How to Learn Advanced English Vocabulary (Chinese Edition) | Lesson No.011 | Master Dependent Prepositions and Complement Patterns | 第011课：掌握固定介词与补语结构

Series ID: EDKS-ADV-VOC-ZH-0011 · Advanced English Vocabulary (Chinese Edition) · Lesson No.011 · Batch 03 · C1 → C2 · 简体中文辅助

The word can be correct and the sentence can still fail because the word has been stored without its frame.
单词可以选对，句子仍然会错，因为你记住了“词”，却没有记住这个词要求的完整结构。

You know responsible, but write “responsible of”. You know prevent, but write “prevent him to leave”. You know suggest, but write “suggest him to go”. You know capable, but hesitate between capable to do and capable of doing. You know approach, but cannot decide whether English wants an approach to solve or an approach to solving.

这些错误很有代表性，因为真正缺失的往往不是“词义”。学习者认识 responsible、prevent、suggest、capable、approach，但没有把这些词和它们要求的介词、宾语、-ing、to-infinitive 或 that-clause 一起储存。

At advanced level, grammar and vocabulary stop behaving like two separate school subjects. A useful lexical entry increasingly includes its grammatical neighbourhood. Cambridge Grammar notes that many verbs and nouns are followed by particular prepositions, and that a preposition may take a noun phrase, pronoun, -ing clause or other complement. British Council’s C1 materials likewise show that reporting verbs select different patterns: some take an infinitive, some an object plus infinitive, some -ing, and some a preposition plus -ing.

因此，本课的中心原则非常简单：

Do not store “word = translation”. Store “word + meaning + frame”.

不要只存“单词＝翻译”。要存“单词＋词义＋结构框架”。

This lesson is an advanced Mandarin-supported learner route. It does not replace eduKateSengkang’s mechanism owners: How Prepositions Build Relationships of Time, Place, Direction and Cause, How Gerunds and Infinitives Change Meaning After English Verbs, How Transitive and Intransitive Verbs Control Direct and Indirect Objects, or the Primary 6 verb-pattern and fixed-collocation guides. Here we integrate those mechanisms into one advanced vocabulary-learning workflow.

---

1. Diagnose the missing frame | 先诊断：你缺的可能不是单词，而是框架

Read the following learner-style sentences. Every sentence contains familiar vocabulary. The problem lies in the relationship around the word.

1. She is responsible of checking the final draft.
2. The new rule prevents students to submit twice.
3. I suggest you to read the paragraph again.
4. He is capable to explain the distinction.
5. We discussed about the result.
6. This is a useful approach to solve the problem.
7. They insisted to check the source.
8. The decision depends of the evidence.

Possible repairs include responsible for checking, prevent students from submitting, suggest that you read / suggest reading, capable of explaining, discuss the result, an approach to solving, insist on checking / insist that…, and depends on the evidence.

注意：这些修复不是一条统一的“介词规则”。有的需要介词，有的恰恰要把多余介词删掉；有的要 -ing，有的要 to-infinitive，有的要 that-clause。高级词汇学习真正需要的是每个高价值词自己的框架。

2. A dependent preposition is part of lexical behaviour | 固定介词是词汇行为的一部分

English prepositions often express ordinary relationships of place, time, direction and cause. But many lexical items also develop conventional prepositional partners. Cambridge calls verbs such as belong to and approve of prepositional verbs because a particular preposition introduces the complement. Many nouns also normally take particular prepositions: reason for, increase in, research into, response to.

这时介词不能只靠中文意思现算。中文“对……负责”“取决于……”“对……作出反应”并不能自动告诉你英文分别需要 responsible for、depend on、response to。

Store the phrase as a single retrievable unit:

• responsible for
• capable of
• consistent with
• relevant to
• dependent on
• contribute to
• result in
• result from
• reason for
• increase in
• response to
• access to
• approach to

The unit is not only the preposition. The unit is the relationship: responsible for a task, consistent with the evidence, access to information, an approach to the problem.

3. Preposition + verb usually means -ing | 介词后接动词时，通常用 -ing

Cambridge Grammar notes that a prepositional complement can be a verb in the -ing form. British Council’s C1 reporting-verb guide likewise notes that when a verb with a dependent preposition is followed by another verb, the following verb uses -ing.

• capable of explaining
• responsible for checking
• interested in learning
• committed to improving
• object to changing
• insist on checking
• succeed in completing
• apologise for arriving late

This creates one of the most important advanced distinctions in English: sometimes to is a preposition and therefore takes -ing; sometimes to is the infinitive marker and takes the base form.

to 后面不一定都是动词原形。如果这个 to 属于固定介词结构，它后面的动词通常要进入 -ing。

4. Compare “to” as preposition with “to” as infinitive marker | 分清两种 to

Prepositional to + -ing	Infinitive to + base verb
committed to improving	decided to improve
object to changing	refused to change
look forward to meeting	hope to meet
an approach to solving the problem	a plan to solve the problem
be used to working late	used to work late

Do not memorise “to + verb = infinitive”. Memorise the larger frame. Committed to is one unit. Decide to do is another.

