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Three primary students in blue pinafores review a worksheet held upright at a classroom table, with open books, stationery and a whiteboard of lesson notes around them.

Vocabulary Worksheets for Primary 6

Primary 6 Vocabulary Worksheet: Context, Meaning and Application

This worksheet turns the original 2019 word bank into active practice. It is a companion to the main Primary 6 Vocabulary Words page rather than another copy of the same list.

Word bank: figure, forlornly, active, astute, dazed, chores, caregiver, perked up, transfixed, stylish, perched, reprimanded, severe, practically, disciplinarian, retired, inseparable, jeered, snorted, conversation, coincidence, occurred, discovered, incident, thrilled, roared, swerved, indelible, forbidden, licence, interrupted, familiar, swiftly, gleaming, speechless.

Part A — Choose the Best Word

  1. The cyclist ________ suddenly when a ball rolled into the road.
  2. The audience sat ________ as the gymnast completed the final routine.
  3. After the collision, the driver looked ________ and struggled to answer simple questions.
  4. Her grandmother ________ when she heard the children arriving at the door.
  5. The principal ________ the pupil for repeatedly ignoring the safety rule.
  6. The old photograph left an ________ impression on him.
  7. Although the proposal looked convincing, Mei was ________ enough to notice the hidden cost.
  8. The polished trophy stood ________ beneath the display lights.
  9. The engine ________ as the bus climbed the steep hill.
  10. The twins were almost ________; they spent nearly every afternoon together.

Part B — Meaning Distinctions

  1. Explain the difference between dazed and transfixed.
  2. Explain the difference between an incident and a coincidence.
  3. Why are active and astute not synonyms?
  4. What is the difference between being reprimanded and something being forbidden?
  5. How is gleaming different from stylish?

Part C — Word Class, Form and Spelling

  1. What word class is swiftly in “She moved swiftly across the room”?
  2. Correct the spelling: occured.
  3. In Singapore/British English, complete the pair: noun licence; verb ________.
  4. Use figure in two sentences with two different meanings.
  5. Change forlornly into its adjective form.

Part D — Apply the Vocabulary

  1. Write a sentence in which speechless results from happiness.
  2. Write a sentence using perched naturally.
  3. Write a sentence using practically to mean “almost”.
  4. Show what a disciplinarian is through a short scene rather than a definition.
  5. Write a sentence in which snorted shows disbelief rather than illness.

Answer Key

1–10: swerved; transfixed; dazed; perked up; reprimanded; indelible; astute; gleaming; roared; inseparable.

11: Dazed suggests confusion or reduced clarity; transfixed suggests being so absorbed, shocked or frightened that one seems unable to move or look away.

12: An incident is an event; a coincidence is a notable correspondence between events without an obvious planned connection.

13: Active concerns energy or participation; astute concerns sharp judgement.

14: A person is reprimanded after wrongdoing; something is forbidden when it is not allowed.

15: Gleaming concerns reflected light; stylish concerns fashionable or attractive design.

16: adverb. 17: occurred. 18: license. 19: answers vary. 20: forlorn.

21–25: answers vary, but each sentence should demonstrate the exact meaning and normal grammar of the target word.

How to Mark for Learning

Do not stop at right or wrong. For every error, ask the learner to explain why the chosen word failed, retrieve the correct word from a meaning clue, and then use both words correctly in separate contexts. This turns correction into semantic comparison.

Related resources: Vocabulary for Primary 6: semantic groups and retrieval and passage-specific 2019 glossary.

Historical Media

Free test papers Primary 6 ACS Comprehension SA2 PrelimneduKate Primary and Secondary tuition archive

Explore the connected learning guides

Choose the question that brought you here. Open one useful guide, try a small task, and stop when you have what you need.

Take one question further

The same learning habit can travel across subjects, while each subject keeps its own methods. These routes help you notice a difficulty, understand one part of it, and return to something you can do.

A word is familiar, but using it is difficult.

Move from recognising a word to retrieving it in a new context. Understand vocabulary plateaus.

Try it without the guide: Choose one word you already know. Close the guide and use it in a new sentence. Explain why it fits; try another context tomorrow.

A piece of writing has ideas, but the reader loses the thread.

Make the order of events and the links between sentences clear. Explore composition writing.

Try it without the guide: Choose one short paragraph. Read the relevant explanation, close it, and revise the paragraph. Ask someone to tell you what happened and why.

The Mathematics seems familiar, but marks still disappear.

Find the first point where the working stops being reliable. Find Secondary 4 A-Math mark leakage.

Try it without the guide: For a Secondary 4 A-Math question you have attempted, locate the first uncertain line. Repair that step, then try a comparable question without the worked answer.

A Science fact is remembered, but the explanation is incomplete.

Connect the evidence to a scientific idea and the resulting change. Follow the Primary Science learning route.

Try it without the guide: Choose a familiar Primary Science example. Explain the evidence, the idea and the result without notes. Then change one condition and explain your prediction.

Two accounts of the world seem to disagree.

Check the question, source, date and evidence before combining claims. Explore the World Knowledge research library.

Try it without the guide: Take one claim. Find the source best placed to support it, note its date, and state what remains uncertain. Return to your original question.

There is plenty of help, but independence is hard to see.

Check what the learner can understand and do after support is removed. Understand how education works.

Try it without the guide: Choose one small task the child has practised. Agree on a calm, brief attempt without prompts. Use what happens to choose one next step, then stop.

For the structure behind these connections, read the eduKateSingapore runtime manifest and the eduKate ecosystem boot contract. The reader map describes public navigation; those manifests preserve the wider ownership and return rules.

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