Unit builder: Lesson 3

Level: Middle | Status: ready | Target length: 60 minutes

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Workbook Readiness

✓ 30 target words
✓ Definitions and examples 30 / 30
✓ Immediate Retrieval 30 / 30
✓ Context Practice 30 / 30
✓ Semantic Discrimination 30 / 30
✓ Synonyms 30 / 30
✓ Cumulative Reading
✓ Reading Questions 4 / 3
✓ Application prompts 3 / 2
✓ Exit Retrieval 30 / 30
✓ Prior Lesson Review 12 / 12
✓ Tim's Teachers logo
✓ Bundled Chinese print font
✓ Print seed

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Print randomization

One seed drives every shuffle in the workbook: section orders, choice order and which box holds the correct answer. The same lesson and the same seed reprint the identical workbook and the identical answer key. Current print seed: 752593773.

Print readiness

All print checks pass: coverage, independent section orders, balanced answer positions, well-formed multiple choice, clean fill-in prompts and branding.

Prior Lesson Review covers 12 earlier word(s) using the "spaced" strategy.

Unit coverage and QA summary

30/30

acquisition

30/30

retrieval

30/30

exit

30/30

deeper exposure

6/60

review words used

NEW WORD COVERAGE: 30/30 acquisition, 30/30 retrieval, 30/30 exit.
30 of 30 new words have deeper contextual exposure.
REVIEW COVERAGE: 60 due, 6 used. Missing due words: absolve, alleviate, ambiguous, animosity, antagonize, approximate, arbitrary, arbitrate, assimilate, astute, audacious, avert, consequence, consistent, contrast, credible, cursory, dearth, deficient, derive, detract, digress, distinguish, distort, elicit, evaluate, evident, exacerbate, explicit, factor, fallacy, fastidious, foreboding, formulate, fortify, grapple, hindrance, hypothetical, imperative, indicate, inevitable, infer, interpret, justify, maintain, obtain, perspective, relevant, reluctant, require, significant, subsequent, sufficient, valid.
READING: 21 new target words, 6 review target words (density guideline for this unit: at most 15 new words).

QA warnings (6). These do not block printing - review them, then print or regenerate.

The retrieval order follows the acquisition order too closely (100% of consecutive pairs run the same way). Shuffle the retrieval items. The student should not be able to answer from list position.
The context order follows the retrieval order too closely (100% of consecutive pairs run the same way). Give the context items their own order. The student should not be able to answer from list position.
The exit order follows the acquisition order too closely (100% of consecutive pairs run the same way). Reorder the exit items. The student should not be able to answer from list position.
The exit order follows the retrieval order too closely (100% of consecutive pairs run the same way). Reorder the exit items. The student should not be able to answer from list position.
Review words that are due this lesson but never appear in the unit: absolve, alleviate, ambiguous, animosity, antagonize, approximate, arbitrary, arbitrate, assimilate, astute, audacious, avert, consequence, consistent, contrast, credible, cursory, dearth, deficient, derive, detract, digress, distinguish, distort, elicit, evaluate, evident, exacerbate, explicit, factor, fallacy, fastidious, foreboding, formulate, fortify, grapple, hindrance, hypothetical, imperative, indicate, inevitable, infer, interpret, justify, maintain, obtain, perspective, relevant, reluctant, require, significant, subsequent, sufficient, valid.
The reading uses 21 of the 30 new words. Aim for roughly 10-15 so the prose stays natural, and give the rest their deeper exposure in context, discrimination or application.

NEW word coverage

Word	Acquisition	Retrieval	Context	Discrimination	Reading	Application	Exit	Deeper exposure
abate	yes	yes	yes	yes	-	-	yes	yes
advocate	yes	yes	yes	yes	yes	-	yes	yes
bolster	yes	yes	yes	yes	yes	-	yes	yes
candid	yes	yes	yes	yes	yes	yes	yes	yes
coherent	yes	yes	yes	yes	yes	-	yes	yes
compel	yes	yes	yes	yes	-	-	yes	yes
concede	yes	yes	yes	yes	yes	-	yes	yes
corroborate	yes	yes	yes	yes	yes	yes	yes	yes
criterion	yes	yes	yes	yes	-	-	yes	yes
deliberate	yes	yes	yes	yes	yes	-	yes	yes
discern	yes	yes	yes	yes	yes	-	yes	yes
dismiss	yes	yes	yes	yes	yes	-	yes	yes
elaborate	yes	yes	yes	yes	yes	-	yes	yes
endorse	yes	yes	yes	yes	-	-	yes	yes
futile	yes	yes	yes	yes	-	-	yes	yes
impartial	yes	yes	yes	yes	yes	-	yes	yes
inhibit	yes	yes	yes	yes	-	-	yes	yes
innovative	yes	yes	yes	yes	yes	-	yes	yes
lucid	yes	yes	yes	yes	yes	-	yes	yes
meticulous	yes	yes	yes	yes	yes	-	yes	yes
mitigate	yes	yes	yes	yes	yes	yes	yes	yes
novice	yes	yes	yes	yes	-	-	yes	yes
obscure	yes	yes	yes	yes	-	-	yes	yes
plausible	yes	yes	yes	yes	yes	-	yes	yes
pragmatic	yes	yes	yes	yes	yes	yes	yes	yes
reinforce	yes	yes	yes	yes	-	-	yes	yes
resilient	yes	yes	yes	yes	yes	yes	yes	yes
skeptical	yes	yes	yes	yes	yes	yes	yes	yes
tentative	yes	yes	yes	yes	yes	-	yes	yes
undermine	yes	yes	yes	yes	yes	-	yes	yes

