Phrasal verbs in academic English — use the words

Teacher edition · Grade 6 · Lesson 9 · blocked
Stem from, touch on, weigh up — not everything with two words is casual.

1. MATCH

Draw a line from each academic word to the everyday word that means about the same.
put down to — explain by
stem from — come from
touch on — mention briefly
dwell on — spend long on
branch out — expand into
center on — be mainly about
follow up — look further
weigh up — compare
MATCH — watch forRecognition only. A child can do this by elimination without meaning anything by the word, which is why it is rung one and not the whole sheet.

2. CHOOSE

Fill each gap with the right word. Word bank: branch out, center on, dwell on, follow up, put down to, stem from, touch on, weigh up.
Word bank: branch out, center on, dwell on, follow up, put down to, stem from, touch on, weigh up.
They put down tonge down to rainfall.
The error stem fromm poor measuring.
The chapter touch onon climate.
Do not dwell on one example.
The study branch outut into soil types.
The debate center onn cost.
We follow upup the odd result.
weigh up both sides before deciding.
CHOOSE — watch forPRACTICE MODE: blocked. All gaps come from today's set.

3. FRAME

Finish each sentence.
Expect the FULL sentence on the line, not just the missing word. A one-word answer is incomplete — ask for it again.
Because ___, the put down to ___.
Because rain, the put down to rain.one possible answer — accept any full sentence that uses the word properly
We use put down to when ___.
We use put down to when rain.one possible answer — accept any full sentence that uses the word properly
FRAME — watch forThe release to independence. Today's scaffold is “partial”, and it shrinks each time this unit returns until there is no frame at all — the child should be able to feel it coming off.

4. PRODUCE

Write your own sentences using the academic words. Target: 3 paragraphs. A + means more than one sentence in that slot. You may use the frame for two of your three. Try the third without it.
put down to
They put the change down to rainfall.model — their own sentence will differ and should
stem from
The error stems from poor measuring.model — their own sentence will differ and should
touch on
The chapter touches on climate.model — their own sentence will differ and should
dwell on
Do not dwell on one example.model — their own sentence will differ and should
branch out
The study branched out into soil types.model — their own sentence will differ and should
center on
The debate centers on cost.model — their own sentence will differ and should
follow up
We followed up the odd result.model — their own sentence will differ and should
weigh up
Weigh up both sides before deciding.model — their own sentence will differ and should
PRODUCE — watch forThe printed target is the LOTF move: the child can see what a full answer looks like instead of guessing how much is enough. The Today's frame ration is 2 — say it aloud, and say BOTH halves: the frame is there if they need it, and it is better writing without it.