尤其值得注意 be used to doing 与 used to do。前者表示“习惯于做某事”，其中 to 是介词；后者表示“过去常常做某事”，结构完全不同。

5. Store adjective + preposition as one lexical unit | 形容词与介词一起存

Frame	Meaning job	Example
aware of	know about / recognise	aware of the limitation
capable of	have the ability/capacity	capable of handling the load
committed to	dedicated to	committed to improving access
consistent with	not contradict / fit with	consistent with the evidence
dependent on	affected or decided by	dependent on context
eligible for	qualified to receive/do	eligible for support
relevant to	connected to the matter	relevant to the decision
responsible for	having duty or causal responsibility	responsible for reviewing the file
similar to	resembling	similar to the earlier pattern

A good vocabulary notebook should not write capable = 有能力的. It should write capable of something / capable of doing something. That tiny change converts a translation into a usable sentence frame.

6. “Responsible for” carries more than one relationship | responsible for 不只一种关系

Compare:

• Leonie is responsible for checking the final version. — duty
• A configuration error was responsible for the failure. — cause

The same frame can connect a person to a duty or a factor to an outcome. Context determines the sense.

因此，背“responsible for＝负责”还不够。它既可以表示职责，也可以表示“导致某结果”。学习者要把结构与常见语义一起记录。

7. “Concerned about” and “concerned with” do different work | concerned about / with 要看关系

One common distinction is:

• concerned about the delay — worried about it
• the report is concerned with access to education — deals with / is about it

Real usage can vary by context, so confirm with a strong learner dictionary when the distinction matters. The learning principle is the important part: a change of preposition can change the relationship, not merely the grammar.

8. Store noun + preposition as one lexical unit too | 名词同样有固定介词

Cambridge Grammar lists many nouns with particular prepositions, including reason for, increase in, research into and response to. Advanced learners should record these combinations because noun-heavy academic and professional writing depends on them.

Noun frame	Example
access to	access to reliable information
approach to	an approach to vocabulary learning
basis for	a basis for comparison
demand for	demand for skilled workers
difference between	the difference between recognition and recall
increase in	an increase in accuracy
investigation into	an investigation into the failure
reason for	the reason for the delay
response to	a response to criticism
solution to	a solution to the problem

For Mandarin-speaking learners, solution of the problem or approach for solving may feel possible because Chinese does not package these relations in the same way. The repair is not “study prepositions generally”. The repair is to stabilise the high-value noun frame.

9. “Approach to” creates a famous -ing trap | approach to 最容易让高级学习者误判 to

Compare:

• an approach to solving the problem
• a method for solving the problem
• a plan to solve the problem

All three can describe routes toward a solution, but their grammatical frames differ. If you store only the Chinese “解决问题的方法”, the English pattern remains underdetermined.

高级学习的单位应该是：an approach to doing、a method for doing、a plan to do。

10. Store verb + preposition as a complete frame | 动词与介词也一起学

• account for the difference
• apologise for the delay
• approve of the proposal
• belong to the category
• contribute to the outcome
• depend on the context
• insist on checking
• object to changing
• result from an error
• result in a delay
• succeed in completing

Notice again: contribute to improving, object to changing, succeed in completing. The preposition belongs to the lexical frame, so the following verb enters -ing form.

11. Result in and result from encode opposite directions | result in / result from 方向相反

Frame	Direction	Example
X results in Y	cause → outcome	The error resulted in a delay.
Y results from X	outcome ← cause	The delay resulted from an error.

A learner may know every word and still reverse the causal direction. This is exactly why prepositions belong inside meaning, not in a separate grammar appendix.

介词改变的不只是“句子形式”，而是因果方向。

12. Not every familiar verb needs a preposition | 有时真正的问题是多加了介词

Advanced learners should also learn high-value verbs that take a direct object without the preposition that translation may tempt them to add.

Weak transfer	Standard route
discuss about the issue	discuss the issue
emphasise on the point	emphasise the point
enter into the room	enter the room
contact with the office	contact the office
approach to the manager	approach the manager

Context matters. Enter into can be legitimate in other senses such as entering into an agreement or discussion. The lesson is not “never use into after enter”. The lesson is: store the pattern with the specific meaning.

这也说明为什么机械规则危险。enter the room 与 enter into an agreement 都存在，但意义和结构不同。不要只记“enter 后面不能有 into”。

13. Complement patterns are lexical choices | 补语结构本身也是词汇选择

Some verbs select a following infinitive, some select -ing, some need an object before the infinitive, and some allow more than one pattern with different meanings or usage.

Pattern	Examples
verb + to-infinitive	agree to help; decide to leave; refuse to change
verb + -ing	avoid repeating; consider changing; recommend waiting
verb + object + to-infinitive	advise students to check; encourage learners to compare; remind them to return
verb + preposition + -ing	insist on checking; apologise for arriving; object to changing
verb + that-clause	suggest that we wait; insist that the source be checked / is checked depending on variety and structure

British Council’s C1 guide on reporting verbs explicitly groups verbs by these complement patterns. For learners, the important implication is clear: the complement is part of the lexical entry.

14. Suggest is not “suggest someone to do” | suggest 的高频错误要一次修完整

Common useful patterns include:

• I suggest checking the source.
• I suggest that you check the source.
• She suggested a different approach.

Avoid building the lexical frame as “suggest somebody to do something”. The learner may be translating the Chinese event correctly while importing the wrong English complement structure.

