EDKS-ADV-VOC-ZH-0010 · Lesson No.010 · 第010课
Advanced English Vocabulary · 中文母语学习者进阶课程 · 简体中文辅助
You understand every small word. The meaning of the whole expression still escapes you.
每个小词都认识，整组表达却没有真正读懂。
Consider a student who receives this comment on an essay: “You have put forward an interesting explanation, but the examples do not yet bear it out. Flesh out the comparison, factor in the differences between the groups, and avoid ruling out an alternative too early.” None of the individual words looks especially impressive. Yet the comment contains a demanding sequence of intellectual actions. Propose an explanation. Check its support. Add the missing detail. Include a relevant difference. Keep an alternative open until the evidence warrants excluding it.
假设一位学生收到这样的作文反馈：“你提出了一个有意思的解释，但例子还不足以支持它。请把比较部分充实起来，把两组之间的差异考虑进去，也不要过早排除另一种解释。”这段英文里的词都不长，难点却很实在：学生必须听懂老师要求自己完成哪几个不同的思考动作。
The problem is not solved by learning that put means 放, forward means 向前, bear can mean 熊, and out means 外面. The learner needs the expression, its particular meaning, the words it accepts, and the sentence pattern that lets it work. This is vocabulary learning at a more useful scale.
本课不把短语动词当成“动词后面随便加一个小词”。我们把它学成一个完整的词汇单位：这一组表达，在这个语境里，表示什么动作；它带什么对象；宾语放在哪里；它适合什么场合。中文帮助你看清意思，但最后要回到完整英文表达，而不是逐字拼装。
The practical answer: learn one useful sense at a time, attach its object pattern, compare it with a precise alternative, and use it in a real message. Then change the noun to a pronoun, change the audience, and change the situation. A phrase you can adapt is more useful than a translation you can recite.
先记住本课的做法：一次学一个真正需要的词义，把宾语结构一起记下来；再比较一个意思接近的表达；最后用它表达完整意思。接着换代词、换对象、换场景。能调整，才算有控制；只会背中文释义，还不够。
This workshop is written for advanced learners working towards flexible C1–C2 communication. That describes the learning task, not a claim that every expression below belongs to one CEFR level. Some phrases will look familiar. The challenge is to use them with greater precision. All case studies, passages, practice sentences and answer explanations below are original teaching examples. The students, projects and results in the cases are fictional.
课程面向希望提高高级英语表达能力的学习者，并不是说“这里每一个短语都是 C2 词汇”。部分表达你早已见过。本课要提高的是具体词义、搭配、语序和使用判断。下文案例、短文、练习及解析均为原创教学材料；其中的人物、项目与结果都是虚构的，不是真实研究报告或学生成绩记录。
1. Find the difficulty before learning another list | 先找问题，不急着再背一张表
Read these four sentences without a dictionary: “The explanation draws on earlier observations.” “The later observations bear the explanation out.” “The observations do not rule out a different explanation.” “The explanation boils down to one central claim.” The repeated noun makes the test useful. The subject matter stays similar while the relationship changes. Can you explain who is using information, what supports a claim, what remains possible, and what is being summarised?
先不查词典，试着区分：draw on 是利用什么，bear out 是支持什么，rule out 是排除什么，boil down to 又是在概括什么？不要只给四个中文标签。请把每一句里的关系讲清楚。我们故意反复使用 explanation 和 observations，让你把注意力放在短语动词改变了什么。
Now replace the explanation with it in the second sentence. “The later observations bear it out.” Then replace earlier observations with them in the first sentence. “The explanation draws on them.” The pronouns do not occupy the same position. Knowing a translation does not automatically supply the structure.
第二步，把第二句里的 explanation 换成 it：bear it out。把第一句里的 earlier observations 换成 them：draw on them。同样是代词，一个放在中间，一个留在后面。这就是为什么只背“证实、利用”无法保证你会写句子。
Use your difficulty to choose the starting point. When the whole expression is unfamiliar, begin with meaning and a clear example. When the meaning is familiar but the sentence breaks, practise its object pattern. When both are secure but the phrase never arrives in speech, practise recall from a situation. When you can use the phrase but it exaggerates the evidence, study the claim it makes. These are different repairs.
“不认识”“会翻译但不会放宾语”“能写但说不出”“说得出来却说过头了”，是四种不同的问题。不要统一用“多背十遍”处理。本课可以从头学习，也可以根据这次小检查，先进入你最需要的一部分。
2. The unit to learn is a sense and a pattern | 学习单位是“具体词义＋具体结构”
Language references do not always use the label phrasal verb in exactly the same way. Cambridge distinguishes particle verbs, prepositional verbs and phrasal-prepositional verbs, while also noting the broader use of phrasal verb for the whole group. In this lesson, “短语动词” is the learner-friendly umbrella. The practical question is not which label sounds most technical. It is whether this particular expression permits this particular word order. See Cambridge English Grammar Today on multi-word verbs.
不同教材的分类名称可能不完全一样。有的把动词加小品词、动词加介词、以及三部分结构分开讲；有的把它们都放在 phrasal verbs 这个大标题下。本课使用方便学习的总称“短语动词”。遇到名称差异，不要慌。我们真正要确认的是：这个词义对应的完整结构是什么？
For a separable particle verb, an ordinary noun object may occur before or after the particle; a personal object pronoun goes between them. Compare rule the option out, rule out the option, and rule it out. In a pattern such as draw on experience, the complement stays after on: draw on it. Longer noun objects often favour keeping the verb and particle together. Treat this as a preference, not a rule based on counting words. The British Council’s C1 word-order guide explains these distinctions.
本课先抓两种结构：可以拆开的表达，要练 rule it out；不能这样拆的表达，要练 draw on it。不要把一句“代词放中间”套到所有短语动词上。宾语很长时，常把动词和小品词放在一起，读起来更清楚；这不是“超过几个词就一定错误”的机械规则。
Write the frame into the vocabulary entry. Instead of “rule out = 排除”, write “rule something out; rule it out; something is ruled out”. Instead of “draw on = 利用”, write “draw on something; draw on it”. That tiny addition gives your future sentence a place to start.
词汇本里多写几个词，学习质量就会不同。不要只写“rule out＝排除”；写出 rule something out / rule it out / something is ruled out。也不要只写“draw on＝利用”；写出 draw on something / draw on it。你记录的不再只是中文意思，而是下一次可以使用的英文。
A second warning matters just as much: learn the pattern for the sense you are using. Set out a proposal and set out to investigate share two words but perform different jobs. Do not transfer the first pattern automatically to the second. A vocabulary entry is not complete merely because the headword looks familiar.
另外一个关键点：同一组字母可以有不同词义，也有不同结构。set out a proposal 是把方案阐述出来；set out to investigate 是带着目标着手调查。不要因为都看见 set out，就把后面的结构当成一样。
3. Thirteen expressions for serious learning and work | 十三组可以真正投入学习与工作的表达
The following entries are organised around a sequence: use what you know, propose an idea, explain it, examine its support, revise the plan, and complete the work. Do not memorise all thirteen in one sitting. Select three that solve a real difficulty in your reading, writing or discussion. Each entry includes a meaning, a usable frame, an original example and a boundary worth noticing.
下面不是按字母排列的清单，而是一条工作顺序：调用已有知识、提出想法、阐明内容、检查支持、调整计划、把事情完成。一次先选三组真正用得上的表达。每组都要学“意思、结构、例句、边界”，不必为了进度一次全部背完。
3.1 Draw on: use a resource without claiming it proves your conclusion | 借助、利用已有资源
Working meaning: use available knowledge, experience or another resource for the present task. Frame: draw on something; draw on it. The forms are draw, drew, drawn. Check the Cambridge entry for draw on.
Original example: “Her explanation draws on two contrasting classroom observations, but she still needs to explain why those observations are relevant.”
