passive_voice_caustive_verb

Passive Voice

Use of Passive

Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.
Sometimes a statement in passive is more polite than active voice, as the following example shows:

Example: A mistake was made.

In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).

Form of Passive

Subject + finite form of to be + Past Participle

Example: A letter was written.

When rewriting active sentences in passive voice, note the following:

• the object of the active sentence becomes the subject of the passive sentence
• the finite form of the verb is changed (to be + past participle)
• the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Examples of Passive

Tense		Subject	Verb	Object
Simple Present	Active:	Rita	writes	a letter.
	Passive:	A letter	is written	by Rita.
Simple Past	Active:	Rita	wrote	a letter.
	Passive:	A letter	was written	by Rita.
Present Perfect	Active:	Rita	has written	a letter.
	Passive:	A letter	has been written	by Rita.
Future I	Active:	Rita	will write	a letter.
	Passive:	A letter	will be written	by Rita.
Hilfsverben	Active:	Rita	can write	a letter.
	Passive:	A letter	can be written	by Rita.

Examples of Passive

Tense		Subject	Verb	Object
Present Progressive	Active:	Rita	is writing	a letter.
	Passive:	A letter	is being written	by Rita.
Past Progressive	Active:	Rita	was writing	a letter.
	Passive:	A letter	was being written	by Rita.
Past Perfect	Active:	Rita	had written	a letter.
	Passive:	A letter	had been written	by Rita.
Future II	Active:	Rita	will have written	a letter.
	Passive:	A letter	will have been written	by Rita.
Conditional I	Active:	Rita	would write	a letter.
	Passive:	A letter	would be written	by Rita.
Conditional II	Active:	Rita	would have written	a letter.
	Passive:	A letter	would have been written	by Rita.

Passive Sentences with Two Objects

Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.

	Subject	Verb	Object 1	Object 2
Active:	Rita	wrote	a letter	to me.
Passive:	A letter	was written	to me	by Rita.
Passive:	I	was written	a letter	by Rita.

. As you can see in the examples, adding by Rita does not sound very elegant. That’s why it is usually dropped.

Personal and Impersonal Passive

Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every verb that needs an object (transitive verb) can form a personal passive.

Example: They build houses. – Houses are built.

Verbs without an object (intransitive verb) normally cannot form a personal passive sentence (as there is no object that can become the subject of the passive sentence). If you want to use an intransitive verb in passive voice, you need an impersonal construction – therefore this passive is called Impersonal Passive.

Example: he says – it is said

Impersonal Passive is not as common in English as in some other languages (e.g. German, Latin). In English, Impersonal Passive is only possible with verbs of perception (e. g. say, think, know).

Example: They say that women live longer than men. – It is said that women live longer than men.

Although Impersonal Passive is possible here, Personal Passive is more common.

Example: They say that women live longer than men. – Women are said to live longer than men.

The subject of the subordinate clause (women) goes to the beginning of the sentence; the verb of perception is put into passive voice. The rest of the sentence is added using an infinitive construction with 'to' (certain auxiliary verbs and that are dropped).
Sometimes the term Personal Passive is used in English lessons if the indirect object of an active sentence is to become the subject of the passive sentence.

Causative Verbs in English: Let, Make, Have, Get, Help

The English verbs let, make, have, get, and help are called causative verbs because they cause something else to happen.
Here are some specific examples of how causative verbs work in English sentences.

How to use causative verbs in English

LET = permit something to happen

Grammatical structure:

• LET + PERSON/THING + VERB (base form)

Examples:

• I don’t let my kids watch violent movies.
• Mary’s father won’t let her adopt a puppy because he’s allergic to dogs.
• Our boss doesn’t let us eat lunch at our desks; we have to eat in the cafeteria.
• Oops! I wasn’t paying attention while cooking, and I let the food burn.
• Don’t let the advertising expenses surpass $1000.

Remember: The past tense of let is also let; there is no change!
Note: The verbs allow and permit are more formal ways to say “let.” However, with allow and permit, we use to + verb:

• I don’t allow my kids to watch violent movies.
• Our boss doesn’t permit us to eat lunch at our desks.

MAKE = force or require someone to take an action

Grammatical structure:

• MAKE + PERSON + VERB (base form)

Examples:

• After Billy broke the neighbor’s window, his parents made him pay for it.
• My ex-boyfriend loved sci-fi and made me watch every episode of his favorite show.
• The teacher made all the students rewrite their papers, because the first drafts were not acceptable.

Note: When using the verbs force and require, we must use to + verb.