REVIEW word coverage

Word	Acquisition	Retrieval	Context	Discrimination	Reading	Application	Exit	Deeper exposure
absolve	-	-	-	-	-	-	-	-
alleviate	-	-	-	-	-	-	-	-
alter	-	-	-	-	yes	-	-	yes
ambiguous	-	-	-	-	-	-	-	-
ambivalent	-	-	-	-	yes	-	-	yes
analyze	-	-	-	-	yes	-	-	yes
animosity	-	-	-	-	-	-	-	-
antagonize	-	-	-	-	-	-	-	-
approach	-	-	-	-	yes	-	-	yes
approximate	-	-	-	-	-	-	-	-
arbitrary	-	-	-	-	-	-	-	-
arbitrate	-	-	-	-	-	-	-	-
assimilate	-	-	-	-	-	-	-	-
astute	-	-	-	-	-	-	-	-
audacious	-	-	-	-	-	-	-	-
avert	-	-	-	-	-	-	-	-
consequence	-	-	-	-	-	-	-	-
consistent	-	-	-	-	-	-	-	-
contrast	-	-	-	-	-	-	-	-
credible	-	-	-	-	-	-	-	-
cursory	-	-	-	-	-	-	-	-
dearth	-	-	-	-	-	-	-	-
deficient	-	-	-	-	-	-	-	-
derive	-	-	-	-	-	-	-	-
detract	-	-	-	-	-	-	-	-
digress	-	-	-	-	-	-	-	-
distinguish	-	-	-	-	-	-	-	-
distort	-	-	-	-	-	-	-	-
elicit	-	-	-	-	-	-	-	-
establish	-	-	-	-	yes	-	-	yes
evaluate	-	-	-	-	-	-	-	-
evident	-	-	-	-	-	-	-	-
exacerbate	-	-	-	-	-	-	-	-
explicit	-	-	-	-	-	-	-	-
factor	-	-	-	-	-	-	-	-
fallacy	-	-	-	-	-	-	-	-
fastidious	-	-	-	-	-	-	-	-
feasible	-	-	-	-	yes	-	-	yes
foreboding	-	-	-	-	-	-	-	-
formulate	-	-	-	-	-	-	-	-
fortify	-	-	-	-	-	-	-	-
grapple	-	-	-	-	-	-	-	-
hindrance	-	-	-	-	-	-	-	-
hypothetical	-	-	-	-	-	-	-	-
imperative	-	-	-	-	-	-	-	-
indicate	-	-	-	-	-	-	-	-
inevitable	-	-	-	-	-	-	-	-
infer	-	-	-	-	-	-	-	-
interpret	-	-	-	-	-	-	-	-
justify	-	-	-	-	-	-	-	-
maintain	-	-	-	-	-	-	-	-
obtain	-	-	-	-	-	-	-	-
perspective	-	-	-	-	-	-	-	-
relevant	-	-	-	-	-	-	-	-
reluctant	-	-	-	-	-	-	-	-
require	-	-	-	-	-	-	-	-
significant	-	-	-	-	-	-	-	-
subsequent	-	-	-	-	-	-	-	-
sufficient	-	-	-	-	-	-	-	-
valid	-	-	-	-	-	-	-	-

Target length

New words (30)

Word	POS	Definition	Chinese	Difficulty	Band	Family
abate	verb	to become less strong or severe; or to make something less strong	减弱；缓和	high	2	abate / abatement
advocate	verb	to publicly support or recommend an idea, plan, or cause	提倡；支持	moderate	2	advocate / advocacy
bolster	verb	to support or strengthen something	支持；加强	high	2	bolster / bolstered
candid	adjective	honest and direct, even when the truth may be uncomfortable	坦率的；直言不讳的	high	2	candid / candidly / candor
coherent	adjective	clear, logical, and well organized	连贯的；条理清楚的	moderate	2	coherent / coherence / incoherent
compel	verb	to force or strongly persuade someone to do something	迫使；强迫	high	2	compel / compelled / compelling
concede	verb	to admit that something is true, often unwillingly	承认；让步	high	2	concede / concession
corroborate	verb	to confirm or support a statement with additional evidence	证实；佐证	high	2	corroborate / corroboration / corroborative
criterion	noun	a standard used to judge or decide something	标准；准则	high	2	criterion / criteria
deliberate	adjective	done intentionally and with careful thought	故意的；深思熟虑的	high	2	deliberate / deliberately / deliberation
discern	verb	to notice, recognize, or understand something that is not obvious	辨别；察觉	high	2	discern / discernment / discerning
dismiss	verb	to reject an idea as unimportant or unworthy of consideration	否定；不予考虑	moderate	2	dismiss / dismissal
elaborate	verb	to add more detail or explain something more fully	详细说明；阐述	moderate	2	elaborate / elaboration
endorse	verb	to publicly approve, support, or recommend something	赞同；支持	high	2	endorse / endorsement
futile	adjective	unlikely to succeed or produce a useful result	徒劳的；无效的	high	2	futile / futility
impartial	adjective	fair and not favoring one side over another	公正的；不偏不倚的	high	2	impartial / impartiality / impartially
inhibit	verb	to prevent, slow, or limit an action or process	抑制；阻碍	high	2	inhibit / inhibition / inhibitor
innovative	adjective	introducing new ideas, methods, or designs	创新的；革新的	moderate	2	innovative / innovate / innovation
lucid	adjective	clear and easy to understand	清楚的；明晰的	high	2	lucid / lucidity
meticulous	adjective	extremely careful and attentive to small details	一丝不苟的；细致的	high	2	meticulous / meticulously
mitigate	verb	to make something harmful, unpleasant, or severe less serious	减轻；缓解	high	2	mitigate / mitigation
novice	noun	a person who is new to or inexperienced in an activity	新手；初学者	moderate	2	novice
obscure	adjective	not well known, clear, or easy to understand	晦涩的；不清楚的；鲜为人知的	high	2	obscure / obscurity
plausible	adjective	seeming reasonable or likely to be true	似乎合理的；可信的	high	2	plausible / plausibility
pragmatic	adjective	focused on practical results rather than theories or ideals	务实的；讲求实际的	high	2	pragmatic / pragmatism
reinforce	verb	to strengthen an idea, structure, behavior, or feeling	加强；巩固	moderate	2	reinforce / reinforcement
resilient	adjective	able to recover quickly from difficulty or change	有韧性的；能迅速恢复的	high	2	resilient / resilience
skeptical	adjective	not easily convinced; having doubts about a claim	怀疑的；持怀疑态度的	high	2	skeptical / skepticism
tentative	adjective	not certain or final; subject to change	暂定的；不确定的	high	2	tentative / tentatively
undermine	verb	to weaken something gradually or indirectly	削弱；逐渐破坏	high	2	undermine / undermined