中文：她的解释借助了两次形成对照的课堂观察，但她仍然需要说明这些观察为什么与当前问题有关。
Imagine that you are writing about how feedback helps a learner revise an essay. You remember a conversation, a marked paragraph and an unsuccessful revision. These experiences give you material to think with. Saying that you draw on them identifies your resources; it does not establish that your conclusion applies to every learner. The distinction protects the difference between having an example and having sufficient support.
你写反馈与修改时，可以借助自己的课堂观察。Draw on 说明“我调用了什么材料”，不自动说明“这些材料已经证明了我的结论”。因此，I draw on my experience 不是“我的经验足以证明所有情况都如此”。学会这层边界，比只知道“利用”更有价值。
3.2 Put forward: offer an idea for consideration | 提出供人考虑的观点或建议
Working meaning: present an idea, suggestion or candidate for consideration. Frame: put forward a proposal; put a proposal forward; put it forward. The past form remains put. See Cambridge: put forward.
Original example: “The group put forward a new explanation for the missing records, then checked it against the timeline.”
中文：小组对记录缺失提出了一种新的解释，随后用时间线检查这个解释是否说得通。
The important distinction is between proposing and establishing. A student may put forward an elegant explanation that later turns out to be wrong. That does not make the sentence contradictory. The expression records a contribution to the discussion, not the final status of the idea. In your notes, place it beside propose, but also add the next question: what evidence would let us accept, revise or reject the proposal?
“提出”不是“成立”。一个观点可以被认真提出，后来仍然被否定。练习时不要只换成 propose 就结束；再问一句：提出以后，需要什么证据？这样你会把短语动词放进真实思考过程，而不是把它当作作文装饰。
3.3 Set out: explain an organised account; set out to: begin with an aim | 阐明，与“着手去做”要分开
Two useful frames: set something out, meaning present it clearly and in an organised way; and set out to do something, meaning begin with that aim. Set does not change in the past. These are separate senses in Cambridge: set out.
Original examples: “The first page sets out the criteria for comparing the two approaches.” “The students set out to compare the approaches without assuming that either one would win.”
中文：第一页清楚列出了比较两种方法的标准。学生们开始着手比较这两种方法，没有预先假定哪一种一定更好。
The first sentence concerns the content of a page. The second concerns the students’ purpose. Neither tells us that the comparison was completed successfully. When you read a research introduction or project proposal, this distinction prevents you from turning an intended investigation into an achieved result. The difference is small on the page and large in interpretation.
第一句说“页面阐明了什么”；第二句说“学生打算做什么”。尤其要注意：set out to compare 不等于“已经成功完成比较”。读论文或计划书时，不要把研究目标直接读成研究结果。
3.4 Bear out: support what has been claimed | 为某个说法提供支持或证实
Working meaning: support or confirm a statement or account. Frame: bear something out; bear it out; be borne out by something. The forms are bear, bore, borne. Consult Cambridge: bear out.
Original example: “The later interviews bore out one part of her account, but they did not resolve the disagreement about timing.”
中文：后来的访谈支持了她叙述中的一部分，但并没有解决有关时间先后的分歧。
Notice one part. That phrase prevents the sentence from making a broader claim than the fictional evidence permits. When writing your own example, specify what is supported. “The evidence bears it out” is grammatically complete, but an unclear it can still leave the reader unsure which claim you mean. Word order and reference both matter.
这里最值得学的不只是 bore out，还有 one part of her account。支持一部分，不等于支持全部。你写 It is borne out by… 时，也要检查 it 指的是哪个具体说法。短语动词正确，指代模糊，表达仍然不够准确。
3.5 Rule out: exclude a possibility, explanation or option | 排除可能性、解释或选项
Working meaning: exclude something from the possibilities or choices under consideration. Frame: rule something out; rule it out. See Cambridge: rule out.
Original example: “The timing rules out a late submission, but it does not rule out an error during file transfer.”
中文：时间记录排除了“提交太晚”这种解释，但并没有排除文件传输过程中出错的可能。
For advanced reading, the negative is particularly important. “We cannot rule it out” means exclusion is not justified. It does not mean “we have shown that it happened”, and it does not supply a probability. A reader who changes “not excluded” into “likely” has added information. Keep a pair of questions beside this phrase: what has been excluded, and what merely remains open?
不能排除，不等于很可能，更不等于已经发生。这是本课最重要的阅读判断之一。We cannot rule it out 只说明现有条件不足以把它排除。你不能自己往里面加“很大概率”。练习时把被排除的选项与仍然开放的选项分开写。
3.6 Factor in: include something in your consideration | 把某项因素考虑进去
Working meaning: include a relevant factor when considering or calculating something. Frames: factor something in; factor it in; factor something into a calculation or plan. See Cambridge: factor in.
Original example: “Before choosing the extra reading task, factor in the time needed to check the unfamiliar expressions.”
中文：选择额外阅读任务之前，要把查验陌生表达所需的时间也考虑进去。
In a study plan, “factor in tiredness” is an instruction to consider it, not a measurement of its exact effect. In an analysis, “we factored in prior experience” is incomplete unless the writer explains what that involved. Did they discuss it, change the grouping, or use a stated analytical procedure? The phrase alone cannot answer. Learn to ask for the operation behind the language.
“考虑进去了”还不是完整说明。在学习安排里，它可以表示为某个因素留出空间；在分析报告里，读者还应知道具体怎样处理。不要看见 factored in 就自动读成“已经严格控制了这个变量”。词汇表达不能代替方法说明。
3.7 Flesh out: add the detail an idea needs | 充实细节，而不是单纯增加字数
Working meaning: develop an outline or idea by adding detail. Frame: flesh something out; flesh it out; flesh it out with relevant detail. Reference: Cambridge: flesh out.
Original example: “The outline identifies a useful contrast. Flesh it out with an example of what each learner actually does.”
中文：提纲已经找到了一个有用的对比。请补上每位学习者具体做了什么的例子，让这个对比真正展开。
Imagine the outline says only “feedback is useful”. Adding “very, very useful” makes it longer but not more developed. Naming the feedback, showing the student’s response and explaining the revision would supply missing substance. That is the standard to use in this workshop. Each additional sentence should answer a question the outline left open.
老师说 flesh it out，不等于“再写五十个词”。你应该问：缺的是例子、过程、原因，还是判断标准？如果只是重复“很重要、很有帮助”，字数增加了，内容却没有真正充实。
3.8 Iron out: resolve difficulties or differences | 解决尚未处理好的问题或分歧
Working meaning: resolve problems or differences so that an arrangement can work more smoothly. Frame: iron something out; iron it out. Reference: Cambridge: iron out.
Original example: “Before the peer-review session, we need to iron out the differences in how the groups interpret the instructions.”
中文：同伴互评开始之前，我们需要先解决各组对任务要求理解不一致的问题。
Do not use this expression to make a serious unresolved issue disappear behind reassuring language. “We will iron it out” still needs an identified problem and a plan for resolving it. In the fictional session above, the useful next action is to compare interpretations and agree on the task, not simply announce that everything will be fine.
这组表达常给人“问题可以处理”的感觉，但不能替代具体行动。你说 We will iron it out 后，应能说明到底哪里不一致、谁来处理、怎样确认已经解决。自然英文不是模糊英文。
3.9 Phase out: stop using something gradually | 逐步停用、逐步取消
Working meaning: remove or discontinue something through stages rather than all at once. Frame: phase something out; phase it out; be phased out. Reference: Cambridge: phase out.
Original example: “The tutor plans to phase out the sentence prompts as the learner becomes able to construct the responses independently.”
中文：随着学习者能够独立组织回答，导师计划逐步减少并最终撤掉这些句子提示。
Here the stages are part of the meaning. If the tutor removes every prompt tomorrow, remove may describe the action more accurately than phase out. Also distinguish a plan from a completed change. “Plans to phase out” does not tell us that any support has already been removed. Keep both the timing and the completion status in view.
