How to Learn Advanced English Vocabulary (Chinese Edition) | Lesson No.018 | Master Lexical Bundles and Sentence Frames Without Sounding Formulaic | 第018课：掌握词块与句型框架，但避免模板化英语

Series ID: EDKS-ADV-VOC-ZH-0018 · Advanced English Vocabulary (Chinese Edition) · Lesson No.018 · Batch 05 · C1 → C2 · 简体中文辅助

Fluent advanced English is not built one word at a time. Much of it arrives in reusable sequences.
高级英语不会永远一个词一个词现场组装。很多时候，它以可重复使用的词块与句型框架出现。

You want to express caution and say, There is little evidence to suggest that… You want to compare two explanations and say, The main difference between X and Y lies in… You want to state a limitation and say, This interpretation should be treated with caution because… You want to reformulate and say, In other words… None of these sequences is a colourful idiom. None is a single vocabulary item. Yet each carries a large amount of grammatical, lexical and discourse organisation.

这就是本课的对象：lexical bundles、recurrent phrases、sentence frames、formulaic sequences——反复出现在真实英语里的多词组合。它们可以帮助说话者更快组织信息，也可以帮助写作者更稳定地表达定义、证据、限定、比较、因果和结论。

Oxford’s OPAL, the Oxford Phrasal Academic Lexicon, explicitly separates written and spoken academic phrases and groups them by communicative function. Its written phrases include functions such as explaining and defining, presenting evidence, hedging, contrasting and specifying relationships. Its spoken phrase lists also include signposting, focusing and classroom/lecture discourse. The University of Manchester Academic Phrasebank similarly organises useful language around research-paper sections and general academic functions.

Corpus research on lexical bundles has long shown that recurrent multiword sequences are common building blocks of discourse in spoken and written university registers. But frequency is not the same as a licence to memorise whole paragraphs. A useful bundle is a frame you understand and can adapt, not a sentence template you paste into every topic.

Learn the frame deeply enough to vary it. If you can only repeat it exactly, you do not yet control it.

框架真正学会以后，应该能变化。只能整句背出来，不代表已经掌握。

This lesson owns the Mandarin-supported C1–C2 route for productive lexical bundles and sentence frames. It does not replace Lesson No.002 on phrase networks, Lesson No.007 on vocabulary by function, Lesson No.009 on corpus evidence, Lesson No.012 on idioms and fixed expressions, or Lesson No.017 on paraphrase. Here the focus is narrower: how to turn recurrent phrases into flexible production infrastructure without becoming formulaic.

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1. What is a lexical bundle? | 什么是 lexical bundle？

In corpus research, lexical bundles are recurrent sequences of words that appear frequently across texts or speech in a register. They are identified by repeated occurrence, not necessarily because they form complete grammatical sentences or idioms.

Examples of bundle-like academic sequences include:

• in relation to;
• on the basis of;
• the extent to which;
• there is a need for;
• it is important to;
• as a result of;
• with respect to.

Many such sequences are not exciting. That is exactly why they are useful: they quietly organise recurring relationships.

词块不一定是“漂亮句子”。它更像语言基础设施。

2. Lexical bundle, idiom and collocation are different | 词块、习语、搭配不要混成一类

Type	Main feature	Example
Lexical bundle	recurrent multiword sequence	the extent to which
Idiom	meaning not fully predictable from literal words	on shaky ground
Collocation	strong tendency for words to combine	compelling evidence
Sentence frame	stable structure with variable slots	One possible explanation is that ___.

These categories overlap. A sentence frame may contain a collocation; a bundle may include a prepositional phrase. The learner question is: what part is stable, and what part can I vary?

3. Why bundles matter for fluency | 为什么词块能提高流利度？

Real-time language production is expensive if every sentence must be assembled word by word. A known frame reduces the number of decisions.

Instead of constructing:

Maybe there is one reason which can explain this result…

you may retrieve:

One possible explanation for this result is that…

The frame carries stance, grammar and discourse function at once.

