-writing email

A learner who overuses colourful language encounters connection inside a situational-writing email about public spaces. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 39: pattern and figurative meaning in a graph explanation

A learner who searches dictionaries but not authentic usage encounters pattern inside a graph explanation about weather. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 40: sufficient and figurative meaning in a peer explanation

A learner who writes repetitive vocabulary encounters sufficient inside a peer explanation about media literacy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 41: nuance and figurative meaning in a narrative passage

A learner who recognises the word but misses figurative meaning encounters nuance inside a narrative passage about environmental change. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 42: generate and figurative meaning in a situational-writing email

A learner who believes every web sentence is a trustworthy example encounters generate inside a situational-writing email about healthy habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 43: reason and figurative meaning in a graph explanation

A learner who copies full definitions into notes encounters reason inside a graph explanation about school rules. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 44: explain and figurative meaning in a peer explanation

A learner who uses transitions without logical connection encounters explain inside a peer explanation about technology. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 45: consequence and figurative meaning in a narrative passage

A learner who chooses unnatural word partners encounters consequence inside a narrative passage about financial decisions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 46: factor and figurative meaning in a situational-writing email

A learner who cannot tell a common pattern from a rare one encounters factor inside a situational-writing email about inventions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 47: consistent and figurative meaning in a graph explanation

A learner who can define the word but cannot explain its origin encounters consistent inside a graph explanation about energy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 48: equivalent and figurative meaning in a peer explanation

A learner who knows many words but produces choppy paragraphs encounters equivalent inside a peer explanation about teamwork. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 49: observe and figurative meaning in a narrative passage

A learner who avoids unfamiliar roots encounters observe inside a narrative passage about transport. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 50: resolve and figurative meaning in a situational-writing email

A learner who learns lists but rarely revisits examples encounters resolve inside a situational-writing email about friendship. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 51: support and figurative meaning in a graph explanation

A learner who cannot decide which notes are worth keeping encounters support inside a graph explanation about biodiversity. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 52: capacity and figurative meaning in a peer explanation

A learner who uses one memorised example only encounters capacity inside a peer explanation about food systems. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 53: indicate and figurative meaning in a narrative passage

A learner who knows a literal meaning but misses an idiom encounters indicate inside a narrative passage about community service. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 54: resource and figurative meaning in a situational-writing email

A learner who knows the word but cannot link sentences coherently encounters resource inside a situational-writing email about learning habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 55: purpose and figurative meaning in a graph explanation

A learner who records too many low-value words encounters purpose inside a graph explanation about digital safety. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 56: construct and figurative meaning in a peer explanation

A learner who understands a corpus example but overgeneralises it encounters construct inside a peer explanation about water conservation. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 57: variable and figurative meaning in a narrative passage

A learner who understands a phrase but not its individual history encounters variable inside a narrative passage about sports. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 58: claim and figurative meaning in a situational-writing email

A learner who overuses colourful language encounters claim inside a situational-writing email about public spaces. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 59: evidence and figurative meaning in a graph explanation

A learner who searches dictionaries but not authentic usage encounters evidence inside a graph explanation about weather. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 60: contrast and figurative meaning in a peer explanation

A learner who writes repetitive vocabulary encounters contrast inside a peer explanation about media literacy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 61: classify and figurative meaning in a narrative passage

A learner who recognises the word but misses figurative meaning encounters classify inside a narrative passage about environmental change. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 62: demonstrate and figurative meaning in a situational-writing email

A learner who believes every web sentence is a trustworthy example encounters demonstrate inside a situational-writing email about healthy habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 63: influence and figurative meaning in a graph explanation

A learner who copies full definitions into notes encounters influence inside a graph explanation about school rules. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 64: priority and figurative meaning in a peer explanation

A learner who uses transitions without logical connection encounters priority inside a peer explanation about technology. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 65: specific and figurative meaning in a narrative passage

A learner who chooses unnatural word partners encounters specific inside a narrative passage about financial decisions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 66: adapt and figurative meaning in a situational-writing email

A learner who cannot tell a common pattern from a rare one encounters adapt inside a situational-writing email about inventions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 67: effect and figurative meaning in a graph explanation

