Adjective complementation in English explains why some adjectives naturally open a grammatical slot after them. English says afraid of spiders, ready to leave, sure that the answer is correct, interested in science, aware of the risk, eager for the lesson to begin and uncertain whether the plan will work. The words after the adjective are not random additions. They complete, specify or license the adjective’s meaning.
A learner may know the adjective afraid but still produce afraid from spiders. They may know ready but say ready for leave. They may know certain but avoid the clause patterns that make it useful in academic writing. Vocabulary therefore includes complementation: the grammatical partnerships a word permits.
This article owns the mechanism of adjective complements inside eduKateSG. It distinguishes prepositional complements, infinitival complements, finite that-clauses, interrogative clauses, for-to clauses, extraposition, subject control, evaluative adjectives, experiencer adjectives, complement versus adjunct diagnostics, lexical preposition selection, register, ambiguity and examination editing. It routes to Complements and Adjuncts, Clause Embedding and Complementation, Control and Raising and the wider How English Works architecture.
The core idea is selection: an adjective can encode a relation that expects a target, proposition, event, comparison or domain. The complement supplies that missing semantic role.
50-second answer
An adjective complement is a phrase or clause selected or licensed by an adjective to complete or specify its meaning. Common forms are preposition phrases (afraid of dogs), to-infinitives (ready to leave), that-clauses (sure that it works), wh-clauses (uncertain whether it works) and for-to clauses (eager for the meeting to begin).
The complement form depends on the adjective. English says interested in, proud of, responsible for, similar to, good at. These prepositions are partly lexical and must be learned with the adjective.
Some adjectives allow several complement types with meaning differences: afraid of flying, afraid to fly, afraid that the flight will be cancelled. The grammar changes what kind of relation the adjective expresses: target of fear, reluctance to act, or fear about a proposition.
Why adjective complementation matters
Without complementation, vocabulary knowledge is shallow. Knowing that capable means “able” is not enough if the learner does not know capable of + noun/-ing. Knowing aware is not enough without aware of + noun and aware that + clause.
This is why advanced vocabulary is partly syntactic knowledge. Words arrive with preferred frames.
Prepositional complements
Many adjectives select a particular preposition: afraid of, interested in, proud of, responsible for, similar to, different from, good at, dependent on, familiar with, relevant to.
The preposition is not freely chosen by logic. A learner can understand the relation perfectly and still choose a non-standard preposition. This makes adjective+preposition combinations a collocational system.
The complement may be a noun phrase or -ing clause: interested in science; interested in learning science. The preposition governs the nominal form that follows.
To-infinitive complements
Adjectives such as ready, eager, willing, reluctant, happy, likely, certain in some constructions can take a to-infinitive: ready to begin, eager to learn, reluctant to answer, happy to help, likely to change.
The infinitive often expresses an event associated with the adjective: readiness for an action, willingness to act, likelihood of an event, evaluation of performing an action.
Subject relations vary. In Maya is eager to leave, Maya is understood as the leaver. In The problem is easy to solve, the problem is not the solver; it is the object of the understood solving event. That second pattern connects to Tough Constructions.
That-clause complements
Many adjectives select propositions: sure that, certain that, aware that, glad that, sorry that, surprised that, worried that, confident that.
The that-clause supplies content: what the person is sure about, aware of, glad about, sorry about or surprised by. That may sometimes be omitted in informal styles: I’m sure it will work.
Propositional complements are crucial in academic and argumentative writing because they allow adjectives to calibrate stance: It is likely that…; We are confident that…; It is unclear whether….
Wh-clause complements
Adjectives can take interrogative complements: uncertain whether the plan will work; unsure what to do; unclear how the error occurred; curious why the result changed.
These clauses denote unresolved questions rather than asserted propositions. The difference between sure that and unsure whether is therefore both lexical and clause-type based.
For-to complements
Some adjective structures allow an explicit subject inside the infinitival clause: It is important for students to practise; Maya was eager for the lesson to begin; The instructions are clear enough for beginners to follow.
The for-phrase introduces the infinitive’s subject. This is useful when the lower event’s actor is not identical to the matrix subject.
Adjective + enough/too + infinitive
Ready enough to proceed, too tired to continue, clear enough to understand show complementation interacting with degree. The infinitive can express consequence, possibility or evaluation relative to a threshold.