熟练以后，学习者不需要现场决定 possible 放哪里、explanation 后面接什么、for this result 怎样组织。注意力可以转向真正的内容。

4. But formulaic language can become formulaic writing | 词块有帮助，模板化写作却是另一回事

A frame becomes a problem when the learner:

• uses it without understanding the function;
• repeats it in every paragraph;
• fills the slot with content that does not fit;
• uses a cautious frame to disguise a strong unsupported claim;
• copies whole source sentences rather than generating original content;
• uses academic-looking frames in ordinary conversation where simpler English would be natural.

Frame ≠ script.

5. Learn function before wording | 先学这个框架“做什么”，再背它怎么说

Frame:

There is little evidence to suggest that ___.

Function: limit a claim by saying current evidence is weak.

Do not memorise the sentence as decoration. Understand the operation:

• evidence amount = little;
• epistemic stance = cautious;
• following clause = proposition whose support is limited.

Once the function is clear, you can recognise alternatives such as The available evidence provides limited support for…

6. Stable core + variable slot | 固定核心＋可变槽位

Frame:

One possible explanation for X is that Y.

Stable core: One possible explanation for ___ is that ___.

Variable slots:

• X = result, difference, pattern, delay, discrepancy;
• Y = proposed explanatory clause.

A learner who understands the slots can transfer the frame across topics.

7. Written and spoken bundles are not identical | 写作词块和口语词块不是同一套

Oxford OPAL maintains separate written and spoken phrase lists. This matters because academic speaking often uses interactional/signposting sequences that formal prose does not.

Spoken route	Written route
What I want to look at is…	This section examines…
If we look at X…	With respect to X…
What I mean is…	In other words,… / More specifically,…
So you can see that…	This indicates that…

Do not force written academic bundles into spontaneous discussion.

8. Frame family 1 — Defining | 功能一：定义

• X refers to…
• X can be defined as…
• By X, we mean…
• In this context, X refers specifically to…
• The term X is used here to describe…

Notice scope. In this context prevents a local working definition from sounding universal.

9. Frame family 2 — Clarifying and restating | 功能二：澄清与重述

• In other words,…
• Put differently,…
• More specifically,…
• What this means is that…
• To put the point another way,…

These frames are useful only if the second version actually clarifies. Repeating the same abstract wording does not create clarification.

10. Frame family 3 — Giving examples | 功能三：举例

• For example,…
• For instance,…
• One example is…
• This can be seen in…
• Consider the case of…
• A useful illustration is…

Do not use example frames when the following material is actually evidence, definition or analogy. The function matters.

11. Frame family 4 — Presenting evidence | 功能四：呈现证据

• The evidence suggests that…
• The findings indicate that…
• The data provide evidence that…
• This pattern is consistent with…
• These observations support the view that…

Each frame carries different claim strength. Suggest, indicate, support and demonstrate should not be rotated mechanically.

12. Frame family 5 — Hedging | 功能五：限定与谨慎表达

• may be explained by…
• appears to be…
• is likely to…
• to some extent…
• under certain conditions…
• cannot be ruled out;
• should be interpreted with caution.

Hedging is not weakness. It calibrates the statement to the evidence.

13. Frame family 6 — Causality | 功能六：因果

• X may cause Y;
• X can lead to Y;
• Y may result from X;
• X contributes to Y;
• X plays a role in Y;
• Y can be attributed partly to X.

Manchester Academic Phrasebank distinguishes direct causality from contributive agency. Learners should do the same.

14. Frame family 7 — Comparison | 功能七：比较

• Compared with X, Y…
• In contrast to X, Y…
• X differs from Y in…
• The main difference between X and Y lies in…
• Both X and Y share…
• Whereas X…, Y…

Comparison frames should state the comparison dimension. “X and Y are different” is incomplete if the reader does not know how.

15. Frame family 8 — Concession | 功能八：让步

• Although X, Y…
• While X is true, Y…
• Despite X, Y…
• Even if X, Y…
• X may be useful; however, Y…

Concession is not simply “add however”. It acknowledges one point while preserving another.

16. Frame family 9 — Limitation | 功能九：说明局限

• A key limitation is that…
• This analysis is limited by…
• The result should be interpreted cautiously because…
• The available evidence does not establish whether…
• These findings may not generalise to…

Limitation frames should name a real boundary, not perform ritual modesty.