中文“我建议你再查一次”非常自然，但英文不能因此自动写成 I suggest you to check again。应把整个英文框架直接建立起来。

15. Advise and suggest are close in meaning but different in structure | advise 与 suggest 不能只按中文近义词互换

Advise	Suggest
advise someone to check	suggest that someone check
advise checking the details	suggest checking the details
give someone advice	make a suggestion

Near-synonym learning must include syntax. Two verbs can occupy similar semantic territory while offering different routes into the sentence.

这也是第006课“精准选词”的进一步发展：高级词汇区别不只存在于词义，也存在于后面的句型。

16. Recommend behaves more like suggest than tell | recommend 的结构不能从 tell 类推

• We recommend checking the references.
• We recommend that the references be checked.
• We recommend this approach.

Do not create a pattern merely because another semantically related verb uses it. Tell someone to do does not license “recommend someone to do” as the default standard pattern.

词义接近，不代表补语结构会复制。

17. Prevent needs an object and from + -ing | prevent 的结构要整体记

• The rule prevents students from submitting twice.
• The filter prevents the error from spreading.
• This does not prevent us from considering another explanation.

For Mandarin speakers, “阻止某人去做” may tempt an object + to-infinitive structure because English has many verbs that do use that frame. But prevent belongs to a different pattern.

不要背 prevent 一个词。背 prevent somebody from doing something。

18. Enable takes object + to-infinitive | enable 与 prevent 正好形成有用对比

• The tool enables students to compare the versions.
• The shortcut enables users to reach the page faster.

Compare the pair:

The feature enables users to save the draft.
The restriction prevents users from saving the draft twice.

This contrast is memorable because the meanings point in opposite directions and the structures differ visibly.

19. Allow has two useful routes | allow 可以把主动对象说出来，也可以不说

• The system allows users to edit the file.
• The system allows editing after submission.

The first names the person or entity permitted to act. The second focuses on the activity itself. Learning both gives the writer flexibility.

高级词汇条目不必只有一条结构，但每一条都要和意义焦点连接起来。

20. Remind, encourage, persuade and urge need the participant | 这类动词要把执行者放进结构

• remind students to check
• encourage learners to compare
• persuade the team to revise
• urge readers to consider

The participant matters because these verbs describe influence on someone’s action. If you omit the participant, you may need a different structure or a different verb.

21. Avoid, consider and admit naturally take -ing in common patterns | 一组值得主动化的 -ing 动词

• avoid repeating the claim
• consider changing the order
• admit making an error
• deny copying the text
• mention seeing the pattern
• recommend waiting

Do not build “avoid to repeat” simply because Chinese has no visible -ing distinction. The English lexical entry itself selects the complement.

22. Decide, refuse, agree and promise naturally take to-infinitive in common patterns | 另一组值得主动化的 to-infinitive 动词

• decide to revise
• refuse to change
• agree to help
• promise to return
• offer to check
• threaten to withdraw

British Council’s reporting-verb materials group verbs precisely because these patterns are not freely interchangeable.

23. Some verbs change meaning when the complement changes | 有些动词换结构，意思也跟着换

Gerund/infinitive alternation deserves its own mechanism page, already owned by eduKateSengkang. Here we only need one advanced warning: do not assume two allowed patterns mean the same thing.

Pattern	Typical distinction
remember doing	memory of a past event
remember to do	do not forget a required future/action task
stop doing	end the activity
stop to do	pause one activity in order to do another
try doing	experiment with a possible method
try to do	make an effort to achieve something

The grammatical pattern can change the event model. Treat it as meaning, not decoration.

24. Insist offers a useful contrast between preposition and clause | insist 同时展示介词结构与从句结构

• She insisted on checking the source.
• She insisted that the source be checked.
• She insisted that we check the source.

The first uses on + -ing. The clause versions package the participants differently. Variation exists across English varieties and levels of formality; use a strong learner dictionary for the precise pattern you need.

高级学习者不需要把所有语法变体一次背完。先稳定最常用、最符合自己任务的结构，再扩展。

25. Complain about doing; apologise for doing | 动词＋介词＋-ing 要按整块提取

• complain about receiving the information late
• apologise for missing the meeting
• object to changing the criteria
• insist on reviewing the evidence
• succeed in reducing the error rate

The British Council gives exactly this kind of pattern for C1 reporting verbs: when the lexical verb carries a dependent preposition, a following verb enters the -ing form.

26. Build “meaning → frame”, not “Chinese → preposition” | 不要背“中文词对应哪个介词”

Weak note:

对 = to / for / with / about / on

This is nearly useless because Chinese “对” can correspond to many relationships.

Stronger note:

• response to criticism
• responsible for the task
• consistent with the evidence
• concerned about the delay
• dependent on context

Now the English relation itself is stored.

27. Chinese transfer trap: “向某人解释” | explain 的对象结构

English normally uses:

• explain the problem to the student
• explain to the student why the answer is incomplete

Not the standard route “explain me the problem”. Compare with tell me the problem. Similar communicative meanings do not imply identical object structures.

这也是为什么高级词汇笔记要写句型，而不是只写近义词。

28. Chinese transfer trap: “和某人联系” | contact 不需要复制 with

• contact the office
• get in contact with the office
• keep in contact with the office

The noun phrase contact with and the verb contact somebody create different frames. Word-family relationships can therefore change grammar.

