What is Primary 6 Vocabulary | Sentence Repair, Word-Choice Editing and How to Fix Vocabulary Mistakes

Primary 6 vocabulary sentence repair is the ability to diagnose and fix word-choice problems inside real sentences. Families searching for Grade 6 vocabulary mistakes, sentence correction, word choice editing, misused vocabulary, collocation errors, wrong word form and vocabulary correction exercises are asking for more than an answer key: learners need to know what kind of lexical error occurred and how to prevent it next time.

Writing guidance distinguishes revising from editing: revision improves meaning and word choice, while editing checks conventions such as spelling and grammar. Vocabulary errors can sit across both layers. A sentence may contain the correct concept in the wrong word form, a grammatically possible but unnatural collocation, a near-synonym with the wrong tone, an advanced word with an incompatible meaning, or a correctly spelled word that simply does not fit. Primary 6 learners need a repair routine that identifies the first broken decision instead of replacing the whole sentence blindly.

This guide builds a Primary 6 lexical-repair clinic. It classifies meaning errors, sense errors, collocation errors, word-class errors, register errors, over-intensification, vague words, unnecessary sophistication and retrieval substitutions. It then shows how to revise minimally, preserve the writer’s intended idea, record the error pattern and retest the corrected choice in a new sentence. The goal is not correction dependence; it is to turn each mistake into a better future decision.

The 50-second router

1. Underline the suspicious word or phrase.
2. State the intended meaning.
3. Classify the error: meaning, sense, form, collocation, register, grammar or precision.
4. Generate two repair candidates.
5. Test both in the whole sentence.
6. Choose the smallest repair that preserves the intended idea.
7. Use the corrected pattern again later without the model.

Meaning errors come first

If the chosen word points to the wrong concept, polishing grammar cannot save the sentence. Repair semantic fit before style.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Sense errors hide inside familiar words

A learner may know one meaning of a word and import it into a context requiring another. Dictionary sense selection and paragraph context become repair tools.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Collocation errors can sound almost right

The individual words may be meaningful while the combination is unusual. Store the corrected phrase as a reusable chunk rather than memorising one whole sentence.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Word-class errors expose incomplete family knowledge

Using analysis where analyse is required shows that the concept is known but grammatical form is unstable.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Register errors are context errors

A word can be semantically correct but too formal, casual, technical or dramatic for the audience and purpose.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Over-intensification changes meaning

Replacing concerned with terrified or suggests with proves can make a sentence less accurate even if it sounds stronger.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Vague words sometimes need specificity

Words such as thing, nice, bad, stuff may be adequate in speech but too imprecise for a particular writing job. Revision should target the information the reader actually needs.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Advanced vocabulary can be a downgrade

A rare word used inaccurately is worse than a familiar precise word. Sophistication should emerge from control, not length.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Minimal repair preserves ownership

Teachers should change the smallest necessary element so the learner can still see the original idea and understand the exact error.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Error logs should record patterns

“Wrong word” is too vague. Record categories such as collocation, form, near-synonym, register or sense so repeated weaknesses become visible.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Reattempt is part of correction

Reading the teacher’s fix creates recognition. Producing the correct pattern later without the model creates learning.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

Sentence repair should transfer into free writing

The final test is whether the learner avoids or repairs the same error independently in a new composition, response or oral explanation.

For the broader correction system, use Learn From Corrections and Commonly Misused Advanced Vocabulary in Primary 6 English. This child owns the sentence-level repair workflow.

The eight lexical error codes

M — Meaning

The word points to the wrong concept.

S — Sense

The correct word is used with the wrong dictionary sense.

F — Form

The wrong member of a word family or part of speech is used.

C — Collocation

The word partnership is unnatural or incompatible.

R — Register

The word does not suit audience, purpose or genre.

I — Intensity

The word is too strong or too weak.

P — Precision

The word is too vague for the intended meaning.

G — Lexical grammar

The word’s required pattern, complement or preposition is wrong.

