A word/vocabulary used independently is very difficult to interpret. Why? This is because a word/vocabulary may have a variety of meaning depending on how it is used in relation to other words in the sentence. Let us take the word ‘drive’ as a case in point. The most common meaning associated with this word in familiar context is ‘to operate a car’. Although we know that ‘drive’ may have other definitions attached to it, this meaning is what intuitively gets inside the student’s head especially if the student has or drives a car. This is the stage where the student learns to attach the most familiar meaning to a word and how this word is used in everyday situation. This is quite an achievement for a student who began in low basic where he/she identifies sight words and moved a notch higher to high basic where he/she begins to interpret or define words. The drawback of this stage is when the familiar word ‘drive’ is used in a meaning other than the meaning commonly attached to it. Say for example, the expression ‘It drives me crazy’. When a student hears the word ‘drive’, he/she may define it using familiar context (to drive a car) and misunderstands the expression altogether causing a breakdown in communication. To summarize, students at this level defines a word using the word’s connotative or familiar meaning. It is interesting to note that students in high basic and low intermediate share the same level indicator in the area of words and phrases. In case there may be confusion as to which level exactly a student having this indicator will be placed, check out the other indicator below each level. So if the student can answer questions based on a reading passage but cannot locate this information in the text, then place the student in high basic. On the other hand, if the student is able to answer the same questions and is also able, although with some amount of difficulty, to locate the information in the text, then place the student in low intermediate.