returned

present perfect simple negative (YET)

A2, expectation, FUTURE, NEGATIVE, PAST, perfect, PRESENT, simple

Here’s a student example of ‘present perfect simple negative‘: Today I can play very well with someone, even when I haven’t played for a long time. PELIC Portuguese female level 3 writing. A2 point 5 in the category of  NEGATION/AUXILIARY VERBS is defined: negative statements of main verbs in the present continuous and present perfect with ‘be’ and ‘have’ + ‘not/n’t’. A2 point 13 in the category of PAST is […]

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ordering past events

B1, PAST, simple

Point 35 in the category of PAST is defined: past simple to order sequences of events in the past, in the context of narratives. PELIC STUDENT EXAMPLE: I looked at the sheet and thought about it and then I continued following my sheet. When I noticed that I should have arrived, I called my brother and he told me that I had the wrong directions. Arabic male, level 5 grammar class. Two of the EGP examples use ‘and then’ while one only uses ‘and’ to connect past

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had not + PAST PARTICIPLE

B1, PAST, perfect, simple

Point 24 in the category of PAST perfect simple: negative forms. PELIC STUDENT EXAMPLE: At that time, I had not found my job and I had a lot of free time. Chinese male, level 3 writing class. A search on iWeb for: _VHD _XX _VVN 1 HAD N’T SEEN 10519 2 HAD NOT SEEN 8370 3 HAD N’T HEARD 6433 4 HAD N’T THOUGHT 5405 5

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past perfect simple affirmative

affirmative, B1, PAST, perfect, simple

Here are examples of past perfect simple affirmative: Instead, the Ryans had decided to take a more old-fashioned route. context I must say I‘d hoped for better. listen In the English Grammar Profile, B1 points 34 in the category of PAST are defined as: past perfect simple: a time before another time in the past. and B1 point 38 in the category of PAST is defined as: past perfect

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passive with two objects

B1, B2, object, PASSIVES, phrases, PREPOSITIONS, range, subject, VERBS

The text discusses the complexities of English grammar, focusing on the category of passives and verbs that require two objects. It explains how these grammatical elements can indicate different CEFR levels and the importance of understanding direct and indirect objects. The text provides examples of these concepts, highlighting how the direct object is usually not a person, while the indirect object is a person and typically comes first in a sentence. The text also discusses different points at B2, A2, and B1 levels, and how they are defined in relation to these grammatical structures. Finally, it presents corpus research results from iWeb to illustrate these concepts in practice.

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