For the broader degree system, see Comparison and Degree.
Experiencer adjectives
Adjectives such as afraid, proud, interested, bored, worried, pleased, angry, disappointed often encode a mental or emotional state and select the stimulus, target or cause through a complement.
Afraid of spiders names the target of fear. Proud of Maya names the target/source of pride. Angry about the decision names the issue; angry with Daniel names the person targeted by the anger. Different prepositions can encode different semantic roles.
Relational adjectives
Adjectives such as similar, different, dependent, relevant, related, responsible encode relations and therefore strongly invite complements: similar to what, different from what, dependent on what, relevant to what, responsible for what?
Their lexical semantics almost create an open slot that the complement fills.
Evaluative adjectives
Adjectives such as easy, difficult, important, necessary, useful, dangerous can appear in impersonal or extraposed patterns: It is important to practise; It is necessary that the form be signed; The device is dangerous to use incorrectly.
The choice between personal subject and extraposition changes information structure. To practise regularly is important is grammatical but heavy; It is important to practise regularly postpones the infinitive and gives English its preferred end-weight.
Extraposition with adjective complements
English often uses dummy it before adjective + clause: It is clear that the system failed; It is difficult to know the answer; It is important for students to check their work.
The heavy clause moves to the end, while it fills subject position. See Extraposition and End-Weight.
Complement versus adjunct
Compare afraid of dogs with afraid during the storm. Of dogs fills the lexical target relation of afraid; during the storm merely adds time. The first is complement-like; the second is adjunct-like.
Likewise ready for the test identifies what readiness concerns, while ready at noon adds time. Selection, not position alone, distinguishes complement from adjunct.
One adjective, several complement frames
Many adjectives support multiple patterns. Afraid of flying means fear of the activity. Afraid to fly often means reluctance or fear that prevents the subject from performing the action. Afraid that the flight will be cancelled expresses fear about a proposition.
The adjective is constant; the complement frame changes the event relation.
Preposition choice is lexical
Why interested in rather than interested on? Why capable of rather than capable to in standard uses? Why responsible for? These patterns are conventional properties of the lexicon.
There are semantic tendencies, but learners ultimately need exposure, dictionaries and collocation practice. A vocabulary notebook should record the adjective together with its complement pattern.
Adjective complementation and control
In Maya is eager to leave, Maya controls the understood subject of leave. In Maya is reluctant to answer, Maya is the answerer. In It is important for Daniel to leave, Daniel is explicitly introduced as the lower subject.
Control matters because a wrong lower subject can distort meaning. See Control and Raising.
Adjective complementation and tough constructions
The problem is difficult to solve does not mean the problem solves something. The subject corresponds to a missing object inside the infinitive: solve the problem. This is the tough-construction pattern.
It demonstrates why surface adjacency is insufficient. Complement interpretation can involve a dependency between the matrix subject and a gap inside the infinitive.
Stance and evidential responsibility
Adjective complements are major stance tools: certain that, likely that, possible that, doubtful whether, confident that, aware that. They let writers distinguish fact from judgement.
A sentence such as It is obvious that the policy failed presents the proposition as self-evident. The adjective carries rhetorical force but does not supply evidence. Critical readers should separate stance marking from proof.
Adjective complements in academic writing
Academic prose uses complement-taking adjectives to calibrate claims: It is possible that…; It is important to distinguish…; The results are consistent with…; The model is sensitive to….
Precision depends on choosing the adjective and complement frame that matches the evidence. Consistent with is weaker than proof of; likely to differs from certain to.
Adjective complements in everyday speech
Conversation relies on them constantly: happy to help, sorry about that, good at maths, tired of waiting, ready for dinner, worried about you, sure it’ll work.
Fluency improves when learners acquire whole frames rather than isolated adjectives.
Adjective complements in examinations
Editing and grammar questions often test preposition choice, infinitive versus preposition + -ing, clause form and subject control. The safest method is lexical: retrieve the adjective frame, then check whether the complement type matches the intended meaning.
