During a school-to-life（语境补充词）/school-to-life/ research task, Asha's group received a case with records from several years and places. The first evidence board connected modest（适度的；不大的）/'mɒdist/, agricultural（农业的）/.ægri'kʌltʃәrәl/, punishment（处罚、刑罚）/'pʌniʃmәnt/, handful（少数、一把）/'hændful/, adjustment（调整、调节）/ә'dʒʌstmәnt/, taxpayer（纳税人）/'tækspeiә/, motivation（动机、刺激）/.mәuti'veiʃәn/, restriction（限制、限定）/ri'strikʃәn/, laboratory（实验室）/ˈlæbrəˌtɔri/, overlook（眺望、俯瞰到的景色）/.әuvә'luk/, float（漂流物、浮舟）/flәut/, jet（喷射流、喷嘴）/dʒet/, edition（版本、版）/i'diʃәn/, and pine（松树、松木）/pain/. Each item had a date, source, or witness, so the students could check why it mattered. The team has already reviewed the complete plan.
A second folder added absolute（绝对事物）/'æbsәlu:t/, boom（繁荣、隆隆声）/bu:m/, appoint（任命、指定）/ә'pɒint/, arrival（到达、抵达）/ә'raivl/, flame（焚烧、用火焰给...灭菌）/fleim/, flesh（肉、肉体）/'fleʃ/, garage（车库、汽车修理厂）/gә'rɑ:ʒ. 'gærɑ:ʒ/, permission（许可、允许）/pә'miʃәn/, worried（担心的、闷闷不乐的）/'wʌrid/, carrier（运送者、邮递员）/'kæriә/, frequent（时常来访、常常聚集）/'fri:kwәnt/, identification（识别、身份证明）/ai.dentifi'keiʃәn/, headline（大标题、新闻摘要）/'hedlain/, and adequate（适当的、足够的）/'ædikwәt/. The entries did not all support the same explanation. The group separated direct facts from comments, compared the order of events, and marked information that still needed confirmation（证实、证明）/.kɒnfә'meiʃәn/. The final choice was explained to everyone at the meeting.
The most difficult board included prescription（处方、命令）/pri'skripʃәn/, consensus（合意、一致）/kәn'sensәs/, painter（画家、油漆匠）/'peintә/, swear（发誓、咒骂）/swєә/, sacred（神圣的、献给上帝的）/'seikrid/, exact（精确的、准确的）/ig'zækt/, sigh（叹息）/sai/, container（容器、集装箱）/kәn'teinә/, rail（横杆、围栏）/reil/, adolescent（青少年）/.ædәu'lesәnt/, remark（评论、注意）/ri'mɑ:k/, laughter（笑、笑声）/'lɑ:ftә/, northwest（西北、西北方）/.nɒ:θ'west/, and receiver（接收器、接受者）/ri'si:vә/. Some details looked familiar but carried a different meaning in this case. Mina, who led（lead的过去式和过去分词）/led/ the discussion, asked for clear evidence. The supervisor（管理者、监督者）/.sju:pә'vaizә/ replied, “A useful answer must explain the awkward clue as well as the easy one.”
The final set brought together bare（使赤裸、露出）/bєә/, bishop（主教、(国际象棋中的)象）/'biʃәp/, pump（抽水机、打气筒）/pʌmp/, pleased（高兴的、喜欢的）/pli:zd/, beg（乞求、乞讨）/beg/, evident（显然的、明显的）/'evidәnt/, weakness（虚弱、薄弱）/'wi:knis/, unemployment（失业、失业人数）/.ʌnim'plɒimәnt/, architecture（建筑学、建筑式样）/'ɑ:kitektʃә/, confuse（使混乱、使狼狈）/kәn'fju:z/, airplane（飞机）/ˈɛrˌpleɪn/, van（货车、篷车）/væn/, and swallow（燕子、吞咽）/'swɒlәu/. The students checked every label, removed two repeated claims, and wrote（写下）/roʊt/ a reason beside each change. If the first method fails, we can try another one. This rule let them correct the record without hiding uncertainty（不确定、不可靠）/.ʌn'sә:tnti/ or blaming a teammate（队友）/'ti:mmeit/.
They planned to check in（办理登记手续）/ʧɛk ɪn/, check out（办理退房；结账离开）/ʧɛk aʊt/, and set off（出发）/sɛt ɔf/ at safe times. Nobody would go on board（在交通工具上）/ɔn bɔrd/ without checking the notice in advance（提前）/ɪn ədˈvæns/. In case of（万一；如果发生）/ɪn keɪs əv/ trouble, one adult would be responsible for（对……负责）/bi riˈspɑnsəbəl fər/ contact while the student could apply for（申请）/əˈplaɪ fər/ official help. The finished report turned a crowded collection into a clear decision. It showed which evidence was strong, which detail needed further checking, and what action should happen next. The group could defend its result because every important word appeared in a real, checkable（语境补充词）/checkable/ context.