• The school requires the students to wear uniforms.
  “Require” often implies that there is a rule.
• The hijacker forced the pilots to take the plane in a different direction.
  “Force” often implies violence, threats, or extremely strong pressure

HAVE = give someone else the responsibility to do something

Grammatical structure:

• HAVE + PERSON + VERB (base form)
• HAVE + THING + PAST PARTICIPLE OF VERB

Examples of grammatical structure #1:

• I’ll have my assistant call you to reschedule the appointment.
• The businessman had his secretary make copies of the report.

Examples of grammatical structure #2:

• I’m going to have my hair cut tomorrow.
• We’re having our house painted this weekend.
• Bob had his teeth whitened; his smile looks great!
• My washing machine is broken; I need to have it repaired.

Note: In informal speech, we often use get in these cases:

• I’m going to get my hair cut tomorrow.
• We’re getting our house painted this weekend.
• Bob got his teeth whitened; his smile looks great!
• My washing machine is broken; I need to get it repaired.

GET = convince/encourage someone to do something

Grammatical structure:

• GET + PERSON + TO + VERB

Examples:

• How can we get all the employees to arrive on time?
• My husband hates housework; I can never get him to wash the dishes!
• I was nervous about eating sushi, but my brother got me to try it at a Japanese restaurant.
• The non-profit got a professional photographer to take photos at the event for free.

HELP = assist someone in doing something

Grammatical structure:

• HELP + PERSON + VERB (base form)
• HELP + PERSON + TO + VERB

After “help,” you can use “to” or not – both ways are correct. In general, the form without “to” is more common:

• He helped me carry the boxes.
• He helped me to carry the boxes.
• Reading before bed helps me relax.
• Reading before bed helps me to relax.

 exercises
1.We made mistakes
a.mistakes was made
b.mistakes were made*
c.mistakes had been made
d.mistakes has been made
2.They don't use machines there
a.machines there are not used
b.machines are not used there*
c.machines dont used there
d.machines was used there
3.They are going to buy the ship
a.The ship is being gone to be bought
b.The ship is going to buy
c.The ship is going to be bought*
d.The ship is being going to be bought
4.They should reconsider the decision
a.The decision should to be reconsidered
b.The decision should be reconsidered*
c.The decision should be reconsider by they
d.The decision should reconsidered by they
5.She is used to cleaning the floor everyday
a.The floor is used to clean by she everyday
b.The floor is used to being cleaned everyday*
c.The floor is used to be clean everyday
d.The floor is use to being cleaned everyday
6.My mom always makes me __ my room on Saturday mornings.
a.cleaning up
b.cleaned up
c.to clean up
d.clean up*
7.Can you help me ___ my livingroom next weekend?
a.painting
b. painted
c.paint
d.to paint*
8.My friend lets me ____ his car sometimes
a. to borrow
b.borrowing
c.borrowed
d.borrow*
9.Her parents don't let her ___ out late on school nights.
a.to stay
b.stayed
c.stay*
d. staying
10.We've got to get our neighbours ___ having loud parties every weekend
a.stopping
b.to stop*
c.stop
d.stopped

 courses
https://www.ego4u.com/en/cram-up/grammar/passive
http://www.espressoenglish.net/causative-verbs-in-english-let-make-have-get-help/
http://www.geocities.ws/voice_passive/pvq.html
http://www.englishvocabularyexercises.com/Grammar%20exercises/causatives.htm

connectors

Connectors

A connector is a word that is used to join words or sentences.

And, as well as, but, or, yet, nevertheless, however, so that, as long as, while, until, as if, because, when, after, though, before.

• A boy and a girl
• An elephant and a giraffe
• A toy or a book
• The music was loud nevertheless it was enjoyable.

Types of connectors

 

Coordinating conjunctions

Coordinating conjunctions join together clauses of equal importance.

Some examples of coordinating conjunctions are - and, but, or.

Use of 'and'

‘And’ is used as a conjunction when the words or phrases are of equal importance and both conditions exist. Other words that can be used in place of and are: moreover, in addition to, along with, plus, as well as, further more

• Tom and Harry play hockey.
• A lion and a fox live in this cave.
• We need some gloves and a ball in addition to bats.
• The soldiers rose moreover they cheered the leader.
• We found the thief along with the bags.
• The gurgling stream along with the howling wind added to the charm of the place.

Use of 'but'

The conjunction 'but' is used to show a contradiction between two phrases. Let's say the first phrase leads you to expect a certain event and the second phrase tells you quite a contradictory outcome. In such an event, but, is used.