A learner who can define the word but cannot explain its origin encounters effect inside a graph explanation about energy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 68: principle and figurative meaning in a peer explanation

A learner who knows many words but produces choppy paragraphs encounters principle inside a peer explanation about teamwork. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 69: theory and figurative meaning in a narrative passage

A learner who avoids unfamiliar roots encounters theory inside a narrative passage about transport. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 70: accurate and figurative meaning in a situational-writing email

A learner who learns lists but rarely revisits examples encounters accurate inside a situational-writing email about friendship. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 71: illustrate and figurative meaning in a graph explanation

A learner who cannot decide which notes are worth keeping encounters illustrate inside a graph explanation about biodiversity. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 72: result and figurative meaning in a peer explanation

A learner who uses one memorised example only encounters result inside a peer explanation about food systems. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 73: generalise and figurative meaning in a narrative passage

A learner who knows a literal meaning but misses an idiom encounters generalise inside a narrative passage about community service. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 74: evaluate and figurative meaning in a situational-writing email

A learner who knows the word but cannot link sentences coherently encounters evaluate inside a situational-writing email about learning habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 75: assume and figurative meaning in a graph explanation

A learner who records too many low-value words encounters assume inside a graph explanation about digital safety. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 76: context and figurative meaning in a peer explanation

A learner who understands a corpus example but overgeneralises it encounters context inside a peer explanation about water conservation. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 77: estimate and figurative meaning in a narrative passage

A learner who understands a phrase but not its individual history encounters estimate inside a narrative passage about sports. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 78: outcome and figurative meaning in a situational-writing email

A learner who overuses colourful language encounters outcome inside a situational-writing email about public spaces. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 79: retain and figurative meaning in a graph explanation

A learner who searches dictionaries but not authentic usage encounters retain inside a graph explanation about weather. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 80: transfer and figurative meaning in a peer explanation

A learner who writes repetitive vocabulary encounters transfer inside a peer explanation about media literacy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 81: category and figurative meaning in a narrative passage

A learner who recognises the word but misses figurative meaning encounters category inside a narrative passage about environmental change. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 82: maintain and figurative meaning in a situational-writing email

A learner who believes every web sentence is a trustworthy example encounters maintain inside a situational-writing email about healthy habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 83: similar and figurative meaning in a graph explanation

A learner who copies full definitions into notes encounters similar inside a graph explanation about school rules. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 84: audience and figurative meaning in a peer explanation

A learner who uses transitions without logical connection encounters audience inside a peer explanation about technology. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 85: contribute and figurative meaning in a narrative passage

A learner who chooses unnatural word partners encounters contribute inside a narrative passage about financial decisions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 86: compare and figurative meaning in a situational-writing email

A learner who cannot tell a common pattern from a rare one encounters compare inside a situational-writing email about inventions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 87: summary and figurative meaning in a graph explanation

A learner who can define the word but cannot explain its origin encounters summary inside a graph explanation about energy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 88: infer and figurative meaning in a peer explanation

A learner who knows many words but produces choppy paragraphs encounters infer inside a peer explanation about teamwork. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 89: precise and figurative meaning in a narrative passage

A learner who avoids unfamiliar roots encounters precise inside a narrative passage about transport. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 90: clarify and figurative meaning in a situational-writing email

A learner who learns lists but rarely revisits examples encounters clarify inside a situational-writing email about friendship. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 91: differentiate and figurative meaning in a graph explanation

A learner who cannot decide which notes are worth keeping encounters differentiate inside a graph explanation about biodiversity. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 92: logical and figurative meaning in a peer explanation

A learner who uses one memorised example only encounters logical inside a peer explanation about food systems. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 93: procedure and figurative meaning in a narrative passage

A learner who knows a literal meaning but misses an idiom encounters procedure inside a narrative passage about community service. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 94: strategy and figurative meaning in a situational-writing email

A learner who knows the word but cannot link sentences coherently encounters strategy inside a situational-writing email about learning habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 95: alternative and figurative meaning in a graph explanation

A learner who records too many low-value words encounters alternative inside a graph explanation about digital safety. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 96: function and figurative meaning in a peer explanation

