Top 100 Secondary 2 SEC G3 Vocabulary List: Essential

Here are 100 essential vocabulary words for Secondary 2 students studying English at SEC G3 level. This list develops dependable language for analysis, inference, evidence and clear communication.

Acknowledge
Advocate
Allocate
Ambiguous
Analytical
Anecdotal
Appraise
Assimilate
Bolster
Catalyst
Cohesive
Commensurate
Conducive
Conform
Consequence
Contingent
Convey
Correlate
Criterion
Defer
Derive
Deter
Deviate
Dilemma
Divergent
Empirical
Endorse
Entail
Ethical
Facilitate
Formulate
Fundamental
Gauge
Hypothesis
Impetus
Impose
Inclusive
Induce
Inevitable
Innovative
Integrate
Interpretive
Intervene
Investigate
Irrelevant
Justify
Moderate
Norm
Nuance
Offset
Paradigm
Parameter
Pertinent
Preliminary
Presume
Prevalent
Prohibit
Proportionate
Qualify
Reinforce
Representative
Restrain
Salient
Scrutiny
Simultaneous
Speculate
Stakeholder
Subsequent
Substantial
Synthesis
Theoretical
Threshold
Trajectory
Underlying
Validate
Voluntary
Warrant
Analogous
Bias
Dispassionate
Robust
Discern
Elucidate
Consolidate
Contextualise
Differentiate
Credible
Evidence
Inference
Perspective
Rational
Relevant
Specific
Strategic
Transparent
Viable
Connotation
Constraint
Consensus
Integrity

