What is receptive vocabulary? Receptive vocabulary is the words and word senses a learner can recognise and understand when encountered in reading or listening, even if they cannot yet retrieve and use them independently. Learning receptive vocabulary, meaning, examples, vocabulary knowledge, reading, writing, retrieval, context and transfer helps students understand that “knowing a word” is not a single yes-or-no state.
Vocabulary develops across dimensions. A learner may recognise a word before being able to produce it, know one sense but not another, understand a definition but misuse the collocation, or use a familiar form only in one context. Good vocabulary teaching therefore measures range, depth, access and accurate transfer rather than relying on list completion alone.
This eduKateSG apex guide continues from vocabulary depth, vocabulary inference, word families, Vocabulary and the Vocabulary Learning Hub.
The 50-second answer
Receptive vocabulary is the words and word senses a learner can recognise and understand when encountered in reading or listening, even if they cannot yet retrieve and use them independently. A complete vocabulary system grows the number of useful words, deepens knowledge of each word, strengthens retrieval and creates opportunities to understand and use vocabulary across new contexts.
1. Meaning and definition
Meaning and definition becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
2. Why it matters
Why it matters becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
3. Breadth and depth
Breadth and depth becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
4. Receptive knowledge
Receptive knowledge becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
5. Productive knowledge
Productive knowledge becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
6. Recognition
Recognition becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
7. Recall
Recall becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
8. Retrieval
Retrieval becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
9. Meaning
Meaning becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
10. Multiple senses
Multiple senses becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
11. Synonyms
Synonyms becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
12. Antonyms
Antonyms becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
13. Collocations
Collocations becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
14. Word families
Word families becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
15. Morphology
Morphology becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
16. Register
Register becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
17. Connotation
Connotation becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
18. Denotation
Denotation becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
19. Grammar
Grammar becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
20. Part of speech
Part of speech becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
21. Spelling
Spelling becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
22. Pronunciation
Pronunciation becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
23. Context
Context becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
24. Semantic fields
Semantic fields becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
25. Academic vocabulary
Academic vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
26. Everyday vocabulary
Everyday vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
27. Subject vocabulary
Subject vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
28. High-frequency vocabulary
High-frequency vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
29. Low-frequency vocabulary
Low-frequency vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
30. Reading
Reading becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
31. Listening
Listening becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
32. Writing
Writing becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
33. Speaking
Speaking becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
34. Comprehension
Comprehension becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
35. Inference
Inference becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
36. Fluency
Fluency becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
37. Precision
Precision becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
38. Transfer
Transfer becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
39. Memory
Memory becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
40. Spacing
Spacing becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
41. Retrieval practice
Retrieval practice becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
42. Interleaving
Interleaving becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
43. Vocabulary notebooks
Vocabulary notebooks becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
44. Assessment
Assessment becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
45. Error diagnosis
Error diagnosis becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
46. Independent learning
Independent learning becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
47. Primary English
Primary English becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
48. Secondary English
Secondary English becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
49. PSLE transfer
PSLE transfer becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
50. The central rule
The central rule becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
51. Meaning and definition
Meaning and definition becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
52. Why it matters
Why it matters becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
53. Breadth and depth
Breadth and depth becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
54. Receptive knowledge
Receptive knowledge becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
55. Productive knowledge
Productive knowledge becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
56. Recognition
Recognition becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
57. Recall
Recall becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
58. Retrieval
Retrieval becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
59. Meaning
Meaning becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
60. Multiple senses
Multiple senses becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
61. Synonyms
Synonyms becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
62. Antonyms
Antonyms becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
63. Collocations
Collocations becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
64. Word families
Word families becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
65. Morphology
Morphology becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
66. Register
Register becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
67. Connotation
Connotation becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
68. Denotation
Denotation becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
69. Grammar
Grammar becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
70. Part of speech
Part of speech becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
71. Spelling
Spelling becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
72. Pronunciation
Pronunciation becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
73. Context
Context becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
74. Semantic fields
Semantic fields becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
75. Academic vocabulary
Academic vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
76. Everyday vocabulary
Everyday vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
77. Subject vocabulary
Subject vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
78. High-frequency vocabulary
High-frequency vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
79. Low-frequency vocabulary
Low-frequency vocabulary becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
80. Reading
Reading becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
81. Listening
Listening becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
82. Writing
Writing becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
83. Speaking
Speaking becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
84. Comprehension
Comprehension becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
85. Inference
Inference becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
86. Fluency
Fluency becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
87. Precision
Precision becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
88. Transfer
Transfer becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
89. Memory
Memory becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
90. Spacing
Spacing becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
91. Retrieval practice
Retrieval practice becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
92. Interleaving
Interleaving becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
93. Vocabulary notebooks
Vocabulary notebooks becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
94. Assessment
Assessment becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
95. Error diagnosis
Error diagnosis becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
96. Independent learning
Independent learning becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
97. Primary English
Primary English becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
98. Secondary English
Secondary English becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
99. PSLE transfer
PSLE transfer becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
100. The central rule
The central rule becomes useful when vocabulary is treated as a developing system rather than a completed list. Ask what the learner can recognise, explain, retrieve and use. Then inspect whether that knowledge survives a change of sentence, topic, grammatical form or communicative purpose. Transfer reveals more than immediate recognition.