17. Frame family 10 — Significance and implications | 功能十：意义与影响

• This matters because…
• The significance of X lies in…
• One implication is that…
• This has implications for…
• From a practical perspective,…

Do not write “This has important implications” unless you can state what those implications are.

18. Frame family 11 — Recommendation | 功能十一：建议

• It may be useful to…
• A practical next step is to…
• We recommend that…
• Future work should examine…
• One option would be to…

Recommendation strength differs. Must, should, may and could are not stylistic substitutes.

19. Frame family 12 — Signposting | 功能十二：导航读者或听众

• This section focuses on…
• The next section examines…
• We now turn to…
• So far, we have considered…
• The discussion now shifts to…

Spoken signposting often uses more personal forms: What I want to look at next is…

20. Frame family 13 — Scope | 功能十三：限定范围

• For the purposes of this discussion,…
• In this context,…
• With respect to X,…
• In relation to X,…
• Within the scope of this analysis,…

Scope frames prevent local claims from sounding universal.

21. Frame family 14 — Quantity and degree | 功能十四：数量与程度

• a substantial proportion of;
• a relatively small number of;
• to a considerable extent;
• a high degree of;
• the extent to which;
• a marked increase in.

These frames carry measurement assumptions. Use them only when the amount/degree is justified.

22. Frame family 15 — Conditions | 功能十五：条件

• provided that…
• as long as…
• under conditions where…
• subject to…
• depending on whether…

Conditional frames are powerful because they preserve the boundary around a claim or action.

23. Frame family 16 — Contrastive classification | 功能十六：分类并对照

• There are two main types of…
• X can be divided into…
• A useful distinction can be made between…
• X differs from Y primarily in…
• The distinction between X and Y is important because…

Classification frames help the reader see the organising principle, not just the list.

24. Frame family 17 — Reporting sources | 功能十七：引用与报告来源

• X argues that…
• X suggests that…
• According to X,…
• X reports that…
• Previous research has shown that…
• A number of studies have examined…

Reporting verbs carry stance. Argues, reports, suggests and demonstrates are not interchangeable.

25. Frame family 18 — Uncertainty | 功能十八：表达不确定

• It remains unclear whether…
• It is difficult to determine whether…
• The extent to which X affects Y remains uncertain.
• Further evidence is needed to establish whether…

Uncertainty frames specify the missing knowledge rather than simply saying “we don’t know”.

26. Frame family 19 — Criteria | 功能十九：标准与判断条件

• X should be evaluated in terms of…
• The main criteria are…
• A useful measure of X is…
• The decision depends on whether…
• X can be assessed by considering…

These frames are useful in evaluation, design, selection and recommendation tasks.

27. Frame family 20 — Synthesis | 功能二十：综合

• Taken together, these findings suggest…
• Overall, the evidence indicates…
• Viewed as a whole,…
• The combined evidence supports…

Synthesis frames imply that multiple pieces of evidence are being integrated. Do not use them after only one example.

28. A frame has semantic slots, not empty blanks | 槽位不是随便填任何内容

Frame:

The extent to which X affects Y depends on Z.

Slot logic:

• X = influencing factor;
• Y = outcome;
• Z = moderating condition.

If the learner fills X with an outcome and Y with a cause, the sentence may remain grammatical but become conceptually wrong.

29. Learn frame grammar explicitly | 框架本身也有语法

• There is evidence that + clause.
• There is evidence for + noun/claim.
• One explanation for + noun is that + clause.
• The extent to which + clause…
• In contrast to + noun…
• With respect to + noun…

A memorised frame with unstable complement structure will still break under production pressure.

30. Learn frame collocations | 框架里的关键词也有搭配限制

• compelling evidence;
• limited evidence;
• substantial support;
• plausible explanation;
• key limitation;
• practical implication;
• underlying assumption.

You cannot solve frame learning by memorising function words while improvising every content-word combination.

31. Learn variation around the frame | 同一个框架需要学会有限变化

Base:

One possible explanation is that…

Variants:

• One possible explanation for this difference is that…
• A plausible explanation is that…
• One explanation may be that…
• This pattern may be explained partly by…

The function is similar; grammar and stance vary.

32. Learn substitution sets | 给槽位建立“候选集”

Frame: The evidence ___ that…

• suggests;
• indicates;
• shows;
• supports the view;
• is consistent with the possibility.