“逐步”不是装饰，而是词义的一部分。另外，plans to phase out 只是计划，不能翻成“已经取消”。读项目更新时，尤其要分清“计划逐步取消”“正在逐步取消”和“已经取消完成”。
3.10 Follow through: carry an intention into the remaining action | 不停在承诺，把后续行动做下去
Working meaning: continue with the action needed after a decision, intention or promise. Useful frames include follow through on a commitment and follow a task through. Record the particular pattern, not just the two words. Consult Cambridge: follow through on/with.
Original example: “The student agreed to check the disputed quotations. The next draft will show whether she followed through on that commitment.”
中文：学生答应核查有争议的引文。下一版草稿会显示她是否把这个承诺落实到了行动中。
The sentence makes an important gap visible: agreeing is not doing. In your own vocabulary practice, writing a review date is an intention. Returning to the expression on that date is the follow-through. Use the phrase to describe that gap precisely, not as a vague synonym for working hard.
这不是笼统的“努力”。它把“说好要做”与“后面真正去做”连接起来。你在词汇本上写了复习日期，属于安排；到时真的完成回忆与使用，才是把安排跟进到底。
3.11 Fall back on: use an available alternative when the first route fails | 第一条路不通时，转而依靠备用资源
Working meaning: use a resource or alternative when the preferred approach is unavailable or unsuccessful. Frame: fall back on something; fall back on it. The forms are fall, fell, fallen. Reference: Cambridge: fall back on.
Original example: “When the exact phrase would not come to mind, she fell back on a clear explanation in simpler English.”
中文：准确的词组一时想不起来时，她转而用更简单的英语把意思解释清楚。
For this lesson, a sensible fallback is not failure. A learner who preserves the intended meaning with a clear paraphrase has kept communication working. Afterwards, the missing phrase becomes a useful study target. Separate the live task from the later repair: communicate honestly now; refine the vocabulary afterwards.
高级表达不要求你因为想不起一个词，就整句话停住。先用简单英语保住意思，再把那个缺口记下来。备用路线不是丢脸；前提是它没有改变你的原意，也没有用模糊大词把缺口遮过去。
3.12 Hinge on: identify a decisive dependency | 取决于某个关键条件
Working meaning: depend importantly or decisively on something. Frame: hinge on something; hinge on whether a condition is met. Reference: Cambridge: hinge on/upon.
Original example: “Whether the comparison is useful hinges on whether the two groups were given comparable tasks.”
中文：这个比较是否有意义，关键取决于两组得到的任务是否具有可比性。
Do not promote every minor influence into a decisive dependency. In this fictional comparison, task comparability is presented as a condition for the interpretation. If you only mean that a factor may make a small contribution, a weaker expression may fit better. Choosing hinge on commits you to explaining why that condition matters so much.
不是所有“有影响”都适合用 hinge on。这组表达把某项条件放到了很关键的位置。使用以后，你应能回答：为什么缺少这个条件，判断就会明显不同？不要为了显得高级，把一个小因素写成决定性因素。
3.13 Boil down to: identify the central point without erasing complexity | 归结为核心问题，但别把复杂性抹掉
Working meaning: have something as the essential point or main issue when considered simply. Frame: boil down to something; boil down to whether something is true. Reference: Cambridge: boil down to.
Original example: “For this revision, the immediate choice boils down to whether the example actually supports the claim.”
中文：就这次修改而言，眼前的选择可以归结为：这个例子到底有没有支持那项主张。
The opening words for this revision and the immediate choice deliberately limit the summary. They do not say that all writing can be reduced to one question. When you use this expression, ask what your summary leaves out. A useful simplification helps the reader decide; an excessive simplification hides information the decision still needs.
“归根结底”听起来很有力量，也容易说过头。因此例句先限定“就这次修改而言”。你可以把眼前一步概括成一个关键问题，但不要把整个学习过程都说成“其实只有这一件事”。概括要帮助判断，不要删除重要条件。
4. Build a decision map, not thirteen isolated translations | 把十三组表达接成一张决策图
Put the expressions into the order of an actual task. You draw on previous work, put forward an idea, and set out the reasons. You ask whether the observations bear out the claim, which possibilities can be ruled out, and which differences must be factored in. You flesh out missing detail and iron out practical problems. You may phase out temporary support, but you still need to follow through on the agreed actions.
把它们放回一个真实任务里：先借助已有材料，提出想法，阐明理由；再检查材料是否支持主张、哪些解释可以排除、哪些差异要考虑；然后补足细节、解决安排中的问题；最后逐步撤掉不再需要的支持，把约定的行动完成。这样你记住的是一组任务关系，而不只是十三个中文答案。
| What you need to say | A possible expression | What the expression does not establish |
|---|---|---|
| We used earlier experience. 我们利用了已有经验。 | draw on experience | It does not show that the experience proves a general claim. 不表示经验已经证明普遍结论。 |
| We proposed an explanation. 我们提出了一种解释。 | put an explanation forward | It does not show that the explanation is correct. 不表示解释已经正确。 |
| We presented the criteria. 我们阐明了标准。 | set out the criteria | It does not show that the criteria are adequate. 不表示标准一定充分。 |
| We have not excluded an alternative. 我们尚未排除另一种可能。 | cannot rule it out | It does not show that the alternative is likely. 不表示它很可能发生。 |
| We intend to remove support gradually. 我们计划逐步撤掉支持。 | plan to phase it out | It does not show that the removal has already happened. 不表示已经撤掉。 |
This table is also a reading test. A phrase can be understood grammatically while its evidential status is misunderstood. Keep asking whether you are reading a proposal, an intention, an observation, an interpretation or a completed action. Short verbs can carry large differences.
这个表不只是写作用，也可以拿来检查阅读。你可能看懂了句子结构，却把“提议”读成“结果”，把“不能排除”读成“很可能”，把“计划”读成“完成”。高级词汇能力，需要保护这些区别。
5. Make the word order part of the vocabulary | 把语序直接练进词汇
Use the entries above to build three versions of each separable expression: a noun after the particle, the noun between the two parts, and a personal pronoun in the middle. Keep the intended meaning constant. This is a controlled exercise, not an invitation to move words randomly.
从上面的具体词条出发练，不要只背抽象规则。对于本课可以拆开的表达，依次练“名词放后面”“名词放中间”“人称代词放中间”。三句先保持同一个意思，让你只处理语序。
| Noun after the particle | Noun between the parts | Personal pronoun |
|---|---|---|
| put forward the idea | put the idea forward | put it forward |
| set out the reasons | set the reasons out | set them out |
| rule out the option | rule the option out | rule it out |
| factor in the delay | factor the delay in | factor it in |
| flesh out the outline | flesh the outline out | flesh it out |
| iron out the differences | iron the differences out | iron them out |
| phase out the prompts | phase the prompts out | phase them out |
Next practise the contrasting group without moving the complement: draw on it, fall back on it, hinge on it, boil down to it. The objective is not to make every phrase obey the first table. It is to make each vocabulary item come with its own dependable frame.
接着练另一组：draw on it、fall back on it、hinge on it、boil down to it。这里不能机械模仿 rule it out。真正的目标不是找到一条万能规则，而是让每个表达都带着自己的可靠结构。
Then increase the object length. “Set out the reasons” becomes “Set out the reasons why the second interpretation fits the sequence of events more closely.” Keeping set out together makes this particular sentence easier to follow. Do not turn that observation into a ban on every other arrangement. In your own writing, read the whole sentence and choose the order that keeps the action visible.
最后再加长宾语：从“阐明理由”，变成“阐明为什么第二种解释更符合事件先后顺序”。句子变长时，读者最好能尽早看见完整动作。你练的是可读性，不是在比赛谁能把动词和小品词隔得最远。
For past-tense practice, do not let the particle distract you from the main verb. Use drew on, put forward, set out, bore out and fell back on. The later words stay in place while the verb carries the tense. Check irregular forms in the linked dictionary entries rather than guessing from the shape of the expression.