Acquisition batches

New words are taught batch by batch, each followed immediately by a short retrieval check, then mixed cumulative retrieval across all of them. Vocabulary Lab decides the batches and the prompt tells the AI to follow them.

Batch	Words	Count
A	abate, advocate, bolster, candid, coherent, compel, concede, corroborate, criterion, deliberate	10
B	discern, dismiss, elaborate, endorse, futile, impartial, inhibit, innovative, lucid, meticulous	10
C	mitigate, novice, obscure, plausible, pragmatic, reinforce, resilient, skeptical, tentative, undermine	10

Review words and review history (60)

Word	Definition	First introduced	Exposure #	Suggested stage	Emphasis this unit
absolve	to free someone from blame, guilt, or responsibility	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
alleviate	to make pain, difficulty, or a problem less severe	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
alter	to change something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
ambiguous	unclear because it can have more than one possible meaning	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
ambivalent	having mixed or conflicting feelings about something	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
analyze	to examine something carefully by looking at its parts	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
animosity	strong dislike or hostility	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
antagonize	to cause someone to become hostile or unfriendly	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
approach	a way of dealing with something; or to come closer	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
approximate	close to the exact amount; or to estimate roughly	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
arbitrary	based on a choice or decision without a clear reason or rule	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
arbitrate	to settle a disagreement by acting as a neutral judge	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
assimilate	to absorb and understand information or become part of a group	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
astute	clever and quick to understand situations	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
audacious	bold and willing to take risks, sometimes shockingly so	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
avert	to prevent something bad from happening	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
consequence	a result or effect, especially one caused by an action	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
consistent	staying the same over time or agreeing with something else	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
contrast	a clear difference; or to show how things are different	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
credible	believable and worthy of trust	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
cursory	quick and not detailed or thorough	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
dearth	a lack or shortage of something	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
deficient	not having enough of something essential	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
derive	to get or develop something from a source	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
detract	to reduce the value, importance, or quality of something	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
digress	to move away from the main subject while speaking or writing	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
distinguish	to recognize or show the difference between things	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
distort	to twist or change the truth, meaning, or appearance of something	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
elicit	to draw out a response, answer, or reaction	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
establish	to create, set up, or show something clearly	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
evaluate	to judge the quality, value, or effectiveness of something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
evident	clear or easy to see or understand	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
exacerbate	to make a problem, condition, or situation worse	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
explicit	stated clearly and directly, leaving no doubt	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
factor	something that helps cause or influence a result	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
fallacy	a mistaken belief or faulty idea, especially in reasoning	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
fastidious	very careful about details and difficult to please	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
feasible	possible and practical to do successfully	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
foreboding	a feeling that something bad is going to happen	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
formulate	to develop or create something carefully, such as a plan or idea	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
fortify	to strengthen or protect something	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
grapple	to struggle with or work hard to understand a difficult problem	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
hindrance	something that makes progress difficult	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
hypothetical	based on an imagined situation rather than a real one	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
imperative	extremely important or necessary	Lesson 2	2	recall	not yet tested - one clear retrieval plus one contextual encounter
indicate	to show, point out, or suggest something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
inevitable	certain to happen or impossible to avoid	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
infer	to reach a conclusion from evidence or clues	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
interpret	to explain or understand the meaning of something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
justify	to give good reasons or evidence to show that something is reasonable	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
maintain	to keep something going, at the same level, or in good condition	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
obtain	to get or acquire something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
perspective	a particular way of seeing or thinking about something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
relevant	directly connected to the topic or situation	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
reluctant	unwilling or hesitant to do something	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
require	to need something or to make something necessary	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
significant	important or large enough to matter	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
subsequent	coming after something else	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
sufficient	enough for a particular purpose	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter
valid	reasonable, acceptable, or supported well enough to be trusted	Lesson 1	2	recall	not yet tested - one clear retrieval plus one contextual encounter

Step 1: AI unit prompt

You are an expert ESL vocabulary materials writer. Build ONE research-informed Tier 2 vocabulary unit for a single student, to be printed as a workbook.
Return JSON ONLY that matches the schema at the end. No Markdown, no commentary, no code fences.

