Grammar Points
English grammar patterns — tenses, modals, conditionals, articles, clauses, and voice. Each entry pairs the form's structure with a plain-English summary, example sentences, and the mistakes learners most often make.
113 grammar points ·
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Articles (7)
A / An (Indefinite Article)
A1
Use 'a' or 'an' before singular countable nouns when you mention something for the first time or talk about it in a general, non-specific way. Use 'a' before a consonant sound and 'an' before a vowel sound.
The (Definite Article)
A2
Use 'the' when it is clear which specific thing you mean — because it was already mentioned, is unique, or is known from the situation.
Zero Article (No Article)
A2
Use no article with plural and uncountable nouns when talking generally, and with most names of people, countries, meals, languages, and abstract ideas.
Much, Many, A Lot Of
A2
Use 'many' with countable nouns and 'much' with uncountable nouns, usually in questions and negatives. 'A lot of' works with both and is common in positive statements.
A Few and A Little
A2
'A few' means a small but positive amount with countable nouns; 'a little' does the same for uncountable nouns. Without 'a', 'few' and 'little' sound more negative.
All, Every, Each
B1
'All' refers to a whole group together; 'every' and 'each' look at members one by one. 'Every' takes a singular noun and a singular verb, as does 'each'.
Both, Either, Neither
B1
These words talk about two things. 'Both' means the two together, 'either' means one or the other, and 'neither' means not one and not the other.
Nouns & Determiners (6)
Plural and Quantifiers: Some / Any
A1
Use 'some' in positive sentences and offers/requests, and 'any' in negatives and most questions. They work with plural countable nouns and uncountable nouns.
Plural Nouns
A1
Most English nouns add -s to show more than one. Nouns ending in -s, -ss, -sh, -ch, or -x take -es, and a noun ending in consonant + y changes y to -ies.
Countable and Uncountable Nouns
A2
Countable nouns can be counted and have plural forms; uncountable nouns name things we see as a mass and have no plural. The distinction controls which determiners and verbs you can use.
Possessive 's
A1
Add 's to a noun to show ownership or relationship. For plural nouns already ending in -s, add only an apostrophe.
This, That, These, Those
A1
These demonstratives point to things by number and distance. This/these are for things near you; that/those are for things farther away.
There Is and There Are
A1
Use 'there is' and 'there are' to say that something exists or is present. The verb agrees with the noun that follows: singular takes 'is', plural takes 'are'.
Pronouns (4)
Subject and Object Pronouns
A1
Subject pronouns (I, you, he, she, it, we, they) do the action; object pronouns (me, you, him, her, it, us, them) receive it. The form depends on the pronoun's job in the sentence.
Possessive Adjectives
A1
Possessive adjectives (my, your, his, her, its, our, their) come before a noun to show who owns it. They never change for singular or plural nouns.
Possessive Pronouns
A2
Possessive pronouns (mine, yours, his, hers, ours, theirs) replace a noun completely, so no noun follows them. They show ownership while avoiding repetition.
Reflexive Pronouns
B1
Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) refer back to the subject when the subject and object are the same person or thing.
Adjectives & Adverbs (7)
Comparatives and Superlatives
A2
Use comparatives to compare two things and superlatives to compare three or more. Short adjectives add -er/-est; longer ones use more/most.
Adjective Order
B1
When several adjectives describe one noun, English follows a usual order: opinion, then size, age, shape, colour, origin, material, and purpose. Following this order makes phrases sound natural.
Adverbs of Frequency
A2
Adverbs of frequency (always, usually, often, sometimes, rarely, never) say how often something happens. They normally go before the main verb but after the verb 'be'.
Adverbs of Manner
A2
Adverbs of manner describe how an action is done and usually come after the verb or its object. Many are formed by adding -ly to an adjective.
So and Such
B1
'So' and 'such' add emphasis. 'So' goes before an adjective or adverb on its own, while 'such' goes before a noun phrase, often with an adjective.
Too and Enough
A2
'Too' means more than is wanted or needed and goes before an adjective; 'enough' means the right amount and goes after an adjective but before a noun.
As ... As Comparisons
B1
Use 'as + adjective/adverb + as' to say two things are equal. The negative 'not as ... as' shows that one thing is less than the other.
Prepositions (2)
Prepositions of Time: In, On, At
A2
Use 'at' for clock times and certain expressions, 'on' for days and dates, and 'in' for months, years, seasons, and longer periods.
Prepositions of Place
A2
Use 'at' for a point, 'on' for a surface, and 'in' for an enclosed space when describing where something is. Other prepositions like 'under', 'between', and 'next to' add more detail.
Tenses (14)
Present Simple
A1
Use the present simple for facts, habits, routines, and things that are generally true. Add -s/-es to the verb with he, she, and it.
