At A2, English learners can understand short, simple texts on familiar matters of a concrete type which consist of high frequency, everyday or job-related language. Students can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
This page includes posts related to A2 grammar in chronological order. To see a full list of all A2 grammar in categories, click here.
In the English Grammar Profile, A2 point 32 in the category of ADVERBS/ as modifiers:
limited range of adverbs (‘only’, ‘just’) to focus on or point to something
In all of the examples in the EGP, the adverbs “only” and “just” are used to point out or emphasize a small amount or number.
only | just (focus) Read More »
Here are some examples of adverbs in mid position:
Subject + adverb + main verb:
The students quickly finished their homework.
The train slowly pulled into the station.
The dog eagerly ate its food.
Modal verb/auxiliary verb/be + adverb + main verb:
I could easily solve the problem.
She has already eaten breakfast.
The book was clearly written.
adverbs in mid position Read More »
Manner adverbs and adverb phrases enhance the meaning of a sentence by adding descriptive details about the manner or style in which an action occurs. They help create a clearer and more vivid picture of the event in the reader’s mind.
manner adverbs and phrases Read More »
The adverb ‘now’ plays a crucial role in indicating the timing of events. It signifies the present moment and its immediate relevance. For instance, in the sentence “A boss like that? Now I am green with envy,” ‘now’ emphasizes the current experience of envy. Time and sequencing adverbs, such as ‘first,’ ‘then,’ and ‘after that,’ are essential in arranging discourse segments. They establish temporal relationships between clauses and sentences. These adverbs aid in sequencing events and maintaining a cohesive flow. Understanding the proper usage and positioning of time and sequencing adverbs is vital for effective communication and conveying the temporal aspect of experiences.
time and sequencing adverbs Read More »
In the English Grammar Profile, A2 point 32 in the category of ADJECTIVES/modifying:
adverbs of degree (‘really’, ‘so’, ‘quite’) with an increasing range of common gradable adjectives.
*what an increasing range is exactly is quite amiguous.
really | so | quite + ADJECTIVE Read More »
In the English Grammar Profile, A2 point 24 in ADJECTIVES/position:
a limited range of adjectives (‘main’, ‘only’) that limit the noun that they go before.
MAIN | ONLY + noun Read More »
In the English Grammar Profile, A2 point 21 in the category of ADJECTIVES/combining is defined as: join a limited range of common adjectives, after ‘be’. All the examples use ‘but’ to join the adjectives.
adjective BUT adjective Read More »
In the English Grammar Profile, A2 point 13 in the category of ADJECTIVES/superlatives: one syllable with a short vowel, by doubling the final consonant and adding ‘est’ PELIC STUDENT EXAMPLE: Consequently, Darwin’s theory on survival of the fittest no longer applies to humans. Survival of the fittest mainly relies on nature or predators to eliminate the young, old, weak or unfit, yet humans today no longer fear animal attacks or blizzards. Chinese level 5 writing class. Here are the superlatives we found in a search in iWeb corpus for: _JJT 4
doubling final consonant + -EST biggest hottest Read More »
In the English Grammar Profile, there are many points related to prepositional phrases after superlative phrases.
A2 point 11 in the category of ADJECTIVES is defined as:
prepositional phrases with ‘in’ + singular name of a place after a superlative adjective.
A2: THE BEST DOCTORS IN AMERICA | THE LARGEST CITY IN CANADA | THE BEST SEAT IN THE HOUSE
superlative + noun+ IN (a place) Read More »
In the English Grammar Profile, A2 point 7 in the category of ADJECTIVES is defined as:
limited range of prepositional phrases with ‘of’ after a superlative adjective, to refer to one thing within a set or part of a set.
superlative + noun + OF Read More »
In general, ‘must’ is used to indicate that something is necessary or required. It is often used in situations where there are rules or regulations that need to be followed. For example, an employee must follow certain guidelines when using company resources. Similarly, a patient must provide accurate information to their doctor in order to receive proper treatment.
