IES Duc de Montblanc

Anglès Selectivitat 2018

Gramàtica i models de redacció.

Cristina García
Maig – juny 2018
CONDITIONAL & WISH CLAUSES
ZERO CONDITIONAL

Situacions que es repeteixen

If/when/unless + Present Present simple
sempre que es dóna una
Simple Modal + base form
determinada condició

FIRST CONDITIONAL

Future Simple
Allò que passarà si es compleix la
If/unless + Present Simple Imperative
condició assenyalada
Modal + base form

SECOND CONDITIONAL

Condicions hipotètiques referides

Would
al present o al futur, és a dir, que If/unless + Past Simple + base form
could/might
és poc probable que passin

THIRD CONDITIONAL

Condició totalment impossible, Would have

+ past
atès que fa referència al passat i i If + Past Perfect Simple Could / might
participle
ja no es pot realitzar have

TIME CLAUSES

As soon as
By the time
Fan referència al futur Present Simple + Future Simple
The moment (that)
When

WISH CLAUSES

Wish / if only
Situacions presents que voldríem canviar o millorar
+ Past Simple

Wish / if only
Fets passats i lamentacions d’allò que ha tingut lloc
+ Past Perfect Simple

Wish / if only Desitjos sobre situacions futures, poc probable que

+ could / would + base form tinguin lloc
THE PASSIVE VOICE & THE CAUSATIVE
Basic form

PAST
SUBJECT + TO BE + (+ BY + AGENT)
PARTICIPLE
Direct object or The subject in the active sentences,
Same tense Of the verb in
indirect object in but only when it’s definitive (don’t
as the active the active
the active use it when the subject is a pronoun
sentence sentence
sentence or everybody, somebody…

Verbs with two objects:

They gave us a prize.

Active
They gave a prize to us.
A prize was given to us.
Passive
We were given a prize.

Verbs with convey thought, belief…

Active People think (that) he is a clever boy.

It is thought (that) he is a clever boy.

Passive
He is thought to be a clever boy.

Active Everybody knows (that) these men committed a crime

It is known (that) these men committed a crime.
Passive
These men are known to have committed a crime.

THE CAUSATIVE

We use the causative when somebody (a specialist) does something to us.

HAVE
SUBJECT + + OBJECT + PAST PARTICIPLE
GET
The person who
Something Done
receives the action
MODAL & PERFECT MODAL VERBS
MODAL VERBS
Ability may, might Possibility
can Request may Polite request, permission
Possibility should, ought to Advice, opinion
Ability need to Necessity, obligation
be able to
Possibility have to Necessity, obligation
Inability Obligation, strong necessity
must
can’t Prohibition Strong belief
Disbelief, deduction mustn’t Prohibition
Past ability don’t have to Lack of obligation / necessity
Polite request needn't Lack of obligation / necessity
could
Polite suggestion Formal request
would
possibility Offer

MODAL PERFECT VERBS

could have Ability to do something in the past, but which wasn’t done in the end.
can't / couldn’t have Certainly that something didn’t happen.
may / might have A guess about a past action.
must have Certainly or logical conclusion about an event in the past.
should / ought to have Criticism or regret after an event.
shouldn't have Criticism or regret after an event.
wouldn't have Willingness or desire to do something, but which wasn’t actually done.

GRAMMAR: SHOULD / HAD BETTER

SUBJECT + HAD BETTER TO + VERB IN BASE FORM

SUBJECT + HAD BETTER + NOT + VERB IN BASE FORM

We use “had better” to express a warning, unlike the “should”.

REPORTED SPEECH
Consisteix en l’estil indirecte, és a dir, a parlar i dir allò que la gent diu. Per fer-ho, calen uns certs canvis:

GENERAL CHANGES
 Verb tenses: es passen a un temps verbal anterior.