Other words like: nevertheless, yet, however, can be used in place of 'but'

• He ran, but he missed the bus.
• She studied hard but could not score well in the test.
• The hill was very steep but the old man could climb it easily.
• Sharon fell from the horse nevertheless she did not cry.
• The lion was hungry yet it did not attack Androcles.
• He is from England however he speaks Chinese very well

Use of 'Or'

When we need to express a choice between two words or phrases we use 'or'. Here only one of the two conditions exists.

Example:

Would you take a cup of tea or coffee?

Shall we buy a book or a toy?

Sit on the bench or on the grass.

Are you tired or shall we go out for a walk?

We can learn to talk English or we can depend on sign language.             

 

Correlative conjunctions:

Conjunctions used in pairs are correlative conjunctions

Either..... or	Either Peter or John has taken the book.
Neither.....nor	It is neither hot nor tasty.
Both.....and	My sister is both smart and intelligent.
Whether..... or	Tell me whether you know the route or not.
Not only..... but also	Not only is she stupid but also stubborn.

 

Subordinating conjunction

A subordinating conjunction joins a clause to another on which it depends for its full meaning. The chief subordinating conjunctions are after, because, if, that, though, although, till, before, unless.

• I will not go to the market if it rains.
• The situation 'I will not go to the market' is dependant on the condition 'if it rains'.
• You could go and play after you have done the dishes.
• King Midas was unhappy because his daughter turned to gold.
• You must dig the earth till you find water.

exercises

1.______all her friends were on holiday, she stayed in.

a.because of

b.since.*

c.for

d.after

2.They closed the theme park______the great losses.

a.because of.*

b.since

c.for

d.after

3. ______the power of the storm, he decided not to sail that day.

a.concerning

b.accepting

c.considering.*

d.because of

4. It was ______a tiring day taht we fell asleep immediately.

a.so

b.such.*

c.resulting

d.more

5. The police cordoned off (=cerró) the area______private cars shouldn't drive in.

a.in order

b.so that.*

c.for that

d.like that

6. ______their German was very bad, they could communicate with the shop assistant

a.since

b.as

c.though

d.although.*

7.You can do the exam______you have you identity card.

a.whereas

b.while

c.as long as.*

d.whenever

8. ______French people love cooking, the English don't seem very interested.

a.whereas.*

b.while

c.as long as

d.whenever

9. F1 are______fast that their wheels have to be special

a.so.*

b.very

c.such

d.like

10. The inspector has come ______supervise all our documents.

a.for

b.so that

c.because

d.in order.*

sources 

http://www.tutorvista.com/content/english/english-i/work-book/connectors.php

http://baladre.info/english/sedaviwebfront/connector4choice.htm

adverb_adjective

Definitions

An adjective is a word or set of words that modifies (i.e., describes) a noun or pronoun. Adjectives may come before the word they modify.

Examples:
That is a cute puppy.
She likes a high school senior.

Adjectives may also follow the word they modify:

Examples:
That puppy looks cute.
The technology is state-of-the-art.

An adverb is a word or set of words that modifies verbs, adjectives, or other adverbs.

Examples:
He speaks slowly (modifies the verb speaks)
He is especially clever (modifies the adjective clever)
He speaks all too slowly (modifies the adverb slowly)

An adverb answers how, when, where, or to what extent—how often or how much (e.g., daily, completely).

Examples:
He speaks slowly (answers the question how)
He speaks very slowly (answers the question how slowly)

Rule 1. Many adverbs end in -ly, but many do not. Generally, if a word can have -ly added to its adjective form, place it there to form an adverb.

Examples:
She thinks quick/quickly.
How does she think? Quickly.

She is a quick/quickly thinker.
Quick is an adjective describing thinker, so no -ly is attached.

She thinks fast/fastly.
Fast answers the question how, so it is an adverb. But fast never has -ly attached to it.

We performed bad/badly.
Badly describes how we performed, so -ly is added. 

Rule 2. Adverbs that answer the question how sometimes cause grammatical problems. It can be a challenge to determine if -ly should be attached. Avoid the trap of -ly with linking verbs, such as taste, smell, look, feel, etc., that pertain to the senses. Adverbs are often misplaced in such sentences, which require adjectives instead.

Examples:
Roses smell sweet/sweetly.
Do the roses actively smell with noses? No; in this case, smell is a linking verb—which requires an adjective to modify roses—so no -ly.

The woman looked angry/angrily to us.
Did the woman look with her eyes, or are we describing her appearance? We are describing her appearance (she appeared angry), so no -ly.

The woman looked angry/angrily at the paint splotches.
Here the woman actively looked (used her eyes), so the -ly is added.

She feels bad/badly about the news.
She is not feeling with fingers, so no -ly.

Rule 3. The word good is an adjective, whose adverb equivalent is well.

Examples:
You did a good job.
Good describes the job.