Do not treat these as perfect synonyms. Build a strength map.

33. Build a strength map inside the frame | 同一框架里也要标记强弱

Weaker/cautious	Stronger
may suggest	shows
is consistent with	supports
could indicate	demonstrates, where justified

Exact strength depends on context. The key principle is that substitution can change epistemic force.

34. Build spoken versions | 每个重要写作框架，最好有一个口语版本

Written	Spoken
A key limitation is that…	One limitation here is that…
With respect to X,…	If we look at X,…
The available evidence suggests…	What the evidence seems to show is…
One possible implication is…	One thing this could mean is…

This prevents “journal article English” from taking over spontaneous speech.

35. Build plain-English versions | 每个高级框架也要有一个简单英语版本

• The extent to which X affects Y → how much X affects Y;
• There is little evidence to suggest X → we do not have much evidence for X;
• One possible implication is X → one thing this may mean is X;
• With respect to X → about X / regarding X.

If you cannot simplify the frame, you may be repeating it without fully controlling it.

36. Do not confuse sentence frames with essay templates | 句型框架不是作文模板

A sentence frame solves a local language function. An essay template dictates content order before the reasoning is known.

Useful:

One limitation is that ___.

Dangerous:

Paragraph 3 must always begin “On the other hand…” whether or not a real contrast exists.

Function should generate the frame; the frame should not generate fake reasoning.

37. Do not use “On the other hand” without two sides | 高频框架也会被误用

On the other hand normally signals another side of a contrast. If the previous sentence contains no first side, the phrase becomes mechanical.

Use the logical relation first; choose the connector second.

38. Do not write “It is undeniable that…” just to sound strong | 不要用模板制造虚假的确定性

Frames such as It is undeniable that and There is no doubt that make very strong epistemic claims. In evidence-sensitive writing, they are often unnecessary and may overstate certainty.

A better frame may be The available evidence strongly suggests that… if the evidence genuinely supports that strength.

39. Do not use “Nowadays” as a universal essay opener | 不要把固定词块变成“作文启动按钮”

Any opener becomes weak if it is used regardless of topic or purpose. Begin from the reader’s information need, not a memorised ritual.

Lexical bundles should reduce processing cost, not replace thought.

40. Avoid phrasebank copying without adaptation | Phrasebank 是资源，不是复制区

The University of Manchester Academic Phrasebank explicitly presents examples of phraseological building blocks organised by function. Use such resources to notice patterns, then adapt them to your actual proposition.

Do not assemble a paragraph by copying several complete sample sentences and changing nouns. The resulting text may be grammatically polished while semantically incoherent.

41. Build a frame card | 建立“句型框架卡”

Field	Example
Function	cautious explanation
Frame	One possible explanation for X is that Y.
X slot	result/difference/pattern
Y slot	explanatory clause
Strength	cautious, not conclusive
Spoken version	One reason might be that…
Plain version	Maybe X happened because Y.
My example	One possible explanation for the delay is that the files were processed in batches.

42. Build frame families, not single frozen sentences | 一个功能至少学两三条路线

Function: limitation.

• A key limitation is that…
• This analysis is limited by…
• One limitation of this approach is…
• The result should be interpreted with caution because…

Now the learner can vary wording while preserving function.

43. Build contrast frames | 把容易混的框架并排学

Frame	Function
For example,…	illustration
The evidence suggests that…	evidence-based claim
In other words,…	reformulation
However,…	contrast/qualification
As a result,…	consequence

Connectors and frames become natural when their discourse jobs are distinct.

44. Use deletion tests | 做“删掉框架会损失什么？”测试

Sentence:

Under certain conditions, the method may improve accuracy.

Delete under certain conditions: the scope broadens. Delete may: certainty strengthens.

A good frame often carries semantic constraints, not just style.

45. Use slot-swapping drills | 槽位替换训练

Frame:

The main difference between X and Y lies in Z.

• X = recognition; Y = recall; Z = retrieval demand;
• X = accuracy; Y = precision; Z = what is being measured;
• X = policy A; Y = policy B; Z = implementation cost.

The frame stays stable while conceptual content changes.

