During a school-to-life（语境补充词）/school-to-life/ research task, Noah's group received a case with records from several years and places. The first evidence board connected companion（朋友、陪伴）/kәm'pænjәn/, burst（破裂、突发）/bә:st/, southwest（西南、西南方）/sauθ'west/, ownership（所有权、物主身份）/'әunәʃip/, consult（商讨、商量）/kәn'sʌlt/, basement（地下室、墙脚）/'beismәnt/, bacteria（pl. 细菌）/bæk'tiәriә/, questionnaire（调查表、问卷）/kwestʃә'nєә/, privilege（特权、特别恩典）/'privilidʒ/, suck（吸、吮）/sʌk/, uncomfortable（不舒服的、不自在的）/.ʌn'kʌmfәtәbl/, outer（外部的、外面的）/'autә/, drunk（喝醉了的）/drʌŋk/, and separation（分离、分居）/.sepә'reiʃәn/. 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 govern（统治、支配）/'gʌvәn/, southeast（东南、东南地区）/sauθ'i:st/, wherever（无论哪里）/hwєәr'evә/, injure（伤害、损害）/'indʒә/, endless（不停的、无穷尽的）/'endlis/, apologize（道歉、辩解）/ә'pɒlәdʒaiz/, compromise（妥协、折中）/'kɒmprәmaiz/, convey（传达、运输）/kәn'vei/, twist（一扭、扭曲）/twist/, sidewalk（人行道）/'saidwɒ:k/, signature（签字、识别标志）/'signәtʃә/, theoretical（理论的、理论上的）/θiә'retikәl/, rebuild（改建、重建）/ri'bild/, and electrical（电的、有关电的）/i'lektrikәl/. 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 hook（钩、钩状）/huk/, attraction（吸引、吸引人的事物）/ә'trækʃәn/, belly（腹部、食欲）/'beli/, shuttle（穿梭、梭子）/'ʃʌtl/, precise（精确的、严谨的）/pri'sais/, businessman（商人、实业家）/'biznismæn/, acquisition（获得、获得物）/.ækwi'ziʃәn/, wildlife（野生动植物）/'waildlaif/, happiness（快乐、幸运）/'hæpinis/, oral（口试）/'ɒ:rәl/, sunlight（日光）/'sʌnlait/, suffering（苦难、受苦）/'sʌfәriŋ/, reception（接待、接受）/ri'sepʃәn/, and casual（偶然的、不经意的）/'kæʒjuәl/. 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 performer（表演者、执行者）/pә'fɒ:mә/, steep（浸渍、悬崖）/sti:p/, hidden（隐藏的）/'hidn/, pillow（枕头、靠垫）/'pilәu/, seal（印章、封条）/si:l/, scan（审视、浏览）/skæn/, undertake（试图、从事）/.ʌndә'teik/, ridiculous（荒谬的、可笑的）/ri'dikjulәs/, monument（纪念碑、纪念物）/'mɒnjumәnt/, bid（出价）/bid/, sacrifice（牺牲、供奉）/'sækrifais/, invitation（邀请、请柬）/.invi'teiʃәn/, and sword（刀、剑）/sɒ:d/. 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/.
The group hoped to raise awareness of（提高对……的认识）/reɪz əˈwɛrnəs əv/ choices that have an impact on（对……有影响）/hæv ən ˌɪmˈpækt ɔn/ neighbours. The hall would be home to（是……的所在地）/bi hoʊm tɪ/ an open display. Residents in favour of（支持；赞成）/ɪn ˈfeɪvər əv/ the plan spoke on behalf of（代表）/ɔn bɪˈhæf əv/ their streets and answered questions in public（公开地；在公共场合）/ɪn ˈpəblɪk/. They asked what all sides have in common（有共同之处）/hæv ɪn ˈkɑmən/; as a result（因此）/ɛz ə rɪˈzəlt/, the argument became（变得）/bɪˈkeɪm/ a practical discussion. 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.