 Present Simple → Past simple  Past Simple → Past Perfect Simple

 Present Continuous → Past Continuous
 Present Perfect Continuous → Past
Perfect Continuous
 Past Continuous → Past Perfect
Continuous
 Future Simple → Would
 Past Perfect Simple → Past Perfect Simple
 Past Perfect Continuous → Past Perfect
Continuous
 Present Perfect Simple → Past Perfect Simple

 Modal verbs

 Can → could
 May → might
 Must / have to → had to

 Other words and expressions’ changes

 A month ago → the previous month / the  Tomorrow → the following day / the day after
month before / the next day
 Today → that day  Next week → the following week / the week
after
 Tonight → that night  Here → there
 Yesterday → the previous day / the day  This → that
before
 Last week → the previous week / the week  These → those
before
 Now → then

 Reported statements (tant afirmacions positives com negatives)

‘I found your keys last night’ Peter told Ann. → Peter told Ann (that) he had found her keys the previous night.

 Reported qüestions
 Yes / no qüestions:

‘Have you finished your exercicis?’, the teacher asked us. → The teacher asked if we had finished our exercicis.

 Wh- qüestions:
 ‘Where did you buy this dress?’ My friend wanted to know. → My friend wanted to know where I had bought
that dress.

*la pregunta del reported speech deja de ser pregunta y, por lo tarto, no se altera el orden Suj. – V – Compl.
*el sujeto como no queda claro en la primera, te lo inventas en la segunda.

 Reported orders / requests

‘Sit down and don’t talk’, the mother told her children. → The mother told her children to sit down and not to talk.

 Reported suggestions

‘Why don’t we have a party?’ / ‘Let’s have a party’ / ‘Shall we have a party?’ / ‘How about having a party?’, he
suggested. → He suggested having a party.

 Reported verbs

Statements Questions Orders Suggestions Other verbs

- Admit - Explain - Enquire - Demand - Advise - Beg
- Announce - Inform - Request - Order - Invite - Deny
- Answer - Insist - Want to know - Shout - Recommend - Refuse
- Apologise - Mention - Wonder - Warn - Suggest
- Boast - Offer
- Claim - Remind
- Complain - Reply
- Declare - State
RELATIVE CLAUSES
People Who / that
Objects Which / that
Time When / that
Possession Whose
Places Where

DEFINING CLAUSES

 No van entre comes.

 Es poden substituir pel that.
 Aporten información necessària per entendre la frase, són imprescindibles.

NON-DEFINING CLAUSES

 Van entre comes.

 No es poden substituir pel that.
 Es poden suprimir, donen informacio extra.

FORMAL / INFORMAL STRUCTURES

FORMAL: The issue about which you are talking is important.
INFORMAL: The issue which you are talking about is important.

FORMAL: I don’t like the man to whom you were talking.

INFORMAL: I don’t like the man (who) you were talking to.
WRITINGS
1. CONNECTORS

ADDITION
In addition
Furthermore
Moreover A més a més
What’s more
Besides
Also
Too També
As well
As well as Així com
and i
CONSTRAST
but però Mai pot anar seguit de coma
However
malgrat
Nevertheless
Yet
Encara Mai és fix que siguin el mateix
Still
Although
Even though Encara que Han d’anar seguits d’una clause
Though
Despite Han d’anar seguits del gerund o
Encara que
In spite of una noun phrase
Even if Fins i tot si
while Mentre
otherwise Si no; en cas contrari
REASON
because Perquè
Because of Han d’anar seguits d’una noun
A causa de
Due to phrase
As a result of Com a conseqüència de
Since
Ja que; com que Han d’anar seguits d’una clause
As
 RESULT
Therefore
Consequently
As a result Per això Han d’anar seguits de coma
As a consequence
For this reason
That is why Això és pel que
No han d’anar seguit per coma
So llavors
mai
And so i llavors
PURPOSE
So that per Ha d’anar seguit d’una clause
So as to
In order to per Han d’anar seguits de l’infinitive
to
TO INTRODUCE OPPOSING POINTS
On the one hand On the other hand
In contrast Contrary of

2. THE WRITING PROCESS

STEP 1: Brainstorm for ideas

 Write down all the ideas you can think of.

 Don’t worry about whether all the ideas are relevant.
 Don’t worry about grammar or spelling.
 You can write in your own language.

STEP 2: Organise your ideas

 Decide which ideas to keep and cross out the others.

 Group similar ideas together.
 Organise the groups according to a writing plan.

