B1

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.

can’t (questions)

ability, B1, MODALITY, NEGATIVE, permission, QUESTIONS, surprise

Negative questions with the modal verb “can’t” are used to ask for permission or confirmation in a polite or surprised way. For example:

Can’t we go to the park today? (asking for permission)
Can’t you see I’m busy? (expressing surprise)
To form a negative question with “can’t”, we put “can’t” before the subject and the main verb after the subject. For example:

Can’t + you + see?
Can’t + we + go?

can’t (questions) Read More »

(slightly | a bit | much) + COMPARATIVE

ADJECTIVES, ADVERBS, B1, B2, C1, comparatives, degree, intensity, modify

At A2 in the Oxford Learner’s Dictionary: a bit [singular] (used as an adverb) (especially British English) = rather; to some extent Here are comparative examples: You might need a bit more than that. Is that everything? I mean, it seemed like he said quite a bit more than that. Listen   Now, let’s explain an expert example of the C1 grammar structure: ‘a bit’ + comparative adjective phrase.   Remember that

(slightly | a bit | much) + COMPARATIVE Read More »

Don’t you think ? | Haven’t you heard ?

agreement, B1, NEGATIVE, options, PAST, perfect, PRESENT, QUESTIONS, simple, tags

These constructions allow for the formation of negative questions by adding the negative contractions (“don’t” or “doesn’t” for “do,” and “haven’t” or “hasn’t” for “have”) before the subject and the base form or past participle of the main verb. This structure is particularly useful for seeking confirmation or clarification when expressing negation.

Don’t you think ? | Haven’t you heard ? Read More »

WOULD + love | prefer (politeness)

A2, B1, informal, likelihood, MODALITY, polite, possibility, preferences, range, wish, would

This blog post teaches how to express wishes and preferences using verbs like ‘like’ and ‘prefer’. It explains the difference between ‘I’d prefer’ and ‘I prefer’ and how to use ‘would’ to sound more polite and less confrontational. The post also explores examples of ‘would’ with verbs like ‘love’ and ‘hate’.

WOULD + love | prefer (politeness) Read More »

may adverb

ADVERBS, B1, B2, MODALITY, range

B2 point 150 in the category of MODALITY is defined as: ‘may’ with an increasing range of adverbs (most commonly ‘even’, ‘only’, ‘already’, ‘never’, ‘just’, ‘sometimes’) in the normal mid-position after the modal verb. B1 point 70:  ‘may’ with a limited range of adverbs (most commonly ‘also’) in the normal mid-position after the modal verb

may adverb Read More »

You ought to (advice)

advice, B1, MODALITY

In the English Grammar Profile, B1 point 91 in Modality is defined as: ‘ought to’ with ‘you’ to give advice. This depends on usage but at the same time we could add our own vocabulary range criteria to ensure it marks higher complexity.  As you can see most of the 20 most frequent lexical verbs

You ought to (advice) Read More »

adjective + (that) clause

A2, ADJECTIVES, assertion, B1, B2, CLAUSES, FOCUS, GSE, hedging, likelihood, MODALITY, possibility

Here’s a student example of an adjective followed by a ‘that’ clause. However, I am sure that  the most useful English for you is American English. PELIC Korean male level 4 writing In the sentence above, the phrase “I am sure that” is an example of epistemic modality. Epistemic modality is a type of linguistic modality that deals with a

adjective + (that) clause Read More »

could (possibility)

B1, MODALITY, possibility

The modality of “could” refers to its ability to express possibility or potentiality in English. When used in this context, “could” indicates that something is possible or feasible but not definite or certain. It suggests that there is a chance or opportunity for something to happen, but it is not guaranteed. In the English Grammar

could (possibility) Read More »

Present Continuous

A1, A2, arrangements, auxiliary, B1, B2, continuous, FUTURE, NEGATIVE, PRESENT, range, temporary

Here are some student writing examples of present continuous highlighted with details: I am typing English words right now. PELIC Chinese female level 2 writing class   However, we also can interpret from the graph that we aren’t preparing for it yet.  PELIC Korean female level 3 writing class   I am always falling over one of his toy cars or trucks. PELIC Arabic male level 3 writing class   There are at least 30 points to do with the present

Present Continuous Read More »

CONSEQUENTLY | HENCE | THUS | THEREFORE (summarising)

ADVERBS, B1, B2, C1, DISCOURSE MARKERS, phrases, reason, result, summarise

In the English Vocabulary Profile, at C1, the adverb ‘hence’ means: for this reason We’ve been involved for quite a while.  Hence, the shared suite. listen At B2, the adverb ‘thus’ is used after saying a fact to introduce what then happened as a result. For example, If myth is seen as the product of a past era, it is difficult to determine at what actual moment that era ended. Thus, it is virtually impossible to state precisely when a certain mythical theme becomes a mere literary theme or to determine in general when myths are no longer being created. context   At B2, the adverb ‘consequently’ means: as

CONSEQUENTLY | HENCE | THUS | THEREFORE (summarising) Read More »

their noun

B1, DETERMINERS

iWeb search for B1 1 THEIR LIVES 325158 2 THEIR WAY 262764 3 THEIR CHILDREN 216153 4 THEIR WORK 213183 5 THEIR FAMILIES 209014 6 THEIR HOME 163269 7 THEIR TIME 157752 8 THEIR BUSINESS 143531 9 THEIR PARENTS 129414 10 THEIR WEBSITE 119786 11 THEIR HANDS 116015 12 THEIR PRODUCTS 110206 13 THEIR CUSTOMERS

their noun Read More »