Repeated vocabulary encounters are the changing experiences through which a Primary 6 learner gradually builds a durable word representation. Searches for how many times to see a word before learning it, Grade 6 vocabulary repetition, multiple exposures vocabulary, contextual diversity, repeated encounters, vocabulary in different contexts and how to remember vocabulary all point to an important fact: one definition and one example rarely create flexible word knowledge.
Strong Grade 6 vocabulary grows when a learner meets useful words again across time, texts, subjects and communicative modes. Research and literacy guidance emphasise repeated exposure, but the most useful repetition is not mindless duplication. Seeing evidence ten times in the same flashcard is different from meeting it in comprehension, Science, oral discussion and a news article. Different contexts reveal stable meaning, different collocations and different grammatical roles.
This guide explains repeated encounters, spacing, contextual diversity, cross-situational learning and retrieval for Primary 6. It asks not only “How many exposures?” but “What kind of exposure changed the learner’s knowledge?” The aim is to design a sequence in which each encounter adds something: first recognition, then meaning, then boundaries, then collocations, then retrieval, then transfer. Repetition becomes powerful when the learner reconstructs and extends the word rather than merely seeing it again.
The 50-second encounter rule
- First encounter: establish a useful central meaning.
- Second: add an example and non-example.
- Third: meet the word in another sentence or text.
- Fourth: connect morphology or word family.
- Fifth: add a natural collocation.
- Later: retrieve without seeing the word.
- Later still: transfer into another subject, genre or oral response.
- Keep spacing: encounters should stretch across days and weeks, not arrive as one block of copying.
Exposure is not the same as learning
A learner can see a word many times without attending to meaning. Encounters become instructional when they require noticing, interpretation, retrieval or use.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Different contexts reveal stable meaning
When relevant appears in English, Mathematics and Science, the learner can abstract the core idea of bearing on the problem while noticing different collocations.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Contextual diversity matters
Repeated appearances in varied settings prevent the word from becoming tied to one memorised sentence. The learner learns what can change around the word and what must stay constant.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Spacing strengthens long-term availability
Encounters distributed over time require reconstruction after some forgetting. That effort can build more durable access than massed repetition in one session.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Retrieval is an encounter too
A word does not need to be presented for the learner to meet it again. Meaning-to-word recall, oral explanation and sentence generation reactivate the representation from inside memory.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Near-synonyms create contrast encounters
Meeting confident beside arrogant deepens both words by sharpening the semantic boundary. Contrast can be more educational than another isolated definition.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Multiple senses need distributed encounters
A familiar word such as issue may require separate experiences with noun and verb senses. Collapsing them into one note can create interference.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Collocations accumulate across encounters
Early learning may store a word alone; later encounters should add partners such as strong evidence, provide evidence, evidence suggests. Phrase knowledge makes the word more usable.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Incidental encounters and explicit teaching can cooperate
Wide reading supplies unexpected exposures; explicit instruction stabilises high-value or difficult meanings. The system works best when authentic encounters are noticed and then connected to deliberate retrieval.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Not every exposure has equal value
One rich encounter that clarifies a boundary may contribute more than several passive sightings. Count learning changes, not only sightings.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
Context variation should not erase the core
Too much novelty too early can confuse a fragile word. Begin with clear contexts, then widen variation as the learner becomes secure.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
A word can graduate from intensive instruction
Once meaning, retrieval and transfer are stable, frequent deliberate practice is no longer efficient. Let authentic reading maintain the word while instructional attention moves to newer targets.
For the deeper mechanisms, see Contextual Diversity and Cross-Situational Word Learning. This Primary 6 owner turns those ideas into a grade-level encounter schedule.
An eight-encounter design for one high-utility word
Encounter 1: clear definition in a meaningful sentence
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 2: example and near non-example
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 3: new reading context
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 4: word-family or morphology link
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 5: collocation and phrase frame
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 6: cue-free oral retrieval
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 7: short written use in a new topic
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
Encounter 8: delayed cross-subject transfer
The encounter should add a new relationship rather than repeat identical information. Ask the learner what changed in their understanding after this step. If nothing changed, redesign the encounter.