STEP 3: Write a first draft

 Write your first draft on the computer or by hand. If you are writing by hand, use a pencil. Leave wide
margins for notes.
 Leave space between lines for additions and corrections.
 Write quickly. Don’t worry about neatness or accuracy.
 If you can’t think of a word in English, write it in your own language. Look up the word in a dictionary
later.
  If you can’t spell a word, write it any way you can. Then check the word in a dictionary or use a
spellcheck when you have finished.

STEP 4: Check your work

 Use the Writer’s Checklist on this page to improve your work.

STEP 5: Write a final draft

 If you are writing by hand: copy your corrected work neatly onto a clean sheet of paper.
 If you are using a computer, print out a copy of your essay. It’s easier to find mistakes on a printed
copy.
 Use a pen and leave a margin on the left-hand side.
 Make sure your paragraphs are clearly indicated.

NOTE

You can indicate the beginning of a paragraph by:

 Indenting (moving the first word of the paragraph to the right).

 Skipping a line before beginning a new paragraph. Each paragraph begins at the left-hand margin.

Both styles are correct, but be consistent in your writing.

WRITER’S CHECKLIST

Organisation Content language

 I organised my work
according to a plan.
 Each paragraph has one
topic.
 My paragraphs are clearly
indicated.
 My ideas are in a logical
order.
 My work is interesting and
original.
 I began with a suitable
opening sentence.
 My grammar is correct.
 I presented my ideas clearly.
 My spelling is correct.
 I included only relevant ideas.
 My word order is correct
 I supported my ideas with
 My punctuation is correct.
details and examples
 I used capital letters correctly.
(opinion, for and against
 I used adjectives and adverbs
essay).
correctly.
 I ended with a suitable closing
sentence.
 I used connectors to link my
ideas.
3. WRITING SKILLS

WORD ORDER

Word order is very important in English. The usual order is:

SUBJECT + VERB + OBJECT + ADDITIONS

NOTE

 If a sentence has both a direct and indirect object, there are often two possibilities:
1. He showed me his new car.
2. He showed his new car to me.
 Many time expressions can come at the beginning or the end of the sentence:
1. Yesterday, I found someone’s wallet.
2. I found someone’s wallet yesterday.
 Never separate the verb from its object(s). We cannot say:
1. *I found yesterday someone’s wallet.
 Adverbs of manner can come in several positions but not between the verb and object:
1. Slowly, she began her speech.
2. She slowly began her speech.
3. She began her speech slowly.
4. *She began slowly her speech.
 Some adverbs of frequency can come at the beginning or the end of the sentence, or before the main
verb.
1. Sometimes we celebrate Christmas together.
2. We celebrate Christmas together sometimes.
3. We sometimes celebrate Christmas together.
4. *We celebrate sometimes Christmas together.

NOTE

If the main verb is be, the adverb of frequency follows it. They are often in touch on Facebook.

NOTE

Always and never cannot begin or end a sentence. We cannot say:

 *Always we give each other presents.

 *We forget to take a photo never.

SUBJECT-VERB AGREEMENT

 Singular nouns that refer to groups can have either singular or plural verbs.
 Amounts and measurements often have got singular verbs.
 Words like anyone, everybody and nobody have got singular verbs.
 Uncountable nouns have got singular verbs, even if they end in s.
 Some nouns are always plural.

USE OF ADJECTIVES

 Adjectives come before nouns and after certain verbs.

 The adjective form for singular and plural nouns is the same.
 Adjectives follow a specific order:
opinion + size + age + shape + color + origin + material

4. WRITING A PARAGRAPH
A paragraph consists of several sentences about a certain topic. It has the following parts:
 A topic sentence which gives the main idea of the paragraph.
 Supporting sentences which add reasons, details and examples.
 A concluding sentence which leads on to the next paragraph or summarises the main idea.

The parts of a paragraph should flow logically. The paragraph must be easy to understand. You can
accomplish this by:

 Using pronouns to refer back to the nouns in the text.

 Using connectors to show the connections between ideas.

5. WRITING AN ESSAY
An essay consists of several paragraphs about a topic. There are many different kinds of essays, but they
all have the same plan:

1. THE OPENING

The opening is a general presentation of the topic. Try to start your essay with an opening that will catch
your reader’s interest. Here are some ideas:

a. Begin with a question.

b. Begin with a short anecdote about real or imaginary events.
c. Begin with a surprising fact.