LESSON 3
Student level: Middle
Target length: about 60 minutes of meaningful practice.
Number of NEW words: 30. Number of REVIEW words: 60.
Scale the amount of material to these counts. Do not assume a fixed number of words.

NEW WORDS (teach these for the first time):
1. abate | part of speech: verb | definition: to become less strong or severe; or to make something less strong | Simplified Chinese gloss: 减弱；缓和 | difficulty: high | target band: 2 | morphology family: abate / abatement | notes: Curriculum level: Middle; Lesson: 3; Position: 01. Useful academic verb for changes in intensity or severity.
2. advocate | part of speech: verb | definition: to publicly support or recommend an idea, plan, or cause | Simplified Chinese gloss: 提倡；支持 | difficulty: moderate | target band: 2 | morphology family: advocate / advocacy | notes: Curriculum level: Middle; Lesson: 3; Position: 02. High-utility argument and informational-text word.
3. bolster | part of speech: verb | definition: to support or strengthen something | Simplified Chinese gloss: 支持；加强 | difficulty: high | target band: 2 | morphology family: bolster / bolstered | notes: Curriculum level: Middle; Lesson: 3; Position: 03. Useful with claims, confidence, evidence, and systems.
4. candid | part of speech: adjective | definition: honest and direct, even when the truth may be uncomfortable | Simplified Chinese gloss: 坦率的；直言不讳的 | difficulty: high | target band: 2 | morphology family: candid / candidly / candor | notes: Curriculum level: Middle; Lesson: 3; Position: 04. Common in descriptions of speech, opinions, and people.
5. coherent | part of speech: adjective | definition: clear, logical, and well organized | Simplified Chinese gloss: 连贯的；条理清楚的 | difficulty: moderate | target band: 2 | morphology family: coherent / coherence / incoherent | notes: Curriculum level: Middle; Lesson: 3; Position: 05. Important academic word for writing and reasoning.
6. compel | part of speech: verb | definition: to force or strongly persuade someone to do something | Simplified Chinese gloss: 迫使；强迫 | difficulty: high | target band: 2 | morphology family: compel / compelled / compelling | notes: Curriculum level: Middle; Lesson: 3; Position: 06. Useful across narrative and argumentative contexts.
7. concede | part of speech: verb | definition: to admit that something is true, often unwillingly | Simplified Chinese gloss: 承认；让步 | difficulty: high | target band: 2 | morphology family: concede / concession | notes: Curriculum level: Middle; Lesson: 3; Position: 07. Useful in argument and debate contexts.
8. corroborate | part of speech: verb | definition: to confirm or support a statement with additional evidence | Simplified Chinese gloss: 证实；佐证 | difficulty: high | target band: 2 | morphology family: corroborate / corroboration / corroborative | notes: Curriculum level: Middle; Lesson: 3; Position: 08. Strong evidence/reasoning vocabulary for ISEE-style passages.
9. criterion | part of speech: noun | definition: a standard used to judge or decide something | Simplified Chinese gloss: 标准；准则 | difficulty: high | target band: 2 | morphology family: criterion / criteria | notes: Curriculum level: Middle; Lesson: 3; Position: 09. Academic evaluation word; singular of criteria.
10. deliberate | part of speech: adjective | definition: done intentionally and with careful thought | Simplified Chinese gloss: 故意的；深思熟虑的 | difficulty: high | target band: 2 | morphology family: deliberate / deliberately / deliberation | notes: Curriculum level: Middle; Lesson: 3; Position: 10. Focus on adjective sense for synonym consistency.
11. discern | part of speech: verb | definition: to notice, recognize, or understand something that is not obvious | Simplified Chinese gloss: 辨别；察觉 | difficulty: high | target band: 2 | morphology family: discern / discernment / discerning | notes: Curriculum level: Middle; Lesson: 3; Position: 11. Useful for reading inference and subtle distinctions.
12. dismiss | part of speech: verb | definition: to reject an idea as unimportant or unworthy of consideration | Simplified Chinese gloss: 否定；不予考虑 | difficulty: moderate | target band: 2 | morphology family: dismiss / dismissal | notes: Curriculum level: Middle; Lesson: 3; Position: 12. Use academic sense rather than 'send away'.
13. elaborate | part of speech: verb | definition: to add more detail or explain something more fully | Simplified Chinese gloss: 详细说明；阐述 | difficulty: moderate | target band: 2 | morphology family: elaborate / elaboration | notes: Curriculum level: Middle; Lesson: 3; Position: 13. Useful academic speaking and writing verb.
14. endorse | part of speech: verb | definition: to publicly approve, support, or recommend something | Simplified Chinese gloss: 赞同；支持 | difficulty: high | target band: 2 | morphology family: endorse / endorsement | notes: Curriculum level: Middle; Lesson: 3; Position: 14. Useful in argument, policy, and recommendation contexts.