One hundred contextual-diversity sequences
Sequence 1: move analyse from a narrative comprehension passage to a listening-comprehension extract
A learner who recognises the word but cannot explain it first meets analyse in a narrative comprehension passage. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find analyse in a listening-comprehension extract and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 2: move consistent from a Mathematics word problem to a graph explanation
A learner who knows the family but not the required form first meets consistent in a Mathematics word problem. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find consistent in a graph explanation and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 3: move procedure from a continuous-writing paragraph to a digital article
A learner who avoids checking uncertain meanings first meets procedure in a continuous-writing paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find procedure in a digital article and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 4: move connection from a school announcement to a Secondary 1 preview text
A learner who knows the meaning but misses the writer’s tone first meets connection in a school announcement. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find connection in a Secondary 1 preview text and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 5: move audience from a textbook paragraph to a class discussion
A learner who confuses a near-synonym first meets audience in a textbook paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find audience in a class discussion and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 6: move argument from a peer explanation to a Science experiment explanation
A learner who depends on a word bank first meets argument in a peer explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find argument in a Science experiment explanation and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 7: move assume from a documentary transcript to a situational-writing prompt
A learner who can say the word but misspells it in writing first meets assume in a documentary transcript. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find assume in a situational-writing prompt and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 8: move modify from an informational article to a news report
A learner who forgets after several days first meets modify in an informational article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find modify in a news report and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 9: move adapt from an oral discussion to a project reflection
A learner who guesses too quickly from one clue first meets adapt in an oral discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find adapt in a project reflection and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 10: move source from a listening-comprehension extract to a debate
A learner who can write the word but cannot retrieve it orally first meets source in a listening-comprehension extract. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find source in a debate and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 11: move variable from a graph explanation to a revision quiz
A learner who remembers one memorised example only first meets variable in a graph explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find variable in a revision quiz and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 12: move interpret from a digital article to a narrative comprehension passage
A learner who uses it with an unnatural collocation first meets interpret in a digital article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find interpret in a narrative comprehension passage and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 13: move equivalent from a Secondary 1 preview text to a Mathematics word problem
A learner who uses a dictionary but selects the first definition first meets equivalent in a Secondary 1 preview text. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find equivalent in a Mathematics word problem and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 14: move strategy from a class discussion to a continuous-writing paragraph
A learner who is underconfident despite accurate knowledge first meets strategy in a class discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find strategy in a continuous-writing paragraph and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 15: move pattern from a Science experiment explanation to a school announcement
A learner who retrieves it slowly first meets pattern in a Science experiment explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find pattern in a school announcement and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 16: move contribute from a situational-writing prompt to a textbook paragraph
A learner who stops reading whenever one word is unknown first meets contribute in a situational-writing prompt. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find contribute in a textbook paragraph and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 17: move relevant from a news report to a peer explanation
A learner who is overconfident after one correct answer first meets relevant in a news report. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find relevant in a peer explanation and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 18: move context from a project reflection to a documentary transcript
A learner who can explain it but chooses the wrong sense first meets context in a project reflection. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find context in a documentary transcript and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 19: move proportion from a debate to an informational article
A learner who reads fluently until several unfamiliar words cluster first meets proportion in a debate. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find proportion in an informational article and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 20: move effect from a revision quiz to an oral discussion
A learner who knows the word in English but not other subjects first meets effect in a revision quiz. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find effect in an oral discussion and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 21: move register from a narrative comprehension passage to a listening-comprehension extract
A learner who recognises the word but cannot explain it first meets register in a narrative comprehension passage. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find register in a listening-comprehension extract and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 22: move claim from a Mathematics word problem to a graph explanation
A learner who knows the family but not the required form first meets claim in a Mathematics word problem. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find claim in a graph explanation and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 23: move derive from a continuous-writing paragraph to a digital article
A learner who avoids checking uncertain meanings first meets derive in a continuous-writing paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find derive in a digital article and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 24: move observe from a school announcement to a Secondary 1 preview text
A learner who knows the meaning but misses the writer’s tone first meets observe in a school announcement. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find observe in a Secondary 1 preview text and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 25: move alternative from a textbook paragraph to a class discussion
A learner who confuses a near-synonym first meets alternative in a textbook paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find alternative in a class discussion and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 26: move sufficient from a peer explanation to a Science experiment explanation