Worked complement lab
1. afraid of spiders
The adjective is afraid. The complement form is of + NP. Its semantic job is target of fear. Example: Maya is afraid of spiders.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
2. afraid to speak
The adjective is afraid. The complement form is to-infinitive. Its semantic job is reluctance/fear about acting. Example: Maya is afraid to speak.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
3. afraid that the plan will fail
The adjective is afraid. The complement form is that-clause. Its semantic job is feared proposition. Example: Maya is afraid that the plan will fail.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
4. interested in science
The adjective is interested. The complement form is in + NP. Its semantic job is domain of interest. Example: Kai Kai is interested in science.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
5. interested in learning French
The adjective is interested. The complement form is in + -ing. Its semantic job is activity of interest. Example: Kai Kai is interested in learning French.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
6. proud of her work
The adjective is proud. The complement form is of + NP. Its semantic job is target/source of pride. Example: Tricia is proud of her work.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
7. responsible for the project
The adjective is responsible. The complement form is for + NP. Its semantic job is domain of responsibility. Example: Maya is responsible for the project.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
8. responsible for checking the data
The adjective is responsible. The complement form is for + -ing. Its semantic job is assigned action. Example: Maya is responsible for checking the data.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
9. similar to the original
The adjective is similar. The complement form is to + NP. Its semantic job is comparison standard. Example: The copy is similar to the original.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
10. different from the original
The adjective is different. The complement form is from + NP. Its semantic job is comparison standard. Example: The copy is different from the original.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
11. good at mathematics
The adjective is good. The complement form is at + NP. Its semantic job is skill domain. Example: Daniel is good at mathematics.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
12. good at solving puzzles
The adjective is good. The complement form is at + -ing. Its semantic job is skill activity. Example: Daniel is good at solving puzzles.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
13. familiar with the system
The adjective is familiar. The complement form is with + NP. Its semantic job is object of familiarity. Example: Leonie is familiar with the system.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
14. dependent on rainfall
The adjective is dependent. The complement form is on + NP. Its semantic job is dependency source. Example: The crop is dependent on rainfall.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
15. relevant to the question
The adjective is relevant. The complement form is to + NP. Its semantic job is relation domain. Example: The evidence is relevant to the question.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
16. aware of the risk
The adjective is aware. The complement form is of + NP. Its semantic job is object of awareness. Example: Maren is aware of the risk.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
17. aware that the risk is high
The adjective is aware. The complement form is that-clause. Its semantic job is propositional awareness. Example: Maren is aware that the risk is high.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
18. ready to begin
The adjective is ready. The complement form is to-infinitive. Its semantic job is prepared action. Example: The students are ready to begin.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
19. ready for the test
The adjective is ready. The complement form is for + NP. Its semantic job is target event/entity. Example: The students are ready for the test.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
20. eager to learn
The adjective is eager. The complement form is to-infinitive. Its semantic job is desired action. Example: Iona is eager to learn.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
21. eager for the lesson to begin
The adjective is eager. The complement form is for + NP + to-infinitive. Its semantic job is desired event with explicit lower subject. Example: Iona is eager for the lesson to begin.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
22. willing to help
The adjective is willing. The complement form is to-infinitive. Its semantic job is voluntary action. Example: Daniel is willing to help.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
23. reluctant to answer
The adjective is reluctant. The complement form is to-infinitive. Its semantic job is resisted action. Example: Daniel is reluctant to answer.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
24. happy to help
The adjective is happy. The complement form is to-infinitive. Its semantic job is positive evaluation of action. Example: Maya is happy to help.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
25. happy that you came
The adjective is happy. The complement form is that-clause. Its semantic job is positive reaction to proposition. Example: Maya is happy that you came.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
26. sorry about the delay
The adjective is sorry. The complement form is about + NP. Its semantic job is regretted circumstance. Example: We are sorry about the delay.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
27. sorry that we were late
The adjective is sorry. The complement form is that-clause. Its semantic job is regretted proposition. Example: We are sorry that we were late.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
28. sure of the answer
The adjective is sure. The complement form is of + NP. Its semantic job is confidence in entity/content. Example: Alicia is sure of the answer.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
29. sure that the answer is correct
The adjective is sure. The complement form is that-clause. Its semantic job is confident proposition. Example: Alicia is sure that the answer is correct.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
30. certain to change
The adjective is certain. The complement form is to-infinitive. Its semantic job is predicted event. Example: The situation is certain to change.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
31. certain that it will change
The adjective is certain. The complement form is that-clause. Its semantic job is confident proposition. Example: We are certain that it will change.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
32. uncertain whether it will change
The adjective is uncertain. The complement form is whether-clause. Its semantic job is unresolved alternative. Example: We are uncertain whether it will change.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
33. unsure what to do
The adjective is unsure. The complement form is wh + infinitive. Its semantic job is unresolved action question. Example: Maya is unsure what to do.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
34. unclear how the error occurred
The adjective is unclear. The complement form is wh-clause. Its semantic job is unresolved explanation. Example: It is unclear how the error occurred.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