Present Continuous
A1
Use the present continuous for actions happening now, around the present time, or for temporary situations. It is also used for fixed future arrangements.
Past Simple
A1
Use the past simple for completed actions at a definite time in the past. Regular verbs add -ed; many common verbs are irregular.
Future with 'Going To'
A2
Use 'going to' for plans and intentions decided before now, and for predictions based on present evidence.
Future with 'Will'
A2
Use 'will' for predictions, instant decisions made at the moment of speaking, promises, and offers.
Past Continuous
B1
Use the past continuous for an action in progress at a moment in the past, often interrupted by a shorter past simple action, or for two parallel ongoing actions.
Present Perfect
B1
Use the present perfect to connect a past action to the present — for life experiences, recent changes, and unfinished time periods. The exact time is not stated.
Present Perfect Continuous
B2
Use the present perfect continuous to emphasize the duration of an action that started in the past and is still happening or has just stopped.
Present Perfect with For and Since
B1
Use the present perfect with 'for' and 'since' to talk about situations that started in the past and continue now. 'For' gives a length of time; 'since' gives a starting point.
Past Perfect
B2
Use the past perfect to show that one past action happened before another past action. It is the 'past of the past'.
Future Continuous
B2
Use the future continuous for an action that will be in progress at a specific time in the future, or for planned, expected future events.
Already, Yet, Still
B1
'Already' shows something happened sooner than expected, 'yet' asks or says whether it has happened by now, and 'still' shows a situation continues. They often appear with the present perfect.
Future Perfect
B2
The future perfect describes an action that will be finished before a specific moment in the future. It looks back from that future point at something already completed.
Past Perfect Continuous
B2
The past perfect continuous describes an activity that had been in progress for a period before another past event. It often explains the cause or background of a later past situation.
Tips & common confusions (3)
Not structures in their own right — short explanations for telling closely related forms apart.
Present Simple vs Present Continuous
A2
Use the present simple for habits, routines, and permanent facts; use the present continuous for actions happening now or around the present moment. Stative verbs like 'know' or 'want' stay in the simple form.
Present Perfect vs Past Simple
B1
Use the past simple for finished actions with a clear past time; use the present perfect for past actions connected to now or with no stated time. Time markers signal which to choose.
Present Perfect vs Present Perfect Continuous
B2
Both tenses connect the past to now, but the simple form focuses on a completed result or quantity, while the continuous focuses on the ongoing activity or its duration.
Modals (16)
Can / Could (Ability and Permission)
A2
Use 'can' for present ability and informal permission or requests. Use 'could' for past ability and for more polite requests.
May / Might (Possibility)
B1
Use 'may' and 'might' to talk about present or future possibility. 'May' is also used for formal permission.
Would for Past Habits
B2
Use 'would' to talk about repeated past actions and habits, similar to 'used to'. Unlike 'used to', 'would' is not normally used for past states.
Would (Polite Requests and Hypotheticals)
B1
Use 'would' for polite requests and offers, for hypothetical results (especially in conditionals), and to describe imagined situations.
Can and Can't for Ability
A1
Use 'can' to say someone is able to do something and 'can't' for inability. 'Can' is followed by the base form of the verb and stays the same for all subjects.
Should for Advice
A2
Use 'should' to give advice or say what is the right thing to do. 'Shouldn't' advises against something. It is followed by the base form of the verb.
Must and Mustn't
A2
Use 'must' to express strong obligation or a firm recommendation, and 'mustn't' for prohibition. It is followed by the base verb and does not change for different subjects.
Have To and Don't Have To
A2
Use 'have to' for obligations that often come from outside rules, and 'don't have to' to say something is not necessary. Unlike true modals, 'have to' uses 'do' in questions and negatives.
Would Like
A1
'Would like' is a polite way to express a wish or make an offer or request. It is followed by a noun or by 'to' plus the base verb.
Modals of Deduction (Present)
B1
These modals express how certain we are about a present situation based on evidence. 'Must' shows near-certainty, 'might/may/could' show possibility, and 'can't' shows we are sure something is impossible.
Modals of Deduction (Past)
B2
These structures express how certain we are about a past situation. 'Must have' shows we are sure it happened, 'might/may/could have' show it possibly happened, and 'can't have' shows we are sure it didn't.
Should Have / Ought to Have
B2
These structures express regret or criticism about a past action: the right thing was not done. They describe the better choice that was available but not taken.
Be Able To
B1
'Be able to' expresses ability and can replace 'can' in tenses and forms where 'can' is impossible, such as the future, perfect, and infinitive. For single past achievements, it often replaces 'could'.
Had Better
B2
'Had better' gives strong advice or a warning about the present or near future, often implying that something bad will happen if the advice is ignored. Despite 'had', it refers to now, not the past.