MUST (obligation | necessity ) Read More »
Let’s start with A1 grammar to explain how to form modal verb questions when asking for something. Here is an affirmative declarative sentence: I can get some help. To form a yes/no question with a modal auxiliary verb, invert the subject and the modal verb I can → Can I follow it with the bare
questions with modal verbs Read More »
A2 point 52 in MODALITY:
‘could’ with a limited range of verbs to make suggestions.
A2 point 27 in MODALITY:
negative form
B1 point 78 in MODALITY:
affirmative form of ‘could’ to talk about ability.
B1 point 79 in MODALITY:
‘could’ with an increasing range of verbs to make suggestions.
declarative COULD ( past ability | suggestion | possibility ) with a range of verbs Read More »
The phrase “be going to” is used in English to discuss future plans or intentions. It’s formed with the verb “be”, followed by “going to”, and the base form of the main verb. Here’s a summary:
Affirmative form: “It is going to take time.” – Expresses a future prediction or plan.
Question form: “Are you going to do anything about it?” – Asks about someone else’s future plans or intentions.
Affirmative form: “This is a group of people who want to tell you your work is going to live.” – Expresses a future prediction.
Informal affirmative form: “I need a video clip, and you’re gonna give it to me.” – Expresses a future intention or expectation.
In the English Grammar Profile, ‘be going to’ is used at different levels:
A2: Used to talk about plans and intentions.
B1: Used with an increasing range of verbs to make predictions.
An iWeb search for “_VB going to VVI” shows common usage patterns, such as “ARE GOING TO GET”, “’RE GOING TO GET”, “IS GOING TO HAPPEN”, and so on. These examples illustrate the versatility and frequency of this structure in English.
am|is|are + going + to-INFINITIVE (future) Read More »
‘shall’ used to make suggestions, seek advice, or ask for permission, often with ‘I’ or ‘we’.
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
present perfect simple negative (YET) Read More »
The indefinite pronoun “anything” can be used after a negative verb form to express a lack of something. For example, “I don’t have anything to do.” In this sentence, the word “anything” refers to any possible thing that the speaker could do.
The use of “anything” after a negative verb form is first introduced at the A2 level of the CEFR. However, the English Vocabulary Profile lists “anything” at the A1 level, so it is important to be aware of the different ways that this word can be used at different levels.
In my knowledge, you can see that the word “anything” is often used in negative sentences with the verbs “do”, “have”, “know”, “find”, “see”, and “say”. These verbs are all commonly used to express a lack of something.
The search results also show that the word “anything” can be used in other ways, such as in the phrases “it doesn’t mean anything” and “there isn’t anything”. In these cases, the word “anything” is used to refer to something that is not important or significant.
The use of the word “anything” can be a bit tricky, but it is an important part of the English language. By understanding the different ways that this word can be used, you can improve your English grammar and communication skills.
Here are some additional things to keep in mind about the use of the indefinite pronoun “anything”:
“Anything” can be used in both affirmative and negative sentences. For example, “I can do anything” and “I can’t do anything” are both grammatically correct sentences.
“Anything” can be used with a variety of verbs, not just the verbs listed above. For example, you could say “I don’t want anything” or “I didn’t see anything”.
“Anything” can be used in both formal and informal contexts. However, it is more common in informal contexts.
indefinite pronouns (negative context) Read More »
There is no listing in the English Grammar Profile for a ‘wide‘ range of main verbs with present perfect simple. So, here’s an expert example of present perfect simple using academic collocation: In the course of my professional life, I have acquired knowledge and manual skill. (linotype.com) Here are some general range points in the English Grammar Profile in the category of
present perfect simple (range) Read More »
An alternative question is a question that asks the respondent to choose between two options. In the case of alternative questions with two words from the same class combined with “or,” the two options are words that belong to the same grammatical category. For example, you could ask the following alternative question: Do you prefer
word OR word ? (alternative questions) Read More »
In the context of the sentence “What may mean nothing to you, may be very important to me,” the word “may” is used as a modal verb to express possibility. The sentence is not referring to a specific time frame, but rather to a general situation where different people can have different opinions about the
may | might (modal verbs) Read More »