29. Chinese transfer trap: “讨论关于……” | discuss and discussion split the pattern

• discuss the problem
• have a discussion about the problem

The verb takes the topic directly; the noun commonly uses about. This difference is exactly the kind of pattern a translation-only vocabulary notebook misses.

30. Chinese transfer trap: “强调在……” | emphasise and emphasis split the pattern too

• emphasise the importance of checking
• place emphasis on checking
• the emphasis is on accuracy

Verb and noun members of one semantic family may organise complements differently. Word-family study must therefore include syntax.

31. Chinese transfer trap: “进入……” | enter changes frame with meaning

• enter the room
• enter the market
• enter into an agreement
• enter into negotiations

Do not derive one global rule from one correction. Learn the relevant sense and its frame.

32. Chinese transfer trap: “结婚” | marry and married use different structures

• She married him.
• She is married to him.
• They got married.

Again, the lexical family changes the frame. A learner who stores only one Chinese label can easily transfer the wrong preposition or object structure.

33. Build a frame card, not a word card | 单词卡升级成“结构卡”

Weak card:

responsible = 负责的

Stronger card:

responsible for something / doing something
duty: responsible for checking the draft
cause: responsible for the delay
cue: who/what carries the responsibility?

This card can generate a sentence.

34. Build contrast cards around nearby meanings | 用近义词对比结构，不只对比中文意思

Meaning area	Frame
recommend	recommend doing / recommend that…
advise	advise doing / advise someone to do
encourage	encourage someone to do
suggest	suggest doing / suggest that…

Now synonym precision includes grammatical decision-making.

近义词不仅“意思不完全一样”，进入句子的路线也不完全一样。

35. Build transformation drills | 做“同一意思，不同结构”的转换

Meaning: the tutor thinks checking the source is a good idea.

• The tutor recommends checking the source.
• The tutor suggests that we check the source.
• The tutor advises us to check the source.
• The tutor encourages us to check the source carefully.

The meanings overlap but are not perfectly identical. The exercise is useful because you practise both semantic selection and complement control.

36. Build “wrong frame → repair” cards | 错误框架修复卡特别适合高级学习者

• capable to explain → capable of explaining
• prevent him to leave → prevent him from leaving
• suggest him to read → suggest that he read / suggest reading
• responsible of checking → responsible for checking
• discuss about the issue → discuss the issue
• approach to solve → approach to solving

After repair, do not merely reread. Cover the correction and reconstruct a new sentence.

37. Use corpus evidence when two patterns both look possible | 两种结构都像对时，用第009课验证

Some pattern questions are straightforward in a learner dictionary. Others involve variation by genre, dialect, sense or formality. When two candidates both seem possible, return to Lesson No.009: Use Corpus Evidence to Check Natural Word Choice.

Search the exact frame and inspect real contexts. Do not simply compare raw result counts. Ask whether examples express the same sense and come from the register you need.

38. Use the dictionary headword pattern | 看词典词条中的“结构骨架”

Oxford and Cambridge learner dictionaries often show the preposition or complement inside the entry. Treat that information as part of the word.

• dependent on/upon something
• dependence on/upon somebody/something
• depend on something

The Oxford entries for dependent, dependence and depend make this visible. The word family shares a semantic relationship while each member occupies its own sentence structure.

39. Build the whole family with its frames | 词族要连结构一起扩展

Family member	Frame	Example
depend	depend on	Success depends on preparation.
dependent	dependent on	The outcome is dependent on timing.
dependence	dependence on	The system’s dependence on one server creates risk.
independent	independent of	The result should be independent of who checks it.
independence	independence from / of depending on sense	Check a learner dictionary for the exact sense.

A word family is not complete when you merely know the suffixes. You need the behaviour of each useful member.

40. Grammar can change across the word family | 同词族不保证同一结构

Compare:

• discuss the problem
• a discussion about the problem
• emphasise the difference
• place emphasis on the difference
• respond to criticism
• a response to criticism

Word-family study must therefore combine morphology, syntax and collocation.

41. Worked case: Maren edits a report | 案例一：Maren 修改报告

Maren is reviewing a fictional project report. The draft says: “The outcome depends of the amount of support. The team discussed about several solutions and suggested the manager to extend the trial. They are committed to improve the process and responsible of checking the final version.” Every error occurs around vocabulary the writer already knows.

Maren does not replace the paragraph with “more advanced words”. She marks four frames:

• depend on
• discuss something
• suggest that someone do / suggest doing
• committed to doing
• responsible for doing

One possible revision is: “The outcome depends on the amount of support. The team discussed several solutions and suggested that the manager extend the trial. They are committed to improving the process and responsible for checking the final version.”

中文分析：这段不是“词汇量不足”。原作者认识 depends、discussed、suggested、committed、responsible。真正的第一弱点是词汇框架没有稳定。增加十个新词不会自动修复。

Maren then makes the learner produce five new examples with different nouns. The learner must say depends on timing, discuss the evidence, suggest checking the evidence, committed to reducing errors, and responsible for reviewing the evidence. This stops the correction from remaining tied to one paragraph.