A learner who understands a corpus example but overgeneralises it encounters function inside a peer explanation about water conservation. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 97: relationship and figurative meaning in a narrative passage

A learner who understands a phrase but not its individual history encounters relationship inside a narrative passage about sports. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 98: topic and figurative meaning in a situational-writing email

A learner who overuses colourful language encounters topic inside a situational-writing email about public spaces. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 99: appropriate and figurative meaning in a graph explanation

A learner who searches dictionaries but not authentic usage encounters appropriate inside a graph explanation about weather. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 100: process and figurative meaning in a peer explanation

A learner who writes repetitive vocabulary encounters process inside a peer explanation about media literacy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 101: cause and figurative meaning in a narrative passage

A learner who recognises the word but misses figurative meaning encounters cause inside a narrative passage about environmental change. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 102: analyse and figurative meaning in a situational-writing email

A learner who believes every web sentence is a trustworthy example encounters analyse inside a situational-writing email about healthy habits. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 103: interpret and figurative meaning in a graph explanation

A learner who copies full definitions into notes encounters interpret inside a graph explanation about school rules. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 104: derive and figurative meaning in a peer explanation

A learner who uses transitions without logical connection encounters derive inside a peer explanation about technology. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 105: criterion and figurative meaning in a narrative passage

A learner who chooses unnatural word partners encounters criterion inside a narrative passage about financial decisions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 106: explicit and figurative meaning in a situational-writing email

A learner who cannot tell a common pattern from a rare one encounters explicit inside a situational-writing email about inventions. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 107: perspective and figurative meaning in a graph explanation

A learner who can define the word but cannot explain its origin encounters perspective inside a graph explanation about energy. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 108: retrieve and figurative meaning in a peer explanation

A learner who knows many words but produces choppy paragraphs encounters retrieve inside a peer explanation about teamwork. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 109: valid and figurative meaning in a narrative passage

A learner who avoids unfamiliar roots encounters valid inside a narrative passage about transport. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

Figurative Lab 110: condition and figurative meaning in a situational-writing email

A learner who learns lists but rarely revisits examples encounters condition inside a situational-writing email about friendship. Begin by identifying the ordinary literal meaning and checking whether that reading fits the situation. If the text is figurative, ask what idea is being mapped, exaggerated or personified and what contextual evidence supports the interpretation. Require the learner to paraphrase the intended meaning in plain language before naming any literary device. Then compare the figurative wording with a literal alternative and discuss what is gained or lost in tone, vividness or precision. Ask for one new sentence using the same figurative pattern without copying the original image. Finish by giving a context where literal wording would be preferable. The target is not device-label recall; it is controlled movement between literal meaning, figurative interpretation and appropriate use.

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 meets analyse in a narrative passage about environmental change. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 2: demonstrate in a digital article

A learner who overuses colourful language meets demonstrate in a digital article about media literacy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 3: structure in a continuous-writing paragraph

A learner who records too many low-value words meets structure in a continuous-writing paragraph about weather. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 4: similar in a class discussion

A learner who uses one memorised example only meets similar in a class discussion about public spaces. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 5: reason in a textbook section

A learner who avoids unfamiliar roots meets reason in a textbook section about sports. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 6: derive in a situational-writing email

A learner who cannot tell a common pattern from a rare one meets derive in a situational-writing email about water conservation. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 7: priority in a documentary extract

A learner who copies full definitions into notes meets priority in a documentary extract about digital safety. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 8: identify in a project reflection

A learner who writes repetitive vocabulary meets identify in a project reflection about learning habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 9: contribute in an oral response

A learner who understands a phrase but not its individual history meets contribute in an oral response about community service. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 10: consequence in a revision task

A learner who knows the word but cannot link sentences coherently meets consequence in a revision task about food systems. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 11: explicit in a graph explanation

A learner who cannot decide which notes are worth keeping meets explicit in a graph explanation about biodiversity. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 12: adapt in a Mathematics word problem

A learner who knows many words but produces choppy paragraphs meets adapt in a Mathematics word problem about friendship. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 13: trend in a Secondary 1 preview text