46. Use function prompts instead of Chinese translation prompts | 提取词块时，用功能提示，不永远中文→英文

• “Give a cautious explanation.” → One possible explanation is…
• “State a limitation.” → A key limitation is…
• “Compare two options.” → The main difference between…
• “Restate more clearly.” → In other words…
• “Present a practical implication.” → From a practical perspective…

This links language directly to discourse intention.

47. Use content-first production | 先想内容，再选框架

Weak process:

1. I want to use “A key limitation is…”
2. I invent a limitation to fill it.

Strong process:

1. I genuinely need to state a limitation.
2. I select an appropriate limitation frame.

Meaning drives phrase selection.

48. Use one function across three registers | 同一功能，练三种语域

Function: caution.

• Conversation: “I’m not sure we have enough evidence for that yet.”
• Professional: “The evidence is still too limited for a firm conclusion.”
• Academic: “The available evidence remains insufficient to support a definitive conclusion.”

The function remains; lexical density changes.

49. Use one function across spoken and written forms | 同一功能，口语写作双路线

Function: focusing.

• Spoken: “What I want to focus on here is…”
• Written: “The present discussion focuses on…”

This helps learners avoid sounding like they are reading an essay aloud.

50. Build paragraph-level frame chains | 词块可以形成段落“功能链”

Example chain:

1. Claim: The findings suggest that…
2. Evidence: This is supported by…
3. Qualification: However, the result should be interpreted with caution because…
4. Implication: One practical implication is that…

This chain is useful only if each function is genuinely needed.

51. Do not memorise the chain as a paragraph template | 功能链也不能变成固定段落模板

Some paragraphs need no limitation. Some need two pieces of evidence. Some begin with context rather than a claim. The reasoning determines the order.

Use frames locally. Let the argument organise the paragraph.

52. Worked case: Maren writes a memorised essay paragraph | 案例一：Maren 的“模板作文”

Maren writes:

Nowadays, technology is becoming increasingly important. On the one hand, it has many advantages. On the other hand, it has many disadvantages. In conclusion, every coin has two sides.

The paragraph contains familiar frames but almost no topic-specific reasoning.

Her tutor removes every frame and asks three content questions:

• Which technology?
• What specific benefit?
• What specific cost or trade-off?

Maren rebuilds:

Automated feedback can shorten the time between a learner’s first attempt and revision. However, faster feedback is not automatically better feedback: if the system misidentifies the learner’s problem, the error can be reinforced quickly.

Now however has a real contrast to organise.

中文分析：模板不是因为词块本身错误，而是因为词块先于内容。先有真实关系，再让框架服务关系。

53. Worked case: Iona builds evidence language by function | 案例二：Iona 按功能建立证据框架

Iona keeps writing This proves that… even when evidence is limited. Instead of banning the word, her tutor builds a strength ladder:

• This may suggest that…
• This is consistent with…
• This supports the view that…
• This provides strong evidence that…
• This demonstrates that… where the evidence warrants it.

Iona then receives five evidence scenarios and must choose the frame by evidence strength.

中文分析：词块学习从“背一句”升级成“根据证据强度做选择”。

54. Worked case: Leonie speaks like a report | 案例三：Leonie 口语太像报告

In discussion, Leonie says: “With respect to the aforementioned issue, it is important to note that…” Her meaning is clear, but the register is unnecessarily written.

She practises spoken alternatives:

• “About that issue…”
• “One thing to note is…”
• “If we look at that problem…”
• “The important point here is…”

She keeps the written frame for reports and stores a spoken frame beside it.

中文分析：高级表达不是把最正式的框架带到所有场合。真正高级是拥有多条路线。

55. The FENCE bundle-control system | FENCE 词块控制系统

Fence	Question	Action
F0 Function	What discourse job do I need?	define/compare/hedge/etc.
F1 Frame	What recurrent phrase fits?	select candidate
F2 Slots	What belongs in each position?	map semantic roles
F3 Grammar	What complement structure follows?	store frame accurately
F4 Strength	How strong is the stance?	calibrate vocabulary
F5 Register	Spoken/written/formal/neutral?	choose variant
F6 Variation	Can I express the same function another way?	build family
F7 Retrieval	Can I produce from function cue?	closed-note recall
F8 Restraint	Does the content actually need the frame?	avoid template use

56. Build a function-to-frame notebook | 不按字母表，按“沟通工作”记词块

Function	My frames
Define	By X, we mean… / X refers to…
Evidence	The findings suggest… / This is supported by…
Hedge	may be explained by… / should be interpreted with caution
Contrast	In contrast to… / Whereas…
Limitation	A key limitation is…
Implication	One implication is…

This mirrors the function-based logic used by OPAL and Academic Phrasebank.