35. curious why the result changed
The adjective is curious. The complement form is why-clause. Its semantic job is desired explanation. Example: Kai Kai is curious why the result changed.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
36. likely to increase
The adjective is likely. The complement form is to-infinitive. Its semantic job is probable event. Example: Demand is likely to increase.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
37. unlikely to fail
The adjective is unlikely. The complement form is to-infinitive. Its semantic job is improbable event. Example: The system is unlikely to fail.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
38. important to practise
The adjective is important. The complement form is to-infinitive. Its semantic job is evaluated action. Example: It is important to practise.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
39. important for students to practise
The adjective is important. The complement form is for-to clause. Its semantic job is evaluated action with explicit subject. Example: It is important for students to practise.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
40. necessary to check
The adjective is necessary. The complement form is to-infinitive. Its semantic job is required action. Example: It is necessary to check the figures.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
41. necessary that the form be signed
The adjective is necessary. The complement form is that-clause. Its semantic job is required proposition/action. Example: It is necessary that the form be signed.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
42. easy to understand
The adjective is easy. The complement form is to-infinitive. Its semantic job is tough construction/evaluation. Example: The guide is easy to understand.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
43. difficult to solve
The adjective is difficult. The complement form is to-infinitive. Its semantic job is tough construction/evaluation. Example: The problem is difficult to solve.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
44. safe to use
The adjective is safe. The complement form is to-infinitive. Its semantic job is evaluation of use. Example: The device is safe to use.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
45. dangerous to touch
The adjective is dangerous. The complement form is to-infinitive. Its semantic job is evaluation of action. Example: The wire is dangerous to touch.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
46. useful for revision
The adjective is useful. The complement form is for + NP. Its semantic job is purpose/domain. Example: The table is useful for revision.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
47. useful for checking answers
The adjective is useful. The complement form is for + -ing. Its semantic job is purpose/activity. Example: The table is useful for checking answers.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
48. pleased with the result
The adjective is pleased. The complement form is with + NP. Its semantic job is stimulus/source. Example: The team is pleased with the result.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
49. disappointed with the result
The adjective is disappointed. The complement form is with + NP. Its semantic job is stimulus/source. Example: The team is disappointed with the result.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
50. angry with Daniel
The adjective is angry. The complement form is with + person. Its semantic job is target person. Example: Maya is angry with Daniel.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
51. angry about the decision
The adjective is angry. The complement form is about + issue. Its semantic job is issue/cause. Example: Maya is angry about the decision.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
52. worried about the exam
The adjective is worried. The complement form is about + NP. Its semantic job is topic of worry. Example: Alicia is worried about the exam.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
53. worried that she may be late
The adjective is worried. The complement form is that-clause. Its semantic job is feared proposition. Example: Alicia is worried that she may be late.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
54. capable of improvement
The adjective is capable. The complement form is of + NP. Its semantic job is capacity domain. Example: The system is capable of improvement.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
55. capable of learning quickly
The adjective is capable. The complement form is of + -ing. Its semantic job is capacity activity. Example: The model is capable of learning quickly.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
56. full of water
The adjective is full. The complement form is of + NP. Its semantic job is content. Example: The tank is full of water.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
57. free from defects
The adjective is free. The complement form is from + NP. Its semantic job is absence relation. Example: The sample is free from defects.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
58. sensitive to temperature
The adjective is sensitive. The complement form is to + NP. Its semantic job is stimulus variable. Example: The sensor is sensitive to temperature.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
59. consistent with the evidence
The adjective is consistent. The complement form is with + NP. Its semantic job is compatibility relation. Example: The result is consistent with the evidence.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
60. opposed to the proposal
The adjective is opposed. The complement form is to + NP. Its semantic job is target of opposition. Example: The committee is opposed to the proposal.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
61. keen on football
The adjective is keen. The complement form is on + NP. Its semantic job is interest domain. Example: Kai Kai is keen on football.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
62. keen to improve
The adjective is keen. The complement form is to-infinitive. Its semantic job is desired action. Example: Kai Kai is keen to improve.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
63. accustomed to working late
The adjective is accustomed. The complement form is to + -ing. Its semantic job is habit/state. Example: Maren is accustomed to working late.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
64. used to the noise
The adjective is used. The complement form is to + NP. Its semantic job is familiarity/habituation. Example: Maren is used to the noise.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
65. eligible for support
The adjective is eligible. The complement form is for + NP. Its semantic job is qualification target. Example: The student is eligible for support.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
66. worthy of attention
The adjective is worthy. The complement form is of + NP. Its semantic job is evaluation target. Example: The issue is worthy of attention.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
67. confident about the exam
The adjective is confident. The complement form is about + NP. Its semantic job is domain of confidence. Example: Alicia is confident about the exam.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
68. confident that she can succeed
The adjective is confident. The complement form is that-clause. Its semantic job is confident proposition. Example: Alicia is confident that she can succeed.