One hundred and fifteen sentence-repair laboratories

Repair Lab 1: repair analyse in a narrative passage

A learner who knows the base word but not the derived form uses analyse in a narrative passage about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 2: repair compare in a listening task

A learner who accepts near-misses as correct examples uses compare in a listening task about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 3: repair decide in a debate

A learner who knows the word but not the required preposition uses decide in a debate about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 4: repair contribution in an informational passage

A learner who gives a definition but no example uses contribution in an informational passage about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 5: repair reliable in a news report

A learner who changes a verb into a noun awkwardly uses reliable in a news report about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 6: repair claim in a peer explanation

A learner who copies teacher correction without understanding it uses claim in a peer explanation about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 7: repair criterion in a Science explanation

A learner who knows the word but not what can follow it uses criterion in a Science explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 8: repair describe in a school announcement

A learner who uses the correct meaning in the wrong grammatical form uses describe in a school announcement about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 9: repair analysis in a Secondary 1 preview text

A learner who writes an advanced word that sounds unnatural uses analysis in a Secondary 1 preview text about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 10: repair comparison in a Mathematics word problem

A learner who uses a collocation correctly but the sentence pattern is wrong uses comparison in a Mathematics word problem about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 11: repair decision in a graph explanation

A learner who uses one memorised sentence only uses decision in a graph explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 12: repair construct in a revision task

A learner who uses a noun-heavy sentence that becomes hard to read uses construct in a revision task about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 13: repair reliability in an oral response

A learner who can explain orally but not in writing uses reliability in an oral response about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 14: repair argument in a project reflection

A learner who can use the word but cannot teach it to someone else uses argument in a project reflection about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 15: repair pattern in a documentary extract

A learner who can recognise the concept but cannot define its boundary uses pattern in a documentary extract about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 16: repair description in a situational-writing email

A learner who repairs spelling but misses a meaning error uses description in a situational-writing email about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 17: repair analytical in a textbook section

A learner who can answer multiple choice but cannot explain why uses analytical in a textbook section about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 18: repair contrast in a class discussion

A learner who overgeneralises a suffix rule uses contrast in a class discussion about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 19: repair respond in a continuous-writing paragraph

A learner who confuses a grammatical error with a vocabulary error uses respond in a continuous-writing paragraph about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 20: repair construction in a digital article

A learner who can identify a wrong sentence but cannot repair it uses construction in a digital article about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 21: repair valid in a narrative passage

A learner who knows the base word but not the derived form uses valid in a narrative passage about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 22: repair reason in a listening task

A learner who accepts near-misses as correct examples uses reason in a listening task about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 23: repair relationship in a debate

A learner who knows the word but not the required preposition uses relationship in a debate about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 24: repair demonstrate in an informational passage

A learner who gives a definition but no example uses demonstrate in an informational passage about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 25: repair evaluate in a news report

A learner who changes a verb into a noun awkwardly uses evaluate in a news report about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 26: repair consequence in a peer explanation

A learner who copies teacher correction without understanding it uses consequence in a peer explanation about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 27: repair response in a Science explanation

A learner who knows the word but not what can follow it uses response in a Science explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 28: repair differentiate in a school announcement

A learner who uses the correct meaning in the wrong grammatical form uses differentiate in a school announcement about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 29: repair validity in a Secondary 1 preview text

A learner who writes an advanced word that sounds unnatural uses validity in a Secondary 1 preview text about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 30: repair factor in a Mathematics word problem

A learner who uses a collocation correctly but the sentence pattern is wrong uses factor in a Mathematics word problem about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 31: repair structure in a graph explanation

A learner who uses one memorised sentence only uses structure in a graph explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 32: repair demonstration in a revision task

A learner who uses a noun-heavy sentence that becomes hard to read uses demonstration in a revision task about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 33: repair evaluation in an oral response

A learner who can explain orally but not in writing uses evaluation in an oral response about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 34: repair consequential in a project reflection

A learner who can use the word but cannot teach it to someone else uses consequential in a project reflection about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 35: repair accurate in a documentary extract

A learner who can recognise the concept but cannot define its boundary uses accurate in a documentary extract about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 36: repair difference in a situational-writing email

A learner who repairs spelling but misses a meaning error uses difference in a situational-writing email about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 37: repair possible in a textbook section

A learner who can answer multiple choice but cannot explain why uses possible in a textbook section about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 38: repair process in a class discussion

A learner who overgeneralises a suffix rule uses process in a class discussion about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 39: repair function in a continuous-writing paragraph

