A working inventory of grammar items commonly taught at each level, in the spirit of the British Council / EAQUALS Core Inventory for General English and the English Profile. Use it to plan coverage, not as a rule: items are introduced at the level shown and recycled and extended later.
scripts/syllabus_check.py reads this table: it matches the Keywords (comma-separated, case-insensitive) against
the grammar column of a syllabus to find coverage gaps and items above the course level. Keep the column order.
| Level | Item | Keywords |
|---|---|---|
| A1 | Verb to be | to be, verb be, am/is/are |
| A1 | Present simple | present simple |
| A1 | Present continuous (now) | present continuous |
| A1 | Can / can't (ability, requests) | can |
| A1 | There is / there are | there is, there are |
| A1 | Possessive adjectives and 's | possessive |
| A1 | Imperatives | imperative |
| A1 | Articles a/an/the | article |
| A1 | Plurals and countable nouns | plural |
| A1 | Prepositions of place and time | preposition |
| A1 | Adverbs of frequency | frequency |
| A1 | Have got | have got |
| A2 | Past simple (regular and irregular) | past simple |
| A2 | Past of be (was/were) | was/were, past of be |
| A2 | Going to (plans) | going to |
| A2 | Will (decisions, predictions) | will |
| A2 | Comparatives and superlatives | comparative, superlative |
| A2 | Countable/uncountable, some/any, much/many | countable, uncountable, some/any, much/many |
| A2 | Present continuous for future arrangements | future arrangements |
| A2 | Should (advice) | should |
| A2 | Have to / must (obligation) | have to, must |
| A2 | Present perfect (experience: ever/never) | present perfect |
| A2 | Past continuous | past continuous |
| A2 | Adverbs of manner | adverb |
| A2 | Like + -ing, want to | like + -ing, verb patterns |
| B1 | Present perfect with for/since, just/already/yet | for/since, just/already/yet |
| B1 | Present perfect vs past simple | present perfect vs past simple |
| B1 | Used to | used to |
| B1 | Past perfect (narrative) | past perfect |
| B1 | First conditional | first conditional |
| B1 | Second conditional | second conditional |
| B1 | Zero conditional | zero conditional |
| B1 | Passive (present and past simple) | passive |
| B1 | Reported speech (statements) | reported speech |
| B1 | Relative clauses (defining) | defining relative, relative clause |
| B1 | Modals of possibility (might, may, could) | might, may, possibility |
| B1 | Gerunds and infinitives | gerund, infinitive |
| B1 | Present perfect continuous | present perfect continuous |
| B1 | Phrasal verbs (common) | phrasal verb |
| B2 | Third conditional | third conditional |
| B2 | Mixed conditionals | mixed conditional |
| B2 | Wish / if only | wish, if only |
| B2 | Modals of deduction (must/can't have) | deduction, must have, can't have |
| B2 | Future continuous and future perfect | future continuous, future perfect |
| B2 | Past perfect continuous | past perfect continuous |
| B2 | Passive (all tenses, have something done) | have something done, causative |
| B2 | Reported speech (questions, commands, reporting verbs) | reporting verbs, reported questions |
| B2 | Non-defining relative clauses | non-defining |
| B2 | Narrative tenses | narrative tenses |
| B2 | Used to / be used to / get used to | be used to, get used to |
| B2 | Quantifiers and articles (advanced uses) | quantifier |
| C1 | Inversion with negative adverbials | inversion |
| C1 | Cleft sentences | cleft |
| C1 | Advanced modals (needn't have, should have) | needn't have, should have, past modals |
| C1 | Participle clauses | participle clause |
| C1 | Advanced passive (it is said that) | it is said, impersonal passive |
| C1 | Subjunctive and formal structures | subjunctive |
| C1 | Discourse markers and hedging | hedging, discourse marker |
| C1 | Ellipsis and substitution | ellipsis, substitution |
| C2 | Nuanced modality and stance | stance, nuance |
| C2 | Complex nominalisation | nominalisation, nominalization |
| C2 | Fronting and emphasis | fronting |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
classroom-management-for-esl-coach
Coach ESL/EFL teachers in classroom management: the instruction sequence (attention, group first, graded imperatives, demonstration, ICQs, hand out, start, check), ICQ examples, online instructions, routines for the first weeks (class agreement, L1 use, phones, lateness, homework, seating), strategies for L1 use in tasks, dominant and quiet learners, mixed levels, large classes, fast finishers, low motivation, disruptive young learners and teens, cultural expectations, classroom language to teach early and teacher presence. Checks planned instructions for length, missing ICQs, useless ICQs like 'Do you understand?', no demonstration, long sentences, filler and missing grouping or timing, and builds seating plans that keep named learners apart, seat learners who need the front, mix first languages and alternate stronger and weaker learners.