15. futile | part of speech: adjective | definition: unlikely to succeed or produce a useful result | Simplified Chinese gloss: 徒劳的；无效的 | difficulty: high | target band: 2 | morphology family: futile / futility | notes: Curriculum level: Middle; Lesson: 3; Position: 15. Strong test-prep adjective with clear contrast to effective.
16. impartial | part of speech: adjective | definition: fair and not favoring one side over another | Simplified Chinese gloss: 公正的；不偏不倚的 | difficulty: high | target band: 2 | morphology family: impartial / impartiality / impartially | notes: Curriculum level: Middle; Lesson: 3; Position: 30. Useful in evaluation, judging, and argument contexts.
17. inhibit | part of speech: verb | definition: to prevent, slow, or limit an action or process | Simplified Chinese gloss: 抑制；阻碍 | difficulty: high | target band: 2 | morphology family: inhibit / inhibition / inhibitor | notes: Curriculum level: Middle; Lesson: 3; Position: 16. Useful across science and general academic contexts.
18. innovative | part of speech: adjective | definition: introducing new ideas, methods, or designs | Simplified Chinese gloss: 创新的；革新的 | difficulty: moderate | target band: 2 | morphology family: innovative / innovate / innovation | notes: Curriculum level: Middle; Lesson: 3; Position: 17. High-utility academic and informational-text adjective.
19. lucid | part of speech: adjective | definition: clear and easy to understand | Simplified Chinese gloss: 清楚的；明晰的 | difficulty: high | target band: 2 | morphology family: lucid / lucidity | notes: Curriculum level: Middle; Lesson: 3; Position: 18. Useful synonym-test word; distinguish from coherent.
20. meticulous | part of speech: adjective | definition: extremely careful and attentive to small details | Simplified Chinese gloss: 一丝不苟的；细致的 | difficulty: high | target band: 2 | morphology family: meticulous / meticulously | notes: Curriculum level: Middle; Lesson: 3; Position: 19. Strong descriptive word; useful near-neighbor to fastidious.
21. mitigate | part of speech: verb | definition: to make something harmful, unpleasant, or severe less serious | Simplified Chinese gloss: 减轻；缓解 | difficulty: high | target band: 2 | morphology family: mitigate / mitigation | notes: Curriculum level: Middle; Lesson: 3; Position: 20. Important distinction from prevent and alleviate.
22. novice | part of speech: noun | definition: a person who is new to or inexperienced in an activity | Simplified Chinese gloss: 新手；初学者 | difficulty: moderate | target band: 2 | morphology family: novice | notes: Curriculum level: Middle; Lesson: 3; Position: 21. Common contrast with expert or veteran.
23. obscure | part of speech: adjective | definition: not well known, clear, or easy to understand | Simplified Chinese gloss: 晦涩的；不清楚的；鲜为人知的 | difficulty: high | target band: 2 | morphology family: obscure / obscurity | notes: Curriculum level: Middle; Lesson: 3; Position: 22. Focus on adjective sense for test consistency.
24. plausible | part of speech: adjective | definition: seeming reasonable or likely to be true | Simplified Chinese gloss: 似乎合理的；可信的 | difficulty: high | target band: 2 | morphology family: plausible / plausibility | notes: Curriculum level: Middle; Lesson: 3; Position: 24. Important distinction from credible and valid.
25. pragmatic | part of speech: adjective | definition: focused on practical results rather than theories or ideals | Simplified Chinese gloss: 务实的；讲求实际的 | difficulty: high | target band: 2 | morphology family: pragmatic / pragmatism | notes: Curriculum level: Middle; Lesson: 3; Position: 23. Useful reasoning and decision-making vocabulary.
26. reinforce | part of speech: verb | definition: to strengthen an idea, structure, behavior, or feeling | Simplified Chinese gloss: 加强；巩固 | difficulty: moderate | target band: 2 | morphology family: reinforce / reinforcement | notes: Curriculum level: Middle; Lesson: 3; Position: 25. High-utility cross-curricular verb.
27. resilient | part of speech: adjective | definition: able to recover quickly from difficulty or change | Simplified Chinese gloss: 有韧性的；能迅速恢复的 | difficulty: high | target band: 2 | morphology family: resilient / resilience | notes: Curriculum level: Middle; Lesson: 3; Position: 26. Useful general academic and narrative adjective.
28. skeptical | part of speech: adjective | definition: not easily convinced; having doubts about a claim | Simplified Chinese gloss: 怀疑的；持怀疑态度的 | difficulty: high | target band: 2 | morphology family: skeptical / skepticism | notes: Curriculum level: Middle; Lesson: 3; Position: 27. Important evidence/evaluation word.
29. tentative | part of speech: adjective | definition: not certain or final; subject to change | Simplified Chinese gloss: 暂定的；不确定的 | difficulty: high | target band: 2 | morphology family: tentative / tentatively | notes: Curriculum level: Middle; Lesson: 3; Position: 28. Useful academic planning and inference word.
30. undermine | part of speech: verb | definition: to weaken something gradually or indirectly | Simplified Chinese gloss: 削弱；逐渐破坏 | difficulty: high | target band: 2 | morphology family: undermine / undermined | notes: Curriculum level: Middle; Lesson: 3; Position: 29. Useful with arguments, confidence, authority, and structures.