2. THE BODY

The body has got one or more paragraphs which develop the topic. When you were preparing to write, you
brainstormed for ideas. Then you choose ideas to use and put these ideas into groups in a logical order.
Use these groups of these ideas to write the body of the essay. Each group of ideas will become a
separate paragraph.
3. THE CLOSING

The closing is a paragraph which summarises the main idea or presents a conclusion. It should not bring in
new ideas. In some cases, the closing may be similar to the opening, but presented in different words. It
should always leave the reader with a strong impression.

6. AN OPINION ESSAY
An opinion essay states an opinion an tries to convince the Reader that this opinion is correct by supporting
it with reasons, facts and examples.

PLAN:

 Opening: presentation of issue and opinion.

 Body: reasons, facts and examples to support opinion.
 Closing: summing up and restatement of opinion.

USEFUL LANGUAGE
In my opinion, … …since…
This is a mistake. … so that …
I believe that… … resulting in …
First of all, … As I see it, …
Secondly, … In short, …
This will lead to … In conclusion, …

7. A FOR AND AGAINST ESSAY

A for and against essay presents both sides of an issue. It often concludes by supporting one of the sides.

PLAN:

 Opening: introduction to the topic.

 Body: arguments for one side of the issue, with supporting details and examples. Arguments for the
other side of the issue, with supporting details and examples.
 Closing: summary of issue and writer’s opinion.

USEFUL LANGUAGE
More and more … Although…
It has drawbacks as well as benefits. To sum up, …
On the one hand / On the other hand, … In conclusion, …
In addition, … I believe that …
Moreover, … I feel that …
8. A SUMMARY
A summary provides the reader with the main idea of an article in a few words as possible. It includes the
important points, but not examples or details, and often contains language similar to, but not identical to,
the article.

PLAN:

 One cohesive paragraph which includes only important information.

USEFUL LANGUAGE
However, … … has increased dramatically. Clearly, …
Some … claim that … Moreover, … Although…
In the past few years… Apparently, … Consequently…

9. A FORMAL LETTER OR E-MAIL

A formal letter is usually written to apply for a job or a course of study, to request information or to make a
complaint. A formal letter or e-mail uses a specific format and formal language.

La formal letter no accepta contraccions.

PLAN:

 Details: address of writer (right), date (right), tittle / name of person being written to and address (left).
 Greeting (salutació).
 Opening remarks: reasons for writing.
 Body: requests for information.
 Closing remarks.
 Signing off.

USEFUL LANGUAGE
Useful
Greetings Opening remarks Closing remarks Signing of
expressions
I was wondering… Looking forward Yours faithfully.
I am writing in reply
Dear Mr / Ms … to your prompt
to…
reply.
To whom it may I would like to I trust that you Yours sincerely.
I would like to ask a
concern, (no saps res ask… will…
few questions.
d’ell / a)
Dear Sir, / Madam, I would also like to I would
(només sabem el know… appreciate it if…
gènere, amb
majúscules)
Could you please
tell me…?
10. A NEWS REPORT
A news report gives information about an event in the news. It should be written in an objective way and
give a clear idea of exactly what happened.

PLAN:

 Opening: summary of the event and answers to the questions who, what, where and when.
 Body: details and facts.
 Closing: reactions / comments of people connected to the event.

USEFUL LANGUAGE
Apparently, … … claimed that …
According to … Sources say …
Speaking to reporters, … said that

11. A CURRICULUM VITAE

When applying for a job, you will often have to supply the employer with your personal details, as well as
your education qualifications and work experience.

PLAN:

 Personal information: name, address, telephone number, e-mail, nationality, date of birth.
 Work experience: dates, name of the employer, occupation or position held, main activities and
responsibilities.
 Education and training: dates, name of school, principal subjects covered, title of qualification
awarded.
 Languages: mother tongue, other languages.
 Computer skills: general, graphics or multimedia, programming.

12. A REVIEW
A review gives information and opinions about a book, film or show in order to help people decide whether
to read / see it.

PLAN:

 Opening: basic information (the title, the author, the main characters and the setting).
 Body: description of the characters and the plot. Strong and / or weak points.
 Closing: writer’s opinion and recommendation.

