During a school-to-life（语境补充词）/school-to-life/ research task, Mina's group received a case with records from several years and places. The first evidence board connected technical（技术上的、专门的）/'teknikl/, assistance（援助、帮助）/ә'sistәns/, spiritual（有关教会的事）/'spiritʃuәl/, musical（音乐片、音乐舞台剧）/'mju:zikl/, prayer（祈祷、恳求）/prєә. 'preiә/, scholar（学者、奖学金获得者）/'skɒlә/, childhood（孩童时期）/'tʃaildhud/, unable（不能的、不会的）/ʌn'eibl/, violent（暴力的、猛烈的）/'vaiәlәnt/, self（自己、自我）/self/, settlement（安顿、解决）/'setlmәnt/, inform（通知、使了解）/in'fɒ:m/, existence（存在、存在状态）/ig'zistәns/, and album（粘贴簿、唱片套）/'ælbәm/. 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 arrange（安排、排列）/ә'reindʒ/, symptom（症状、征候）/'simptәm/, elect（选举、选择）/i'lekt/, independence（独立、自立）/.indi'pendәns/, approximately（大约、大致）/ә'prɒksimәtli/, holy（神圣的、圣洁的）/'hәuli/, command（命令、指挥）/kә'mɑ:nd/, glance（一瞥、闪光）/'glɑ:ns/, prisoner（囚犯）/ˈprɪzənər/, personnel（人事、全体人员）/.pә:sә'nel/, immigration（移民、移居）/.imi'greiʃәn/, unlike（不像的、不同的）/.ʌn'laik/, resist（抵抗、耐得住）/ri'zist/, and assist（帮助、协助）/ә'sist/. 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 construct（构造、建造）/kәn'strʌkt/, consideration（考虑、原因）/kәn.sidә'reiʃәn/, favor（好意、喜爱）/'feivә/, apparent（清晰可见的、显然的）/ә'pærәnt/, reasonable（合理的、明理的）/'ri:znәbl/, preparation（准备、预备）/.prepә'reiʃәn/, aggressive（侵略的、挑畔的）/ә'gresiv/, extreme（极端、末端）/ik'stri:m/, pop（流行音乐；砰的一声）/pɑp/, approval（赞成、批准）/ә'pru:vl/, brand（商标、牌子）/brænd/, criteria（pl. 标准）/krai'tiәriә/, via（经由、经过）/vaiә/, and highway（公路、大道）/'haiwei/. 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 corporation（公司、合作）/.kɒ:pә'reiʃәn/, rough（粗糙的东西、毛坯）/rʌf/, yell（叫喊、大叫）/jel/, pregnant（怀孕的、充满的）/'pregnәnt/, personally（亲自地、个别地）/'pә:sәnli/, universal（一般概念）/.ju:ni'vә:sl/, spin（旋转、自旋）/spin/, clothing（衣服）/'klәuðiŋ/, survival（生存、残存）/sә'vaivәl/, burden（负担、重载）/'bә:dn/, ceremony（典礼、仪式）/'serimәni/, disagree（不一致、不适宜）/.disә'gri:/, and fortune（财富、运气）/'fɒ:tʃәn/. 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 would carry out（开展；执行）/ˈkɛri aʊt/ a careful review before they could draw a conclusion（得出结论）/drɔ ə kənˈkluʒən/. The answer must be based on（以……为依据）/bi beɪst ɔn/ evidence. Everyone would have access to（有机会使用；可获取）/hæv ˈækˌsɛs tɪ/ the same file, focus on（集中于）/ˈfoʊkɪs ɔn/ the task, and refer to（查阅；提到）/rɪˈfər tɪ/ original notes. In contrast（相比之下）/ɪn ˈkɑntræst/, guesses would be rejected; in addition（此外）/ɪn əˈdɪʃən/, every change needed a reason. 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.