过去时同样要一起练：drew on、put forward、set out、bore out、fell back on。别因为一整组表达很熟，就忽略了主干动词的变化。尤其是 bear out，过去式是 bore out，过去分词是 borne out。
6. Apply the eduKate Fencing Method to one expression | 用围栏式递进，把一组表达练稳
The eduKate Fencing Method provides a useful teaching principle: begin with language the learner can control, then add complexity in manageable layers. The following sequence is an application for this lesson, not a new universal numbering system. Our target expression is rule out. The point is to add one new demand while preserving what already works.
这里应用 eduKate 的围栏式递进思路：先建立能够控制的表达，再一层层加入复杂度。下面是本课的具体练习，不是另立一套固定等级。我们选 rule out，每次只增加一个新的要求，同时守住上一层已经正确的部分。
First layer: a visible choice. “We ruled out the late submission.” State the situation in Chinese: 时间记录显示材料准时到达，所以“提交太晚”不再是可接受的解释。 The learner should know what was excluded and why. Without that situation, the sentence is only a shell.
第二层：换代词。“We ruled it out.” 现在隐藏 late submission，让学习者自己放 it。检查的不是“是否看得懂”，而是表达离开原句以后，宾语位置还会不会保持正确。
Third layer: preserve an alternative. “We ruled out a late submission, but we could not rule out a transfer error.” Now the learner must hold two possibilities apart. The first is excluded; the second remains open. Ask for a simple-English explanation before asking for more elaborate vocabulary.
第四层：说明证据。“The arrival record rules out a late submission, but it does not tell us whether the attachment transferred correctly.” 这一次不是靠反复写 rule out 增加难度，而是要求学习者说明：哪一条证据支持哪一个判断，又有哪些问题仍然没有解决。
Fifth layer: change the task. Move from file submission to a classroom interpretation. “The second example rules out one reading of the instruction, but two other readings remain possible.” The old words no longer supply the situation. The learner has to recognise the same relationship in new material.
第六层：换表达对象。对同学，可以说：“That explanation does not fit the record, so we can exclude it.” 在正式说明里，可以保留：“The record allows us to rule out that explanation.” 两种写法都要保持同一个事实边界。并不是越正式越好，而是对象不同，表达可以调整。
Seventh layer: remove the target word. Give only the situation: “Two explanations were considered. The timestamp makes the first impossible, but the second has not been checked.” Ask the learner to explain it naturally. Accept a precise paraphrase; then ask for a version using the target phrase. This separates understanding from the ability to retrieve one particular expression.
最后一层：延后再用。另一天给一个不同场景，不展示原句，也不先给中文答案。观察学习者能否准确排除一个选项，同时不把另一个选项说成“已经证明”。这里的复习安排是可调整的课堂设计，不是保证所有人按同一天数都会掌握的公式。
This sequence also tells a tutor where to stop adding difficulty. If the learner confuses exclusion with probability, return to the situation. If the meaning is secure but rule out it keeps appearing, isolate the pronoun pattern. If both are reliable but the phrase disappears in a new topic, make the next exercise about transfer rather than another copied sentence.
这就是“先找第一个弱点”的具体做法。意思没分清，先修意思；代词位置不稳，先修结构；原题会、新题不会，才去修迁移。不要三种问题同时出现，却只让学生再抄十遍同一句。
7. Worked case: revise an explanation without overstating it | 双语案例一：修改解释，但不扩大结论
Original fictional passage — read the English before the translation.
A tutor asked two study groups to explain an unfamiliar passage. Group A received a vocabulary sheet before reading. Group B read the passage without that sheet. In a short discussion afterwards, several members of Group A used the target expressions, while several members of Group B explained the same ideas in simpler language. A student observer, Mei, put forward the view that the vocabulary sheet had improved understanding.
Her tutor did not reject the idea immediately. Instead, he asked her to set out the claim more carefully. Did “improved understanding” mean understanding the passage, remembering the target expressions, or using them in the discussion? Those were not identical outcomes. Mei had drawn on what she heard, but she had not yet distinguished the quality of an explanation from the vocabulary used to express it.
When she returned to her notes, one detail became important. Group A had discussed a similar topic the previous week. Group B had not. Mei needed to factor that difference into her interpretation. The observation did not rule out a benefit from the vocabulary sheet, but neither did it rule out an advantage from earlier familiarity with the topic. The available notes did not isolate either explanation.
She then fleshed out her comparison with two examples. One student used all three target expressions but confused the writer’s main point. Another avoided the target expressions yet explained the point accurately. These examples bore out a narrower observation: the use of a target phrase and the accuracy of an explanation did not always coincide in this discussion. They did not establish which teaching approach would work better across other learners or passages.
Mei’s revised account therefore set out what she had observed, what remained uncertain and what a more informative comparison would need to examine. Her immediate revision task boiled down to keeping those three categories separate. She could still put forward a possible benefit from the vocabulary sheet, but she could no longer present that possibility as a result already demonstrated by her notes.
简体中文对照：一位导师让两个学习小组解释一篇陌生短文。A 组阅读前拿到了一张词汇表，B 组没有。随后的小讨论中，A 组有几位学生使用了目标表达，B 组有几位学生则用较简单的语言解释同样的意思。旁听的学生 Mei 因此提出：词汇表提高了理解能力。
导师没有马上否定，而是请她把主张说清楚。“提高理解”到底指读懂短文、记住目标表达，还是在讨论中使用它们？这不是三个完全相同的结果。Mei 确实利用了自己听到的内容，但她还没有把“解释是否准确”与“用了哪些词”分开。
她重看笔记，发现 A 组上周讨论过类似话题，B 组没有。这项差异需要考虑进去。现有观察不能排除词汇表有帮助，也不能排除先前接触过话题带来的优势；笔记并没有单独确定哪一种解释成立。
她于是补入两个具体例子：一个学生用了全部三个目标表达，却误解了作者的要点；另一个没有使用目标表达，却把要点讲对了。这两个例子支持了一个较窄的观察：在这次讨论中，使用目标短语与解释准确并不总是一致。它们没有证明哪一种教学安排对其他学生、其他短文都更好。
修改后的说明把“看见了什么”“还不知道什么”“下一次需要怎样比较”分别写清楚。眼前的修改任务可以归结为守住这三类信息的边界。Mei 仍然可以提出词汇表可能有帮助，但不能把这种可能写成笔记已经证明的结果。
What the vocabulary changes | 这些表达究竟改变了什么？
Put forward leaves the idea open to examination. Set out asks for an organised statement. Draw on identifies the material used. Factor in directs attention to a relevant difference. Rule out concerns what can be excluded. Flesh out requests missing detail. Bear out connects the examples to a claim. The passage works because each expression has a different job. Replacing them all with “do”, “show” or “use” would blur the sequence.
这段短文不是为了把七组短语硬塞在一起。它们分别处理不同动作：提出、阐明、借助、考虑、排除、充实、支持。你真正要学的是这些动作之间的差别，而不是把七个中文词背下来。
Notice also what is absent. The passage does not say that vocabulary sheets never help. It does not say that simpler language always indicates deeper understanding. It describes a small fictional observation and limits the conclusion accordingly. A learner can practise advanced vocabulary without inventing a stronger factual story.
还要读出短文没有说什么：它没有说词汇表永远无效，也没有说语言越简单理解一定越深。它只分析这组虚构观察允许得出什么。高级表达不是把结论写得更大，而是把结论写得更合适。
Your transfer task: choose a different learning activity, such as preparing a presentation or checking an essay plan. Invent two observations. Use put forward for an interpretation, factor in for a difference worth considering, and cannot rule out for an unresolved alternative. End with a sentence stating what the observations do not establish. Keep the case fictional and label it clearly.
迁移任务：换成演讲准备或作文规划，自己设计两条观察。用 put forward 提出一种解释，用 factor in 指出需要考虑的差异，用 cannot rule out 保留另一种可能。最后明确写出“这些观察尚未证明什么”。重点是关系准确，不是短语数量。
8. Worked case: a learning resource moves from proposal to trial | 双语案例二：从提案走到试用
Original fictional passage.