REVIEW WORDS (already introduced in earlier lessons; do NOT re-teach from scratch; do NOT show Chinese):
1. absolve | definition: to free someone from blame, guilt, or responsibility | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
2. alleviate | definition: to make pain, difficulty, or a problem less severe | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
3. alter | definition: to change something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
4. ambiguous | definition: unclear because it can have more than one possible meaning | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
5. ambivalent | definition: having mixed or conflicting feelings about something | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
6. analyze | definition: to examine something carefully by looking at its parts | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
7. animosity | definition: strong dislike or hostility | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
8. antagonize | definition: to cause someone to become hostile or unfriendly | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
9. approach | definition: a way of dealing with something; or to come closer | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
10. approximate | definition: close to the exact amount; or to estimate roughly | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
11. arbitrary | definition: based on a choice or decision without a clear reason or rule | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
12. arbitrate | definition: to settle a disagreement by acting as a neutral judge | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
13. assimilate | definition: to absorb and understand information or become part of a group | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
14. astute | definition: clever and quick to understand situations | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
15. audacious | definition: bold and willing to take risks, sometimes shockingly so | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
16. avert | definition: to prevent something bad from happening | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
17. consequence | definition: a result or effect, especially one caused by an action | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
18. consistent | definition: staying the same over time or agreeing with something else | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
19. contrast | definition: a clear difference; or to show how things are different | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
20. credible | definition: believable and worthy of trust | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
21. cursory | definition: quick and not detailed or thorough | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
22. dearth | definition: a lack or shortage of something | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
23. deficient | definition: not having enough of something essential | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
24. derive | definition: to get or develop something from a source | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
25. detract | definition: to reduce the value, importance, or quality of something | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
26. digress | definition: to move away from the main subject while speaking or writing | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
27. distinguish | definition: to recognize or show the difference between things | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
28. distort | definition: to twist or change the truth, meaning, or appearance of something | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
29. elicit | definition: to draw out a response, answer, or reaction | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
30. establish | definition: to create, set up, or show something clearly | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
31. evaluate | definition: to judge the quality, value, or effectiveness of something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
32. evident | definition: clear or easy to see or understand | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
33. exacerbate | definition: to make a problem, condition, or situation worse | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
34. explicit | definition: stated clearly and directly, leaving no doubt | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
35. factor | definition: something that helps cause or influence a result | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
36. fallacy | definition: a mistaken belief or faulty idea, especially in reasoning | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
37. fastidious | definition: very careful about details and difficult to please | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
38. feasible | definition: possible and practical to do successfully | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
39. foreboding | definition: a feeling that something bad is going to happen | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
40. formulate | definition: to develop or create something carefully, such as a plan or idea | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
41. fortify | definition: to strengthen or protect something | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
42. grapple | definition: to struggle with or work hard to understand a difficult problem | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
43. hindrance | definition: something that makes progress difficult | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
44. hypothetical | definition: based on an imagined situation rather than a real one | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
45. imperative | definition: extremely important or necessary | first introduced: lesson 2 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
46. indicate | definition: to show, point out, or suggest something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
47. inevitable | definition: certain to happen or impossible to avoid | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
48. infer | definition: to reach a conclusion from evidence or clues | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
49. interpret | definition: to explain or understand the meaning of something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
50. justify | definition: to give good reasons or evidence to show that something is reasonable | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
51. maintain | definition: to keep something going, at the same level, or in good condition | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
52. obtain | definition: to get or acquire something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
53. perspective | definition: a particular way of seeing or thinking about something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
54. relevant | definition: directly connected to the topic or situation | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
55. reluctant | definition: unwilling or hesitant to do something | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
56. require | definition: to need something or to make something necessary | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
57. significant | definition: important or large enough to matter | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
58. subsequent | definition: coming after something else | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
59. sufficient | definition: enough for a particular purpose | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter
60. valid | definition: reasonable, acceptable, or supported well enough to be trusted | first introduced: lesson 1 | exposure number: 2 | successful retrievals: 0 | failed retrievals: 0 | suggested review stage: recall | emphasis: not yet tested - one clear retrieval plus one contextual encounter

WHAT YOU CONTROL AND WHAT YOU DO NOT:
- You supply CONTENT ONLY: words, definitions, glosses, example sentences, context sentences, synonyms, distractor words, the reading passage and the questions.
- Vocabulary Lab owns ALL presentation and ALL randomization: page size, margins, fonts, writing-line heights, question numbering, section order, item order, choice order and which box holds the correct answer.
- Do NOT describe layout, page breaks, formatting, headings, fonts or styling anywhere in the JSON.
- Do NOT pre-order anything for effect: Vocabulary Lab reshuffles every section from the lesson print seed regardless of the order you send.
- Do NOT mark a correct option by position. Send the answer in "answer" (or "synonym") and the wrong choices in "distractors".
- Do NOT include Markdown, emoji, HTML or box characters in any string.

ACQUISITION BATCHES (Vocabulary Lab decides these; do not re-group them):
  Batch A (10 words): abate, advocate, bolster, candid, coherent, compel, concede, corroborate, criterion, deliberate
  Batch B (10 words): discern, dismiss, elaborate, endorse, futile, impartial, inhibit, innovative, lucid, meticulous
  Batch C (10 words): mitigate, novice, obscure, plausible, pragmatic, reinforce, resilient, skeptical, tentative, undermine
Teach ONE batch, then give a SHORT immediate retrieval check on that batch only, then introduce the next batch. Never present all 30 words before the first recall.
Tag every acquisition card with its "batch" ("A", "B", ...) and tag each per-batch check item in "retrieval" with the SAME "batch" value.
A per-batch check is short: about 6-10 quick items on that batch alone.
AFTER the last batch, add MIXED CUMULATIVE retrieval across ALL new words. Those items carry NO "batch" field.

