At C2 in the English Vocabulary Profile: work out = to understand something or to find the answer to something by thinking about it A search in NOW corpus for which ‘question words’ follow phrasal verbs: work out _*Q 1 WORK OUT HOW 12286 Just give us five minutes, Mr Poirot, and I‘m sure we‘ll be able to work out how you did it. listen 2 WORK OUT WHAT: I […]
phrasal verb + clause ‘work out how you did it’ Read More »
In the English Vocabulary Profile at C2: How + adjective + is that? An iWeb search: 1 HOW COOL IS THAT? 3269 2 HOW AWESOME IS THAT? 1103 3 HOW GREAT IS THAT? 591 4 HOW EASY IS THAT? 533 5 HOW AMAZING IS THAT? 293 6 HOW CRAZY IS THAT? 256 7 HOW CUTE
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Here’s an example of this academic collocation: And this data is key because it really helps cities understand where people are using, how to allocate resources and the effectiveness of programming over time. A search in iWeb for allocat* resourc* 1 ALLOCATE RESOURCES 3008 2 ALLOCATING RESOURCES 1467 3 ALLOCATED RESOURCES 470 4 ALLOCATES RESOURCES 340 5 ALLOCATED RESOURCE 44 A collocate search in COCA for allocate resources: 1 HOW 19 2 EFFICIENTLY 9
ALLOCATE RESOURCES 3008 Read More »
A2 point 20 in the category of PRESENT/simple: indirect questions with ‘Do you know’ + ‘how’, ‘where’, ‘why’, or ‘what’ An iWeb search: 1 DO YOU KNOW HOW TO 6056 2 DO YOU KNOW OF ANY 4276 3 DO YOU KNOW WHAT THE 3051 Do you know what the best way to acquire a new language is? PELIC Arabic male level 4 writing class.
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One could argue that there is a big difference between B1 and C2 English Grammar or vocabulary. Yet, in the English Grammar Profile, B1 point 62 in the category of CLAUSES/phrases/exclamations is defined as: ‘How’ + adjective. Similarly, if the above structure is followed by a clause it is still B1. However, in the English Vocabulary Profile, a
How + ADJECTIVE (is that) ! Read More »
The “HOW + ADJECTIVE + CLAUSE” construction enriches our language by providing a means to express strong emotions, admiration, surprise, and appreciation in a more impactful and engaging manner. It adds a touch of intensity and vividness to our expressions, making our communication more compelling and emotionally resonant.
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In the English Grammar Profile, C1 point 187 in MODALITY is defined as: ‘how dare’ to express disapproval or offence about something. For example: “What? How dare you!” the queen huffs. A search in iWeb: 1 HOW DARE YOU ! ” 94 2 HOW DARE YOU SAY THAT 89 3 HOW DARE YOU TRY TO 64 4
C2 point 14 in the category of FOCUS is defined as: ‘How’, ‘Why’, or ‘Where’ cleft clauses as subject, for focus. *Note, HOW + CLAUSE is also C2 as an exclamation. A search on iWeb for: . How|Why|Where _P _V * 1 . WHERE I LIVE , 688 2 . WHY YOU ASK ? 544
how | why | where + CLEFT CLAUSE Read More »
An exclamative sentence can start with the intensifier ‘How‘ which is ‘fronted’ without inversion. For example: How I wish I could do that. Listen C2 point 128 CLAUSES phrases/exclamations is defined as: HOW + CLAUSE *Note, How + cleft clause is also C2. This is another hard to research structure in iWeb because of the variable length of clauses. 1 .
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In the English Grammar Profile, point 121 in CLAUSES phrases/exclamations at C2 is defined as: ‘HOW’ + ADVERB + CLAUSE A search in the iWeb corpus for: . How *ly _P 1 . HOW QUICKLY YOU 126 *most of these are not exclamations. But there are a few examples of: How quickly you forget. 2 . HOW QUICKLY
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‘WH-‘ questions expect a reply that supplies information. The wh-word can be a pronoun: What made you think that? (listen to this question) adverb: Where did it go? (listen) or a determiner: Which part? (listen) A search for the most common questions in the iWeb corpus with: _ddq _v _p _v ? 1 WHAT DO YOU THINK? (‘what’
Affirmative must questions are questions that use the modal verb must in the affirmative form. The modal verb must expresses obligation or necessity. In affirmative must questions, the subject of the verb must is inverted, meaning that the subject comes before the verb. For example:
Must I do my homework?
Must you go now?
Must we help them?
In these questions, the speaker is asking the listener if they are obliged or required to do something. The answer to these questions can be yes or no.
Rhetorical questions using “how can” serve to engage the reader or listener, provoke thought, and draw attention to the underlying issues or contradictions in a persuasive and reflective manner.
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These are just a few examples of general adverbs. There are many other adverbs that can be used in a variety of ways. By understanding how general adverbs work, you can improve your writing skills and make your sentences more clear and concise.
The most common geneRal adveRbs Read More »