Now test selection. Remove the complement and ask whether the adjective remains grammatical but semantically less specific, or whether the intended relation disappears. Then replace the complement with an adjunct such as a time or place phrase and compare: the complement answers a lexical question opened by the adjective, while the adjunct merely locates the state.
For productive mastery, write one alternative complement frame if the adjective permits it and explain the meaning change. If no alternative frame is standard, record the adjective together with its preposition or clause pattern as a lexical unit. This is how vocabulary becomes usable grammar rather than a list of definitions.
Common learner errors
- Choosing prepositions by translation rather than English lexical selection.
- Using to + verb after a preposition where -ing is required.
- Using an infinitive with an adjective that conventionally selects of + -ing.
- Confusing adjective complements with time/place adjuncts.
- Missing meaning differences across multiple complement frames.
- Assuming the matrix subject always performs the infinitive in tough constructions.
- Overusing obvious/certain as if stance were evidence.
- Dropping that or for where the resulting clause becomes ambiguous.
- Misidentifying to as an infinitive marker when it is a preposition in accustomed to or opposed to.
- Learning adjective meanings without their grammatical frames.
A practical learner method
- Learn the adjective with one canonical frame.
- Identify the semantic slot: target, domain, proposition, action, comparison or cause.
- Check whether to is a preposition or infinitive marker.
- If several frames exist, compare their meanings.
- Check lower-clause subject control.
- Use a learner dictionary or corpus when the preposition is uncertain.
FAQ
What is an adjective complement?
A phrase or clause selected by an adjective to complete or specify its meaning, such as of spiders in afraid of spiders or that it works in sure that it works.
Are adjective complements optional?
Some can be omitted when context supplies the missing relation, but their selected pattern remains part of the adjective’s lexical grammar.
Why do adjectives take different prepositions?
Because preposition choice is partly lexical and conventional. Semantic tendencies help, but learners need to acquire the actual adjective-preposition pair.
Why is interested in correct?
Interested conventionally selects in for its domain or activity complement: interested in science, interested in learning.
Why is capable of learning, not capable to learn?
Standard English normally uses capable of + noun/-ing. Able to learn is the corresponding common infinitive pattern.
Can afraid take both of and to?
Yes, with different meanings: afraid of flying treats flying as the object/activity feared; afraid to fly often expresses fear or reluctance that affects performing the action.
Can adjectives take that-clauses?
Many can: sure that, aware that, glad that, sorry that, confident that.
Can adjectives take question clauses?
Yes: unsure whether, unclear how, curious why, uncertain what.
What is a for-to complement?
An infinitive clause with an explicit subject introduced by for, as in important for students to practise.
What is the difference between complement and adjunct?
A complement is selected by the adjective’s lexical meaning; an adjunct adds independent circumstance such as time or place.
Is ready for the test the same as ready to take the test?
They overlap, but the first names the target event/entity while the second explicitly names the action the subject is prepared to perform.
Why is the problem difficult to solve special?
Because the problem is understood as the object of solve, not its subject. This is a tough construction.
Can adjective complements express stance?
Yes. likely, certain, possible, clear, doubtful and similar adjectives help writers calibrate commitment to propositions.
How should I learn adjective-preposition combinations?