A learner who depends on a word bank first meets sufficient in a peer explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find sufficient in a Science experiment explanation and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 27: move compare from a documentary transcript to a situational-writing prompt
A learner who can say the word but misspells it in writing first meets compare in a documentary transcript. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find compare in a situational-writing prompt and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 28: move significant from an informational article to a news report
A learner who forgets after several days first meets significant in an informational article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find significant in a news report and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 29: move estimate from an oral discussion to a project reflection
A learner who guesses too quickly from one clue first meets estimate in an oral discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find estimate in a project reflection and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 30: move structure from a listening-comprehension extract to a debate
A learner who can write the word but cannot retrieve it orally first meets structure in a listening-comprehension extract. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find structure in a debate and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 31: move principle from a graph explanation to a revision quiz
A learner who remembers one memorised example only first meets principle in a graph explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find principle in a revision quiz and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 32: move formulate from a digital article to a narrative comprehension passage
A learner who uses it with an unnatural collocation first meets formulate in a digital article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find formulate in a narrative comprehension passage and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 33: move evidence from a Secondary 1 preview text to a Mathematics word problem
A learner who uses a dictionary but selects the first definition first meets evidence in a Secondary 1 preview text. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find evidence in a Mathematics word problem and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 34: move criterion from a class discussion to a continuous-writing paragraph
A learner who is underconfident despite accurate knowledge first meets criterion in a class discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find criterion in a continuous-writing paragraph and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 35: move resolve from a Science experiment explanation to a school announcement
A learner who retrieves it slowly first meets resolve in a Science experiment explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find resolve in a school announcement and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 36: move function from a situational-writing prompt to a textbook paragraph
A learner who stops reading whenever one word is unknown first meets function in a situational-writing prompt. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find function in a textbook paragraph and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 37: move nuance from a news report to a peer explanation
A learner who is overconfident after one correct answer first meets nuance in a news report. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find nuance in a peer explanation and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 38: move summary from a project reflection to a documentary transcript
A learner who can explain it but chooses the wrong sense first meets summary in a project reflection. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find summary in a documentary transcript and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 39: move determine from a debate to an informational article
A learner who reads fluently until several unfamiliar words cluster first meets determine in a debate. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find determine in an informational article and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 40: move outcome from a revision quiz to an oral discussion
A learner who knows the word in English but not other subjects first meets outcome in a revision quiz. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find outcome in an oral discussion and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 41: move approach from a narrative comprehension passage to a listening-comprehension extract
A learner who recognises the word but cannot explain it first meets approach in a narrative comprehension passage. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find approach in a listening-comprehension extract and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 42: move theory from a Mathematics word problem to a graph explanation
A learner who knows the family but not the required form first meets theory in a Mathematics word problem. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find theory in a graph explanation and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 43: move conclude from a continuous-writing paragraph to a digital article
A learner who avoids checking uncertain meanings first meets conclude in a continuous-writing paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find conclude in a digital article and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 44: move contrast from a school announcement to a Secondary 1 preview text
A learner who knows the meaning but misses the writer’s tone first meets contrast in a school announcement. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find contrast in a Secondary 1 preview text and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 45: move explicit from a textbook paragraph to a class discussion
A learner who confuses a near-synonym first meets explicit in a textbook paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find explicit in a class discussion and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 46: move support from a peer explanation to a Science experiment explanation
A learner who depends on a word bank first meets support in a peer explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find support in a Science experiment explanation and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 47: move relationship from a documentary transcript to a situational-writing prompt
A learner who can say the word but misspells it in writing first meets relationship in a documentary transcript. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find relationship in a situational-writing prompt and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 48: move generate from an informational article to a news report
A learner who forgets after several days first meets generate in an informational article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find generate in a news report and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 49: move infer from an oral discussion to a project reflection
A learner who guesses too quickly from one clue first meets infer in an oral discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find infer in a project reflection and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 50: move deduce from a listening-comprehension extract to a debate
A learner who can write the word but cannot retrieve it orally first meets deduce in a listening-comprehension extract. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find deduce in a debate and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 51: move retain from a graph explanation to a revision quiz
A learner who remembers one memorised example only first meets retain in a graph explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find retain in a revision quiz and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 52: move identify from a digital article to a narrative comprehension passage