57. Keep written and spoken columns | 笔记里同时保留“写作版”和“口语版”

Function	Written	Spoken
Focus	This section examines…	What I want to look at is…
Clarify	In other words,…	What I mean is…
Evidence	The available evidence suggests…	What the evidence seems to show is…

58. Use deletion and substitution drills | 删减与替换可以测试你是否真的懂框架

Frame:

There is little evidence to suggest that X.

Tasks:

• Delete little. How does meaning change?
• Replace suggest with prove. What changes?
• Replace evidence with reason. Does the sentence still perform the same job?
• Change X from a claim to a noun phrase. Does the grammar need restructuring?

This turns memorisation into analysis.

59. Use corpus evidence to verify variation | 想改框架时，用语料确认真实变体

Lesson No.009 becomes the verification tool. Search the frame and inspect:

• which words fill the slot;
• which prepositions follow;
• written vs spoken distribution;
• discipline/register differences;
• which variants are recurrent rather than invented.

Do not assume a grammatically possible variation is conventional.

60. Use phrase mining from your own field | 从自己的专业材料里挖词块

Choose 3–5 high-quality texts from your field. Mark recurrent phrases that perform genuine work.

For finance, you may repeatedly see frames around risk, evidence, outlook and uncertainty. For education, frames may cluster around outcomes, limitations, intervention and learner variation. For engineering, conditions, constraints and performance may dominate.

Domain phraseology should be learned from domain evidence, not invented from general academic templates.

61. Phrase mining rule: collect recurrence, not one-off beauty | 不要因为一句话漂亮就自动收进词块库

A lexical bundle is recurrent. If you see a striking phrase only once, it may be creative language rather than a reusable frame.

Use multiple examples before promoting it.

62. A 20-minute bundle session | 20 分钟词块训练

Time	Task
0–5 min	Select one function: evidence, limitation, contrast, etc.
5–9 min	Study 3–4 frames from authentic resources.
9–13 min	Mark stable core, slots, grammar and strength.
13–17 min	Produce new examples across two topics.
17–20 min	Close notes and retrieve from function cues.

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

Time	Task
0–10 min	Read/listen to one strong academic or professional source.
10–17 min	Harvest 8 recurrent/useful frames.
17–24 min	Classify by function and register.
24–31 min	Build spoken/plain alternatives.
31–37 min	Write a new paragraph using only genuinely needed frames.
37–42 min	Remove any template-like or redundant frame.
42–45 min	Closed-note spoken retrieval.

64. A seven-day frame challenge | 七天句型框架挑战

Day	Focus
1	definition + clarification
2	evidence + hedging
3	causality + contribution
4	comparison + contrast
5	limitation + implication
6	spoken vs written variants
7	mixed production with template audit

65. A 30-day bundle challenge | 30 天词块升级

• Collect 100 recurrent frames from strong input.
• Classify them into 15–20 functions.
• Promote 40 high-transfer frames into active study.
• Create a plain-English version for all 40.
• Create spoken variants for 20 formal written frames.
• Corpus-check 20 uncertain variants.
• Write 10 paragraphs and audit template use.
• Complete 10 spoken function-to-frame drills.
• Retire frames that remain artificial or unnecessary.

The goal is not 100 phrases inserted into writing. The goal is faster, more accurate access to recurring discourse functions.

