December 2020

BE + adjective (increasing range)

A2, ADJECTIVES, predicate, range

This post explores the usage of adjectives in the English language, particularly when used predicatively after ‘be’. It delves into the nuances of using ‘weren’t’, a construction that appears to be more complex than A1 level. The post also presents a comprehensive list of common adjectives used in this manner, such as ‘sure’, ‘available’, ‘free’, ‘full’, ‘simple’, ‘perfect’, ‘complete’, ‘true’, ‘clear’, ‘amazing’, ‘interested’, ‘useful’, ‘correct’, ‘surprised’, ‘careful’, and ‘afraid’. These adjectives are ranked by frequency of usage in the iWeb corpus. The post provides numerous examples and context for each adjective, making it a valuable resource for English language learners at all levels.

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NOUN + ‘s (possession)

A2, DETERMINERS, NOUNS, phrases, possessive

The English Grammar Profile claims there are over 1000 points in their database.  This post is another example of why it is not true.  One of the greatest problems with listing points is finding which category to list them in without merely duplicating the same points.  Both the following points are one point at the same CEFR level of A2.

Point 14 in the category of NOUNS/phrases is defined:

possessive determiner ‘s with a singular noun.

Point 14 in the category of DETERMINERS/possessives is defined as:

‘S after singular or proper nouns to indicate possession.

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THESE (pronoun)

B1, demonstrative, PRONOUNS

In the English Grammar Profile, B1 point 56 in the category of PRONOUNS/demonstratives is defined as: ‘these’ to refer to something with immediate relevance which has already been mentioned. For example: He writes messages on the back of these. listen Here’s an iWeb search for: * * * these . 1 A COMBINATION OF THESE. 839 2 A FEW

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suggest | recommend | insist + present simple

C1, FUTURE, obligation, PRESENT, speech act, suggestion

C1 English Grammar Profile point 62 in the category of FUTURE is defined as: present simple after speech act verbs expressing suggestions and obligation. For example: l cannot recommend that you go heliskiing. listen   But remember where we left off because I insist you finish later. listen This is not easily located formally in corpora but we can start with a search in iWeb for the speech act verbs

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SHOULD ( advice | suggestions | ideal or desired situations | likelihood )

A2, advice, affirmative, B1, desire, ideal, likelihood, MODALITY, NEGATIVE, range, recommend, should, suggestion, VERBS

The text discusses the use of the modal verb “should” in English, focusing on its usage at different levels of language proficiency (A2 and B1) and in various contexts. It explains that “should” is used to give advice, make suggestions, and talk about ideal situations. The text also provides examples of common phrases using “should”, such as “maybe you should try” and “I think you should leave.”

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ONE (pronoun)

A2, complements, modify, PRONOUNS, substitution

In the English Grammar Profile, A2 point 16 in the category of PRONOUNS/substitution: ‘the one’ and ‘the’ + pre-modifier + ‘one’ with a complement, to refer to something specific. Point 35 in PRONOUNS/substitution is defined as: substitute for singular countable nouns which have already been mentioned or are obvious from the context. *There are a

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ANOTHER

addition, article, B1, DETERMINERS, object, PRONOUNS, quantity, subject

‘Another‘ is listed at A2 in the English Vocabulary Profile as a determiner or pronoun, with the meanings: one more person or thing, or an additional amount a different person or thing of the same type In the English Grammar Profile at B1, there are many points covering the use of ‘another’.  Considering that they

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like | want (verb patterns)

A1, gerund, infinitive, object, pattern, VERBS

Like and want are transitive verbs that can take objects. For example, “I like football” and “I want money.”

After like, we can use either the to-infinitive or the -ing form. For example, “I like to use the internet” and “I like using the internet” are both correct.

After want, we can only use the to-infinitive. For example, “I want to use the internet” is correct, but “I want using the internet” is wrong.

The choice between the to-infinitive and the -ing form after like can convey subtle differences in meaning. Using the to-infinitive emphasizes the preference or habit, while using the -ing form emphasizes the action itself and the experience or enjoyment derived from it.

In the English Grammar Profile, A1 point 2 in the category of VERBS/patterns is defined as ‘like’ followed either by a ‘to’-infinitive or an ‘-ing’ form, with no change in meaning.

A1 point 6 in VERBS/patterns is defined as ‘limited range of verbs followed by a ‘to’- infinitive.

The most common verbs followed by a to-infinitive after like are: use, work, play, see, go, get, make, take, watch, read.

Here are some examples of sentences using like and want in A1 English:

I like to use the internet.
I want to go to the movies.
I like playing football.
I want to learn English.

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ADVERBS (hedging | emphasis)

A2, ADVERBS, emphasis, hedging, MODALITY, position

Adverbs can modify assertions by hedging or emphasizing when placed in mid-position or after the main verb ‘be’. For example, “probably” in “you’re probably busy” hedges the assertion, making it less absolute. Conversely, “definitely” in “it is definitely the right thing to do” emphasizes the assertion, reinforcing its certainty. This usage of adverbs is categorized as A2 in the English Grammar Profile, with higher levels for certain constructions.

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indefinite pronouns: SOMEBODY SOMEONE EVERYBODY EVERYONE

A2, complements, indefinite, object, PREPOSITIONS, PRONOUNS, subject

Here are the search results in iWeb corpus for the frequency of indefinite pronouns with the tag: _PN1 1 SOMETHING 7038440 B1  (want + object + infinitive) Are you sure you don’t want something to eat? No, thanks.  I‘m fine. listen 2 ONE 7014912 3 EVERYTHING 3661675 4 SOMEONE 3447852 5 ANYTHING 3347394 6 EVERYONE 3007402 7 NOTHING 2966176 8 ANYONE 2741077 9 NO

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verb + THAT clause

A2, CLAUSES, NOUNS, pattern, REPORTED SPEECH, VERBS

In the English Grammar Profile, A2 point 24 in the category of VERBS/patterns is defined as: limited range of verbs, typically reporting, with a ‘that’-clause as the direct object Here are examples that are not really ‘reporting’: l just want you all to know that I care about each and every person at this table. listen Studies have shown that there are many benefits of music education. pianogen.com.au *the direct object that clauses are also NOUN CLAUSES.

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past simple affirmative

A1, A2, affirmative, B1, PAST, simple, VERBS

The past simple affirmative is used to describe completed actions or events in the past. Its usage varies with proficiency level, starting with a limited range of regular and irregular verbs at A1 level, increasing at A2 level, and covering a wide range of verbs at B1 level. The most common verbs used in the past simple tense are also listed, providing a useful reference for English language learners.

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phrasal verbs

A2, B1, B2, C1, object, phrasal, range, VERBS

There are 9 similar points across the English Grammar Profile in the category of VERBS covering phrasal verbs across the levels.  And the differentiation between the levels becomes difficult to interpret since it is more about the vocabulary.  For this reason, the English Vocabulary Profile is probably more beneficial even though the logic of what

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all | both | a few + PLURAL NOUN

A2, amount, DETERMINERS, NOUNS, numbers, plural, quantity, time

‘All’ and ‘both’ are predeterminers, meaning they come before other determiners.  For example: “All the things”, “both our children” In the English Grammar Profile, A2 point 22 in DETERMINERS is defined as: increasing range of quantifying determiners with plural nouns ‘all’, ‘both’, ‘a few’ In the English Vocabulary Profile: a few = A2 some, or

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