IELTS - Grammar and Sentence Structure Quick Review 4
1. Advanced Modals for Speculation and Deduction
**Explanation:** Advanced modals like 'might', 'could', 'must', and 'can't' are used to speculate about the past, present, or future, and to make deductions based on evidence. They suggest varying degrees of certainty.
- **Examples:**
- "He might be at home." (Possibility he is at home)
- "She must have left already." (Strong deduction that she has already left)
- **Teaching Point:** Use 'might' or 'could' for possibilities, 'must' for strong deductions or conclusions, and 'can't' to express impossibility. The choice of modal affects the degree of certainty or speculation conveyed.
2. Advanced Passive Structures
**Explanation:** Advanced passive structures involve using passive voice in more complex sentences. They emphasize the action or the recipient of the action rather than the doer.
- **Examples:**
- "The book was believed to have been written in the 18th century." (Emphasizing the belief about the book, not who believes it)
- **Teaching Point:** Use advanced passive structures to shift focus away from the 'doer' of the action, especially in formal or academic writing. They can add variety and sophistication to your writing style.
3. Correcting Sentences with Inversion after Negative Adverbials
**Explanation:** Inversion after negative adverbials involves reversing the normal subject-verb order following phrases like 'seldom', 'rarely', 'never', and 'not only'.
- **Examples:**
- "Never had she seen such chaos." (Instead of 'She had never seen...')
- **Teaching Point:** Use inversion after negative adverbials for emphasis. The negative adverbial is followed by an auxiliary verb and then the subject, creating a more dramatic or formal effect.
4. Using Cleft Sentences for Emphasis
**Explanation:** Cleft sentences split a simple sentence into two parts to emphasize a particular piece of information. They often start with 'It is/was' or 'What'.
- **Examples:**
- "It was John who broke the window." (Emphasis on John)
- "What I need is a good night's sleep." (Emphasis on what the speaker needs)
- **Teaching Point:** Use cleft sentences to highlight specific information or to change the natural focus of a sentence. They are useful in both speaking and writing for emphasis.
5. Using Emphatic Structures with 'Do'
**Explanation:** Emphatic structures with 'do' are used to add emphasis to statements. They involve using 'do' or 'did' before the base form of a verb, even in tenses where 'do' isn't normally needed.
- **Examples:**
- "I do understand your point." (Adding emphasis to understanding)
- "She did go to the party, after all." (Emphasizing that she went)
- **Teaching Point:** Use 'do' or 'did' for emphasis, especially when responding to a misunderstanding or contradiction. It strengthens the statement.
6. Advanced Conditional Forms
**Explanation:** Advanced conditional forms go beyond the basic first, second, and third conditionals. They include mixed conditionals and conditionals using modals like 'might' and 'could' for various degrees of possibility.
- **Examples:**
- "If I had known, I would have helped." (Past unreal condition with past result)
- "If you were coming, I might arrange a meeting." (Present unreal condition with possible future result)
- **Teaching Point:** Use advanced conditional forms to express more complex relationships between conditions and results, particularly when mixing time frames or expressing varying degrees of possibility.
7. Correcting Errors in Mixed Conditionals
**Explanation:** Mixed conditionals combine different times or types of conditional sentences, often mixing second and third conditionals. They're used to express hypothetical situations where the condition and result are in different times.
- **Examples:**
- Incorrect: "If he was here, he would have helped." (Mixing present and past incorrectly)
- Correct: "If he were here, he would help." (Hypothetical present condition with present result)
- **Teaching Point:** Ensure that the verb tenses in the clauses of a mixed conditional logically reflect the time frames and types of conditionality you're expressing.
8. Advanced Reported Speech Variations
**Explanation:** Advanced reported speech involves transforming direct speech into reported speech with variations such as reporting questions, commands, requests, and statements with modals. Tenses, pronouns, and time expressions often need adjusting.
- **Examples:**
- Direct: "Can you help me?" Reported: "She asked if I could help her."
- Direct: "You must finish this." Reported: "He insisted that I must finish that."
- **Teaching Point:** In reported speech, adjust the verb tense back one step (present to past, past to past perfect, etc.), shift pronouns and possessive adjectives, and change time/place words as necessary.
9. Correcting Errors in Complex Noun Phrases
**Explanation:** Complex noun phrases include a noun with multiple modifiers, such as adjectives, participles, and prepositional phrases. Errors occur when these elements are not logically or grammatically arranged.
- **Examples:**
- Incorrect: "The big red old rusty car broke down."
- Correct: "The big old red rusty car broke down." (Adjective order: size, age, color, material)
- **Teaching Point:** In complex noun phrases, pay attention to the order of adjectives and ensure that all modifiers clearly and logically describe the noun. This enhances clarity and readability.