A learner who uses it with an unnatural collocation first meets identify in a digital article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find identify in a narrative comprehension passage and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 53: move accurate from a Secondary 1 preview text to a Mathematics word problem
A learner who uses a dictionary but selects the first definition first meets accurate in a Secondary 1 preview text. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find accurate in a Mathematics word problem and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 54: move paraphrase from a class discussion to a continuous-writing paragraph
A learner who is underconfident despite accurate knowledge first meets paraphrase in a class discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find paraphrase in a continuous-writing paragraph and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 55: move classify from a Science experiment explanation to a school announcement
A learner who retrieves it slowly first meets classify in a Science experiment explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find classify in a school announcement and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 56: move perspective from a situational-writing prompt to a textbook paragraph
A learner who stops reading whenever one word is unknown first meets perspective in a situational-writing prompt. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find perspective in a textbook paragraph and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 57: move capacity from a news report to a peer explanation
A learner who is overconfident after one correct answer first meets capacity in a news report. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find capacity in a peer explanation and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 58: move topic from a project reflection to a documentary transcript
A learner who can explain it but chooses the wrong sense first meets topic in a project reflection. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find topic in a documentary transcript and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 59: move reason from a debate to an informational article
A learner who reads fluently until several unfamiliar words cluster first meets reason in a debate. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find reason in an informational article and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 60: move precise from a revision quiz to an oral discussion
A learner who knows the word in English but not other subjects first meets precise in a revision quiz. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find precise in an oral discussion and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 61: move implicit from a narrative comprehension passage to a listening-comprehension extract
A learner who recognises the word but cannot explain it first meets implicit in a narrative comprehension passage. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find implicit in a listening-comprehension extract and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 62: move transfer from a Mathematics word problem to a graph explanation
A learner who knows the family but not the required form first meets transfer in a Mathematics word problem. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find transfer in a graph explanation and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 63: move require from a continuous-writing paragraph to a digital article
A learner who avoids checking uncertain meanings first meets require in a continuous-writing paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find require in a digital article and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 64: move illustrate from a school announcement to a Secondary 1 preview text
A learner who knows the meaning but misses the writer’s tone first meets illustrate in a school announcement. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find illustrate in a Secondary 1 preview text and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 65: move justify from a textbook paragraph to a class discussion
A learner who confuses a near-synonym first meets justify in a textbook paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find justify in a class discussion and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 66: move demonstrate from a peer explanation to a Science experiment explanation
A learner who depends on a word bank first meets demonstrate in a peer explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find demonstrate in a Science experiment explanation and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 67: move retrieve from a documentary transcript to a situational-writing prompt
A learner who can say the word but misspells it in writing first meets retrieve in a documentary transcript. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find retrieve in a situational-writing prompt and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 68: move indicate from an informational article to a news report
A learner who forgets after several days first meets indicate in an informational article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find indicate in a news report and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 69: move appropriate from an oral discussion to a project reflection
A learner who guesses too quickly from one clue first meets appropriate in an oral discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find appropriate in a project reflection and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 70: move explain from a listening-comprehension extract to a debate
A learner who can write the word but cannot retrieve it orally first meets explain in a listening-comprehension extract. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find explain in a debate and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 71: move clarify from a graph explanation to a revision quiz
A learner who remembers one memorised example only first meets clarify in a graph explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find clarify in a revision quiz and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 72: move predict from a digital article to a narrative comprehension passage
A learner who uses it with an unnatural collocation first meets predict in a digital article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find predict in a narrative comprehension passage and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 73: move category from a Secondary 1 preview text to a Mathematics word problem
A learner who uses a dictionary but selects the first definition first meets category in a Secondary 1 preview text. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find category in a Mathematics word problem and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 74: move trend from a class discussion to a continuous-writing paragraph
A learner who is underconfident despite accurate knowledge first meets trend in a class discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find trend in a continuous-writing paragraph and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 75: move result from a Science experiment explanation to a school announcement
A learner who retrieves it slowly first meets result in a Science experiment explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find result in a school announcement and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 76: move credible from a situational-writing prompt to a textbook paragraph
A learner who stops reading whenever one word is unknown first meets credible in a situational-writing prompt. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find credible in a textbook paragraph and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 77: move influence from a news report to a peer explanation
A learner who is overconfident after one correct answer first meets influence in a news report. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find influence in a peer explanation and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 78: move valid from a project reflection to a documentary transcript