A learner who confuses a grammatical error with a vocabulary error uses function in a continuous-writing paragraph about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 40: repair adapt in a digital article

A learner who can identify a wrong sentence but cannot repair it uses adapt in a digital article about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 41: repair significant in a narrative passage

A learner who knows the base word but not the derived form uses significant in a narrative passage about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 42: repair observe in a listening task

A learner who accepts near-misses as correct examples uses observe in a listening task about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 43: repair accuracy in a debate

A learner who knows the word but not the required preposition uses accuracy in a debate about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 44: repair similar in an informational passage

A learner who gives a definition but no example uses similar in an informational passage about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 45: repair possibility in a news report

A learner who changes a verb into a noun awkwardly uses possibility in a news report about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 46: repair method in a peer explanation

A learner who copies teacher correction without understanding it uses method in a peer explanation about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 47: repair category in a Science explanation

A learner who knows the word but not what can follow it uses category in a Science explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 48: repair adaptation in a school announcement

A learner who uses the correct meaning in the wrong grammatical form uses adaptation in a school announcement about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 49: repair significance in a Secondary 1 preview text

A learner who writes an advanced word that sounds unnatural uses significance in a Secondary 1 preview text about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 50: repair observation in a Mathematics word problem

A learner who uses a collocation correctly but the sentence pattern is wrong uses observation in a Mathematics word problem about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 51: repair precise in a graph explanation

A learner who uses one memorised sentence only uses precise in a graph explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 52: repair similarity in a revision task

A learner who uses a noun-heavy sentence that becomes hard to read uses similarity in a revision task about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 53: repair probable in an oral response

A learner who can explain orally but not in writing uses probable in an oral response about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 54: repair strategy in a project reflection

A learner who can use the word but cannot teach it to someone else uses strategy in a project reflection about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 55: repair sequence in a documentary extract

A learner who can recognise the concept but cannot define its boundary uses sequence in a documentary extract about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 56: repair resolve in a situational-writing email

A learner who repairs spelling but misses a meaning error uses resolve in a situational-writing email about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 57: repair justify in a textbook section

A learner who can answer multiple choice but cannot explain why uses justify in a textbook section about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 58: repair predict in a class discussion

A learner who overgeneralises a suffix rule uses predict in a class discussion about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 59: repair precision in a continuous-writing paragraph

A learner who confuses a grammatical error with a vocabulary error uses precision in a continuous-writing paragraph about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 60: repair influence in a digital article

A learner who can identify a wrong sentence but cannot repair it uses influence in a digital article about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 61: repair probability in a narrative passage

A learner who knows the base word but not the derived form uses probability in a narrative passage about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 62: repair result in a listening task

A learner who accepts near-misses as correct examples uses result in a listening task about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 63: repair specific in a debate

A learner who knows the word but not the required preposition uses specific in a debate about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 64: repair resolution in an informational passage

A learner who gives a definition but no example uses resolution in an informational passage about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 65: repair justification in a news report

A learner who changes a verb into a noun awkwardly uses justification in a news report about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 66: repair prediction in a peer explanation

A learner who copies teacher correction without understanding it uses prediction in a peer explanation about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 67: repair logical in a Science explanation

A learner who knows the word but not what can follow it uses logical in a Science explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 68: repair influential in a school announcement

A learner who uses the correct meaning in the wrong grammatical form uses influential in a school announcement about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 69: repair reluctant in a Secondary 1 preview text

A learner who writes an advanced word that sounds unnatural uses reluctant in a Secondary 1 preview text about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 70: repair cause in a Mathematics word problem

A learner who uses a collocation correctly but the sentence pattern is wrong uses cause in a Mathematics word problem about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 71: repair general in a graph explanation

A learner who uses one memorised sentence only uses general in a graph explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 72: repair retain in a revision task

A learner who uses a noun-heavy sentence that becomes hard to read uses retain in a revision task about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 73: repair interpret in an oral response

A learner who can explain orally but not in writing uses interpret in an oral response about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 74: repair classify in a project reflection

A learner who can use the word but cannot teach it to someone else uses classify in a project reflection about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 75: repair logic in a documentary extract

A learner who can recognise the concept but cannot define its boundary uses logic in a documentary extract about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 76: repair effective in a situational-writing email