10. Using Advanced Relative Clauses
**Explanation:** Advanced relative clauses provide more information about a noun using relative pronouns like 'who', 'which', 'that', 'whom', 'where', and 'when'. They can be defining (essential to the meaning) or non-defining (extra information).
- **Examples:**
- Defining: "The book that you gave me was excellent." (‘That you gave me’ defines which book)
- Non-defining: "My brother, who lives in New York, is visiting." (‘Who lives in New York’ is extra information)
- **Teaching Point:** Use relative clauses to add essential or additional information about a noun. Remember to punctuate non-defining relative clauses with commas.
11. Correcting Errors in Parallel Structures
**Explanation:** Parallel structure involves using the same grammatical form within a sentence to express ideas that have the same level of importance. Errors occur when different forms are mixed, making the sentence unclear or awkward.
- **Examples:**
- Incorrect: "She likes reading, to swim, and jogging."
- Correct: "She likes reading, swimming, and jogging."
- **Teaching Point:** Use the same grammatical form (gerunds, infinitives, nouns, etc.) for similar elements in a sentence, especially in lists or comparisons. This consistency enhances clarity and flow.
12. Advanced Punctuation in Complex Sentences
**Explanation:** Complex sentences, which contain at least one independent clause and one or more dependent clauses, often require careful punctuation for clarity. Using commas, semicolons, and dashes appropriately can help differentiate between parts of the sentence.
- **Examples:**
- "Despite the rain, which was heavy at times, the game continued." (Commas set off the non-essential clause.)
- "She wanted to join; however, her schedule was too busy." (Semicolon separates two independent clauses.)
- **Teaching Point:** Use commas to separate dependent clauses from independent clauses, semicolons to link related independent clauses, and dashes for additional emphasis or to set off non-essential information.
13. Correcting Errors in Complex Question Forms
**Explanation:** Complex questions may involve auxiliary verbs, negatives, or inversion, especially in indirect questions or question tags. Errors can make these questions confusing.
- **Examples:**
- Incorrect: "What time does she said the meeting was?"
- Correct: "What time did she say the meeting was?"
- **Teaching Point:** In complex questions, ensure auxiliary verbs and subjects are in the correct order, and tenses are consistent. In indirect questions, use the statement word order (subject before verb).
14. Using Subjunctive Mood in Sentences
**Explanation:** The subjunctive mood is used to express wishes, hypothetical situations, demands, or suggestions. It often involves using 'were' instead of 'was' or using 'be' or 'were' after 'if', 'wish', 'as if', 'it's time', etc.
- **Examples:**
- "If I were a bird, I would fly high." (Hypothetical situation)
- "I wish it were Friday." (Wish about a situation)
- **Teaching Point:** Use the subjunctive mood for unreal or hypothetical situations. Remember to use 'were' for all subjects in hypothetical conditions and 'be' in certain expressions (e.g., "It's important that he be informed").
15. Correcting Errors in Subjunctive Structures
**Explanation:** Errors in subjunctive structures usually involve using the wrong verb form. The subjunctive is often used after verbs like 'suggest', 'recommend', or 'demand', and requires the base form of the verb.
- **Examples:**
- Incorrect: "The doctor recommended that he takes a vacation."
- Correct: "The doctor recommended that he take a vacation."
- **Teaching Point:** After verbs that suggest advising, demanding, or suggesting, use the base form of the verb, regardless of the subject. This form is used to express something desired or imagined.
16. Advanced Usage of Participial Phrases
**Explanation:** Participial phrases, which begin with a present or past participle (verb forms ending in -ing, -ed, -en, etc.), add detail to a sentence. They can describe a cause, condition, or result, but must be correctly placed to clearly refer to the intended noun.
- **Examples:**
- Incorrect: "Walking down the street, the flowers were beautiful." (It sounds like the flowers are walking.)
- Correct: "Walking down the street, I saw beautiful flowers."
- **Teaching Point:** Ensure that participial phrases are placed next to the noun they are intended to modify. This avoids confusion and clarifies the sentence.
17. Correcting Errors in Gerund and Infinitive Forms
**Explanation:** Gerunds (verb-ing) and infinitives (to + verb) can function as subjects, objects, or complements, but they're not always interchangeable. Some verbs require gerunds, others infinitives, and using the wrong form can change the meaning or make the sentence incorrect.
- **Examples:**
- "I enjoy reading." (‘Enjoy’ is followed by a gerund)
- "I want to read." (‘Want’ is followed by an infinitive)
- **Teaching Point:** Learn which verbs and adjectives are typically followed by gerunds and which are followed by infinitives. Check a grammar reference or dictionary if unsure, as using the wrong form can lead to errors.
