B1 is an intermediate level of English. It is where most ESL students tend to be and also where most errors are made as they are learning new grammar and vocabulary. To see our full list of B1 grammar points with examples click here.
When ESL teachers look at student texts they often intuitively notice like all native speakers of a language that which is inaccurate. Yet, B1 is the level that most General English students are in and are also taking on most of the new language and also making most the errors. It is easy to mark […]
Level 3 Writing in PELIC Read More »
Here are student examples of using noun phrases + prepositional phrases: On the whole, I believe that it is a good choice for the development of our children. PELIC Arabic Male level 4 writing class I can take a picture at the top of the mountain but also draw a picture at the same place. PELIC Korean female level 4 writing class. *note, ‘at the top of the‘ is the third most frequent 5-word Ngram in English. iWeb 178,011 Here’s an expert example of a prepositional phrase
noun phrase + prepositional phrase Read More »
This post lists two clashing points in the English Grammar Profile. The only difference that we can guess from the definition is that the B1 point does not require the subject position. B2 point 91 in PRONOUNS is defined as: ‘ONE’ as a generic personal pronoun in the subject position to mean people in general.
The words “if” and “whether” are both used to introduce indirect questions or to express doubt or uncertainty. However, there are some differences in their usage: Conditional vs. Choice: “If” is primarily used to introduce conditional clauses or to express a condition that must be met for something else to happen. It implies a cause-and-effect
IF meaning WHETHER Read More »
The landscape can get muddy when it has been raining.
present perfect continuous Read More »
This is another grammar point where the English Vocabulary Profile is probably better at profiling the language than the English Grammar Profile. There are a handful of adverbs that already make the task across levels quite difficult to follow. We then should consider the hundred other adverbs that appear in this ‘mid position’. A2 point
past continuous + adverb (range) Read More »
B2 point 54 in the category of PAST is defined as: past perfect simple with a wide range of adverbs (including ‘finally’, ‘recently’, ‘simply’) in the normal mid-position. B1 point 46 in the category of PAST is defined as: past perfect simple with a limited range of adverbs (including ‘never’, ‘ever’, ‘just’, ‘always’, ‘already’) in
past perfect simple + adverb Read More »
Point 52 at B2 in the category of PAST simple QUESTIONS is defined as: yes/no’, ‘wh-‘, tag and negative question forms with an increasing range of verbs. There is great confusion trying to differentiate this across levels from other points on the EGP. *Point 63 Past simple negative wide range of verbs and point 29
past simple questions – range Read More »
1 RATHER THAN (II21 II22) 956100 = most commonly found as a complex prepositional phrase. This grammar point is already covered here. 2 RATHER (RG) 529786 = ‘Rather’ as a degree adverb usually modifies an adjective. 1 BUT (CCB) RATHER (RG_RR@) A (AT1) 22044 2 A (AT1) RATHER (RG) LARGE (JJ) 7161 3 BUT (CCB) RATHER
In the English Vocabulary Profile, at B1, ‘likely’ is listed as an adjective meaning something might happen or be true; probable. People who are depressed are 40% more likely to develop memory problems. listen At C1 as an adverb, it means probably. It is often found between a modal verb and its infinitive. And she will likely be on medication for the rest of her life. listen By hearing this tape, you will likely assume this is over. SAW VI A
The text discusses the use of “so much” and “a lot” as adverbs of degree in English grammar. These phrases modify verbs to indicate a high degree or intensity of an action. For example, in the sentence “You bother me a lot”, “a lot” intensifies the verb “bother”. Similarly, in “He loved it so much that he continued to show up every week”, “so much” intensifies “loved” and the phrase “so much that” establishes a cause-effect relationship between the high degree of love and the action of showing up every week.
SO MUCH | A LOT adverbial phrases in end position Read More »
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.
passive with two objects Read More »
In this grammar research post, we have collected all the B1 verbs that go after necessary.
necessary to INFINITIVE Read More »
‘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’
The future continuous tense, used in sentences like “Sarah will be joining us for dinner,” indicates a planned or confirmed action that will occur over a period in the future. It expresses certainty about the future and is often used when the action is expected to happen as a matter of course. While usually not used with stative verbs, exceptions exist, especially in informal contexts. For instance, “I guess I’ll be needing a receipt off you there, Red” is a polite, indirect request.
will be + VERBing (future continuous) Read More »
The phrase “as you know” is a discourse marker used to indicate shared knowledge between the speaker and the listener. It’s used to introduce information that the speaker assumes the listener is aware of, thereby establishing common ground. This phrase is listed at B1 in the English Vocabulary profile and A2 point 1 in the category of discourse markers in the English Grammar Profile. It’s often followed by statements that reflect shared knowledge or common understanding. For instance, “As you know, our company has been experiencing financial difficulties lately,” or “As you know, I am a big fan of classic literature.” The phrase implies that the information being mentioned is already known or has been previously discussed.
AS YOU KNOW = discourse marker of shared knowledge Read More »
A subordinating conjunction connects a sentence’s main clause and a subordinate clause. The subordinate clause (also known as an adverb clause) provides additional information explaining the when, where, how, or why of the main clause. “If, when & while” are sometimes interchangeable. In the sentence “It’s hard to have a girlfriend when you don’t have a
if | when | while | so + SUBORDINATE CLAUSE Read More »
Here’s an example of an infinitive passive structure. He said it was the summation of the parts working together in such a way that nothing needed to be added, taken away, or altered. listen The English Grammar Profile B1 point 4 in the category of passives is defined as: an infinitive after a limited number of forms including ‘going to’, ‘have to’, ‘need to’, ‘want to’. *Note that Pearson lists this as: GSE 59 B2
going | have | need | want + TO BE + past participle Read More »
B1 FOCUS
‘IT’ + ‘BE’ ADJECTIVE + ‘THAT’ CLAUSE for focus.
English Grammar Profile
IT’S + adjective + THAT clause (focus) Read More »
The phrases “on the one hand” and “on the other hand” are used to introduce two contrasting points of view or arguments. They are often used in formal writing and in spoken English. On the one hand is used to introduce the first point of view or argument. On the other hand is used to introduce the
organising contrast Read More »