42. Worked case: Iona reads a research-style paragraph | 案例二：Iona 读一段研究型文字

Iona reads this original teaching paragraph: “The interpretation is consistent with the first set of observations, but it depends on an assumption about timing. The authors therefore recommend checking the timestamp before drawing a stronger conclusion. They also warn readers not to confuse an increase in reported cases with an increase in the underlying rate.”

Iona marks three lexical frames:

• consistent with evidence
• depend on an assumption
• recommend doing
• warn somebody not to do
• increase in something

She then asks a reading question: what is the paragraph actually claiming? It does not say the interpretation is proven. Consistent with means it fits the observations without contradiction; another explanation may also be consistent. The complement pattern and the evidence boundary work together.

中文分析：高级结构学习不能只停在“介词填对”。consistent with 的词义本身也有证据边界：与观察一致，不等于观察已经唯一证明这个解释。

43. Worked case: Leonie has to speak under time pressure | 案例三：Leonie 在口语压力下选择结构

Leonie knows the phrase capable of handling in writing, but during discussion she repeatedly says “capable to handle”. Her problem is not meaning; it is rapid retrieval of the full frame.

She practises situation → phrase:

• “This system can manage twice the load.” → It is capable of handling twice the load.
• “This learner can explain the distinction independently.” → She is capable of explaining the distinction independently.
• “This method can deal with several input types.” → The method is capable of handling several input types.

Then the written prompt disappears. Leonie explains three new situations aloud. The frame becomes one spoken unit: capable-of-doing, not three decisions assembled under pressure.

中文分析：口语时如果每次先想 capable，再想介词，再决定动词形式，速度会很慢。主动词汇的目标是把高价值框架压缩成一个可提取单位。

44. The FENCE frame-control system | FENCE 固定结构控制系统

Fence	Question	Repair
F0 Diagnose	Meaning problem or frame problem?	identify exact break
F1 Meaning	What relationship does the word express?	simple-English definition
F2 Frame	What must follow?	store preposition/complement
F3 Participant	Does the verb need an object?	mark somebody/something slot
F4 Verb form	-ing, to-infinitive or clause?	store full structure
F5 Contrast	Which nearby verb uses another pattern?	contrast pair
F6 Retrieval	Can I produce the whole frame?	situation-to-phrase recall
F7 Transfer	Can I change noun/topic/register?	new context
F8 Editing	Can I spot my recurring pattern error?	personal error corpus

45. Use frame notation in your notebook | 用符号把结构写得短而清楚

• responsible + for + N / V-ing
• capable + of + N / V-ing
• prevent + sb + from + V-ing
• enable + sb + to + V
• suggest + V-ing / that-clause
• advise + sb + to + V / V-ing
• insist + on + V-ing / that-clause
• approach + to + N / V-ing

Use notation only if you understand it. The purpose is compression, not decoration.

符号让词汇本更紧凑，但最终必须能还原成完整句子。

46. Use slot substitution | 用“槽位替换”练稳定框架

Frame: responsible for + -ing.

• responsible for checking the draft
• responsible for reviewing the data
• responsible for contacting the client
• responsible for maintaining the system

The frame remains stable while the activity changes. This trains grammatical automaticity without mindless sentence copying.

47. Use participant substitution | 换执行者，检查宾语槽位

Frame: advise somebody to do.

• advise the student to revise
• advise the team to wait
• advise them to check
• advise her to compare

Then contrast with recommend checking. The learner must now choose the frame, not merely fill a blank.

48. Use one meaning through several frames | 同一个意思，训练多条可用路线

Meaning: check the source before publication.

• I recommend checking the source.
• I suggest that we check the source.
• I advise the team to check the source.
• I insist on checking the source first. — stronger stance

The last sentence changes interpersonal force. Grammar and stance should be learned together.

49. Use one frame through several registers | 同一结构跨语域使用

Frame: responsible for.

• Conversation: “Who’s responsible for checking this?”
• Email: “I’m responsible for checking the final version.”
• Report: “The review team is responsible for verifying the final dataset.”

The frame survives; lexical density changes.

50. Use reading harvests | 从真实阅读里收集“完整结构”

When reading, stop collecting only unknown words. Also collect familiar words in useful frames:

• relevant to the discussion
• consistent with earlier findings
• an increase in demand
• a response to criticism
• prevent the problem from recurring
• enable the system to recover

Advanced vocabulary growth often comes from seeing how familiar words behave.

51. Use listening harvests too | 听力里也抓完整结构

With a transcript, mark the boundary around the lexical frame, not just the stressed content word.

• depends on whether…
• responsible for making sure…
• committed to working with…
• encouraged us to think about…

Then shadow the whole phrase. Spoken retrieval benefits when the structure has already been chunked acoustically.

52. Use editing flags | 写作时给自己设置“结构警报”

During editing, flag high-risk items:

• suggest
• recommend
• advise
• prevent
• responsible
• capable
• committed
• approach
• depend
• discuss
• explain

Do not assume the word is safe because it is familiar. Ask whether the frame around it is complete.