A small team was preparing an English reading pack. The existing pack placed a Chinese translation immediately below every unfamiliar expression. The proposed version placed the English explanation first and moved the Chinese support to a separate box. The team did not assume that one arrangement would suit every reader. They set out to find which parts of each design helped readers continue without losing the meaning.
Lin drew on comments from earlier readers and put forward a short trial. Before anyone revised the whole pack, she asked the team to flesh out the proposal. They needed to state who would try it, which passages would be used, and what would count as a useful response. The feasibility of the trial hinged on whether they could arrange a comparable reading task, not simply on whether the new layout looked attractive.
The team also had to iron out a practical difference. One editor thought “use the Chinese box when needed” meant checking it after every sentence. Another thought it meant checking only when the main meaning became uncertain. Until the instruction was clarified, the trial could not tell them much about the layout itself. A different interpretation of the instruction might produce a different reading process.
The first proposal had suggested phasing out all Chinese support. The revised proposal did not. It suggested reducing automatic access to the translation while keeping it available for readers who needed to confirm a difficult meaning. Readers could fall back on the Chinese explanation without being treated as having failed. The team wanted to examine whether support was useful in a particular situation, not reward learners for avoiding it at any cost.
After the meeting, Lin sent an action note. It set out the agreed task, the unresolved questions and the person responsible for each next step. Saying that the team had agreed was not enough. The next meeting would establish whether members had followed through on their commitments. Until the trial had happened, any claim about its outcome would remain a prediction.
简体中文对照：一个小组正在准备英语阅读学习包。旧版把中文翻译直接放在每个陌生表达下面；提议中的新版先给英文解释，再把中文辅助放进独立方框。小组没有先认定哪一种适合所有人，而是准备检查：不同设计中的哪些部分能帮助读者继续阅读，同时不丢失意思。
Lin 借助以往读者的意见，提出一个小规模试用方案。正式修改全部材料之前，她请大家把方案细节补足：谁来试读、用哪些短文、什么反应算有帮助。试用是否可行，关键在于能否安排具有可比性的阅读任务，而不只是新版好不好看。
小组还要先解决一个实际分歧。一位编辑认为“需要时看中文框”是每读完一句都可以看；另一位认为只有主要意思不确定时才看。任务要求没有讲清楚，试用就很难只反映版式的作用，因为不同的指令理解本身就可能改变阅读过程。
初稿曾建议逐步取消全部中文支持；修改后不再这样规定，而是减少对即时翻译的自动依赖，同时为需要确认复杂意思的读者保留中文。读者可以转而借助中文解释，不会因此被当作失败。小组要检查的是支持在具体情况下是否有用，而不是奖励“不惜代价也不看中文”。
会后，Lin 发出行动记录，阐明已经同意的任务、尚未解决的问题，以及每一步由谁负责。“已经同意”还不够；下次会议还需要检查大家是否落实了承诺。试用没有完成以前，任何关于结果的说法都仍然只是预测。
Four reading decisions | 四个需要读准的地方
First, set out to find states an aim, not a successful discovery. Second, flesh out the proposal requests operational detail, not longer promotional language. Third, the revised plan does not phase out every form of Chinese support; it changes when support is offered. Fourth, followed through belongs to the later question of implementation. These differences determine what an accurate summary may say.
第一，set out to find 只是研究目标。第二，flesh out 要补的是可执行细节，不是宣传文字。第三，修改后的方案并不是取消所有中文辅助。第四，是否 followed through，要等后续行动来确认。总结短文时，不能越过这些边界。
A weak summary would say, “The team discovered that removing Chinese translations improved reading.” Nothing in the passage establishes that. A defensible summary would say, “The team planned a trial of a different support arrangement and clarified how it would be carried out.” The vocabulary lesson therefore includes a reading lesson: preserve whether something was proposed, planned, tested or found.
不准确的总结是：“小组发现，去掉中文翻译可以提高阅读。”文中根本没有这个结果。可以支持的总结是：“小组计划试用另一种辅助安排，并明确了实施方式。”学习短语动词时，要一起学会保留事情所处的阶段。
9. Revision laboratory: improve the message, not the display of vocabulary | 修改实验室：修意思，不是展示词汇
Here is an original learner-style draft designed for correction: “Our group put forward it yesterday. We set out to a clear plan and drew our old experience on. The new examples bore out the theory, so no other explanation is possible. We will phase out the confusing instruction immediately and follow through the promise.” Some parts are structurally wrong. Others are structurally possible but claim more than the situation supplies. Do not treat them as one undifferentiated category of “bad English”.
这段是专门为练习编写的草稿，不是真实学生原文。其中有语序错误、词义与结构混淆，也有结论过度。修改时要分开处理，不能全部归类成“英语不好”。
Repair the reference: “Our group put it forward yesterday.” Then ask what it refers to. If the reader has not seen the proposal, write “Our group put forward a proposal yesterday.” A correct pronoun position does not repair a missing referent.
先修指代：put it forward 的位置对了，还要问 it 指什么。读者前面没见过方案，就直接写 put forward a proposal。词汇结构、上下文清楚程度，需要同时照顾。
Repair the sense: “We set out a clear plan.” Use this when the intended meaning is that the group explained the plan. Use “We set out to prepare a clear plan” when the intended meaning is that preparing it was the initial aim. The repair depends on the event, not on a rule that mechanically deletes to.
再修词义：要表达“阐明计划”，用 set out a clear plan；要表达“着手准备计划”，用 set out to prepare a clear plan。不是看见 to 就删，而是先问原来想说哪个动作。
Repair the resource pattern: “We drew on our earlier experience.” Now explain what that experience contributed. Did it suggest a useful question, reveal a practical difficulty, or provide an example? A more specific sentence might be: “We drew on earlier feedback to identify the instructions readers had found unclear.” This version tells the reader what the resource was used for.
修资源结构：draw on experience 不能按 rule it out 的方式拆开。结构正确以后，还可以说清经验帮助完成了什么：发现难点、提出问题，还是选择例子？这样表达才从空泛变成具体。
Repair the conclusion: “The new examples supported part of our explanation, but they did not rule out alternatives.” This is the appropriate repair only for a situation in which the support is partial and alternatives remain open. Do not automatically weaken every claim. Match the wording to the evidence actually available. The fictional draft supplied no basis for “no other explanation is possible”.
修结论：这里不是一律把所有句子改得含糊，而是原草稿没有证据支持“其他解释都不可能”。如果实际情况只是部分支持，就应该保留部分支持的边界。词汇修改不能替你发明更强或更弱的事实。
Repair the time pattern: “We will replace the confusing instruction immediately” describes an immediate change. “We will phase out the old prompts over the next three versions” describes a staged change. Both may be good plans in different situations. The writer must decide which event is intended.
修时间方式：马上替换，与分阶段撤掉，不是一回事。不要为了保留今天学过的 phase out，硬把一次性修改说成渐进过程。该用简单动词时，就用简单动词。
Repair the commitment pattern: “We will follow through on our promise to send the corrected instructions.” The added detail also makes the promise inspectable. The recipient can later check whether the instructions arrived. A useful professional sentence tells people what will happen, not merely that the writer intends to sound responsible.
修承诺结构：follow through on our promise 后面补出承诺的内容。这样读者以后可以核查有没有落实。专业表达要让责任与行动更清楚，而不是只让语气显得很认真。
One possible revised paragraph: “Our group put forward a proposal yesterday and set out the main reasons for it. We drew on earlier feedback to identify instructions that readers had found unclear. The new examples supported part of our explanation, but they did not rule out alternatives. We will replace the confusing instruction immediately and follow through on our promise to send the corrected version.”