Top 100 Secondary 2 SEC G3 Essential Vocabulary Words with Meanings and Examples

Word	Meaning	Example (Singapore Context)
1. Acknowledge	to recognise or admit that something is true or important	The writer acknowledged that the opposing view had one reasonable point.
2. Advocate	to support or recommend an idea publicly	The student used advocate accurately in a Secondary 2 G3 English response and supported the choice with context.
3. Allocate	to assign time, money or resources for a purpose	The student used allocate accurately in a Secondary 2 G3 English response and supported the choice with context.
4. Ambiguous	open to more than one reasonable interpretation	The ambiguous instruction did not say whether one answer or two was required.
5. Analytical	using careful examination and reasoning	The student used analytical accurately in a Secondary 2 G3 English response and supported the choice with context.
6. Anecdotal	based on personal stories rather than systematic evidence	One student’s story was interesting but remained anecdotal evidence.
7. Appraise	to judge the quality or value of something	The student used appraise accurately in a Secondary 2 G3 English response and supported the choice with context.
8. Assimilate	to absorb and integrate new information or ideas	The student used assimilate accurately in a Secondary 2 G3 English response and supported the choice with context.
9. Bolster	to strengthen or support something	The writer used a second example to bolster the main argument.
10. Catalyst	something that causes or speeds up change	The failed rehearsal became a catalyst for changing the presentation.
11. Cohesive	forming a connected and unified whole	The revised essay was cohesive because all examples supported the same central idea.
12. Commensurate	corresponding suitably in size, degree or importance	The student used commensurate accurately in a Secondary 2 G3 English response and supported the choice with context.
13. Conducive	helpful in producing a desired result	The student used conducive accurately in a Secondary 2 G3 English response and supported the choice with context.
14. Conform	to follow accepted rules or expectations	The student used conform accurately in a Secondary 2 G3 English response and supported the choice with context.
15. Consequence	a result that follows an action	One consequence of the late notice was lower attendance.
16. Contingent	dependent on a particular condition	The student used contingent accurately in a Secondary 2 G3 English response and supported the choice with context.
17. Convey	to communicate or express meaning	The photograph conveyed a sense of isolation without dialogue.
18. Correlate	to show a relationship between two things	The data suggested that attendance tended to correlate with the session timing.
19. Criterion	a standard used for judgement	The student used criterion accurately in a Secondary 2 G3 English response and supported the choice with context.
20. Defer	to postpone something or yield to another person’s judgement	The student used defer accurately in a Secondary 2 G3 English response and supported the choice with context.
21. Derive	to obtain or develop something from a source	The student used derive accurately in a Secondary 2 G3 English response and supported the choice with context.
22. Deter	to discourage an action by making it less attractive	The student used deter accurately in a Secondary 2 G3 English response and supported the choice with context.
23. Deviate	to move away from an expected path or standard	The student used deviate accurately in a Secondary 2 G3 English response and supported the choice with context.
24. Dilemma	a difficult choice between competing alternatives	The student used dilemma accurately in a Secondary 2 G3 English response and supported the choice with context.
25. Divergent	moving or developing in different directions	The student used divergent accurately in a Secondary 2 G3 English response and supported the choice with context.
26. Empirical	based on observation, experience or experiment	The timed trial provided empirical evidence about how long the task took.
27. Endorse	to express approval or support	The student used endorse accurately in a Secondary 2 G3 English response and supported the choice with context.
28. Entail	to involve something as a necessary consequence	The student used entail accurately in a Secondary 2 G3 English response and supported the choice with context.
29. Ethical	concerned with principles of right and wrong	The student used ethical accurately in a Secondary 2 G3 English response and supported the choice with context.
30. Facilitate	to make a process easier	The student used facilitate accurately in a Secondary 2 G3 English response and supported the choice with context.
31. Formulate	to develop and express an idea or plan carefully	The student used formulate accurately in a Secondary 2 G3 English response and supported the choice with context.
32. Fundamental	basic and central to something	The student used fundamental accurately in a Secondary 2 G3 English response and supported the choice with context.
33. Gauge	to estimate or judge an amount or level	The student used gauge accurately in a Secondary 2 G3 English response and supported the choice with context.
34. Hypothesis	a proposed explanation that can be tested	The students tested the hypothesis that clearer signs would reduce confusion.
35. Impetus	a force or reason that encourages action	The student used impetus accurately in a Secondary 2 G3 English response and supported the choice with context.
36. Impose	to force a rule, duty or burden on someone	The student used impose accurately in a Secondary 2 G3 English response and supported the choice with context.
37. Inclusive	designed to include different people	The organisers planned an inclusive activity with several ways to participate.
38. Induce	to cause or bring about something	The student used induce accurately in a Secondary 2 G3 English response and supported the choice with context.
39. Inevitable	certain to happen or impossible to avoid	The student used inevitable accurately in a Secondary 2 G3 English response and supported the choice with context.
40. Innovative	introducing a new idea or method	The student used innovative accurately in a Secondary 2 G3 English response and supported the choice with context.
41. Integrate	to combine parts into a whole	The student used integrate accurately in a Secondary 2 G3 English response and supported the choice with context.
42. Interpretive	concerned with explaining meaning	An interpretive question asks what a detail means rather than merely where it appears.
43. Intervene	to become involved in order to change a situation	The student used intervene accurately in a Secondary 2 G3 English response and supported the choice with context.
44. Investigate	to examine systematically to discover facts	The student used investigate accurately in a Secondary 2 G3 English response and supported the choice with context.
45. Irrelevant	not connected to the matter being considered	The colour of the chairs was irrelevant to the question about safety.
46. Justify	to give reasons showing something is reasonable	The student used justify accurately in a Secondary 2 G3 English response and supported the choice with context.
47. Moderate	not extreme in amount or degree	The student used moderate accurately in a Secondary 2 G3 English response and supported the choice with context.
48. Norm	an accepted standard or usual pattern	The student used norm accurately in a Secondary 2 G3 English response and supported the choice with context.
49. Nuance	a small but important difference in meaning or feeling	The word ‘almost’ added nuance by showing that the change was incomplete.
50. Offset	to counterbalance or reduce an effect	The student used offset accurately in a Secondary 2 G3 English response and supported the choice with context.