A learner who repairs spelling but misses a meaning error uses effective in a situational-writing email about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 77: repair reluctance in a textbook section

A learner who can answer multiple choice but cannot explain why uses reluctance in a textbook section about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 78: repair effect in a class discussion

A learner who overgeneralises a suffix rule uses effect in a class discussion about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 79: repair infer in a continuous-writing paragraph

A learner who confuses a grammatical error with a vocabulary error uses infer in a continuous-writing paragraph about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 80: repair retention in a digital article

A learner who can identify a wrong sentence but cannot repair it uses retention in a digital article about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 81: repair interpretation in a narrative passage

A learner who knows the base word but not the derived form uses interpretation in a narrative passage about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 82: repair classification in a listening task

A learner who accepts near-misses as correct examples uses classification in a listening task about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 83: repair appropriate in a debate

A learner who knows the word but not the required preposition uses appropriate in a debate about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 84: repair effectiveness in an informational passage

A learner who gives a definition but no example uses effectiveness in an informational passage about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 85: repair confident in a news report

A learner who changes a verb into a noun awkwardly uses confident in a news report about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 86: repair support in a peer explanation

A learner who copies teacher correction without understanding it uses support in a peer explanation about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 87: repair inference in a Science explanation

A learner who knows the word but not what can follow it uses inference in a Science explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 88: repair retrieve in a school announcement

A learner who uses the correct meaning in the wrong grammatical form uses retrieve in a school announcement about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 89: repair relevant in a Secondary 1 preview text

A learner who writes an advanced word that sounds unnatural uses relevant in a Secondary 1 preview text about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 90: repair explain in a Mathematics word problem

A learner who uses a collocation correctly but the sentence pattern is wrong uses explain in a Mathematics word problem about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 91: repair appropriateness in a graph explanation

A learner who uses one memorised sentence only uses appropriateness in a graph explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 92: repair efficient in a revision task

A learner who uses a noun-heavy sentence that becomes hard to read uses efficient in a revision task about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 93: repair confidence in an oral response

A learner who can explain orally but not in writing uses confidence in an oral response about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 94: repair source in a project reflection

A learner who can use the word but cannot teach it to someone else uses source in a project reflection about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 95: repair conclude in a documentary extract

A learner who can recognise the concept but cannot define its boundary uses conclude in a documentary extract about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 96: repair retrieval in a situational-writing email

A learner who repairs spelling but misses a meaning error uses retrieval in a situational-writing email about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 97: repair relevance in a textbook section

A learner who can answer multiple choice but cannot explain why uses relevance in a textbook section about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 98: repair explanation in a class discussion

A learner who overgeneralises a suffix rule uses explanation in a class discussion about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 99: repair contribute in a continuous-writing paragraph

A learner who confuses a grammatical error with a vocabulary error uses contribute in a continuous-writing paragraph about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 100: repair efficiency in a digital article

A learner who can identify a wrong sentence but cannot repair it uses efficiency in a digital article about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 101: repair evidence in a narrative passage

A learner who knows the base word but not the derived form uses evidence in a narrative passage about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 102: repair context in a listening task

A learner who accepts near-misses as correct examples uses context in a listening task about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 103: repair conclusion in a debate

A learner who knows the word but not the required preposition uses conclusion in a debate about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 104: repair analyse in an informational passage

A learner who gives a definition but no example uses analyse in an informational passage about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 105: repair compare in a news report

A learner who changes a verb into a noun awkwardly uses compare in a news report about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 106: repair decide in a peer explanation

A learner who copies teacher correction without understanding it uses decide in a peer explanation about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 107: repair contribution in a Science explanation

A learner who knows the word but not what can follow it uses contribution in a Science explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 108: repair reliable in a school announcement

A learner who uses the correct meaning in the wrong grammatical form uses reliable in a school announcement about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 109: repair claim in a Secondary 1 preview text

A learner who writes an advanced word that sounds unnatural uses claim in a Secondary 1 preview text about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 110: repair criterion in a Mathematics word problem

A learner who uses a collocation correctly but the sentence pattern is wrong uses criterion in a Mathematics word problem about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 111: repair describe in a graph explanation

A learner who uses one memorised sentence only uses describe in a graph explanation about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 112: repair analysis in a revision task