Record the whole frame with examples: responsible for, interested in, capable of, similar to, familiar with. Retrieval should include the grammar.
What is the best exam strategy?
Identify the adjective, retrieve its standard frame, check whether to is prepositional or infinitival, and verify that the resulting meaning matches the sentence.
Research basis and further reading
Useful references include Cambridge English Grammar Today on adjective position and complementation, learner-dictionary entries that document adjective-preposition and adjective-clause frames, and comprehensive grammars of English that analyse adjective phrase complementation. Different frameworks vary in whether particular post-adjective phrases are described as complements, licensed dependents or adjunct-like dependents, but selection and semantic role remain practical diagnostics.
For teaching, dictionaries are especially important because preposition choice is lexical. A broad syntactic theory cannot predict every conventional pairing. Corpus evidence and edited usage therefore matter alongside structural analysis.
Teaching Guide
Teach frames, not isolated adjectives. Put afraid of, interested in, responsible for, ready to, sure that on the board as whole patterns.
Sort by complement type. Students group preposition phrases, infinitives, that-clauses, wh-clauses and for-to clauses.
Contrast meanings. Use adjectives such as afraid, ready and happy that permit multiple frames.
Teach prepositional to versus infinitival to. Compare accustomed to working with ready to work.
Connect stance to evidence. Students replace obvious, certain, likely, possible and discuss how commitment changes.
End with transfer. Students build adjective frames in Science, Humanities and everyday English, then edit errors by explaining the selected complement rather than memorising a correction.
Continue: How English Works · Complements and Adjuncts · Clause Embedding · Control and Raising.
Extended frame-transfer workshop
Frame workshop 1: afraid of spiders
Begin with Maya is afraid of spiders.. Mark afraid as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as target of fear. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 2: afraid to speak
Begin with Maya is afraid to speak.. Mark afraid as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as reluctance/fear about acting. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 3: afraid that the plan will fail
Begin with Maya is afraid that the plan will fail.. Mark afraid as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as feared proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 4: interested in science
Begin with Kai Kai is interested in science.. Mark interested as the selecting adjective and in + NP as its complement frame. Paraphrase the semantic relation as domain of interest. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 5: interested in learning French
Begin with Kai Kai is interested in learning French.. Mark interested as the selecting adjective and in + -ing as its complement frame. Paraphrase the semantic relation as activity of interest. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 6: proud of her work
Begin with Tricia is proud of her work.. Mark proud as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as target/source of pride. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 7: responsible for the project
Begin with Maya is responsible for the project.. Mark responsible as the selecting adjective and for + NP as its complement frame. Paraphrase the semantic relation as domain of responsibility. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 8: responsible for checking the data
Begin with Maya is responsible for checking the data.. Mark responsible as the selecting adjective and for + -ing as its complement frame. Paraphrase the semantic relation as assigned action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 9: similar to the original
Begin with The copy is similar to the original.. Mark similar as the selecting adjective and to + NP as its complement frame. Paraphrase the semantic relation as comparison standard. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 10: different from the original
Begin with The copy is different from the original.. Mark different as the selecting adjective and from + NP as its complement frame. Paraphrase the semantic relation as comparison standard. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 11: good at mathematics
Begin with Daniel is good at mathematics.. Mark good as the selecting adjective and at + NP as its complement frame. Paraphrase the semantic relation as skill domain. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 12: good at solving puzzles
Begin with Daniel is good at solving puzzles.. Mark good as the selecting adjective and at + -ing as its complement frame. Paraphrase the semantic relation as skill activity. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 13: familiar with the system
Begin with Leonie is familiar with the system.. Mark familiar as the selecting adjective and with + NP as its complement frame. Paraphrase the semantic relation as object of familiarity. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 14: dependent on rainfall
Begin with The crop is dependent on rainfall.. Mark dependent as the selecting adjective and on + NP as its complement frame. Paraphrase the semantic relation as dependency source. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 15: relevant to the question
Begin with The evidence is relevant to the question.. Mark relevant as the selecting adjective and to + NP as its complement frame. Paraphrase the semantic relation as relation domain. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 16: aware of the risk
Begin with Maren is aware of the risk.. Mark aware as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as object of awareness. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 17: aware that the risk is high
Begin with Maren is aware that the risk is high.. Mark aware as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as propositional awareness. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 18: ready to begin
Begin with The students are ready to begin.. Mark ready as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as prepared action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 19: ready for the test
Begin with The students are ready for the test.. Mark ready as the selecting adjective and for + NP as its complement frame. Paraphrase the semantic relation as target event/entity. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 20: eager to learn