Would Rather
B2
'Would rather' expresses preference. With a base verb it states what the speaker prefers to do; with a past-tense clause it states what one prefers someone else to do.
Used To vs Be Used To vs Get Used To
B2
'Used to + verb' describes past habits and states no longer true. 'Be used to + -ing' means being accustomed to something. 'Get used to + -ing' describes the process of becoming accustomed.
Tips & common confusions (1)
Not structures in their own right — short explanations for telling closely related forms apart.
Verbs & Verb Patterns (13)
Used To (Past Habits and States)
A2
Use 'used to' to talk about habits or states that were true in the past but are not true now.
Gerunds vs Infinitives
B2
Some verbs are followed by a gerund (-ing form) and others by an infinitive (to + verb). The choice depends on the first verb, and a few verbs change meaning depending on which form follows.
Phrasal Verbs (Introduction)
B1
A phrasal verb is a verb combined with a particle (like up, off, on, out) that often creates a new meaning. Some can be separated by their object, and some cannot.
Have Got
A2
'Have got' is a common British way to talk about possession, relationships, and characteristics. It means the same as 'have' but forms questions and negatives without 'do'.
Imperatives
A1
Imperatives give orders, instructions, invitations, and warnings. They use the base form of the verb with no subject; for negatives, put 'don't' first.
Like, Love, Hate + Verb-ing
A2
After verbs of liking and disliking such as like, love, enjoy, and hate, we usually use the -ing form of the next verb to talk about activities in general.
Be: Present Forms
A1
The verb 'be' has three present forms: am, is, and are. It links the subject to a description, identity, or location.
Be: Past Forms
A1
The past of 'be' is 'was' for singular subjects and 'were' for plural subjects and 'you'. The negative adds 'not'.
Gerund vs Infinitive (Verbs That Change Meaning)
C1
Some verbs take either a gerund or an infinitive, but the choice changes the meaning. Verbs like 'remember', 'stop', 'try', and 'regret' point in different directions depending on the form.
Infinitive of Purpose
B1
A to-infinitive can express the purpose of an action — the reason someone does something. It answers the question 'why?' and is a concise alternative to 'in order to'.
Make / Let / Help
B2
'Make' and 'let' are followed by an object and a bare infinitive in the active voice. 'Help' allows either a bare or a to-infinitive. Note that passive 'make' takes the to-infinitive.
Verb + Gerund
B1
Certain verbs are always followed by the gerund (-ing) rather than the infinitive. These include 'enjoy', 'avoid', 'finish', 'mind', 'suggest', and 'consider'.
Verb + Infinitive
B1
Many verbs are followed by a to-infinitive rather than a gerund. These include 'decide', 'hope', 'promise', 'agree', 'manage', and 'offer'.
Voice (3)
The Passive Voice
B2
Use the passive voice when the action is more important than who or what does it, or when the doer is unknown or obvious. The object of the active sentence becomes the subject.
Passive of Reporting Verbs
C1
To report beliefs or claims impersonally, English uses passive reporting structures. There is an impersonal 'It is said that...' form and a personal 'He is said to...' form with an infinitive.
Have / Get Something Done (Causative)
B2
The causative arranges for someone else to do something for you. 'Have/get + object + past participle' shows that a service is performed rather than done by the subject personally.
Conditionals (9)
First Conditional
B1
Use the first conditional for real or likely situations in the future and their probable results.
Zero Conditional
B1
Use the zero conditional for facts and things that are always true — when one thing happens, the result always follows.
Second Conditional
B2
Use the second conditional for unreal, hypothetical, or unlikely situations in the present or future, and their imagined results.
Third Conditional
B2
Use the third conditional to talk about imagined past situations that did not happen, and to express regret or criticism about the past.
Mixed Conditional
C1
Use a mixed conditional when the time of the condition and the time of the result are different — for example, a past condition with a present result, or a present condition with a past result.
Wish / If Only (Present)
B2
'Wish' and 'if only' with a past tense express a desire for a present situation to be different. The past form is unreal — it signals dissatisfaction with how things are now.
Wish / If Only (Past)
B2
'Wish' and 'if only' with the past perfect express regret about the past — a desire that something earlier had been different. They look back at choices that can no longer be changed.
Conditionals with Unless / As Long As / Provided
B2
Besides 'if', several conjunctions introduce conditions. 'Unless' means 'except if', while 'as long as', 'provided', and 'on condition that' set requirements or restrictions on the main clause.
Inverted Conditionals
C1
In formal English the conjunction 'if' can be dropped and the clause inverted. This works with 'were', 'had', and 'should' to create a more literary or formal conditional.
Clauses (14)
Relative Clauses (Defining)
B1
Use defining relative clauses to give essential information that identifies which person or thing you mean. Use who for people, which for things, and that for both. No commas are used.