A learner who chooses unnatural word partners meets trend in a Secondary 1 preview text about transport. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 14: summary in a school announcement

A learner who believes every web sentence is a trustworthy example meets summary in a school announcement about teamwork. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 15: consistent in a Science explanation

A learner who searches dictionaries but not authentic usage meets consistent in a Science explanation about energy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 16: retrieve in a peer explanation

A learner who understands a corpus example but overgeneralises it meets retrieve in a peer explanation about inventions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 17: principle in a news report

A learner who knows a literal meaning but misses an idiom meets principle in a news report about financial decisions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 18: respond in an informational passage

A learner who learns lists but rarely revisits examples meets respond in an informational passage about technology. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 19: precise in a debate

A learner who can define the word but cannot explain its origin meets precise in a debate about school rules. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 20: observe in a listening task

A learner who uses transitions without logical connection meets observe in a listening task about healthy habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 21: condition in a narrative passage

A learner who recognises the word but misses figurative meaning meets condition in a narrative passage about environmental change. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 22: accurate in a digital article

A learner who overuses colourful language meets accurate in a digital article about media literacy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 23: relevant in a continuous-writing paragraph

A learner who records too many low-value words meets relevant in a continuous-writing paragraph about weather. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 24: differentiate in a class discussion

A learner who uses one memorised example only meets differentiate in a class discussion about public spaces. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 25: support in a textbook section

A learner who avoids unfamiliar roots meets support in a textbook section about sports. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 26: source in a situational-writing email

A learner who cannot tell a common pattern from a rare one meets source in a situational-writing email about water conservation. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 27: result in a documentary extract

A learner who copies full definitions into notes meets result in a documentary extract about digital safety. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 28: determine in a project reflection

A learner who writes repetitive vocabulary meets determine in a project reflection about learning habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 29: procedure in an oral response

A learner who understands a phrase but not its individual history meets procedure in an oral response about community service. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 30: indicate in a revision task

A learner who knows the word but cannot link sentences coherently meets indicate in a revision task about food systems. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 31: formulate in a graph explanation

A learner who cannot decide which notes are worth keeping meets formulate in a graph explanation about biodiversity. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 32: evaluate in a Mathematics word problem

A learner who knows many words but produces choppy paragraphs meets evaluate in a Mathematics word problem about friendship. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 33: implicit in a Secondary 1 preview text

A learner who chooses unnatural word partners meets implicit in a Secondary 1 preview text about transport. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 34: alternative in a school announcement

A learner who believes every web sentence is a trustworthy example meets alternative in a school announcement about teamwork. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 35: purpose in a Science explanation

A learner who searches dictionaries but not authentic usage meets purpose in a Science explanation about energy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 36: paraphrase in a peer explanation

A learner who understands a corpus example but overgeneralises it meets paraphrase in a peer explanation about inventions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 37: context in a news report

A learner who knows a literal meaning but misses an idiom meets context in a news report about financial decisions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 38: sequence in an informational passage

A learner who learns lists but rarely revisits examples meets sequence in an informational passage about technology. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 39: relationship in a debate

A learner who can define the word but cannot explain its origin meets relationship in a debate about school rules. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 40: variable in a listening task

A learner who uses transitions without logical connection meets variable in a listening task about healthy habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 41: credible in a narrative passage

A learner who recognises the word but misses figurative meaning meets credible in a narrative passage about environmental change. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 42: outcome in a digital article

A learner who overuses colourful language meets outcome in a digital article about media literacy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 43: connection in a continuous-writing paragraph

A learner who records too many low-value words meets connection in a continuous-writing paragraph about weather. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 44: appropriate in a class discussion

A learner who uses one memorised example only meets appropriate in a class discussion about public spaces. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 45: evidence in a textbook section

A learner who avoids unfamiliar roots meets evidence in a textbook section about sports. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 46: elaborate in a situational-writing email

A learner who cannot tell a common pattern from a rare one meets elaborate in a situational-writing email about water conservation. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 47: transfer in a documentary extract

A learner who copies full definitions into notes meets transfer in a documentary extract about digital safety. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 48: sufficient in a project reflection