Begin with Iona is eager to learn.. Mark eager as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as desired action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 21: eager for the lesson to begin
Begin with Iona is eager for the lesson to begin.. Mark eager as the selecting adjective and for + NP + to-infinitive as its complement frame. Paraphrase the semantic relation as desired event with explicit lower subject. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 22: willing to help
Begin with Daniel is willing to help.. Mark willing as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as voluntary action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 23: reluctant to answer
Begin with Daniel is reluctant to answer.. Mark reluctant as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as resisted action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 24: happy to help
Begin with Maya is happy to help.. Mark happy as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as positive evaluation of action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 25: happy that you came
Begin with Maya is happy that you came.. Mark happy as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as positive reaction to proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 26: sorry about the delay
Begin with We are sorry about the delay.. Mark sorry as the selecting adjective and about + NP as its complement frame. Paraphrase the semantic relation as regretted circumstance. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 27: sorry that we were late
Begin with We are sorry that we were late.. Mark sorry as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as regretted proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 28: sure of the answer
Begin with Alicia is sure of the answer.. Mark sure as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as confidence in entity/content. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 29: sure that the answer is correct
Begin with Alicia is sure that the answer is correct.. Mark sure as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as confident proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 30: certain to change
Begin with The situation is certain to change.. Mark certain as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as predicted event. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 31: certain that it will change
Begin with We are certain that it will change.. Mark certain as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as confident proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 32: uncertain whether it will change
Begin with We are uncertain whether it will change.. Mark uncertain as the selecting adjective and whether-clause as its complement frame. Paraphrase the semantic relation as unresolved alternative. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 33: unsure what to do
Begin with Maya is unsure what to do.. Mark unsure as the selecting adjective and wh + infinitive as its complement frame. Paraphrase the semantic relation as unresolved action question. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 34: unclear how the error occurred
Begin with It is unclear how the error occurred.. Mark unclear as the selecting adjective and wh-clause as its complement frame. Paraphrase the semantic relation as unresolved explanation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 35: curious why the result changed
Begin with Kai Kai is curious why the result changed.. Mark curious as the selecting adjective and why-clause as its complement frame. Paraphrase the semantic relation as desired explanation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 36: likely to increase
Begin with Demand is likely to increase.. Mark likely as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as probable event. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 37: unlikely to fail
Begin with The system is unlikely to fail.. Mark unlikely as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as improbable event. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 38: important to practise
Begin with It is important to practise.. Mark important as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as evaluated action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 39: important for students to practise
Begin with It is important for students to practise.. Mark important as the selecting adjective and for-to clause as its complement frame. Paraphrase the semantic relation as evaluated action with explicit subject. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 40: necessary to check
Begin with It is necessary to check the figures.. Mark necessary as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as required action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 41: necessary that the form be signed
Begin with It is necessary that the form be signed.. Mark necessary as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as required proposition/action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 42: easy to understand
Begin with The guide is easy to understand.. Mark easy as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as tough construction/evaluation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 43: difficult to solve
Begin with The problem is difficult to solve.. Mark difficult as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as tough construction/evaluation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 44: safe to use
Begin with The device is safe to use.. Mark safe as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as evaluation of use. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 45: dangerous to touch
Begin with The wire is dangerous to touch.. Mark dangerous as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as evaluation of action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 46: useful for revision
Begin with The table is useful for revision.. Mark useful as the selecting adjective and for + NP as its complement frame. Paraphrase the semantic relation as purpose/domain. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 47: useful for checking answers
Begin with The table is useful for checking answers.. Mark useful as the selecting adjective and for + -ing as its complement frame. Paraphrase the semantic relation as purpose/activity. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 48: pleased with the result
Begin with The team is pleased with the result.. Mark pleased as the selecting adjective and with + NP as its complement frame. Paraphrase the semantic relation as stimulus/source. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 49: disappointed with the result
