do

Do you know … (indirect question)

A2 point 20 in the category of PRESENT/simple: indirect questions with ‘Do you know’ + ‘how’, ‘where’, ‘why’, or ‘what’ An iWeb search: 1 DO YOU KNOW HOW TO 6056 2 DO YOU KNOW OF ANY 4276 3 DO YOU KNOW WHAT THE 3051 Do you know what the best way to acquire a new language is? PELIC Arabic male level 4 writing class. …

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used not to

The following rare student writing example shows how ‘used not to’ expresses modality: Also when I was younger, I used not to be allowed to drink coffee. PELIC Korean female level 3 grammar class. It sounds more natural to say: “I didn’t use to be allowed to drink coffee.” *In other words, she did not have permission to drink coffee.  Although now she is an adult and can. Point 227 …

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BE | HAVE | DO (auxiliary verbs)

Here is another group of A2 English Grammar Profile points that overlap multiple categories.  Many of these could be all merged into one point. Point 3 in the category of QUESTIONS: yes/no AUXILIARY ‘BE’ + subject + the continuous Point 5 in QUESTIONS: MAIN VERB ‘BE’ + subject to form ‘yes/no’ question Point 40 in …

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am|is|are + going + to-INFINITVE (future)

Here are two examples of ‘BE going to’ with A1 infinitives: It is going to take time. Listen to the pronunciation   Are you going to do anything about it? Listen to the pronunciation In the English Grammar Profile, in the category of FUTURE: B1 Point 31 is defined: ‘be going to’:  increasing range of verbs to make predictions. A2 point 4 is defined: …

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negative question

Negative questions usually show the speaker’s expectation that the response should be positive. Point 12 in the category of NEGATION: negative question forms in main clauses and question tags. This is such a general point that overlaps and clashes against so many other points in the English Grammar Profile.  For example: an uncontracted question for …

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negative question (seeking agreement)

B1 Point 21 in the category of QUESTIONS is defined as: negative ‘yes/no’ questions to involve the listener or reader by seeking agreement. B1 point 4 in the category of PRESENT/simple is defined as: NEGATIVE TAG QUESTIONS ‘don’t you think’ or ‘don’t you agree’ to look for agreement or an opinion. *This is hard to …

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DO + verb (imperative)

‘Do’ can be put before the imperative verb or auxiliary to make it less abrupt and more persuasive. Point 64 in the category of CLAUSES/imperatives is defined as: ‘DO’: base form of a main verb, for emphasis or in formal contexts A search in iWeb for: . Do _VVI 1 . DO NOTE 2681 2 …

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do + VERB

Point 79 in the category of CLAUSES is defined as: auxiliary verb ‘do’ in an affirmative declarative clause, for emphasis and affirmation. A search in iWeb for: do _VVI 1 DO KNOW 89665 2 DO GET 69098 3 DO THINK 68682 I do think that it is important for people who are being instructed in writing to know their stuff. yahoo.com 4 DO NEED 64647 5 DO LIKE 50742 …

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‘What you see is what you get.’ (CLEFT CLAUSE)

The English Grammar Profile C1 point 10 in the category of FOCUS is defined as: ‘What’ + noun or pronoun + verb phrase as subject + ‘be’, for focus. Note that Pearson lists this point: GSE 59 B2 clauses with ‘What …’ to emphasise the topic or main point. For example: What we need now is a good night’s sleep. What I said was that I don’t need your help. …

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the best + PRONOUN + can | could

Here are 2 examples of post-modifying a superlative adverb phrase with a clause containing an ellipted modal verb: I do the best I can with what I have. I go about my business, make money, help society the best I can and try to promote free trade in this world. listen   You know, I did the best I could with what I had. listen C1 English grammar point 118 in CLAUSES is defined as: ‘the best’ as a superlative adverb + pronoun + ellipted ‘can’ or ‘could’. An iWeb search for: …

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DON’T LET + pronoun (permission/order)

Here are two examples of ordering someone not to allow something: Don’t let him get away. listen Don’t let them go. listen C1 point 117 in CLAUSES/imperatives is defined as: an imperative clause with ‘let’ + ‘him/her/them’ + base form of a main verb, to disallow something or instruct someone to disallow something *I disagree that ‘him|her|them’ should …

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Don’t you!

Point 135 in CLAUSES/imperatives is defined as: you with an imperative form to make an instruction stronger. This overlaps with Point 31 NEGATION imperative instruction warning reprimand. iWeb doesn’t allow for a search for . Do n’t you COCA does but we must manually search for exclamations: 34 2011 FIC Bk:SilverGirlNovel “Freddy, wait! Don’t leave. …

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like | want (verb pattern)

Let’s look at the like and ‘want verb pattern’.  They are different because  ‘like’ can be followed by to-infinitve or Verb-ing.   ‘want’ is only followed by the to-infinitive.  For example: “I like using the internet” or “I like to use the internet.” have the same meaning.  “I want to use the internet.” is correct, but …

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have got to | have to | don’t have to

Here are two student examples of using semi-modal ‘have to’: Another thing is you have to make sure that you have included signal words to help the reader. PELIC Arabic female level 3 writing class.   I mean if someone wears something, you don’t have to wear that because she or he wears it. TLC male Spain B1 speaking test. *Note, the reduced clause ‘you don’t have to‘ is the 9th most frequent 5-word Ngram in English. iWeb 123,895 B2 …

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