Reported Speech
B2
Use reported speech to tell someone what another person said without quoting their exact words. Tenses usually shift back, and pronouns and time expressions often change.
Reported Statements
B1
Reported statements relay what someone said without quoting them directly. Tenses usually shift back one step, and pronouns and time expressions change to fit the new viewpoint.
Reported Questions
B2
Reported questions turn a direct question into a statement-order clause. Yes/no questions use 'if' or 'whether', and there is no inversion or question mark in the reported form.
Reported Commands and Requests
B2
Commands and requests are reported with a verb plus an object and a to-infinitive. Negative commands use 'not to' before the verb.
Reporting Verbs and Patterns
C1
Beyond 'say' and 'tell', many reporting verbs summarise the function of what was said. Each follows its own grammatical pattern, such as verb + gerund, verb + object + infinitive, or verb + that-clause.
Defining vs Non-defining Relative Clauses
B2
Defining relative clauses identify which person or thing is meant and take no commas. Non-defining clauses add extra, non-essential information and are set off with commas; 'that' cannot introduce them.
Reduced Relative Clauses
C1
Relative clauses can often be shortened by dropping the relative pronoun and the verb 'be'. An active clause reduces to a present participle and a passive clause to a past participle.
Participle Clauses
C1
Participle clauses use a present, past, or perfect participle to add information concisely, often replacing clauses of time, reason, or condition. They share their subject with the main clause.
Time Clauses
B1
Time clauses say when the main action happens, using conjunctions like 'when', 'while', 'as soon as', 'until', and 'by the time'. In future contexts the time clause uses a present tense, not 'will'.
Purpose Clauses
B2
Purpose clauses explain why something is done. 'To' and 'in order to / so as to' take an infinitive, while 'so that' takes a clause, often with a modal verb.
Contrast Clauses
B2
Contrast connectors signal that two ideas clash. 'Although', 'though', and 'even though' introduce clauses, while 'despite' and 'in spite of' are followed by a noun or gerund.
Whatever / Whoever / However (Concession)
C1
Words ending in '-ever' introduce clauses meaning 'no matter what/who/how'. They express that the outcome holds regardless of the circumstances.
Concession with As / Though (Inverted)
C2
A formal concessive structure fronts an adjective, noun, or adverb before 'as' or 'though' to mean 'although'. The fronted word receives strong emphasis.
Tips & common confusions (1)
Not structures in their own right — short explanations for telling closely related forms apart.
Questions (4)
Question Words
A1
Question words (who, what, where, when, why, how, which, whose) start information questions. They come before the auxiliary verb and subject.
Yes/No Questions
A1
Yes/no questions ask whether something is true and expect a yes or no answer. Form them by putting the auxiliary or 'be' before the subject.
Question Tags
B1
Question tags are short questions added to the end of statements to check information or invite agreement. A positive statement takes a negative tag, and a negative statement takes a positive tag.
Subject vs Object Questions
B1
When the question word is the subject (who or what does the action), no auxiliary is needed and word order stays like a statement. When it is the object, the usual question form with an auxiliary applies.
Sentence Structure & Emphasis (9)
Basic Word Order
A1
English statements normally follow subject + verb + object order. Adverbs and time expressions go in fixed positions rather than between the verb and its object.
And, But, Or
A1
These conjunctions join words, phrases, or clauses. 'And' adds, 'but' contrasts, and 'or' offers a choice.
Inversion After Negative Adverbials
C2
When a negative or restrictive adverbial begins a sentence for emphasis, the subject and auxiliary invert as in a question. This is a formal, dramatic device.
Cleft Sentences
C1
Cleft sentences split one idea into two clauses to emphasise a particular element. 'It-clefts' begin with 'It is/was', and 'what-clefts' (pseudo-clefts) begin with a 'what'-clause.
Subjunctive / Were
C1
English keeps a small subjunctive. The present subjunctive uses the base verb after verbs of demand or suggestion, and the past subjunctive 'were' is used for all persons in unreal conditions.
Ellipsis and Substitution
C1
To avoid repetition, English omits words (ellipsis) or replaces them with shorter forms like 'so', 'do', 'one', and 'neither' (substitution). Both keep sentences economical and cohesive.
Fronting and Emphasis
C1
Fronting moves a word or phrase to the start of a sentence to give it emphasis or to improve cohesion. The element is highlighted simply by its unusual position.
So / Neither / Nor (Agreement Additions)
B1
To agree with or add to a previous statement, English uses 'so' for positives and 'neither/nor' for negatives, followed by an inverted auxiliary and subject.
Inversion After So / Such / Only
C2
Beyond negative adverbials, inversion follows fronted 'so + adjective', 'such', and 'only + time/condition' phrases. The structure adds emphasis in formal English.