一种可行的修改：我们小组昨天提出了一项方案，并阐明了主要理由。我们借助早前反馈，找出了读者觉得不清楚的指令。新例子支持了我们解释中的一部分，但没有排除其他可能。我们会立即替换那条令人困惑的指令，并落实发送修订版本的承诺。
10. Choose a register without banning phrasal verbs | 调整语域，不要一律禁用短语动词
Cambridge’s grammar guidance describes phrasal verbs as often less formal than a single-word equivalent, not invariably so. That distinction matters. Do not replace every multiword expression in an essay merely because it contains a small word. Check the actual expression, the audience and the purpose. A phrase that is appropriate in a seminar may need a different formulation in a tightly specified report.
“短语动词都太口语，正式写作不能用”是一条过粗的规则。要看具体表达、读者与任务。你不应该只因为一个表达有两个或三个词，就认定它不够专业。也不应该因为某个短语常出现在工作讨论里，就在所有正式文件里都照搬。
Try three versions of one message. To a study partner: “Could you flesh this part out? I cannot see how the example connects to the point.” In an editorial note: “Please develop the comparison with a relevant example.” In a formal assessment comment: “The comparison requires further development, particularly an explanation of the relationship between the example and the claim.” Each version asks for substance, but the relationship with the reader changes.
对学习伙伴，可以直接说“把这一部分充实一下”；编辑意见可以用“请补入相关例子，展开比较”；正式评价则可能更完整地指出“例子与主张的关系尚未解释”。不是最后一句必然最好，而是场合不同，需要的语气与详细程度不同。
Do the same with iron out. In a meeting, “Let us iron out the remaining differences” may efficiently signal the next task. In a written record, “The team will resolve the three remaining differences in the instructions” identifies a more concrete deliverable. The improvement is not simply replacing a phrase with a formal verb. It is stating which differences, in what document, need to be resolved.
同样，会议里说“先把分歧解决”很自然；行动记录里则最好写清楚“解决指令中剩余的三个分歧”。专业程度经常来自具体，而不是来自词更长。
Keep a simple alternative beside each new expression, but do not mark it as a perfect synonym. Put forward and propose can meet in one context; set out may need explain, present or specify depending on the object; phase out contains a gradual-change meaning that plain remove does not necessarily preserve. Compare the message, not just the dictionary labels.
给每组表达配一个简单替代说法很有用，但不要写成永久等号。尤其是 phase out 与 remove，后者不一定保留“逐步”。改写以后，要重新检查时间、过程、证据强度和对象有没有变化。
11. Use the dictionary to finish the entry | 用词典把词汇条目补完整
Start with a sentence that creates an actual question. Suppose your draft says, “The later record bore out it.” You already know the intended relationship: the record supports the earlier claim. The question is therefore narrow: where does a pronoun go in this expression, and what is the correct past form? The bear out entry is more useful than a general search for “advanced phrasal verbs”.
查词最好从真实句子出发。你写了 bore out it，现在需要确认的是代词位置和过去式，不是再打开一张五百词清单。问题越具体，词典越容易帮助你完成修复。
Read the whole headword pattern. The difference between draw on something and flesh something out is already visible in the placement of something. Then read the correct sense, inspect the examples, and check any usage labels. Do not assume that the first meaning on a page is the meaning in your text.
词条标题本身就有信息：draw on something 与 flesh something out 把 something 放在不同位置。接着确认具体词义，再看例句与用法标签。不要只看页面第一行中文，就关掉词典。
After checking, write an original sentence about your own task. Then replace its noun object with a pronoun. Finally, write a sentence in which the expression would be inappropriate and explain why. For phase out, an immediate one-step removal supplies a useful contrast. For rule out, a situation that leaves an option unresolved supplies another.
查完以后，用自己的任务造句，换一次代词，再找一个不适用的场景。知道什么时候不能用，能帮助你防止“今天刚学这个词，所以每句话都想放进去”。
When a learner dictionary does not answer a genuine usage question, return to Lesson No.009: using corpus evidence to check word choice. Search the exact sense and structure you need. Treat examples as evidence to inspect, not as permission to copy any sentence that appears in a search result. This lesson supplies no new corpus frequency counts.
词典仍然解决不了的真实用法问题，可以接着使用第009课的语料验证流程。搜索时要保留具体词义与结构，不要把同一拼写的所有结果混在一起。本课没有报告新测得的词频数字，也不把编写的教学例句冒充语料库结果。
12. Practice: choose, repair, interpret and transfer | 练习：选择、修复、理解、迁移
Try the questions before opening the answer section. Some tasks have more than one defensible wording. The model answers show the intended distinction; they are not a claim that only one English sentence is possible. Do not award yourself full credit for inserting the target phrase when the meaning has changed.
先做题，再看解析。有些题可以有多种正确写法，参考答案主要展示需要守住的区别。目标短语出现了，但意思变了，仍然不能算完全正确。
A. Choose the intended relationship | 选择符合情境的表达
1. A student uses earlier reading notes as a resource for a new explanation. Complete: “She ______ her earlier notes.” Choose draws on or rules out. Explain which relationship your choice expresses.
2. A group has introduced an idea for discussion but has not tested it. Complete: “The group has ______ an explanation.” Choose put forward or borne out. State what is still unknown.
3. The instructions give only headings. The tutor asks for examples, steps and an explanation of the final decision. Complete: “Please ______ the outline.” Choose phase out or flesh out.
4. A support sheet will be shortened in three stages and then removed. Complete: “We will ______ the sheet.” Choose phase out or fall back on. Name the time pattern that matters.
5. The main plan cannot be used, but an older method is available. Complete: “We can ______ the older method.” Choose fall back on or bear out.
6. Two groups interpret the same instruction differently. Before the task begins, they compare and resolve the difference. Complete: “They ______ the difference before starting.” Choose ironed out or drew on.
B. Repair the pattern without changing the meaning | 修语序，不改原意
7. Repair: “We put forward it at the meeting.” Keep the pronoun.
8. Repair: “The explanation draws it on.” The intended meaning is that the explanation uses an earlier observation as a resource.
9. Replace the delay with it: “We must factor in the delay.”
10. Replace our earlier method with it: “We fell back on our earlier method.”
11. Repair the past-tense sentence: “The later examples beared the explanation out.”
12. Repair the passive: “That part of the account is bore out by the later record.”
C. Preserve what is known and unknown | 保留已知与未知的边界
13. “We cannot rule out an error in the notes.” Does this mean the notes probably contain an error? Answer in one or two sentences.
14. “The students set out to compare the two methods.” Does this sentence establish that they completed the comparison? Explain.
15. “The new examples bear out one part of the explanation.” May you summarise this as “The whole explanation has been established”? Give a narrower summary.
16. “The team plans to phase out the prompts.” May you report that the prompts have already been removed? State what the sentence actually tells you.
17. “We factored in the students’ earlier experience.” Does the phrase tell you exactly how the factor was handled? Write one useful follow-up question.
18. “For today’s revision, the choice boils down to whether the example supports the point.” What words limit the scope of this simplification?
D. Translate the intended event | 翻译事件，不逐字搬运
19. 用 put forward 表达：“她提出了一项建议，但小组还没有接受它。”不要把“提出”写成“通过”。
20. 用 set out 表达：“这一段阐明了比较标准。”这里不是“开始着手做”。
21. 用 draw on 表达：“我会借助早前的反馈来修改开头。”不要把它写成“反馈证明开头是正确的”。
22. 用 follow through on 表达：“他答应核查引文，现在需要把承诺落实。”
23. 用 hinge on 表达：“这项安排是否可行，关键取决于能否找到合适的时间。”
24. 用 flesh out 表达：“请用一个相关例子充实这个解释。”不要只要求增加篇幅。
E. Short writing tasks | 短写作任务
25. Preserve an alternative. Write two sentences about a fictional missing homework file. Use rule out to exclude one explanation and cannot rule out to leave another open. State a reason for excluding the first.
26. Move from outline to action. Write a short message to a study partner. Use flesh out to identify missing detail and set out to ask for an organised explanation. Name the detail needed; do not merely ask for more words.