CUMULATIVE REVIEW RULES:
- A word belongs to the whole curriculum once it has been introduced, not only to the lesson that introduced it. This unit is NEW WORDS plus the REVIEW WORDS DUE from earlier lessons, and nothing else.
- REVIEW words must NEVER appear in "acquisition" and must never be given a Chinese gloss.
- Distribute the review words through the unit by their review stage and the recorded performance listed above. Do not give every review word the same number of exercises.
  exposure 2 / first delayed return: recall or recognition, plus contextual use where it helps.
  exposure 3: recall plus context.
  exposure 4: semantic discrimination.
  exposure 5+: productive use, natural reading, and mixed cumulative application.
- Weak or previously failed words: give more than one meaningful retrieval opportunity and place one of them early in the unit.
- Strong words: one meaningful delayed retrieval or contextual encounter is enough for this unit.
- Every review word listed above must appear somewhere in the unit.

ORDER RULES (Lesson 1 let the student answer from list position - do not repeat that):
- The retrieval order must be SHUFFLED relative to the acquisition order.
- The context-question order must differ from the retrieval order.
- The exit-retrieval order must differ from BOTH the acquisition order and the earlier retrieval order.
- Never let list position or sequence memory stand in for knowing the word.
- Vocabulary Lab reshuffles every section from the lesson print seed anyway, so the order you send is never what prints. Send content; do not try to control sequence.

TARGET WORD MAPPING:
- Any scored item (retrieval, context, discrimination, reading_questions, exit) may carry an OPTIONAL "target_word": the BASE vocabulary word the item scores, spelled exactly as listed above.
- Use it whenever the correct answer is an inflected or derived form, for example {"target_word": "require", "answer": "required"} or {"target_word": "approximate", "answer": "approximately"}.
- Application items may carry "target_words": ["justify"] instead, listing the base words the item exercises.
- "reading.target_words_used" always lists BASE words.
- Omit "target_word" when the answer already IS the base word.
- The student may answer with a grammatically correct form; Vocabulary Lab records performance against the base word.

LANGUAGE AND GRAMMAR QA (Lesson 1 produced "The population of the town is approximate 25,000 people." - never do this):
- Every vocabulary item must fit its sentence grammatically.
- The part of speech must match the sentence slot.
- If the slot needs an inflected or derived form, WRITE THAT FORM and name the base word in "target_word" ("The approximate population is 25,000." or "The population is approximately 25,000.").
- Never force the dictionary headword into an ungrammatical sentence.
- Every answer must be unambiguous: exactly one option can be correct, and no distractor may also fit.
- Definitions, contexts and examples must all reflect the same intended sense of the word.
- Re-read every sentence as a native speaker before returning the JSON.

COVERAGE MATRIX (Vocabulary Lab checks this after you answer):
- REQUIRED for every NEW word: (A) an acquisition card, (B) an immediate retrieval item (batch check or mixed cumulative), (D) an exit-retrieval item.
- REQUIRED in addition: (C) at least ONE deeper exposure per NEW word in context, discrimination, reading or application.
- No new word may be limited to acquisition -> definition recall -> exit recall.
- Not every word has to appear in every activity; spread the deeper exposures across the four activity types.

CHINESE SUPPORT RULES:
- English is the instructional language. Chinese is support only.
- NEW words: give a concise Simplified Chinese gloss in the acquisition section only (chinese_gloss field).
- Do not require Chinese anywhere after a word's initial acquisition card.
- REVIEW words: do not show Chinese.
- Never translate readings, instructions, or exercises into Chinese.

