Grammar Mechanic

The Problem…: It is not so difficult for students to understand the meaning of adverbs of frequency as they can easily be translated and can be taught on a scale to demonstrates use. However, the position of an adverb in relation to the AUXILIARY VERB and the MAIN VERB of a sentence can be problematic. Example Errors: • I have lunch normally at 2pm near work....

ADVERBS OF FREQUENCY(POSITION) The Problem…: It is not so difficult for students to understand the meaning of adverbs of frequency as they can easily be translated and can be taught on a scale to demonstrates use. However, the p…

The Problem…: It can be difficult for learners to use FOR and SINCE correctly because a time reference may not be needed in the learner’s L1. Also, the difference between a specific time and a period of time may not be easy to understand conceptually. For example, explaining to a learner that 1999 is a specific time can be confusing. For the learner, it is hard not to view 1999 as a period of time (i.e., a year)....

FOR & SINCE (+ time references) The Problem…: It can be difficult for learners to use FOR and SINCE correctly because a time reference may not be needed in the learner’s L1. Also, the difference between a specific time and a peri…

The Problem… Prepositions IN, ON & AT are notoriously difficult for learners because they rarely translate correctly into a their L1, meaning that there is a lot of potential for translation errors that, if not corrected, can • The year that I went to the concert, it was in July 27th.• A: What were you doing at 9am this morning?...

IN, ON & AT (prepositions of time) The Problem… Prepositions IN, ON & AT are notoriously difficult for learners because they rarely translate correctly into a their L1, meaning that there is a lot of potential for translation er…

The Problem…: It is very common for learners to confuse the verbs make and do. Especially as in some languages make and do translate as the same word. For example, they both mean hacer in Spanish. Example Errors: • I never do my bed.• I haven’t done lunch yet.• I have found a new company to make business with....

MAKE & DO(COLLOCATIONS) The Problem…: It is very common for learners to confuse the verbs make and do. Especially as in some languages make and do translate as the same word. For example, they both mean hacer in Spanish. …

The Problem…: AS & LIKE have a wide variety of uses in English; more than the examples covered in this worksheet. The meanings dealt with here are some of the more common errors for learns with a B1 / B2 level. Typically, the problem relates to an overuse of AS. A possible reason for this is that AS and LIKE can translate into a learner’s L1 as the same word....

AS & LIKE (similarity / function / speculation / example) The Problem…: AS & LIKE have a wide variety of uses in English; more than the examples covered in this worksheet. The meanings dealt with here are some of the more common errors for learns with…

The Problem…: There are a wide range of problems in relation to the GO collocations. Ultimately, these collocations and grammar patterns do not translate easily into a learner’s first language. Example Errors: I went to home at 6pm. We went to have dinner in a restaurant. I have only been in one festival. Have you ever been in a concert?...

GO TO + PLACE, GO + PLACE & GO + -ING The Problem…: There are a wide range of problems in relation to the GO collocations. Ultimately, these collocations and grammar patterns do not translate easily into a learner’s first language. Exa…

The Problem…: Learners often make errors with these linkers. There are usually two problems. Firstly, it is common for learners to combine the two e.g. ‘despite of’. Secondly, Despite & In spite of are synonyms of Though / Although & Even though; however, they do not follow the same grammatical patterns because Despite & In spite of are prepositions rather than conjunctions....

https://mygrammarmechanic.wordpress.com/2022/04/26/despite-in-spite-of/

DESPITE & IN SPITE OF The Problem…: Learners often make errors with these linkers. There are usually two problems. Firstly, it is common for learners to combine the two e.g. ‘despite of’. Secondly, Despite & In spit…

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https://mygrammarmechanic.wordpress.com/2022/03/10/usually-used-to-be-used-to/

USUALLY, USED TO & BE USED TO The Problem…: While it is common for learners to have difficulty with the subtle differences between USED TO & WOULD, and with the differences between USED TO, BE USED TO & GET USED TO, man…

(Grammar Patterns & Collocations) The Problem…: Learners often make mistakes with patterns following SAY, TELL and ASK. Certain languages don’t have two verbs (e.g. SAY & TELL) for reporting , and therefore errors occur due translation from L1. Please note that this worksheet does not deal with tense or time changes between direct and reported speech – only the grammar patterns which follow SAY, TELL and ASK....

https://mygrammarmechanic.wordpress.com/2021/11/14/say-tell-ask/

SAY, TELL & ASK (Grammar Patterns & Collocations) The Problem…: Learners often make mistakes with patterns following SAY, TELL and ASK. Certain languages don’t have two verbs (e.g. SAY & TELL) for reportin…

The Problem…: Articles are a common problem for learners for various reasons: - the difference between plural and countable nouns - in some Latin-based languages, plural nouns take a plural adjective, which makes knowing when to use an article difficult - the need for two indefinite articles (A and AN) doesn’t exist in other languages • It is a catholic cathedral with a spectacular paintings....

https://mygrammarmechanic.wordpress.com/2021/09/02/a-an/

A & AN The Problem…: Articles are a common problem for learners for various reasons: – the difference between plural and countable nouns – in some Latin-based languages, plural nouns take a pl…

The Problem…: Knowing when to use SO and SUCH for emphasis can be very difficult for learners because of the different patterns they have to remember. Example Learner Errors: He is so many patient with his students. He is such a patient with his students. I didn’t realise you live such long way from the city centre. Also, in Latin-based languages, when translated into the learner’s L1, SO and SUCH (used for emphasis) can have the same translation....

https://mygrammarmechanic.wordpress.com/2021/05/26/so-such-for-emphasis/

SO & SUCH (for emphasis) The Problem…: Knowing when to use SO and SUCH for emphasis can be very difficult for learners because of the different patterns they have to remember. Example Learner Errors: He is so many patient …

The Problem…: Learners often incorrectly use ANY- for negative meaning in short answers. Example Learner Errors: Q: How was the party? A: Not very good. Anybody came. Q: What did you do at the weekend? A: Anything special. grammar-mechanic-indefinite-pronouns-2-short-negative-answers-with-noDownload

https://mygrammarmechanic.wordpress.com/2021/05/19/indefinite-pronouns-2-nothing-no-one-etc-using-no-in-short-negative-answers/

INDEFINITE PRONOUNS 2: NOTHING, NO ONE etc.(using NO- in short, negative answers) The Problem…: Learners often incorrectly use ANY- for negative meaning in short answers. Example Learner Errors: Q: How was the party? A: Not very good. Anybody came. Q: What did you do at the week…

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Learners often use DEGREE and CAREER incorrectly, usually due to translation.

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