A learner who can explain it but chooses the wrong sense first meets valid in a project reflection. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find valid in a documentary transcript and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 79: move resource from a debate to an informational article
A learner who reads fluently until several unfamiliar words cluster first meets resource in a debate. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find resource in an informational article and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 80: move process from a revision quiz to an oral discussion
A learner who knows the word in English but not other subjects first meets process in a revision quiz. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find process in an oral discussion and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 81: move consequence from a narrative comprehension passage to a listening-comprehension extract
A learner who recognises the word but cannot explain it first meets consequence in a narrative comprehension passage. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find consequence in a listening-comprehension extract and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 82: move differentiate from a Mathematics word problem to a graph explanation
A learner who knows the family but not the required form first meets differentiate in a Mathematics word problem. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find differentiate in a graph explanation and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 83: move sequence from a continuous-writing paragraph to a digital article
A learner who avoids checking uncertain meanings first meets sequence in a continuous-writing paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find sequence in a digital article and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 84: move maintain from a school announcement to a Secondary 1 preview text
A learner who knows the meaning but misses the writer’s tone first meets maintain in a school announcement. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find maintain in a Secondary 1 preview text and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 85: move benefit from a textbook paragraph to a class discussion
A learner who confuses a near-synonym first meets benefit in a textbook paragraph. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find benefit in a class discussion and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 86: move generalise from a peer explanation to a Science experiment explanation
A learner who depends on a word bank first meets generalise in a peer explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find generalise in a Science experiment explanation and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 87: move coherent from a documentary transcript to a situational-writing prompt
A learner who can say the word but misspells it in writing first meets coherent in a documentary transcript. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find coherent in a situational-writing prompt and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 88: move priority from an informational article to a news report
A learner who forgets after several days first meets priority in an informational article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find priority in a news report and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 89: move condition from an oral discussion to a project reflection
A learner who guesses too quickly from one clue first meets condition in an oral discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find condition in a project reflection and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 90: move purpose from a listening-comprehension extract to a debate
A learner who can write the word but cannot retrieve it orally first meets purpose in a listening-comprehension extract. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find purpose in a debate and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 91: move cause from a graph explanation to a revision quiz
A learner who remembers one memorised example only first meets cause in a graph explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find cause in a revision quiz and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 92: move factor from a digital article to a narrative comprehension passage
A learner who uses it with an unnatural collocation first meets factor in a digital article. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find factor in a narrative comprehension passage and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 93: move logical from a Secondary 1 preview text to a Mathematics word problem
A learner who uses a dictionary but selects the first definition first meets logical in a Secondary 1 preview text. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find logical in a Mathematics word problem and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 94: move verify from a class discussion to a continuous-writing paragraph
A learner who is underconfident despite accurate knowledge first meets verify in a class discussion. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find verify in a continuous-writing paragraph and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 95: move similar from a Science experiment explanation to a school announcement
A learner who retrieves it slowly first meets similar in a Science experiment explanation. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find similar in a school announcement and ask what stayed constant despite the change in topic. On day 5, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 96: move respond from a situational-writing prompt to a textbook paragraph
A learner who stops reading whenever one word is unknown first meets respond in a situational-writing prompt. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find respond in a textbook paragraph and ask what stayed constant despite the change in topic. On day 6, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 97: move evaluate from a news report to a peer explanation
A learner who is overconfident after one correct answer first meets evaluate in a news report. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find evaluate in a peer explanation and ask what stayed constant despite the change in topic. On day 1, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 98: move elaborate from a project reflection to a documentary transcript
A learner who can explain it but chooses the wrong sense first meets elaborate in a project reflection. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find elaborate in a documentary transcript and ask what stayed constant despite the change in topic. On day 2, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 99: move specific from a debate to an informational article
A learner who reads fluently until several unfamiliar words cluster first meets specific in a debate. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find specific in an informational article and ask what stayed constant despite the change in topic. On day 3, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
Sequence 100: move method from a revision quiz to an oral discussion
A learner who knows the word in English but not other subjects first meets method in a revision quiz. On encounter one, secure the relevant central meaning and one clear example. On encounter two, contrast it with a tempting near-neighbour. On encounter three, show or find method in an oral discussion and ask what stayed constant despite the change in topic. On day 4, hide the word and cue the idea so the learner must retrieve it. Add one natural collocation and, where useful, a word-family relation. Finish with a fresh sentence or oral response that does not copy either original context. If the learner still depends on the first example, the representation is context-bound; if the word survives the change and delay, the encounters are producing flexible knowledge. Record which encounter produced the biggest change rather than counting every exposure as equal.
