Grammar file

review
Second Bach
Collocations
A collocation is made up of two or more words that are
commonly used together in English.
These combinations just sound “right” to native English
speakers, who use them all the time.

Strong collocations are word pairings that are

expected to come together, such as combinations
with 'make' and 'do':

● You make a cup of tea, but you do your

homework. VIDEO:
https://youtu.be/0FXkMBni440
 Idioms

An idiom is a commonly used

expression whose meaning does not
relate to the literal meaning of its
words.

VIDEO:https://youtu.be/jUT_WSavAC8
Folder activities: Language

● Write the definition of the idioms in pg. 40

Unit 3 - Idioms
To take something on board: To decide, accept or deal with something.
Stick in your mind: To remember
A hidden agenda: To have ulterior motives or reasons for something.
Turn a blind eye to something: To pretend not to notice or to ignore something.
To set the record straight: To give the true version of events that have been reported
incorrectly.
Folder activities: Stream
● Write a 150 word paragraph about an unique ecosystem in Ecuador
Outline the information to be used in your paragraph.
Topic sentence
- Supporting idea 1
- Supporting idea 2
- Supporting idea 3
Conclusion
Folder activities: Stream

● Correct your P1 Q1 evaluations in your folder.

Write down the question or Task and proceed to correct the mistakes you made.
If you got a 10 just save your evaluation in the folder
Stream pg. 178, 179, 180
 "Cause and effect" is a relationship between events or things, where one is the result of the other or others. This is
a combination of action and reaction. Something happens (a cause) that leads to an effect.

Words to indicate CAUSE

- Because
- Since
- As
- Due to [the fact that ] + noun phrase
- Owing to [the fact that ] + + noun phrase

Effect + Because, Since, As , Due to [the fact that ], Owing to [the fact that ]+ Clause
- The ice cream in the freezer melted since the electricity went out for most of the day.
 Words to indicate
EFFECT/ RESULT
- So
- Therefore
- Consequently

Cause/Clause +, so + Effect/ Result

Cause/Clause. Therefore , + Effect/ Result
Cause/Clause. Consequently, + Effect/ Result
Cause/Clause; therefore , + Effect/ Result
Cause/Clause; consequently, + Effect/ Result

● The weather forecast called for rain, so he took his umbrella.

Language Artist: Passive Voice
VIDEO:
https://www.youtube.com/watch?v=W1_IRU6zx
9g&t=23s
Passive Voice:
Tim’s house was I know, but didn’t
broken into last you hear? The police
week and no one said the door
has been arrested hadn’t been
yet. locked!

Look at girl 1
and the Do you think girl 2
sections in knows who didn’t
bold. Do we lock the door?
know who
broke into the Who usually Look at girl 2. Who
house? arrests people for Does girl 1 ever do you think was
crimes? mention who responsible for not
broke in or the locking the door?
police? Yes.
No. The
police.
No. Tim.
 Function: common uses of the passive
We don’t know who broke in.

Use 1: When the agent is unknown, obvious or is unimportant.

It’s obvious we are talking

Tim’s house was broken into last week and no one has been arrested yet. about the police.

The speaker doesn’t want

to point blame at the
person (Tim) who left the
Use 2: To avoid talking of responsibility or blame.
door unlocked, so avoids
mentioning him.

I know, but didn’t you hear? The police said the door hadn’t been locked! Notice how the passive voice
can be in all tenses and
structures. More on this
later...
Copyright © 2018 by Pearson Education Gold Experience 2nd Edition B2+
 Function: cohesion and coherence
The passive voice can help a text be more cohesive and coherent. Look at these examples.
Maria has fallen over
Don’t worry! I’ve read
and broken her leg!
about the doctors there.
She has been taken to
They were all trained at
the hospital where she
the best universities.
will be operated on.

To be coherent, we often
start a clause with
Look at what previously given
the boy says. information. E.g. the object
The subject is of the previous clause
the same in all Which of the becomes the subject of the
of the clauses. clauses are next. We can use the
Who is the passive? passive voice to do this.
subject? Do you think using
1. She has the same subject Look at what the girl says
been makes the text and find an example of this.
taken… more or less
Maria consistent? I’ve read about
2. she will be
operated the doctors.
on... More They were all
Copyright © 2018 by Pearson Education Gold Experience 2nd Edition B2+ trained...
 Function: cohesion and coherence

Use 3: To make texts more consistent by starting clauses with the same subject.

The same subject.

Maria has fallen over and broken her leg. She has been taken to the hospital
where she will be operated on.
The passive voice helps us do
this.

Use 4: To make texts more coherent by always starting a sentence with given information.

The object of clause 1

becomes the subject of clause
2.
Don’t worry! I’ve read about the doctors there. They were all trained at
the best universities.

Copyright © 2018 by Pearson Education Gold Experience 2nd Edition B2+

 Form: How do we make the passive?
Complete the table with the correct boxes.

Tim’s house was broken into. Which part of the

No one has been arrested. structure changes
depending on the
The door hadn’t been locked. tense?
She will be operated on.
They were trained.

Verb to be
Auxiliary verb to be
Subject
Past participle

Copyright © 2018 by Pearson Education Gold Experience 2nd Edition B2+

 Form: How do we make the passive?

subject auxiliary verb to be past participle

Notice how the verb to be
Tim’s house was broken into. changes depending on the
tense.
No one has been arrested.
by a friend.
The door hadn’t been locked.
The main verb is always in
She will be operated on. the past participle.

They were trained.

In the passive voice, the
subject is not the agent (i.e.
the person/thing doing the
action). In order to mention
the agent we can add by…
future simple past perfect past simple present perfect after the past participle.

Time to practise...
Copyright © 2018 by Pearson Education Gold Experience 2nd Edition B2+
 Practice activities
Change these sentences from the active to the passive voice. You don’t need to mention the
agent.

1. The ambulance took her to the hospital last night.

She was taken to the hospital last night.
2. The headmaster has spoken to Ariana about her behaviour.
Ariana has been spoken to about her behaviour.
3. Everyone at the party had eaten all the cake before Jude arrived.
All the cake had been eaten before Jude arrived.
Read the text and try to make it more coherent by starting sentences with given information.

School leavers face a number of difficult challenges. However, they can overcome many of these challenges by simply
talking to a school counsellor. Courses train the school counsellors to listen to students and give advice. Students might
accept this advice or not, but the most important thing is the process of discussing future options.

School leavers face a number of difficult challenges. However, many of these challenges can be overcome by simply
talking to a school counsellor. School counsellors are trained to listen to students and give advice.This advice might
be accepted or not, but the most important thing is the process of discussing future options.

Copyright © 2018 by Pearson Education Gold Experience 2nd Edition B2+

Passive Voice : Folder exercises Find in
Moodle or download it from this link
PRINT WORKSHEET
Participle clauses
What is a participle ?

A participle is a type of word derived from a verb that is used for a variety of
purposes, such as an adjective or to construct verb tenses.

Participles themselves are considered to be a different part of speech than verbs, but
they look a lot like the verbs they come from.

For example, the verb walk can be turned into the participles walked and walking.
So we have past participle and present participle