A strong learning cycle moves from encounter to understanding, from understanding to retrieval, and from retrieval to controlled use. Each stage can expose a different weakness. If recognition is secure but production fails, practise recall and sentence generation. If production is inaccurate, examine meaning, grammar, collocation or register rather than simply adding more repetition.
Measure progress with varied tasks. Use reading and listening for receptive knowledge, free recall for access, cloze and transformations for discrimination, and speaking or writing for productive control. Revisit words after increasing intervals. Vocabulary becomes durable when it can be reached through several routes and used beyond the original lesson.
100 receptive vocabulary learning and assessment anchors
1. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
2. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
3. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
4. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
5. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
6. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
7. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
8. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
9. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
10. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
11. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
12. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
13. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
14. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
15. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
16. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
17. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
18. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
19. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
20. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
21. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
22. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
23. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
24. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
25. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
26. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
27. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
28. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
29. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
30. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
31. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
32. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
33. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
34. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
35. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
36. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
37. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
38. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
39. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
40. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
41. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
42. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
43. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
44. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
45. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
46. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
47. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
48. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
49. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
50. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
51. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
52. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
53. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
54. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
55. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
56. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
57. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
58. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
59. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
60. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
61. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
62. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
63. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
64. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
65. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
66. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
67. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
68. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
69. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
70. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
71. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
72. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
73. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
74. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
75. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
76. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
77. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
78. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
79. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
80. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
81. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
82. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
83. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
84. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
85. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
86. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
87. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
88. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
89. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
90. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
91. recognise a word in reading
recognise a word in reading is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
92. understand a word in listening
understand a word in listening is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
93. match a word to meaning
match a word to meaning is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
94. infer a familiar sense
infer a familiar sense is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
95. recognise a collocation
recognise a collocation is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
96. identify a synonym
identify a synonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
97. identify an antonym
identify an antonym is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
98. understand a word family
understand a word family is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
99. follow academic vocabulary
follow academic vocabulary is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
100. interpret context
interpret context is a useful anchor for studying receptive vocabulary. Define what successful performance would look like, then distinguish recognition from independent retrieval. A learner may succeed when options are visible but fail when the same knowledge must be produced without cues; those are different levels of access.
Create a small test that removes unnecessary support. Begin with comprehension, then require recall, then require use in a new sentence or topic where appropriate. Record not only right or wrong but the type of error: meaning, form, spelling, collocation, grammar, register or retrieval. Diagnosis makes subsequent practice efficient.
Return after a delay and change the context. If the knowledge transfers, connect it to a semantic field, word family, synonym set or collocation network. If it collapses, rebuild the weak connection directly. Repeated successful retrieval across contexts gradually turns fragile vocabulary into accessible vocabulary.
A 12-week vocabulary development programme
Week 1
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 2
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 3
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 4
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 5
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 6
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 7
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 8
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 9
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 10
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 11
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Week 12
Select a manageable set of useful words from current reading and curriculum needs. Establish meaning in context, connect each word to existing knowledge, and practise retrieval within the same week. Include both receptive and productive tasks. Carry older words forward so the programme accumulates rather than resets.
Measure mastery through delayed transfer. Learners should recognise words in unfamiliar texts, explain relevant senses, retrieve forms without options and use appropriate vocabulary in speaking or writing. Keep weak items in review longer and adjust practice to the specific dimension that is failing.
Continue through the eduKate vocabulary system
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