66. A 12-week progression | 12 周词块路线

Weeks	Focus	Evidence of progress
1–2	function identification	less random connector use
3–4	stable frames + slots	more accurate multiword production
5–6	stance/strength variation	better evidence calibration
7–8	spoken/written register	less essay-like speech
9–10	discipline-specific phrase mining	more natural field-specific English
11–12	independent flexible production	frames adapt rather than repeat mechanically

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

Symptom	Likely first weak link	Repair
I know phrases but use them in wrong function.	function mapping	function-first notebook
I copy whole frames without variation.	slot control	substitution drills
My essays sound templated.	content-first reasoning	remove frames, rebuild from argument
My speech sounds too formal.	register	written ↔ spoken pairs
I overuse strong evidence phrases.	stance strength	strength ladder
I forget frames in real-time speaking.	retrieval	function-to-frame oral drills
I invent unnatural variants.	conventionality	dictionary/corpus verification
I collect too many phrases.	priority control	promote only high-transfer recurring frames

68. Practice A — identify the function | 练习 A：先判断词块在做什么

1. “One possible explanation is that…” — what function?
2. “The findings should be interpreted with caution because…” — what function?
3. “In contrast to X, Y…” — what function?
4. “This can be seen in…” — what function?
5. “The significance of X lies in…” — what function?
6. “For the purposes of this discussion…” — what function?
7. “Taken together, these findings suggest…” — what function?
8. “It remains unclear whether…” — what function?

69. Practice B — fill the semantic slots | 练习 B：按角色填槽位

9. One possible explanation for ___ is that ___.
10. The main difference between ___ and ___ lies in ___.
11. The extent to which ___ affects ___ depends on ___.
12. A key limitation of ___ is that ___.
13. There is little evidence to suggest that ___.
14. One practical implication of ___ is that ___.

Use your own academic/professional topic. Make sure each slot performs the correct semantic role.

70. Practice C — make the frame less formulaic | 练习 C：同一功能换路线

15. Rewrite “A key limitation is that…” using another limitation frame.
16. Rewrite “The evidence suggests that…” with a slightly weaker stance.
17. Rewrite “One possible explanation is that…” in spoken English.
18. Rewrite “With respect to X…” in neutral conversation.
19. Rewrite “One implication is that…” for a general reader.

71. Practice D — repair template misuse | 练习 D：修复模板化错误

20. A paragraph begins “On the other hand” but no first side exists. Repair.
21. A writer uses “It is undeniable that” for a disputed claim. Repair.
22. A writer uses “For example” before presenting statistical evidence rather than an illustration. Choose a better frame.
23. A speaker says “With respect to the aforementioned issue” in casual team discussion. Give a spoken alternative.
24. A paragraph uses “In conclusion” after only two sentences in the middle of an argument. Repair the discourse structure, not just the phrase.

72. Practice E — build spoken/written pairs | 练习 E：写作版与口语版配对

25. Written: “This section examines…” → create spoken version.
26. Written: “The available evidence suggests…” → spoken version.
27. Spoken: “What I mean is…” → written version.
28. Spoken: “If we look at X…” → written version.
29. Written: “One practical implication is…” → spoken version.

73. Answers A | 练习 A 解析

1. cautious explanation;
2. limitation/cautious interpretation;
3. contrast;
4. example/illustration;
5. significance;
6. scope limitation;
7. synthesis;
8. uncertainty.

74. Answers C — model variants | 练习 C 参考

15. “One limitation of this approach is…” / “This approach is limited by…”
16. “The evidence may indicate that…” / “The evidence is consistent with the possibility that…”
17. “One reason might be that…”
18. “About X…” / “If we look at X…”
19. “One thing this could mean is…”

The best alternative depends on exact stance and register.

75. Answers D — repair principles | 练习 D 解析

20. Remove On the other hand or create a real preceding contrast. Do not manufacture one.
21. Use an evidence-calibrated frame such as “The available evidence suggests…” if justified.
22. Use “The data show…” / “This is supported by…” / another evidence frame depending on source.
23. “About that issue…” / “One thing to note is…”
24. If the paragraph is not concluding anything, remove the conclusion frame and state the next logical relation directly.

76. Answers E — model pairs | 练习 E 参考

25. “What I want to look at here is…”
26. “What the evidence seems to show is…”
27. “In other words,…” / “More specifically,…” depending on function.
28. “With respect to X…” / “Turning to X…” depending on function.
29. “One thing this could mean in practice is…”

77. How a strong tutor teaches lexical bundles | 高水平导师怎样教词块？

A weak lesson provides fifty sentence starters. A stronger lesson asks:

• What function does the learner need?
• Which frame expresses that function?
• Which parts are fixed?
• Which slots vary?
• What grammar follows each slot?
• How strong is the stance?
• What spoken/written alternative exists?
• Can the learner produce it from a function cue?
• Can the learner choose not to use it?