UNIT STRUCTURE (about 60 minutes total):
SECTION 1 - RAPID ACQUISITION (~10 min) -> "acquisition": one entry per NEW word, in the order given above: word, part_of_speech, concise English definition, concise Simplified Chinese gloss, one natural example sentence, and its "batch" label. Interleave the batches with their checks as described in ACQUISITION BATCHES.
SECTION 2 - IMMEDIATE RETRIEVAL (~8 min) -> "retrieval": actual retrieval of the NEW words (meaning -> word, first-letter cues, short recall). Not multiple choice. Include the per-batch checks (each tagged with its "batch") AND about 18 mixed cumulative items with no "batch" field. The per-batch checks already cover every word once, so the mixed set samples across batches rather than repeating all of them.
SECTION 2b - PRIOR LESSON REVIEW -> "review": ONE entry per REVIEW word listed above, each with a "completion" sentence (blank written as ______), an "mc_prompt" with 3 "distractors", and a "retrieval_prompt". Earlier words are reviewed THROUGH USE: never restate their definition and never give them a Chinese gloss. Vocabulary Lab decides which of the three forms each word actually gets.
SECTION 3 - CONTEXT PRACTICE (~8 min) -> "context": ONE sentence-completion item per NEW word, with the blank written as ______. Give 3 "distractors": all the SAME PART OF SPEECH as the answer, all grammatically fine in the sentence, so meaning is the only reason one is right. Use an earlier-unit word as one distractor wherever it is plausible.
SECTION 4 - SEMANTIC DISCRIMINATION (~7 min) -> "discrimination": ONE item per NEW word describing a SITUATION, where the student must pick the word that fits most precisely. Use near-neighbour "distractors" (3, same part of speech) rather than obviously wrong words, and never ask for a bare definition match.
Vocabulary Lab splits the NEW words between SECTION 3 and SECTION 4 so that the two sections together test each word exactly once. Write an item for EVERY new word in BOTH sections; unused ones are simply not printed.
SECTION 4b - SYNONYMS (~7 min) -> "synonyms": REQUIRED, exactly ONE entry per NEW word and no entries for any other word. Each entry is {"word", "synonym", "distractors", "note"}. "synonym" is a single word closest in meaning to "word". "distractors" is 4-6 single words that are NOT synonyms of it, all the SAME PART OF SPEECH as the synonym, at the lesson's reading level. Include useful traps among them: an antonym, a look-alike or sound-alike, and a related-but-not-synonymous word, and an earlier-unit word where one fits. "note" is one short sentence naming the most tempting distractor and why it is wrong. Vocabulary Lab picks which distractors print and where the answer sits.
SECTION 5 - CUMULATIVE READING (~10 min) -> "reading": ONE engaging, age-appropriate passage of roughly 350-450 words that uses approximately 10-15 NEW target words naturally, plus approximately 5-10 REVIEW words naturally. NEVER force every vocabulary word into one passage: natural prose matters far more than target-word count (Lesson 1 crammed 25 of 30 words into one passage - do not repeat that). Words you leave out of the reading must get their deeper exposure from context, discrimination or application instead. List every target word actually used in "target_words_used" as BASE words.
SECTION 6 - READING + APPLICATION (~5 min) -> "reading_questions": 4-6 comprehension items that depend on understanding the vocabulary in context (use "options" for multiple choice, omit for short answer). -> "application": 3-4 short productive-use items (write a sentence, explain, respond), each with a "sample_answer" and a "target_words" list.
SECTION 7 - EXIT RETRIEVAL (~5 min) -> "exit": sample every NEW word where feasible (about 30 items), and include a REVIEW word only where another retrieval is pedagogically due this unit. VARY the recall type and the wording: meaning -> word, a short context -> word, complete a sentence, a brief discrimination, and occasionally produce the word from a described situation. Mostly NOT multiple choice. Do NOT reuse the immediate-retrieval wording: the exit check must feel different from section 2, not like a reprint of it.

ANSWER RULES:
- Every objectively scored item has exactly one clear "answer".
- Open-response items use "sample_answer" (or acceptable-response guidance).
- Do not restate a word's full definition inside a retrieval, context or exit item; that turns retrieval into copying.
- Every item id must be unique across the whole unit (R1.., C1.., D1.., Q1.., A1.., E1..).
- "acquisition" must contain exactly the NEW words listed above and no other words as new vocabulary.
- "estimated_minutes" must be present. "lesson_number" must be 3.
- Use plain text in every string (no Markdown). Use \n inside the passage for paragraph breaks.

JSON SCHEMA (return exactly this shape, JSON only):
{
  "title": "string",
  "lesson_number": 1,
  "estimated_minutes": 60,
  "acquisition": [
    { "word": "string", "part_of_speech": "string", "definition": "string", "chinese_gloss": "string", "example": "string", "batch": "A" }
  ],
  "retrieval": [
    { "id": "R1", "batch": "A", "target_word": "string", "prompt": "string", "answer": "string" }
  ],
  "context": [
    { "id": "C1", "target_word": "string", "prompt": "string", "options": ["string"], "answer": "string" }
  ],
  "discrimination": [
    { "id": "D1", "target_word": "string", "prompt": "string", "distractors": ["string", "string", "string"], "answer": "string" }
  ],
  "synonyms": [
    { "word": "string", "synonym": "string", "distractors": ["string", "string", "string", "string"], "note": "string" }
  ],
  "review": [
    { "word": "string", "completion": "string", "mc_prompt": "string", "distractors": ["string"], "retrieval_prompt": "string" }
  ],
  "reading": {
    "title": "string",
    "passage": "string",
    "target_words_used": ["string"]
  },
  "reading_questions": [
    { "id": "Q1", "target_word": "string", "prompt": "string", "distractors": ["string", "string", "string"], "answer": "string", "evidence": "string" }
  ],
  "application": [
    { "id": "A1", "target_words": ["string"], "prompt": "string", "sample_answer": "string" }
  ],
  "exit": [
    { "id": "E1", "target_word": "string", "prompt": "string", "answer": "string" }
  ]
}

OPTIONAL FIELDS: "batch" (acquisition cards and the retrieval items that check that batch),
"target_word" (any scored item), "target_words" (application items), "options" (a legacy
alias for "distractors" that still includes the answer), "note" (the tempting distractor on a
synonym question), "evidence" (the passage sentence that supports a reading answer),
"chinese_gloss" (new-word acquisition cards only). Omit a field rather than sending an empty
string. Every other key must be present.

"synonyms" is REQUIRED and must contain exactly one entry per NEW word.
"review" is required whenever the lesson has REVIEW words.

Unit builder: Lesson 3

Workbook Readiness

Print randomization

Print readiness

Unit coverage and QA summary

NEW word coverage

REVIEW word coverage

Target length

New words (30)

Acquisition batches

Review words and review history (60)

Step 1: AI unit prompt

Step 2: Paste AI Unit JSON