53. Build a personal error corpus | 建立自己的“固定结构错误库”

My version	Repair	Failure type
suggest me to check	suggest that I check / suggest checking	complement pattern
responsible of checking	responsible for checking	dependent preposition
prevent me to go	prevent me from going	object + preposition + -ing
discuss about it	discuss it	unnecessary preposition
approach to solve	approach to solving	prepositional to + -ing

Sort errors by mechanism. If three errors involve prepositional to, that becomes the next training target.

54. Do not memorise enormous “verb + preposition” tables | 不要把本课变成两百行介词表

Long tables are useful for reference, but poor as the only learning method. Select frames that solve your real errors and appear in your real reading, writing, study or work.

For one week, ten well-used frames may be more valuable than one hundred recognised pairs.

高级学习的目标不是“介词表背完”，而是“常用框架越来越自动”。

55. Prioritise high-transfer frames | 优先主动化高迁移结构

• depend on
• responsible for
• relevant to
• consistent with
• contribute to
• result in / result from
• prevent somebody from doing
• enable somebody to do
• suggest doing / suggest that
• recommend doing
• advise somebody to do
• approach to doing

These frames transfer across academic writing, professional communication and serious conversation.

56. Academic writing: frames for evidence and reasoning | 学术写作中的高价值结构

• consistent with the evidence
• dependent on the assumption that…
• contribute to the observed difference
• result in an increase in…
• result from variation in…
• an approach to analysing…
• a response to the criticism that…
• a reason for interpreting…

These structures carry logic. A wrong preposition can distort the relation between claim, evidence and cause.

57. Professional English: frames for responsibility and action | 职场英语中的高价值结构

• responsible for delivering
• committed to improving
• capable of handling
• prevent users from accessing
• enable teams to respond
• advise the client to wait
• recommend revising the scope
• depend on approval

Professional clarity often comes from getting these small relational words right.

58. Serious conversation: frames that keep speech precise | 严肃对话里的高价值结构

• It depends on what you mean by…
• I’m concerned about…
• That’s relevant to…
• I’d suggest looking at…
• I’d advise you to…
• That prevents us from…
• We’re committed to…

Many of these expressions are not rare. Their value comes from reliable availability and accurate structure.

59. A 20-minute frame-control session | 20 分钟固定结构训练

Time	Task
0–5 min	Select five recurring frame errors from your writing.
5–9 min	Check learner-dictionary patterns.
9–13 min	Produce noun, pronoun and verb-complement versions.
13–17 min	Contrast with a nearby word using another pattern.
17–20 min	Close notes and retrieve from scenarios.

No new vocabulary is required. You are deepening the behaviour of words you already know.

60. A 45-minute full session | 45 分钟完整训练

Time	Task
0–10 min	Read one demanding text and harvest 8–10 useful frames.
10–18 min	Classify adjective/noun/verb/complement patterns.
18–25 min	Check dictionary and corpus evidence where needed.
25–32 min	Build contrast pairs.
32–38 min	Closed-book scenario retrieval.
38–45 min	Write or speak using five frames in a new topic.

61. A seven-day frame challenge | 七天固定结构挑战

Day	Focus
1	adjective + preposition
2	noun + preposition
3	verb + preposition
4	verb + -ing vs to-infinitive
5	object + to-infinitive / object + from + -ing
6	Chinese-transfer repairs
7	mixed no-notes writing and speaking

62. A 30-day frame challenge | 30 天固定结构升级

• Collect 60 high-value frames from real reading/listening.
• Select 30 for active training.
• Build 15 near-synonym pattern comparisons.
• Repair 20 sentences from your own writing.
• Complete 10 spoken scenario drills.
• Complete 8 short writing tasks without a dictionary.
• Track your five most frequent structural errors.
• Complete four delayed mixed tests.

The target is not 60 memorised pairs. The target is fewer recurring structural failures.

63. A 12-week progression | 12 周补语结构路线

Weeks	Focus	Evidence of progress
1–2	dependent prepositions	fewer preposition substitutions
3–4	preposition + -ing	better control of to/on/for/of frames
5–6	verb complement families	fewer suggest/advise/prevent errors
7–8	word-family syntax	verb/noun/adjective frames stay distinct
9–10	academic/professional transfer	natural formal production
11–12	automatic retrieval under speaking/writing pressure	less conscious assembly

64. The first weak link diagnostic | 第一个弱点诊断

Symptom	Likely first weak link	Repair
I choose the right word but wrong preposition.	lexical frame storage	store word + preposition
I use to + base verb everywhere.	prepositional to distinction	contrast committed to doing / decide to do
I write suggest someone to do.	complement pattern	suggest doing / suggest that
I confuse advise and suggest.	near-synonym syntax	contrast meaning + frames
I know patterns in exercises but fail in speech.	retrieval speed	situation-to-frame speaking drills
I add unnecessary prepositions.	L1 transfer / analogy	direct-object verb list from personal errors
I know word families but syntax changes unexpectedly.	family-frame depth	record each member’s frame
I keep checking the same pattern.	no spaced retrieval	scheduled no-tool return

65. Practice A — choose the preposition | 练习 A：选择介词

1. The result depends ___ the assumptions.
2. She is responsible ___ checking the final copy.
3. The interpretation is consistent ___ the evidence.
4. This issue is relevant ___ the decision.
5. There was a substantial increase ___ demand.
6. We need a solution ___ the recurring problem.
7. The report is a response ___ recent criticism.
8. The team succeeded ___ reducing the delay.
9. He apologised ___ arriving late.
10. They objected ___ changing the criteria.