Control includes selection and restraint.

78. The learner should become a frame designer, not a template user | 最终，学生要成为“框架设计者”，不是“模板用户”

Before using a frame, ask:

• What job am I performing?
• Does this frame fit the actual logic?
• What belongs in each slot?
• Does the phrase overstate certainty?
• Is it appropriate for speaking or writing?
• Can I express the same function another way?
• Would plain English be clearer?
• Am I using this because it fits—or because I memorised it?

This internal editor is what prevents formulaic language from becoming formulaic thinking.

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

This lesson owns the Mandarin-supported C1–C2 route for productive lexical bundles, sentence frames and flexible formulaic sequences. It coordinates but does not replace:

• Lesson No.002 — word families and phrase networks.
• Lesson No.007 — academic/professional vocabulary by function.
• Lesson No.009 — corpus evidence.
• Lesson No.012 — idioms and figurative fixed expressions.
• Lesson No.017 — meaning-preserving paraphrase.

80. Recommended reference floor | 推荐参考资源

• Oxford OPAL — Oxford Phrasal Academic Lexicon — corpus-based written and spoken academic words and phrases, with phrase lists organised by function.
• Oxford OPAL Lists — browse written/spoken phrase functions and dictionary entries.
• Oxford Phrase List — common phrases including collocations, phrasal verbs, complement patterns and multiword items.
• University of Manchester Academic Phrasebank — academic phraseology organised by research-paper sections and general functions.
• Academic Phrasebank — Explaining Causality — distinctions among causal and contributive language.
• Academic Phrasebank — Being Cautious — language for hedging, cautious interpretation and implications.
• Biber & Barbieri — Lexical Bundles in University Spoken and Written Registers — research on recurrent sequences and discourse functions in university registers.

81. SEO language map | 本课关键词范围

This lesson naturally serves lexical bundles English, sentence frames English, formulaic sequences C1 C2, academic English phrases, academic sentence frames, English chunks for advanced learners, OPAL academic phrases, Academic Phrasebank, sentence stems academic writing, recurrent phrases English, formulaic language without templates, advanced English vocabulary for Chinese speakers, academic English for Mandarin speakers, English phrase frames, spoken academic phrases, written academic phrases, 英语词块, 句型框架, 学术英语词块, 英语句型, 高级英语词汇, 英语固定框架, 模板化英语, 学术写作句型, 中文母语英语学习, C1 英语 and C2 英语.

82. Your assignment | 本课作业

Choose one academic or professional function you need often: explaining evidence, hedging, comparing, stating limitations, recommending, defining or signposting.

1. Collect five recurrent frames from reliable resources or strong authentic texts.
2. Write the function of each frame.
3. Underline the stable core.
4. Mark each variable slot and its semantic role.
5. Record the grammar after each slot.
6. Write a plain-English version.
7. Write a spoken version if the frame is mainly written.
8. Create three new examples across different topics.
9. Write one situation where the frame would be inappropriate.
10. Close your notes and retrieve a frame from the function cue.

Then write a 200-word paragraph. Use only the frames that the reasoning genuinely needs. After writing, delete every frame and see whether the argument still exists. Put back only the frames that improve organisation or precision.

词块应该帮助你表达已有的思考，不应该替你制造一个看起来像思考的结构。

83. The final rule | 最后一条规则

Use frames to reduce language-building effort, not thinking effort.

让框架减少“组装语言”的负担，不要让框架减少“真正思考”的负担。

A strong lexical bundle gives you a reliable starting structure. You still decide what the evidence means, which comparison matters, how strong the claim should be, what limitation is real and what recommendation is justified.

When you can choose a frame by function, vary its slots, adjust its register, calibrate its strength, paraphrase it and decide not to use it when it does not fit, the phrase is no longer a template.

It has become part of your language.

真正的词块能力，不是“我背过这句话”，而是“我知道这句话为什么这样工作，也知道什么时候应该换一条路”。

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Series: EDKS-ADV-VOC-ZH · Lesson 018 · Batch 05.