How many encounters are enough?
There is no universal exposure count that guarantees mastery for every word and learner. Word difficulty, prior knowledge, attention, context quality and retrieval demands all change the rate. Older guidance sometimes cites large exposure counts to emphasise that one presentation is insufficient; a better teaching rule is to monitor the learning state after each spaced encounter. Stop intensive repetition when the word can be explained, retrieved and transferred after a delay.
Where this fits in the eduKate vocabulary ecosystem
This specialist article sits below the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility vocabulary owner or the Primary 6 vocabulary practice owner. Use the master Vocabulary router and Vocabulary Learning Hub to move between levels and learning problems.
The separation protects search intent. A learner who needs a word bank should reach a word bank; a learner who needs a strategy should reach a strategy owner; a learner who needs retrieval or text-difficulty diagnosis should not be sent to another list. Internal links are therefore bridges between distinct jobs rather than attempts to make one page own every query.
Sources and further reading
- Reading Rockets — Teaching Vocabulary.
- Reading Rockets — The Vocabulary-Rich Classroom.
- IES — Word-Learning Strategies for Upper Elementary Readers.
- IES PRISMS — Vocabulary, Context and Morphology in Grades 6–8.
- IES REL Southeast — Steps for Using Context Clues to Determine Word Meanings (2026).
- Oxford Academic — Lexical Coverage and Text Processing.
- Cambridge Core — Lexical Coverage and Viewing Comprehension.
- IES — Word Learning and Comprehension: Repeated Exposure in Different Contexts.
- MOE Singapore — English Language Syllabus 2020 Primary.
- SEAB — 2026 PSLE English Language syllabus.
Extended Primary 6 application fieldbook
Fieldbook 1: analyse in a narrative comprehension passage
A learner who recognises the word but cannot explain it has already encountered analyse once in a narrative comprehension passage. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 2: demonstrate in a digital article
A learner who can write the word but cannot retrieve it orally has already encountered demonstrate once in a digital article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 3: structure in a continuous-writing paragraph
A learner who reads fluently until several unfamiliar words cluster has already encountered structure once in a continuous-writing paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 4: similar in a class discussion
A learner who forgets after several days has already encountered similar once in a class discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 5: reason in a textbook paragraph
A learner who is overconfident after one correct answer has already encountered reason once in a textbook paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 6: derive in a situational-writing prompt
A learner who depends on a word bank has already encountered derive once in a situational-writing prompt. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 7: priority in a documentary transcript
A learner who retrieves it slowly has already encountered priority once in a documentary transcript. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 8: identify in a project reflection
A learner who knows the meaning but misses the writer’s tone has already encountered identify once in a project reflection. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 9: contribute in an oral discussion
A learner who uses a dictionary but selects the first definition has already encountered contribute once in an oral discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 10: consequence in a revision quiz
A learner who knows the family but not the required form has already encountered consequence once in a revision quiz. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 11: explicit in a graph explanation
A learner who remembers one memorised example only has already encountered explicit once in a graph explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 12: adapt in a Mathematics word problem
A learner who knows the word in English but not other subjects has already encountered adapt once in a Mathematics word problem. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 13: trend in a Secondary 1 preview text
A learner who guesses too quickly from one clue has already encountered trend once in a Secondary 1 preview text. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 14: summary in a school announcement
A learner who can explain it but chooses the wrong sense has already encountered summary once in a school announcement. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 15: consistent in a Science experiment explanation
A learner who can say the word but misspells it in writing has already encountered consistent once in a Science experiment explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 16: retrieve in a peer explanation
A learner who stops reading whenever one word is unknown has already encountered retrieve once in a peer explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 17: principle in a news report
A learner who confuses a near-synonym has already encountered principle once in a news report. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 18: respond in an informational article
A learner who is underconfident despite accurate knowledge has already encountered respond once in an informational article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 19: precise in a debate
A learner who avoids checking uncertain meanings has already encountered precise once in a debate. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 20: observe in a listening-comprehension extract
A learner who uses it with an unnatural collocation has already encountered observe once in a listening-comprehension extract. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 21: condition in a narrative comprehension passage
A learner who recognises the word but cannot explain it has already encountered condition once in a narrative comprehension passage. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 22: accurate in a digital article
A learner who can write the word but cannot retrieve it orally has already encountered accurate once in a digital article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 23: relevant in a continuous-writing paragraph
A learner who reads fluently until several unfamiliar words cluster has already encountered relevant once in a continuous-writing paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 24: differentiate in a class discussion
A learner who forgets after several days has already encountered differentiate once in a class discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 25: support in a textbook paragraph