A learner who uses a noun-heavy sentence that becomes hard to read uses analysis in a revision task about inventions. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 113: repair comparison in an oral response

A learner who can explain orally but not in writing uses comparison in an oral response about environmental change. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 114: repair decision in a project reflection

A learner who can use the word but cannot teach it to someone else uses decision in a project reflection about water conservation. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Repair Lab 115: repair construct in a documentary extract

A learner who can recognise the concept but cannot define its boundary uses construct in a documentary extract about biodiversity. First state the intended idea without defending the original wording. Classify the problem using meaning, sense, form, collocation, register, intensity, precision or lexical-grammar codes. Generate two plausible replacements or repairs and test each against the complete sentence. Preserve the learner’s original idea wherever possible. Once the sentence is repaired, write a short rule such as “use X with Y” or “this form is a noun, not a verb.” Hide the correction and require a new sentence later. The mistake becomes valuable only when the learner can reproduce the repaired decision independently.

Where this fits in the eduKate Primary 6 vocabulary architecture

This article is a specialist child of the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility word-bank owner or the Primary 6 vocabulary practice owner. The master Vocabulary router and Vocabulary Learning Hub remain the wider routes across vocabulary levels and problems.

The lane stays add-only. Each child owns one teaching and search intent, links to existing specialist owners where they are deeper, and avoids rewriting protected pages.

Sources and further reading

• IES — Project DIMES: Diagnostic Instrument for Morphology of Elementary Students.
• IES — Word Knowledge Instruction and Grade 5 Writing.
• IES PRISMS — Vocabulary and Morphology for Grades 6–8.
• IES — Evaluating, Revising and Editing Writing.
• IES What Works Clearinghouse — Teaching Elementary School Students to Be Effective Writers.
• Reading Rockets — Content Area Vocabulary Learning.
• Reading Rockets — Vocabulary Instructional Guidelines and Classroom Examples.
• Reading Rockets — Vocabulary in Practice.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.

Extended Primary 6 application fieldbook

Fieldbook 1: analyse in a narrative passage

A learner who knows the base word but not the derived form uses analyse in a narrative passage about environmental change. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 2: classification in a project reflection

A learner who repairs spelling but misses a meaning error uses classification in a project reflection about media literacy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 3: influence in a Science explanation

A learner who uses one memorised sentence only uses influence in a Science explanation about weather. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 4: process in a digital article

A learner who copies teacher correction without understanding it uses process in a digital article about public spaces. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 5: description in an oral response

A learner who knows the base word but not the derived form uses description in an oral response about sports. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 6: relevance in a peer explanation

A learner who repairs spelling but misses a meaning error uses relevance in a peer explanation about water conservation. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 7: logic in a continuous-writing paragraph

A learner who uses one memorised sentence only uses logic in a continuous-writing paragraph about digital safety. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 8: probable in a revision task

A learner who copies teacher correction without understanding it uses probable in a revision task about learning habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 9: structure in a news report

A learner who knows the base word but not the derived form uses structure in a news report about community service. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 10: analysis in a class discussion

A learner who repairs spelling but misses a meaning error uses analysis in a class discussion about food systems. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 11: explain in a graph explanation

A learner who uses one memorised sentence only uses explain in a graph explanation about biodiversity. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 12: influential in an informational passage

A learner who copies teacher correction without understanding it uses influential in an informational passage about friendship. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 13: method in a textbook section

A learner who knows the base word but not the derived form uses method in a textbook section about transport. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 14: demonstrate in a Mathematics word problem

A learner who repairs spelling but misses a meaning error uses demonstrate in a Mathematics word problem about teamwork. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 15: compare in a debate

A learner who uses one memorised sentence only uses compare in a debate about energy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 16: appropriate in a situational-writing email

A learner who copies teacher correction without understanding it uses appropriate in a situational-writing email about inventions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 17: probability in a Secondary 1 preview text

A learner who knows the base word but not the derived form uses probability in a Secondary 1 preview text about financial decisions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 18: function in a listening task

A learner who repairs spelling but misses a meaning error uses function in a listening task about technology. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 19: analytical in a documentary extract

A learner who uses one memorised sentence only uses analytical in a documentary extract about school rules. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 20: explanation in a school announcement