USEFUL LANGUAGE
The story is set in… I couldn’t wait to turn the pages.
 It tells the story of… I found the characters…
It is a thriller / romance / science-fiction novel
I highly recommend this book.
written by…
It is one of the author’s best / worst novels. If you enjoy a novel that…, you’ll love…

13. AN ARTICLE
An article is usually written for different kinds of magazines or newspapers.

PLAN:

 Title.
 Opening: presentation of issue and opinion.
 Body: specific reasons and facts to support opinion.
 Closing: summing up and restatement of opinion.

USEFUL LANGUAGE
Have you ever…? Are you on of those people Firstly, first of all, in the first place, to begin with,
who…? What do you think about…? one thing to consider is…
Secondly, in addition, yet another, apart from that… So, in conclusion, to sum up, to conclude, …
In my opinion, if you ask me, to my mind, personally I believe that… In my view…

14. AN INFORMAL LETTER

When we write an informal letter, we are usually congratulating, persuading or asking for / giving some
information.

PLAN:

 Greeting.
 Body.
 Conclusion.
 Closing.

15. A DESCRIPTION OF A PLACE

When we describe a place, we want to describe what the place looks like and to give an impression of the
atmosphere.

PLAN:

 Opening: basic information, including the name of the place and its location.
 Body: physical characteristics of the place and what there is to do there.
 Closing: general conclusion, writer’s opinion or recommendation.
 USEFUL LANGUAGE
The first thing people notice… It is located…
The scenery is… It offers…
I can recommend… You shouldn’t miss…
I love… when I go there. Most people in… work as..
In short In conclusion

16. A DESCRIPTION OF AN EVENT

A description of an event gives a clear impression of what the writer experiences. It usually includes details
of the writer’s senses and how the writer felt there.

PLAN:

 Opening: name, location, time and writer’s opinion of event.

 Body: decription with more details / what writer sees, hears, smells, tastes…
 Closing: concluding sentence and opinion.

USEFUL LANGUAGE
Last week, when, suddenly, I felt, I heard It seemed, the atmosphere was…
The crowd / people were… It turned out to be…
All in all… In the end…

17. A NARRATIVE
A narrative is a story about a series of events and the people involved in them.

PLAN:

 Opening: the main characters, when and where the story takes place.
 Body: events and problems in the story, how the characters feels and tries to solve the problem.
 Closing: the ending in the story, how the problem is resolved.

USEFUL LANGUAGE
Last weekend / summer / year… At first, before, after that, next, later, when, until
Two months ago… As soon as, soon, suddenly, while, during
It was a cold / hot / stormy day… Eventually, in the end, meanwhile
It all began when… To my surprise…
One afternoon… I felt…
Fortunately, / unfortunately, / luckily … The funny thing is that…
18. A DIALOGUE
Remember the following when you are writing a conversation:

 Identify each of the speakers in the conversation.

 Start a new paragraph whenever you change speakers.
 When you need to break a conversation and identify the speaker, use commas (,).
 Use the kind of informal language that people use when they speak: contractions, everyday words,
exclamations, etc.

19. A SPEECH
A speech must be engaging, clear, concise and most importantly, catered to the audience’s interests.
Therefore the first step is to choose a topic after learning who the audience will be. Once that is done, you
must write a statement of purpose for the speech. Next, do the required research so that your speech is
accurate and extensive. After this you need to start writing your speech. But first, you must create an
outline. The outline must have an Introduction, Body of Speech and Ending. Under each of those headings,
place notes from the research, anecdotes, quotes etc.

Once you decide this, you must also decide how to Start and End your speech. To begin, you may tell a
Story, use humor, use a snappy quote, or you may start by getting your readers’ attention by Reading some
startling statistics or by Asking thought-provoking questions. The end must be dramatic, conclusive and
must leave a lasting impression on the listener’s mind. You may use the same strategies that you used for
the beginning.

Now you must start writing the Body of the Speech. Make sure that the different points flow into each other
and that you’ve not digressed from you statement of purpose. Go back and read what you’ve written. Make
any adjustments that you think are needed. Put yourself in the audience’s shoes and try to listen and see if
your speech makes sense.