27. Change the audience. Rewrite “Let us iron out the remaining problems before we try the pack” as a more specific written action note. A phrasal verb is optional. Preserve the intended sequence.
28. Check your own claim. Write a sentence using draw on and another using bear out. Explain why using a source and receiving support from a source are different relationships.
29. Choose a sensible fallback. Describe how you would continue speaking when a target phrase does not come to mind. Use fall back on, then state what you would check after the conversation.
30. Reject unnecessary vocabulary. A writer wants to use phase out for replacing one incorrect word immediately. Explain why a simpler verb may be better. Write the revised instruction.
13. Answers with reasons | 参考答案与理由
1. Draws on. “She draws on her earlier notes.” The notes are a resource for the present explanation. Rules out would describe exclusion, which is not the intended event. 中文重点：这里是调用资源，不是排除资源。
2. Put forward. The group has proposed an explanation. Whether it is supported, accepted or correct remains unknown. 中文重点：提出了，不等于成立了。
3. Flesh out. The tutor wants the outline developed with necessary detail. Phase out would mean discontinue it gradually, which is a different action. 中文重点：补实内容，不是撤掉内容。
4. Phase out. The staged removal is central. Fall back on would make the sheet a reserve resource rather than something being discontinued. 中文重点：不要忽略“分三阶段”。
5. Fall back on. “We can fall back on the older method.” The situation supplies a preferred route that cannot be used and an available alternative. 中文重点：备用路线，不是证据支持。
6. Ironed out. The groups resolved the disagreement before beginning. Drew on would mean they used the difference as a resource, not necessarily resolved it. 中文重点：差异被解决，而不是被利用。
7. “We put it forward at the meeting.” The personal pronoun belongs between the parts in this separable expression. 中文重点：不是 put forward it。
8. “The explanation draws on it.” The pronoun is the complement of on. 中文重点：不能把另一组表达的拆分方式搬过来。
9. “We must factor it in.” The required replacement changes the noun object to a pronoun while keeping the consideration meaning. 中文重点：表达本身不变，宾语形式改变。
10. “We fell back on it.” The pronoun stays after on. 中文重点：完整框架是 fall back on something。
11. “The later examples bore the explanation out.” The past tense is bore, not beared. 中文重点：小品词不变，主干动词变过去式。
12. “That part of the account is borne out by the later record.” The passive requires the past participle. 中文重点：bore 与 borne 不是同一种语法形式。
13. No. The error remains a possibility that has not been excluded. The sentence gives no basis for calling it probable. 中文重点：没有被排除，只能保留为可能，不能自己加概率。
14. No. The sentence identifies the students’ initial aim. It does not report completion or success. 中文重点：目标、过程与结果要分开。
15. A narrower summary is: “The new examples support one part of the explanation.” The words one part prevent a conclusion about the whole. 中文重点：总结不能扩大支持范围。
16. The team has a plan for gradual removal. The sentence does not establish that removal has begun or finished. 中文重点：plans to 不能漏译成已经完成。
17. A useful question is: “How did you include earlier experience in the comparison?” The phrase does not identify the procedure. 中文重点：考虑过，不等于读者已经知道怎样处理。
18. “For today’s revision” limits the situation, and “the choice” limits what is being simplified. The sentence is not a universal account of all writing. 中文重点：先读范围，再读归纳。
19. “She put forward a suggestion, but the group has not accepted it.” The first clause reports proposal; the second preserves its unaccepted status. 中文重点：提出与接受是两个不同阶段。
20. “This paragraph sets out the criteria for the comparison.” A direct object follows the expression. 中文重点：这里是阐明标准，不是 set out to 的目标结构。
21. “I will draw on the earlier feedback to revise the opening.” The feedback is a resource for revision. 中文重点：没有声称反馈已经证实开头正确。
22. “He promised to check the quotations; now he needs to follow through on that promise.” This preserves the distinction between intention and the remaining action. 中文重点：把说好的事继续落实。
23. “Whether the arrangement is feasible hinges on whether we can find a suitable time.” The second whether clause states the decisive condition. 中文重点：关键依赖要明确写出来。
24. “Please flesh out the explanation with a relevant example.” The requested addition has a purpose: make the explanation more developed. 中文重点：不是无目的地增加篇幅。
25. Model response: “The submission receipt rules out a late upload because it records arrival before the deadline. We still cannot rule out an error in the attachment.” This response excludes one explanation for a stated reason and leaves the other unresolved. It does not imply that the attachment error is likely. 中文重点：一条证据只支持相应的那一步判断。
26. Model response: “Could you flesh out the comparison with one example from each draft? Please also set out how you decided which explanation was clearer.” The message asks for examples and a decision procedure, not a target word count. 中文重点：把需要补的内容命名，修改才可以执行。
27. Model response: “Before the trial, the editors will resolve the two conflicting instructions and confirm which version readers should follow.” The sequence remains: resolve the problem first, try the pack afterwards. A phrasal verb is not required to produce a strong revision. 中文重点：具体行动优先于保留某个词。
28. Model response: “My explanation draws on the interview notes. The later record bears out the claim that the meeting ended before noon.” The first identifies a resource; the second identifies support for a specified claim. 中文重点：材料被使用，与材料支持结论，是两种关系。
29. Model response: “When I cannot retrieve the exact phrase, I fall back on a clear paraphrase. After the discussion, I check the missing expression and practise it in a new sentence.” The live message remains understandable, and the later practice addresses the gap. 中文重点：先保住意思，再做有目标的词汇修复。
30. Model response: “Replace the incorrect word now.” Phase out would add a staged-removal meaning that the situation does not supply. 中文重点：高级控制包括知道什么时候不使用刚学的新表达。
14. Turn the workshop into independent vocabulary use | 从做题走到独立使用
Select three expressions from the lesson, not all thirteen. Choose them because you need their meanings. A learner who often writes proposals may start with put forward, set out and flesh out. A learner who reads arguments may choose draw on, bear out and rule out. A learner organising a project may choose factor in, iron out and follow through on. These are suggested groupings, not a compulsory order.
按自己的任务选三组。经常写提案，就先练提出、阐明、充实；经常读论证，就先练借助、支持、排除；需要安排项目，就先练考虑、解决、落实。不要为了“整课完成”而平均花时间在暂时用不上的所有表达上。
For each expression, make a small entry with six parts: the intended sense, the complete frame, one Chinese bridge, an original sentence, a contrasting case where the phrase would not fit, and a later task in which you will need it again. The last field is especially practical. “Review sometime” is vague. “Use it while explaining the changes in my next draft” creates a recognisable opportunity.
每组条目包括六项：具体词义、完整结构、简短中文桥接、原创例句、不适用的对照情况，以及下一次使用机会。最后一项不要只写“以后复习”，可以写“说明下一版草稿改了什么时再用”。这样词汇有机会回到任务里。
Run a brief closed-note check. Explain the meaning in simple English, produce a noun version, then produce a pronoun version where appropriate. Next answer a situation prompt without being shown the target phrase. Finally, explain why an attractive but wrong alternative would change the message. These tasks test different parts of the entry; success on one does not automatically count as success on all.
合上笔记后，先简单解释意思，再造名词句和适用的代词句；接着只看场景，不看目标词；最后说清为什么另一个看起来不错的表达会改变意思。不要把“填空做对了”直接当成所有层面都掌握了。
Return after an interval that fits your schedule. A next-day check and a later check in a different task are reasonable starting points for this workshop, but they are not a validated timetable for every learner. Adjust according to what fails. When you remember the meaning but miss the form, repair the form. When the form is secure but the intended relationship changes, repair the meaning.
可以先安排第二天检查一次，之后换任务再检查一次；这只是本课建议的起点，不是所有人都适用的固定周期。根据错误调整：意思对、结构错，就修结构；结构对、关系说错，就回到情境。不要为了维护漂亮的复习计划而忽略实际表现。
During a conversation, do not stop the message simply to force the newest phrase into it. Use the expression when it fits; otherwise use a clear alternative. Afterward, note the place where a more precise phrase would have helped. This keeps vocabulary practice connected to communication instead of turning every discussion into a hidden word-insertion test.