51. Paradigm	a model or pattern that shapes understanding	The student used paradigm accurately in a Secondary 2 G3 English response and supported the choice with context.
52. Parameter	a limit or condition defining what is allowed	The student used parameter accurately in a Secondary 2 G3 English response and supported the choice with context.
53. Pertinent	directly relevant to the matter	The missing source was pertinent to whether the claim was credible.
54. Preliminary	coming before the main or final stage	The student used preliminary accurately in a Secondary 2 G3 English response and supported the choice with context.
55. Presume	to suppose something is true before it is proved	The student used presume accurately in a Secondary 2 G3 English response and supported the choice with context.
56. Prevalent	common or widespread	The student used prevalent accurately in a Secondary 2 G3 English response and supported the choice with context.
57. Prohibit	to formally forbid something	The student used prohibit accurately in a Secondary 2 G3 English response and supported the choice with context.
58. Proportionate	suitable in size or degree in relation to something else	The student used proportionate accurately in a Secondary 2 G3 English response and supported the choice with context.
59. Qualify	to limit or make a statement more precise	The writer qualified the claim by limiting it to the students surveyed.
60. Reinforce	to strengthen an idea, feeling or behaviour	The student used reinforce accurately in a Secondary 2 G3 English response and supported the choice with context.
61. Representative	typical enough to stand for a wider group	The class wanted a representative sample from several groups.
62. Restrain	to hold back or control an action or emotion	The student used restrain accurately in a Secondary 2 G3 English response and supported the choice with context.
63. Salient	most important or noticeable	The summary retained the salient reasons and removed repeated examples.
64. Scrutiny	close and careful examination	Under scrutiny, the broad conclusion became difficult to defend.
65. Simultaneous	happening at the same time	The student used simultaneous accurately in a Secondary 2 G3 English response and supported the choice with context.
66. Speculate	to form an idea without enough evidence	Without further evidence, it would be unfair to speculate about the organiser’s motive.
67. Stakeholder	a person or group affected by a decision	The student used stakeholder accurately in a Secondary 2 G3 English response and supported the choice with context.
68. Subsequent	coming later in time	The student used subsequent accurately in a Secondary 2 G3 English response and supported the choice with context.
69. Substantial	large or important enough to matter	The student used substantial accurately in a Secondary 2 G3 English response and supported the choice with context.
70. Synthesis	the combination of different ideas into a connected whole	The final paragraph offered a synthesis of the competing viewpoints.
71. Theoretical	based on ideas rather than direct observation	The student used theoretical accurately in a Secondary 2 G3 English response and supported the choice with context.
72. Threshold	a point or level at which something begins or changes	Attendance crossed the threshold needed for the activity to proceed.
73. Trajectory	the path or direction in which something develops	The character’s trajectory moves from uncertainty to confidence.
74. Underlying	existing beneath the visible surface or serving as a basic cause	The student used underlying accurately in a Secondary 2 G3 English response and supported the choice with context.
75. Validate	to show that something is sound or acceptable	A second trial helped validate the revised procedure.
76. Voluntary	done by free choice rather than force	The student used voluntary accurately in a Secondary 2 G3 English response and supported the choice with context.
77. Warrant	to provide enough reason for an action or conclusion	The student used warrant accurately in a Secondary 2 G3 English response and supported the choice with context.
78. Analogous	similar in a relevant way that allows comparison	The teacher used an analogous classroom example to explain the unfamiliar problem.
79. Bias	a tendency to favour one side unfairly	The survey risked bias because only one class was questioned.
80. Dispassionate	not influenced by strong personal emotion when judging	The student used dispassionate accurately in a Secondary 2 G3 English response and supported the choice with context.
81. Robust	strong and able to withstand careful testing	The student used robust accurately in a Secondary 2 G3 English response and supported the choice with context.
82. Discern	to recognise something not immediately obvious	The reader could discern a change in the narrator’s attitude from her shorter replies.
83. Elucidate	to make something clear through explanation	The teacher elucidated the difficult concept with a simple diagram.
84. Consolidate	to combine or strengthen parts into a more stable whole	The student used consolidate accurately in a Secondary 2 G3 English response and supported the choice with context.
85. Contextualise	to place information within its surrounding circumstances	The writer contextualised the quotation by explaining what happened before it.
86. Differentiate	to recognise or show differences between things	The student used differentiate accurately in a Secondary 2 G3 English response and supported the choice with context.
87. Credible	believable and worthy of trust	The report became more credible when the writer identified the source.
88. Evidence	information that supports or challenges a claim	The attendance record provided evidence for the group’s conclusion.
89. Inference	a conclusion reached from clues or evidence	The reader’s inference was based on the narrator’s repeated hesitation.
90. Perspective	a particular way of viewing a situation	From the volunteer’s perspective, the later timing created a different problem.
91. Rational	based on reason rather than impulse	The student used rational accurately in a Secondary 2 G3 English response and supported the choice with context.
92. Relevant	closely connected to the matter	The student used relevant accurately in a Secondary 2 G3 English response and supported the choice with context.
93. Specific	clearly defined or particular	The student used specific accurately in a Secondary 2 G3 English response and supported the choice with context.
94. Strategic	carefully planned to achieve an aim	The student used strategic accurately in a Secondary 2 G3 English response and supported the choice with context.
95. Transparent	open and clear about information or decisions	A transparent selection process explained the criteria before choosing the team.
96. Viable	capable of working successfully	The plan was viable only if enough volunteers could maintain it.
97. Connotation	an idea or feeling suggested by a word beyond its basic meaning	The word ‘home’ can carry a warmer connotation than ‘building’.
98. Constraint	a limit or restriction	The student used constraint accurately in a Secondary 2 G3 English response and supported the choice with context.
99. Consensus	general agreement within a group	After discussion, the group reached a consensus on the final design.
100. Integrity	the quality of being honest and guided by strong principles	She showed integrity by reporting the error even though nobody had noticed it.

What Changes in Secondary 2?

Students move beyond recognising strong words and begin using vocabulary to explain evidence, relationships, context and inference. Accuracy remains more important than rarity.

Secondary 2 G3 Essential Practice — Round 1

meaning in context

Choose four words and practise meaning in context. Explain each word simply, use it in a fresh context and compare it with a nearby word. State what changes in meaning, strength or tone.