A learner who writes repetitive vocabulary meets sufficient in a project reflection about learning habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 49: cause in an oral response

A learner who understands a phrase but not its individual history meets cause in an oral response about community service. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 50: classify in a revision task

A learner who knows the word but cannot link sentences coherently meets classify in a revision task about food systems. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 51: proportion in a graph explanation

A learner who cannot decide which notes are worth keeping meets proportion in a graph explanation about biodiversity. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 52: maintain in a Mathematics word problem

A learner who knows many words but produces choppy paragraphs meets maintain in a Mathematics word problem about friendship. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 53: generate in a Secondary 1 preview text

A learner who chooses unnatural word partners meets generate in a Secondary 1 preview text about transport. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 54: interpret in a school announcement

A learner who believes every web sentence is a trustworthy example meets interpret in a school announcement about teamwork. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 55: influence in a Science explanation

A learner who searches dictionaries but not authentic usage meets influence in a Science explanation about energy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 56: approach in a peer explanation

A learner who understands a corpus example but overgeneralises it meets approach in a peer explanation about inventions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 57: audience in a news report

A learner who knows a literal meaning but misses an idiom meets audience in a news report about financial decisions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 58: explain in an informational passage

A learner who learns lists but rarely revisits examples meets explain in an informational passage about technology. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 59: criterion in a debate

A learner who can define the word but cannot explain its origin meets criterion in a debate about school rules. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 60: specific in a listening task

A learner who uses transitions without logical connection meets specific in a listening task about healthy habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 61: require in a narrative passage

A learner who recognises the word but misses figurative meaning meets require in a narrative passage about environmental change. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 62: compare in a digital article

A learner who overuses colourful language meets compare in a digital article about media literacy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 63: factor in a continuous-writing paragraph

A learner who records too many low-value words meets factor in a continuous-writing paragraph about weather. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 64: perspective in a class discussion

A learner who uses one memorised example only meets perspective in a class discussion about public spaces. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 65: effect in a textbook section

A learner who avoids unfamiliar roots meets effect in a textbook section about sports. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 66: benefit in a situational-writing email

A learner who cannot tell a common pattern from a rare one meets benefit in a situational-writing email about water conservation. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 67: infer in a documentary extract

A learner who copies full definitions into notes meets infer in a documentary extract about digital safety. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 68: equivalent in a project reflection

A learner who writes repetitive vocabulary meets equivalent in a project reflection about learning habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 69: valid in an oral response

A learner who understands a phrase but not its individual history meets valid in an oral response about community service. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 70: theory in a revision task

A learner who knows the word but cannot link sentences coherently meets theory in a revision task about food systems. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 71: argument in a graph explanation

A learner who cannot decide which notes are worth keeping meets argument in a graph explanation about biodiversity. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 72: clarify in a Mathematics word problem

A learner who knows many words but produces choppy paragraphs meets clarify in a Mathematics word problem about friendship. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 73: resolve in a Secondary 1 preview text

A learner who chooses unnatural word partners meets resolve in a Secondary 1 preview text about transport. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 74: method in a school announcement

A learner who believes every web sentence is a trustworthy example meets method in a school announcement about teamwork. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 75: illustrate in a Science explanation

A learner who searches dictionaries but not authentic usage meets illustrate in a Science explanation about energy. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 76: significant in a peer explanation

A learner who understands a corpus example but overgeneralises it meets significant in a peer explanation about inventions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 77: logical in a news report

A learner who knows a literal meaning but misses an idiom meets logical in a news report about financial decisions. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 78: capacity in an informational passage

A learner who learns lists but rarely revisits examples meets capacity in an informational passage about technology. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 79: register in a debate

A learner who can define the word but cannot explain its origin meets register in a debate about school rules. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.

Fieldbook 80: generalise in a listening task

A learner who uses transitions without logical connection meets generalise in a listening task about healthy habits. Decide whether the expression is literal, figurative or ambiguous. Explain the plain meaning first, then identify the feature being compared, exaggerated or transferred. Replace the figurative wording with a literal paraphrase and compare tone and vividness. Finally, create one appropriate new example and one deliberately unsuitable context. This contrast teaches both interpretation and restraint.