A learner who copies teacher correction without understanding it uses explanation in a school announcement about healthy habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 21: effective in a narrative passage

A learner who knows the base word but not the derived form uses effective in a narrative passage about environmental change. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 22: strategy in a project reflection

A learner who repairs spelling but misses a meaning error uses strategy in a project reflection about media literacy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 23: demonstration in a Science explanation

A learner who uses one memorised sentence only uses demonstration in a Science explanation about weather. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 24: comparison in a digital article

A learner who copies teacher correction without understanding it uses comparison in a digital article about public spaces. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 25: appropriateness in an oral response

A learner who knows the base word but not the derived form uses appropriateness in an oral response about sports. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 26: reluctant in a peer explanation

A learner who repairs spelling but misses a meaning error uses reluctant in a peer explanation about water conservation. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 27: category in a continuous-writing paragraph

A learner who uses one memorised sentence only uses category in a continuous-writing paragraph about digital safety. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 28: evaluate in a revision task

A learner who copies teacher correction without understanding it uses evaluate in a revision task about learning habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 29: decide in a news report

A learner who knows the base word but not the derived form uses decide in a news report about community service. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 30: effectiveness in a class discussion

A learner who repairs spelling but misses a meaning error uses effectiveness in a class discussion about food systems. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 31: result in a graph explanation

A learner who uses one memorised sentence only uses result in a graph explanation about biodiversity. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 32: adapt in an informational passage

A learner who copies teacher correction without understanding it uses adapt in an informational passage about friendship. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 33: contrast in a textbook section

A learner who knows the base word but not the derived form uses contrast in a textbook section about transport. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 34: contribute in a Mathematics word problem

A learner who repairs spelling but misses a meaning error uses contribute in a Mathematics word problem about teamwork. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 35: reluctance in a debate

A learner who uses one memorised sentence only uses reluctance in a debate about energy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 36: sequence in a situational-writing email

A learner who copies teacher correction without understanding it uses sequence in a situational-writing email about inventions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 37: evaluation in a Secondary 1 preview text

A learner who knows the base word but not the derived form uses evaluation in a Secondary 1 preview text about financial decisions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 38: decision in a listening task

A learner who repairs spelling but misses a meaning error uses decision in a listening task about technology. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 39: efficient in a documentary extract

A learner who uses one memorised sentence only uses efficient in a documentary extract about school rules. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 40: cause in a school announcement

A learner who copies teacher correction without understanding it uses cause in a school announcement about healthy habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 41: adaptation in a narrative passage

A learner who knows the base word but not the derived form uses adaptation in a narrative passage about environmental change. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 42: consequence in a project reflection

A learner who repairs spelling but misses a meaning error uses consequence in a project reflection about media literacy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 43: contribution in a Science explanation

A learner who uses one memorised sentence only uses contribution in a Science explanation about weather. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 44: confident in a digital article

A learner who copies teacher correction without understanding it uses confident in a digital article about public spaces. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 45: specific in an oral response

A learner who knows the base word but not the derived form uses specific in an oral response about sports. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 46: significant in a peer explanation

A learner who repairs spelling but misses a meaning error uses significant in a peer explanation about water conservation. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 47: respond in a continuous-writing paragraph

A learner who uses one memorised sentence only uses respond in a continuous-writing paragraph about digital safety. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 48: efficiency in a revision task

A learner who copies teacher correction without understanding it uses efficiency in a revision task about learning habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 49: effect in a news report

A learner who knows the base word but not the derived form uses effect in a news report about community service. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 50: resolve in a class discussion

A learner who repairs spelling but misses a meaning error uses resolve in a class discussion about food systems. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 51: consequential in a graph explanation

A learner who uses one memorised sentence only uses consequential in a graph explanation about biodiversity. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 52: construct in an informational passage

A learner who copies teacher correction without understanding it uses construct in an informational passage about friendship. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 53: confidence in a textbook section

A learner who knows the base word but not the derived form uses confidence in a textbook section about transport. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 54: general in a Mathematics word problem

A learner who repairs spelling but misses a meaning error uses general in a Mathematics word problem about teamwork. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 55: significance in a debate

A learner who uses one memorised sentence only uses significance in a debate about energy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 56: response in a situational-writing email

A learner who copies teacher correction without understanding it uses response in a situational-writing email about inventions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 57: reliable in a Secondary 1 preview text