A learner who is overconfident after one correct answer has already encountered support once in a textbook paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 26: source in a situational-writing prompt
A learner who depends on a word bank has already encountered source once in a situational-writing prompt. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 27: result in a documentary transcript
A learner who retrieves it slowly has already encountered result once in a documentary transcript. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 28: determine in a project reflection
A learner who knows the meaning but misses the writer’s tone has already encountered determine once in a project reflection. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 29: procedure in an oral discussion
A learner who uses a dictionary but selects the first definition has already encountered procedure once in an oral discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 30: indicate in a revision quiz
A learner who knows the family but not the required form has already encountered indicate once in a revision quiz. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 31: formulate in a graph explanation
A learner who remembers one memorised example only has already encountered formulate once in a graph explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 32: evaluate in a Mathematics word problem
A learner who knows the word in English but not other subjects has already encountered evaluate once in a Mathematics word problem. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 33: implicit in a Secondary 1 preview text
A learner who guesses too quickly from one clue has already encountered implicit once in a Secondary 1 preview text. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 34: alternative in a school announcement
A learner who can explain it but chooses the wrong sense has already encountered alternative once in a school announcement. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 35: purpose in a Science experiment explanation
A learner who can say the word but misspells it in writing has already encountered purpose once in a Science experiment explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 36: paraphrase in a peer explanation
A learner who stops reading whenever one word is unknown has already encountered paraphrase once in a peer explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 37: context in a news report
A learner who confuses a near-synonym has already encountered context once in a news report. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 38: sequence in an informational article
A learner who is underconfident despite accurate knowledge has already encountered sequence once in an informational article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 39: relationship in a debate
A learner who avoids checking uncertain meanings has already encountered relationship once in a debate. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 40: variable in a listening-comprehension extract
A learner who uses it with an unnatural collocation has already encountered variable once in a listening-comprehension extract. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 41: credible in a narrative comprehension passage
A learner who recognises the word but cannot explain it has already encountered credible once in a narrative comprehension passage. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 42: outcome in a digital article
A learner who can write the word but cannot retrieve it orally has already encountered outcome once in a digital article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 43: connection in a continuous-writing paragraph
A learner who reads fluently until several unfamiliar words cluster has already encountered connection once in a continuous-writing paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 44: appropriate in a class discussion
A learner who forgets after several days has already encountered appropriate once in a class discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 45: evidence in a textbook paragraph
A learner who is overconfident after one correct answer has already encountered evidence once in a textbook paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 46: elaborate in a situational-writing prompt
A learner who depends on a word bank has already encountered elaborate once in a situational-writing prompt. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 47: transfer in a documentary transcript
A learner who retrieves it slowly has already encountered transfer once in a documentary transcript. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 48: sufficient in a project reflection
A learner who knows the meaning but misses the writer’s tone has already encountered sufficient once in a project reflection. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 49: cause in an oral discussion
A learner who uses a dictionary but selects the first definition has already encountered cause once in an oral discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 50: classify in a revision quiz
A learner who knows the family but not the required form has already encountered classify once in a revision quiz. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 51: proportion in a graph explanation
A learner who remembers one memorised example only has already encountered proportion once in a graph explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 52: maintain in a Mathematics word problem
A learner who knows the word in English but not other subjects has already encountered maintain once in a Mathematics word problem. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 53: generate in a Secondary 1 preview text
A learner who guesses too quickly from one clue has already encountered generate once in a Secondary 1 preview text. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 54: interpret in a school announcement
A learner who can explain it but chooses the wrong sense has already encountered interpret once in a school announcement. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 55: influence in a Science experiment explanation
A learner who can say the word but misspells it in writing has already encountered influence once in a Science experiment explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 56: approach in a peer explanation
A learner who stops reading whenever one word is unknown has already encountered approach once in a peer explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 57: audience in a news report
A learner who confuses a near-synonym has already encountered audience once in a news report. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 58: explain in an informational article
A learner who is underconfident despite accurate knowledge has already encountered explain once in an informational article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 59: criterion in a debate