Begin with The team is disappointed with the result.. Mark disappointed as the selecting adjective and with + NP as its complement frame. Paraphrase the semantic relation as stimulus/source. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 50: angry with Daniel
Begin with Maya is angry with Daniel.. Mark angry as the selecting adjective and with + person as its complement frame. Paraphrase the semantic relation as target person. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 51: angry about the decision
Begin with Maya is angry about the decision.. Mark angry as the selecting adjective and about + issue as its complement frame. Paraphrase the semantic relation as issue/cause. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 52: worried about the exam
Begin with Alicia is worried about the exam.. Mark worried as the selecting adjective and about + NP as its complement frame. Paraphrase the semantic relation as topic of worry. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 53: worried that she may be late
Begin with Alicia is worried that she may be late.. Mark worried as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as feared proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 54: capable of improvement
Begin with The system is capable of improvement.. Mark capable as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as capacity domain. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 55: capable of learning quickly
Begin with The model is capable of learning quickly.. Mark capable as the selecting adjective and of + -ing as its complement frame. Paraphrase the semantic relation as capacity activity. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 56: full of water
Begin with The tank is full of water.. Mark full as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as content. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 57: free from defects
Begin with The sample is free from defects.. Mark free as the selecting adjective and from + NP as its complement frame. Paraphrase the semantic relation as absence relation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 58: sensitive to temperature
Begin with The sensor is sensitive to temperature.. Mark sensitive as the selecting adjective and to + NP as its complement frame. Paraphrase the semantic relation as stimulus variable. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 59: consistent with the evidence
Begin with The result is consistent with the evidence.. Mark consistent as the selecting adjective and with + NP as its complement frame. Paraphrase the semantic relation as compatibility relation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 60: opposed to the proposal
Begin with The committee is opposed to the proposal.. Mark opposed as the selecting adjective and to + NP as its complement frame. Paraphrase the semantic relation as target of opposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 61: keen on football
Begin with Kai Kai is keen on football.. Mark keen as the selecting adjective and on + NP as its complement frame. Paraphrase the semantic relation as interest domain. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 62: keen to improve
Begin with Kai Kai is keen to improve.. Mark keen as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as desired action. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 63: accustomed to working late
Begin with Maren is accustomed to working late.. Mark accustomed as the selecting adjective and to + -ing as its complement frame. Paraphrase the semantic relation as habit/state. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 64: used to the noise
Begin with Maren is used to the noise.. Mark used as the selecting adjective and to + NP as its complement frame. Paraphrase the semantic relation as familiarity/habituation. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 65: eligible for support
Begin with The student is eligible for support.. Mark eligible as the selecting adjective and for + NP as its complement frame. Paraphrase the semantic relation as qualification target. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 66: worthy of attention
Begin with The issue is worthy of attention.. Mark worthy as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as evaluation target. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 67: confident about the exam
Begin with Alicia is confident about the exam.. Mark confident as the selecting adjective and about + NP as its complement frame. Paraphrase the semantic relation as domain of confidence. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 68: confident that she can succeed
Begin with Alicia is confident that she can succeed.. Mark confident as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as confident proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 69: afraid of spiders
Begin with Maya is afraid of spiders.. Mark afraid as the selecting adjective and of + NP as its complement frame. Paraphrase the semantic relation as target of fear. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 70: afraid to speak
Begin with Maya is afraid to speak.. Mark afraid as the selecting adjective and to-infinitive as its complement frame. Paraphrase the semantic relation as reluctance/fear about acting. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Frame workshop 71: afraid that the plan will fail
Begin with Maya is afraid that the plan will fail.. Mark afraid as the selecting adjective and that-clause as its complement frame. Paraphrase the semantic relation as feared proposition. Then write a version in which the complement is omitted and explain what information becomes implicit rather than ungrammatical.
Next, add a true adjunct such as yesterday, in class, during the meeting and compare its mobility with the selected complement. This separates lexical complementation from circumstantial modification. Then replace the adjective with a near-synonym and check whether the same preposition survives; often it does not, which reveals why synonym knowledge must include grammar.
Finally, write a formal academic sentence and a conversational sentence using the same adjective. If the adjective permits a clause complement, alternate between noun phrase, -ing form, infinitive or that-clause and explain the resulting meaning difference. Productive mastery means choosing the frame intentionally rather than merely avoiding an error.
Route: return to the English Learning Hub for the wider language system, or use the Deep Reading Index for the complete long-tail library.