66. Practice B — choose the complement | 练习 B：选择补语

11. We recommend ___ (check) the source.
12. She decided ___ (revise) the conclusion.
13. The rule prevents users ___ (submit) twice.
14. The tool enables students ___ (compare) the versions.
15. He insisted on ___ (review) the evidence.
16. They encouraged the group ___ (continue).
17. I suggest that you ___ (read) the paragraph again.
18. She avoided ___ (repeat) the same claim.
19. We are committed to ___ (improve) access.
20. This is an approach to ___ (solve) the problem.

67. Practice C — repair the transfer error | 练习 C：修复中文迁移错误

21. We discussed about the proposal.
22. Please explain me the difference.
23. She suggested him to wait.
24. The change resulted from a serious delay. Intended meaning: the change caused the delay.
25. He is capable to manage the project.
26. The manager is responsible of reviewing the report.
27. They entered into the room quietly.
28. Please emphasise on the main limitation.
29. The company contacted with the supplier.
30. This approach to solve the issue is too expensive.

68. Practice D — choose the better lexical route | 练习 D：根据意思选结构

31. You want to tell one specific student to check the source. Choose and complete: advise / suggest.
32. You want to propose the activity “check the source” without naming who must do it. Choose and complete: recommend / remind.
33. You want to say a policy makes an action impossible. Choose: prevent / enable.
34. You want to say a feature makes an action possible. Choose: prevent / enable.
35. You want to describe a method, not a future plan: “an approach ___ reducing errors”.
36. You want to describe a future intention: “a plan ___ reduce errors”.
37. You want to state cause → outcome using result.
38. You want to state outcome ← cause using result.
39. You want to say someone is worried about a delay.
40. You want to say a report deals with one subject area.

69. Practice E — produce without a visible target | 练习 E：不显示答案，自己提取

41. Express: “The outcome changes according to context.” Use depend.
42. Express: “The evidence does not contradict the explanation.” Use consistent.
43. Express: “The teacher thinks checking is a good idea.” Use recommend.
44. Express: “The teacher directly tells one learner that checking is advisable.” Use advise.
45. Express: “The rule stops users from creating duplicate entries.” Use prevent.
46. Express: “The feature gives users the ability to compare versions.” Use enable.
47. Express: “The team refuses to accept a change.” Use object.
48. Express: “The learner has the ability to explain the idea.” Use capable.
49. Express: “This method is one way of addressing the problem.” Use approach.
50. Express: “The delay was caused by a configuration error.” Use result from.

70. Answers A–B | 练习 A–B 答案

1–10: on; for; with; to; in; to; to; in; for; to.

11. checking. 12. to revise. 13. from submitting. 14. to compare. 15. reviewing. 16. to continue. 17. read. 18. repeating. 19. improving. 20. solving.

Do not only mark correct/incorrect. For each wrong answer, write the full frame once: depend on, responsible for doing, prevent somebody from doing, etc.

71. Answers C | 练习 C 解析

21. We discussed the proposal. The verb takes the topic directly.
22. Please explain the difference to me. Compare tell me.
23. She suggested that he wait / should wait. Or She suggested waiting if the actor need not be named in the same way.
24. The change resulted in a serious delay. Cause → outcome.
25. He is capable of managing the project.
26. The manager is responsible for reviewing the report.
27. They entered the room quietly. This is the movement sense.
28. Please emphasise the main limitation. Compare noun phrase place emphasis on.
29. The company contacted the supplier. Compare get in contact with.
30. This approach to solving the issue is too expensive. Here to belongs to the noun frame and is followed by -ing.

72. Answers D | 练习 D 解析

31. Advise the student to check the source. This directly names the person receiving the advice.
32. Recommend checking the source. The activity itself is foregrounded.
33. Prevent: The policy prevents users from editing the file.
34. Enable: The feature enables users to edit the file.
35. an approach to reducing errors
36. a plan to reduce errors
37. X resulted in Y.
38. Y resulted from X.
39. She is concerned about the delay.
40. The report is concerned with access to education. A simpler alternative is often The report deals with….

73. Answers E | 练习 E 参考表达

41. The outcome depends on the context.
42. The evidence is consistent with the explanation.
43. The teacher recommends checking the source.
44. The teacher advises the learner to check the source.
45. The rule prevents users from creating duplicate entries.
46. The feature enables users to compare versions.
47. The team objects to changing the criteria.
48. The learner is capable of explaining the idea.
49. This is an approach to addressing the problem.
50. The delay resulted from a configuration error.

Other natural answers may exist. The purpose is to preserve the intended relation and use a standard lexical frame.

74. Translation lab | 翻译实验室：不要翻介词，翻关系

Chinese meaning	Possible English route	What to remember
取决于证据	depend on the evidence	depend on
负责检查	responsible for checking	for + -ing
有能力处理	capable of handling	of + -ing
阻止他离开	prevent him from leaving	object + from + -ing
使他能够比较	enable him to compare	object + to-infinitive
建议再检查	recommend checking	-ing
建议他再检查	advise him to check / suggest that he check	choose verb + frame together
解决问题的方法	an approach to solving the problem	prepositional to + -ing

Chinese provides the communicative intention. English decides how that intention is packaged.