A learner who avoids checking uncertain meanings has already encountered criterion once in a debate. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 60: specific in a listening-comprehension extract
A learner who uses it with an unnatural collocation has already encountered specific once in a listening-comprehension extract. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 61: require in a narrative comprehension passage
A learner who recognises the word but cannot explain it has already encountered require once in a narrative comprehension passage. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 62: compare in a digital article
A learner who can write the word but cannot retrieve it orally has already encountered compare once in a digital article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 63: factor in a continuous-writing paragraph
A learner who reads fluently until several unfamiliar words cluster has already encountered factor once in a continuous-writing paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 64: perspective in a class discussion
A learner who forgets after several days has already encountered perspective once in a class discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 65: effect in a textbook paragraph
A learner who is overconfident after one correct answer has already encountered effect once in a textbook paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 66: benefit in a situational-writing prompt
A learner who depends on a word bank has already encountered benefit once in a situational-writing prompt. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 67: infer in a documentary transcript
A learner who retrieves it slowly has already encountered infer once in a documentary transcript. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 68: equivalent in a project reflection
A learner who knows the meaning but misses the writer’s tone has already encountered equivalent once in a project reflection. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 69: valid in an oral discussion
A learner who uses a dictionary but selects the first definition has already encountered valid once in an oral discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 70: theory in a revision quiz
A learner who knows the family but not the required form has already encountered theory once in a revision quiz. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 71: argument in a graph explanation
A learner who remembers one memorised example only has already encountered argument once in a graph explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 72: clarify in a Mathematics word problem
A learner who knows the word in English but not other subjects has already encountered clarify once in a Mathematics word problem. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 73: resolve in a Secondary 1 preview text
A learner who guesses too quickly from one clue has already encountered resolve once in a Secondary 1 preview text. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 74: method in a school announcement
A learner who can explain it but chooses the wrong sense has already encountered method once in a school announcement. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 75: illustrate in a Science experiment explanation
A learner who can say the word but misspells it in writing has already encountered illustrate once in a Science experiment explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 76: significant in a peer explanation
A learner who stops reading whenever one word is unknown has already encountered significant once in a peer explanation. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 77: logical in a news report
A learner who confuses a near-synonym has already encountered logical once in a news report. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 78: capacity in an informational article
A learner who is underconfident despite accurate knowledge has already encountered capacity once in an informational article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 79: register in a debate
A learner who avoids checking uncertain meanings has already encountered register once in a debate. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 80: generalise in a listening-comprehension extract
A learner who uses it with an unnatural collocation has already encountered generalise once in a listening-comprehension extract. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 81: deduce in a narrative comprehension passage
A learner who recognises the word but cannot explain it has already encountered deduce once in a narrative comprehension passage. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 82: strategy in a digital article
A learner who can write the word but cannot retrieve it orally has already encountered strategy once in a digital article. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 83: resource in a continuous-writing paragraph
A learner who reads fluently until several unfamiliar words cluster has already encountered resource once in a continuous-writing paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 84: conclude in a class discussion
A learner who forgets after several days has already encountered conclude once in a class discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 85: assume in a textbook paragraph
A learner who is overconfident after one correct answer has already encountered assume once in a textbook paragraph. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 86: predict in a situational-writing prompt
A learner who depends on a word bank has already encountered predict once in a situational-writing prompt. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 87: function in a documentary transcript
A learner who retrieves it slowly has already encountered function once in a documentary transcript. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 88: construct in a project reflection
A learner who knows the meaning but misses the writer’s tone has already encountered construct once in a project reflection. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 89: justify in an oral discussion
A learner who uses a dictionary but selects the first definition has already encountered justify once in an oral discussion. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.
Fieldbook 90: estimate in a revision quiz
A learner who knows the family but not the required form has already encountered estimate once in a revision quiz. Design the next three encounters so each contributes different information: one contrast or boundary, one changed context, and one cue-free retrieval after a delay. Add a collocation or word-family connection only if it improves usability. The final encounter should require the word in a new subject or communicative mode. If the learner merely recognises the original sentence, increase contextual diversity. If the meaning becomes unstable, reduce variation temporarily and rebuild a clear semantic core before expanding again.