18. Advanced Prepositional Phrases
**Explanation:** Advanced prepositional phrases involve using prepositions to show complex relationships in time, place, direction, or manner. They can add depth and detail to writing but must be used accurately to maintain clarity.
- **Examples:**
- "In light of recent events, the meeting has been postponed."
- "On behalf of the team, I would like to thank you."
- **Teaching Point:** Use advanced prepositional phrases to add specificity and detail to your writing. Ensure that the preposition accurately reflects the relationship you intend to describe.
19. Correcting Errors in Ellipsis and Substitution
**Explanation:** Ellipsis involves omitting words that are understood from the context, while substitution replaces words with 'one', 'ones', or similar terms to avoid repetition. Errors can lead to confusion or ambiguity.
- **Examples:**
- Ellipsis: "I ordered two coffees, and she ordered one (coffee)." (Ellipsis avoids repeating 'coffee'.)
- Substitution: "Do you prefer the blue shirt or the red one?"
- **Teaching Point:** Use ellipsis and substitution to avoid unnecessary repetition, but ensure that the meaning remains clear and that all necessary information is included.
20. Advanced Linking Words and Phrases
**Explanation:** Advanced linking words and phrases (like 'consequently', 'moreover', 'notwithstanding') are used to connect ideas within and between sentences, showing relationships such as addition, contrast, cause and effect, and sequence.
- **Examples:**
- "The weather was bad; nevertheless, we decided to hike."
- "The project was challenging. Consequently, it took more time than expected."
- **Teaching Point:** Select linking words that accurately reflect the relationship between your ideas. They enhance the coherence of your writing by clearly showing how your thoughts and arguments are connected.
21. Correcting Errors in Discourse Markers
**Explanation:** Discourse markers like 'however', 'furthermore', 'on the other hand', and 'as a result' are used to organize text and indicate relationships between ideas. Incorrect use can disrupt the flow and clarity of writing.
- **Examples:**
- Incorrect: "He's very qualified. However, he's highly experienced." (‘However’ suggests contrast, but both statements are positive.)
- Correct: "He's very qualified. Furthermore, he's highly experienced."
- **Teaching Point:** Choose discourse markers that correctly represent the relationship between your ideas. For example, use 'however' for contrast, 'furthermore' for addition, and 'as a result' for cause and effect.
22. Advanced Cohesion and Coherence in Sentences
**Explanation:** Cohesion refers to the way sentences and parts of text connect, while coherence is about the overall understanding and logical flow. Advanced cohesion and coherence involve using various linguistic tools to ensure clarity and fluidity in writing.
- **Examples:**
- Cohesion: Using pronouns to refer back to previously mentioned ideas.
- Coherence: Organizing ideas logically and ensuring each paragraph or section flows smoothly into the next.
- **Teaching Point:** To achieve cohesion, use linking words, pronouns, and ellipses appropriately. For coherence, organize your writing logically and ensure each sentence contributes to your overall argument or narrative.
23. Using Advanced Quantifiers Correctly
**Explanation:** Advanced quantifiers like 'a few', 'several', 'most', 'a number of' express quantity and can affect the meaning of a sentence. Using them incorrectly can lead to ambiguity or errors.
- **Examples:**
- "Several people attended the concert." (Indicates a fairly small, but unspecified, number)
- "Most of the cake has been eaten." (Indicates a large portion but not all)
- **Teaching Point:** Choose quantifiers that accurately reflect the amount or degree you want to express. 'A few' and 'several' suggest some or a small number, while 'most' and 'a great deal of' indicate a larger quantity.
24. Correcting Errors in Concessive Clauses
**Explanation:** Concessive clauses, often introduced by 'although', 'even though', and 'despite', express a contrast or contradiction to the main clause. Errors can arise from incorrect construction or punctuation.
- **Examples:**
- Incorrect: "Despite he was late, he caught the train." (Incorrect use of 'despite')
- Correct: "Despite being late, he caught the train." or "Although he was late, he caught the train."
- **Teaching Point:** Use 'despite' + noun/-ing form, and 'although'/'even though' + subject + verb for concessive clauses. They are useful for expressing contrasts or unexpected results.
25. Advanced Structures in Comparisons and Contrasts
**Explanation:** Advanced comparisons and contrasts involve using comparative and superlative forms, as well as structures like 'not as...as', 'the same as', and 'less...than'. They require precision to clearly convey similarities and differences.
- **Examples:**
- "She is not as tall as her sister." (Comparison of equality)
- "This book is less interesting than the one I read last week." (Comparative degree of interest)
- **Teaching Point:** Ensure clarity in making comparisons or contrasts. Use the correct comparative or superlative forms, and structures that accurately reflect the relationship you are trying to convey.