75. A strong tutor teaches frames through decisions | 高水平导师不会只报答案

A weak correction says “wrong preposition”. A stronger correction asks what relationship the learner intended, identifies the lexical frame, contrasts a nearby pattern, then requires retrieval in a new sentence.

• What did you mean?
• Which word did you choose?
• What frame does that word require?
• Does the participant need to be named?
• Is to a preposition or infinitive marker here?
• Can you produce a new example without notes?
• Can you explain why the nearby alternative uses a different frame?

This connects to eduKateSG’s Tutor Classification Model: diagnosis and transfer matter more than simply supplying corrections.

76. The learner should become their own frame editor | 最终，学生要自己检查结构

Before submitting or speaking, ask:

• Is this a word I often use with the wrong preposition?
• Does this verb need an object?
• Does it take -ing or to-infinitive?
• Is this to actually a preposition?
• Am I importing a Chinese relational structure?
• Does another word family member use a different pattern?
• Have I checked this exact sense?

The goal is not permanent self-consciousness. Repeated accurate retrieval should gradually make the high-value frames automatic.

77. Canonical ownership and collision boundary | 本课的所有权边界

This lesson owns the Mandarin-supported advanced-vocabulary route for storing dependent prepositions and complement patterns as complete lexical frames. It does not replace the mechanism owners below.

• How Prepositions Build Relationships of Time, Place, Direction and Cause — general preposition mechanism.
• How Gerunds and Infinitives Change Meaning After English Verbs — gerund/infinitive meaning mechanism.
• How Transitive and Intransitive Verbs Control Direct and Indirect Objects — object/transitivity mechanism.
• How Collocation Turns Vocabulary Knowledge Into Natural, Precise English — collocation mechanism.
• Primary 6 English Learning Guide | Verb Patterns — level-specific applied guide.
• Primary 6 English Learning Guide | Prepositions and Fixed Collocations — level-specific applied guide.

This page coordinates those owners around one advanced learner problem: “I know the vocabulary, but the words around it are still unstable.”

78. Recommended reference floor | 推荐参考资源

• Cambridge English Grammar Today — Prepositional Phrases — complements of prepositions and prepositional verbs.
• Cambridge — Nouns and Prepositions — common noun–preposition patterns such as reason for, increase in, research into and response to.
• British Council LearnEnglish C1 — Patterns with Reporting Verbs — verb + infinitive, object + infinitive, -ing and verb + preposition + -ing patterns.
• Oxford Advanced Learner’s Dictionary — dependent — dependent on/upon and collocational information.
• Oxford — dependence — dependence on/upon and noun-pattern examples.
• Oxford — depend — depend on and usage information.
• Cambridge English Vocabulary in Use: Advanced — advanced vocabulary in context.
• English Collocations in Use: Advanced — advanced phrase and collocation control.

79. SEO language map | 本课关键词范围

This lesson naturally serves dependent prepositions English, English verb patterns, English complement patterns, verb preposition combinations, adjective preposition combinations, noun preposition combinations, gerund or infinitive after verbs, preposition plus ing, C1 English grammar vocabulary, C2 English vocabulary, advanced English for Chinese speakers, Mandarin English grammar mistakes, responsible for doing, capable of doing, prevent someone from doing, enable someone to do, suggest doing, recommend doing, advise someone to do, approach to doing, 高级英语词汇, 固定介词, 英语介词搭配, 动词补语, 动词不定式, 动名词, 英语固定结构, 中文母语英语学习, C1 英语 and C2 英语.

80. Your assignment | 本课作业

Take one recent piece of your English writing. Find ten familiar words whose surrounding structure deserves checking.

1. Copy the original sentence.
2. Circle the target word.
3. State what you intended to mean.
4. Check the learner-dictionary frame.
5. Record the complete pattern.
6. Correct the sentence.
7. Create a second sentence with a different noun.
8. Create a third sentence with a verb complement if appropriate.
9. Contrast one nearby word that uses another pattern.
10. Close your notes and retrieve the frame tomorrow.

At the end, sort the ten errors. If most are dependent prepositions, train prepositions. If most are suggest/advise/recommend-type patterns, train complements. Diagnose before adding more vocabulary.

不要问“我还要背多少介词”。问：“我最常在哪一种词汇框架里失去控制？”

81. The final rule | 最后一条规则

Do not memorise the word and leave its grammar behind.

不要把单词带走，却把它的结构留在词典里。

When you learn responsible, take responsible for. When you learn capable, take capable of doing. When you learn prevent, take prevent somebody from doing. When you learn suggest, take its real complement routes. When you learn a noun such as approach, take approach to doing.

At first, these frames feel like extra detail. Later, they remove decisions. The sentence begins to arrive as a usable unit rather than a sequence of guesses.

一开始，你会觉得“为什么一个词还要记这么多东西”。后来你会发现，正是这些结构让语言变快。你不再现场猜介词、现场猜 -ing、现场猜 to-infinitive。完整框架已经能直接出来。

That is lexical depth becoming sentence control.

这就是词汇深度开始变成句子控制。

---

Series: EDKS-ADV-VOC-ZH · Lesson 011 · Batch 03.