真实交流时，不要为了“今天必须用到这个词”而把句子扭歪。用得上就用，用不上就用更清楚的替代说法。交流结束以后，再回看哪里值得增加精度。词汇要服务沟通，不能反过来让沟通服务打卡。
15. A tutor’s guide to feedback and progression | 导师怎样给反馈、怎样继续加难
Begin by asking the learner to explain the intended event. If the learner cannot distinguish a proposal from a supported conclusion, correcting the position of it will not solve the central misunderstanding. Conversely, if the event is clear and only the object placement is wrong, a long explanation of the philosophy of evidence is unnecessary. Match feedback to the first observable break.
先请学生讲清楚发生了什么。提出观点与支持观点都没分清时，只改 it 的位置解决不了核心问题。反过来，意思已经清楚，只是宾语放错，就没有必要讲很长的证据理论。反馈要对准最先出现的具体错误。
Use a sequence of small questions: “What are you excluding?” “What does it refer to?” “Has this happened, or is it planned?” “What detail needs to be added?” “Why is this condition decisive?” A learner’s answer reveals more than a general instruction to “use better vocabulary”. The questions also teach a habit the learner can eventually apply without the tutor.
可以问：“你排除的是什么？”“it 指哪件事？”“已经发生，还是只是计划？”“缺的具体细节是什么？”“为什么这个条件这么关键？”这些问题比“用高级一点的词”更有诊断价值，也更容易转成学生自己的修改习惯。
Separate prompted success from independent success in your notes. A student may correctly write factor it in after seeing factor something in but fail when explaining a fresh study plan. Record the two performances separately. That gives the next lesson a useful target without treating the earlier success as meaningless.
看着提示完成，和独立完成，要分开记录。学生看到 factor something in 后能换成 factor it in，说明结构练习取得了一步进展；新场景还用不出，并不代表前一步完全没用，而是下一步需要减少提示、增加迁移。
When giving a correction, require one immediate new example and one later return. The new example should change something meaningful: the object, the situation, or the status of the claim. Copying the corrected sentence only checks reproduction. A different example lets you inspect whether the learner can preserve the relationship while changing the surface.
纠正之后，请学生马上换一个有意义的新例句，再在之后的任务中返回一次。可以换对象、换情境、换已完成与未完成的状态。只抄原句，无法充分看出学生能否守住意思并调整表达。
This is a practical application of the distinction between explanation and diagnosis discussed in eduKate’s Tutor Classification Model. For this lesson, the desired outcome is simple to observe: the learner increasingly identifies the intended relation, chooses a fitting expression, places its object correctly, and notices when a tempting phrase would overstate the message.
导师的工作不只是解释十三个词义，还要看学生在哪一步失去控制。本课希望看到的结果很具体：学生能识别关系、选择表达、放对宾语，也能发现某个“很好听”的说法其实把原意扩大了。
16. Check progress without turning it into a word-count competition | 检查进步，不比赛背了多少组
Choose one of the fictional passages and explain it to someone who has not read it. Do not aim to use every target phrase. Aim to preserve the difference between the claim, its support, the unresolved alternative and the planned action. Afterwards, identify which expressions appeared naturally and which required searching. That gives you a more useful record than simply counting thirteen familiar translations.
选一篇案例，向没有读过的人解释。目标不是把全部短语都用一遍，而是讲清楚主张、支持、未解决的可能和后续计划。说完以后，再看哪些表达自然出现，哪些仍然需要想很久。这个记录比“十三组中文都背出来了”更贴近使用能力。
| Check | Evidence to look for | Next repair when it fails |
|---|---|---|
| Meaning 词义 | You can explain the intended action without the phrase. 不用目标词也能讲清动作。 | Return to an example and a contrasting non-example. 回到正例与不适用的对照例。 |
| Pattern 结构 | The noun and pronoun versions remain correct. 换名词、代词后结构仍然正确。 | Practise the exact dictionary frame. 练具体词条结构。 |
| Claim scope 主张范围 | Proposal, support, possibility and completion stay separate. 提议、支持、可能、完成没有混淆。 | Identify what the sentence does not establish. 说出句子没有证明什么。 |
| Register 语域 | The wording fits the reader and purpose. 措辞符合对象与任务。 | Rewrite the same message for another audience. 同一信息换对象改写。 |
| Independent use 独立使用 | You can use or accurately paraphrase the expression in a new case. 新场景中能使用或准确转述。 | Reduce prompts gradually and revisit the expression. 逐步减少提示，再回到表达。 |
This is a classroom observation sheet, not a standardised CEFR test. Use it to decide what to practise next, not to award yourself a language level. One strong performance is useful evidence about one task; repeated success in varied tasks gives a broader picture.
这是一张课堂观察表，不是标准化 CEFR 测试。它用来帮助决定下一步练什么，不用于给自己直接判定等级。一项任务做得好，是那项任务的表现；换任务、换情境以后仍然稳定，才说明掌握范围更广。
17. Reference tools and the next useful reading | 参考工具与延伸学习
For systematic advanced practice: Michael McCarthy and Felicity O’Dell’s English Phrasal Verbs in Use Advanced, Second Edition is identified by Cambridge as a C1–C2 vocabulary reference and practice book, with an answer key and contextual work. The edition’s ISBN is 9781316628096. Use it to extend practice after selecting a learning need, rather than treating its total number of expressions as a target to finish as quickly as possible. This lesson does not reproduce the book’s exercises.
系统练习用书：剑桥的 English Phrasal Verbs in Use Advanced 第二版适合继续进行高级短语动词练习。先根据自己的问题选择相关部分，再做例句、结构和输出练习；不要把“整本背完”当作唯一目标。本课案例与练习不是该书内容的翻印或翻译。
For word order: use the British Council C1 guide alongside Cambridge English Grammar Today. The two resources help distinguish the broad learning label from the particular pattern. For the meaning, form and usage of an individual expression, return to its linked dictionary entry in Section 3.
查语序与具体词义：语序问题可以先看 British Council 与 Cambridge 的说明；具体表达则回到第三部分每组词汇后的词典链接。查词时保留“我现在要用的是哪个词义”这个问题，不要只查到同样的字母就算完成。
Within eduKate: the explanation of how phrasal verbs and particles change meaning develops the underlying language mechanism. Lesson No.006 helps when alternatives seem similar; Lesson No.008 helps when an unfamiliar expression appears during reading; Lesson No.009 helps when you need to inspect usage evidence.
本课只把其中一个学习任务做深：让高级学习者把短语动词学成能够理解、选择和调整的词汇。需要进一步比较近义表达、推断陌生词或验证真实用法时，再进入对应课程，不必每次都从一张新的长词表开始。
18. Return to the first comment | 回到开头那段反馈
Read the opening comment again: “You have put forward an interesting explanation, but the examples do not yet bear it out. Flesh out the comparison, factor in the differences between the groups, and avoid ruling out an alternative too early.” You should now be able to hear separate instructions instead of a blur of familiar small words.
你已经提出了一个解释；当前例子还没有充分支持它；比较需要补入具体内容；组间差异需要考虑；另一种可能还不能过早排除。现在，短语动词不再只是五个翻译答案，而是五个不同的任务。
The next step is not to decorate a new paragraph with all five expressions. It is to carry out the requested revision. When a phrase helps you understand what to do, say exactly what happened, or keep a conclusion within the evidence, it has become useful vocabulary. That is a more demanding achievement than recognising every word on the page.
下一步不是在新段落里把五组表达再摆一遍，而是真正完成修改。一个词组能帮助你读懂任务、说清发生了什么、守住结论范围，它才开始成为可用词汇。这比“每个单词都认识”更进一步。
Learn the expression with the decision it helps you make.
把表达和它帮助你完成的判断一起学。
课程编号：EDKS-ADV-VOC-ZH-0010 · 第010课 · 第三组课程