A learner who knows the base word but not the derived form uses reliable in a Secondary 1 preview text about financial decisions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 58: support in a listening task

A learner who repairs spelling but misses a meaning error uses support in a listening task about technology. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 59: resolution in a documentary extract

A learner who uses one memorised sentence only uses resolution in a documentary extract about school rules. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 60: observe in a school announcement

A learner who copies teacher correction without understanding it uses observe in a school announcement about healthy habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 61: construction in a narrative passage

A learner who knows the base word but not the derived form uses construction in a narrative passage about environmental change. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 62: evidence in a project reflection

A learner who repairs spelling but misses a meaning error uses evidence in a project reflection about media literacy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 63: infer in a Science explanation

A learner who uses one memorised sentence only uses infer in a Science explanation about weather. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 64: justify in a digital article

A learner who copies teacher correction without understanding it uses justify in a digital article about public spaces. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 65: accurate in an oral response

A learner who knows the base word but not the derived form uses accurate in an oral response about sports. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 66: reliability in a peer explanation

A learner who repairs spelling but misses a meaning error uses reliability in a peer explanation about water conservation. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 67: source in a continuous-writing paragraph

A learner who uses one memorised sentence only uses source in a continuous-writing paragraph about digital safety. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 68: retain in a revision task

A learner who copies teacher correction without understanding it uses retain in a revision task about learning habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 69: observation in a news report

A learner who knows the base word but not the derived form uses observation in a news report about community service. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 70: differentiate in a class discussion

A learner who repairs spelling but misses a meaning error uses differentiate in a class discussion about food systems. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 71: claim in a graph explanation

A learner who uses one memorised sentence only uses claim in a graph explanation about biodiversity. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 72: inference in an informational passage

A learner who copies teacher correction without understanding it uses inference in an informational passage about friendship. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 73: justification in a textbook section

A learner who knows the base word but not the derived form uses justification in a textbook section about transport. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 74: accuracy in a Mathematics word problem

A learner who repairs spelling but misses a meaning error uses accuracy in a Mathematics word problem about teamwork. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 75: valid in a debate

A learner who uses one memorised sentence only uses valid in a debate about energy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 76: context in a situational-writing email

A learner who copies teacher correction without understanding it uses context in a situational-writing email about inventions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 77: retention in a Secondary 1 preview text

A learner who knows the base word but not the derived form uses retention in a Secondary 1 preview text about financial decisions. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 78: predict in a listening task

A learner who repairs spelling but misses a meaning error uses predict in a listening task about technology. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 79: difference in a documentary extract

A learner who uses one memorised sentence only uses difference in a documentary extract about school rules. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 80: argument in a school announcement

A learner who copies teacher correction without understanding it uses argument in a school announcement about healthy habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 81: conclude in a narrative passage

A learner who knows the base word but not the derived form uses conclude in a narrative passage about environmental change. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 82: interpret in a project reflection

A learner who repairs spelling but misses a meaning error uses interpret in a project reflection about media literacy. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 83: precise in a Science explanation

A learner who uses one memorised sentence only uses precise in a Science explanation about weather. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 84: validity in a digital article

A learner who copies teacher correction without understanding it uses validity in a digital article about public spaces. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 85: criterion in an oral response

A learner who knows the base word but not the derived form uses criterion in an oral response about sports. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 86: retrieve in a peer explanation

A learner who repairs spelling but misses a meaning error uses retrieve in a peer explanation about water conservation. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 87: prediction in a continuous-writing paragraph

A learner who uses one memorised sentence only uses prediction in a continuous-writing paragraph about digital safety. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 88: similar in a revision task

A learner who copies teacher correction without understanding it uses similar in a revision task about learning habits. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 89: reason in a news report

A learner who knows the base word but not the derived form uses reason in a news report about community service. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.

Fieldbook 90: conclusion in a class discussion

A learner who repairs spelling but misses a meaning error uses conclusion in a class discussion about food systems. State the intended idea first, then code the lexical error as meaning, sense, form, collocation, register, intensity, precision or lexical grammar. Generate two repair options and test both in the full sentence. Choose the smallest correction that preserves the learner’s idea. Record one reusable rule, hide the model and produce a new sentence later.