A weak definition often repeats the word, gives an example instead of a meaning, or uses another vague word. A stronger definition usually tells the reader what kind of thing it is and what makes it different from nearby things.
This original Secondary 1–2 vocabulary practice lab trains that structure. It is not an official examination paper and does not replace the existing Secondary 1 and Secondary 2 vocabulary owners.
The two-part definition
A useful working structure is:
Category + distinguishing feature.
Example: “A thermometer is an instrument used to measure temperature.” Instrument is the broad category. Measuring temperature is the feature that distinguishes the word for this purpose.
Worked example: avoid circular definitions
Weak: “A decision is when you decide.”
Stronger: “A decision is a choice or conclusion reached after considering what to do.”
The stronger definition does not merely turn the same word into another grammatical form.
Practice A: repair vague definitions
A1. “A bicycle is a thing you ride.”
A2. “A library is a place with books.”
A3. “A volunteer is someone who volunteers.”
A4. “Transparent means you can see.”
Possible repairs:
“A bicycle is a two-wheeled vehicle usually moved by pedalling.”
“A library is an organised collection and service through which people can access books and other information resources; the word can also refer to the place or system housing them.”
“A volunteer is a person who freely gives time or effort to help with an activity or cause without being required to do so.”
“Transparent describes a material that allows light to pass through so that objects behind it can be seen clearly.”
Practice B: example or definition?
“A mango is a fruit.” This identifies the category but does not distinguish mangoes from other fruits.
“A mango is a tropical fruit with a large stone and usually sweet flesh.” This adds distinguishing features.
“A mango is like the one I ate yesterday.” This is an example reference, not a definition.
Practice C: remove unnecessary detail
A definition should be precise without becoming an encyclopedia entry.
Overloaded: “A pencil is a long, usually yellow, often hexagonal object sold in stationery shops and used by students…”
Better: “A pencil is a writing or drawing instrument that leaves a mark using a solid core, commonly graphite, inside a casing.”
Details such as colour and where it is sold are not defining features.
Practice D: distinguish neighbours
Define borrow so that it differs from take and keep. A useful answer includes temporary use and expected return.
Define whisper so that it differs from simply speak. A useful answer includes a very quiet manner of speaking.
Define evidence so that it differs from opinion. A useful definition should mention information used to support, test or evaluate a claim.
Practice E: build definitions from scratch
Write definitions for archive, pedestrian, flexible, estimate. Underline the category and circle the distinguishing feature.
Possible starting points: an archive is a collection/system of records preserved for continuing value; a pedestrian is a person travelling on foot, especially in relation to roads or traffic; flexible describes something able to bend or adapt without losing function; an estimate is an approximate calculation or judgement based on available information.
Check the definition
Ask: Does it include the word being defined? Is the category too broad? Could the definition accidentally include something that is not an example of the word? Does it exclude obvious examples that should fit?
Return task
Later, ask the learner to define container, prediction and reliable without using those words or their immediate grammatical relatives.
Continue through the existing Vocabulary estate
Use the Secondary 1 vocabulary owner, Secondary 2 vocabulary owner, and Meaning and Precision for deeper semantic work.