You did the job well.
Well answers how.

You smell good today.
Good describes your fragrance, not how you smell with your nose, so using the adjective is correct.

You smell well for someone with a cold.
You are actively smelling with your nose here, so use the adverb.

Rule 4. The word well can be an adjective, too. When referring to health, we often use well rather than good.

Examples:
You do not look well today.
I don't feel well, either.

Rule 5. Adjectives come in three forms, also called degrees. An adjective in its normal or usual form is called a positive degree adjective. There are also the comparative and superlative degrees, which are used for comparison, as in the following examples:

Positive	Comparative	Superlative
sweet	sweeter	sweetest
bad	worse	worst
efficient	more efficient	most efficient

A common error in using adjectives and adverbs arises from using the wrong form of comparison. To compare two things, always use a comparative adjective:

Example: She is the cleverer of the two women (never cleverest)

The word cleverest is what is called the superlative form of clever. Use it only when comparing three or more things:

Example: She is the cleverest of them all.

Incorrect: Chocolate or vanilla: which do you like best?

Correct: Chocolate or vanilla: which do you like better?

Rule 6. There are also three degrees of adverbs. In formal usage, do not drop the -ly from an adverb when using the comparative form.

Incorrect: She spoke quicker than he did.

Correct: She spoke more quickly than he did.

Incorrect: Talk quieter.

Correct: Talk more quietly.

Rule 7. When this, that, these, and those are followed by a noun, they are adjectives. When they appear without a noun following them, they are pronouns.

Examples:
This house is for sale.
This is an adjective.

This is for sale.
This is a pronoun.

exercises

1.I am very __________ at the moment. May I call you back in an hour?

a.busy*

b.busily

2.I am calling because the changes seem very __________ 

a.important*

b.importantly

3.Thank you for returning my call so __________ .

a.quick

b.quickly*

4.There is a lot of __________ interference on the line

a.noisly

b.noisy*

5.He answered the phone __________ .

a.sudden

b.suddenly*

6.She sounded very _________ on the phone.

a.angry*

b.angrily

7.Sorry, but I can't write that __________ .

a.fast*

b.fastly

8.I didn’t quite catch that. Could you say it again __________ please?

a.clearer

b.more clearly*

9.I’m sorry, but there seems to be some interference on the line. Could you speak __________?

a.louder

b.more loudly*

10.Could you repeat your number __________ please?

a.slower

b.more slowly*

courses:

 http://www.grammarbook.com/grammar/adjAdv.asp

http://www.impact-english.com/members/Grammar_Practice/Always/test-grammar/gr_prac_adj-adv.htm 

modal_auxiliaries

Modal Auxiliaries

Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are special verbs which behave irregularly in English. They are different from normal verbs like "work, play, visit..." They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions.
Here are some characteristics of modal verbs:

• They never change their form. You can't add "s", "ed", "ing"...
• They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
• They are used to indicate modality allow speakers to express certainty, possibility, willingness, obligation, necessity, ability

List of modal verbs

Here is a list of modal verbs:

can, could, may, might, will, would, shall, should, must

The verbs or expressions dare, ought to, had better, and need not behave like modal auxiliaries to a large extent and my be added to the above list

Use of modal verbs:

Modal verbs are used to express functions such as:

1. Permission
2. Ability
3. Obligation
4. Prohibition
5. Lack of necessity
6. Advice
7. possibility
8. probability

Examples of modal verbs

Here is a list of modals with examples:

Modal Verb	Expressing	Example
must	Strong obligation	You must stop when the traffic lights turn red.
	logical conclusion / Certainty	He must be very tired. He's been working all day long.
must not	prohibition	You must not smoke in the hospital.
can	ability	I can swim.
	permission	Can I use your phone please?
	possibility	Smoking can cause cancer.
could	ability in the past	When I was younger I could run fast.
	polite permission	Excuse me, could I just say something?
	possibility	It could rain tomorrow!
may	permission	May I use your phone please?
	possibility, probability	It may rain tomorrow!
might	polite permission	Might I suggest an idea?
	possibility, probability	I might go on holiday to Australia next year.
need not	lack of necessity/absence of obligation	I need not buy tomatoes. There are plenty of tomatoes in the fridge.
should/ought to	50 % obligation	I should / ought to see a doctor. I have a terrible headache.
	advice	You should / ought to revise your lessons
	logical conclusion	He should / ought to be very tired. He's been working all day long.
had better	advice	You 'd better revise your lessons

Remember

Modal verbs are followed by an infinitive without "to", also called the bare infinitive.

Examples:

• You must stop when the traffic lights turn red.
• You should see to the doctor.
• There are a lot of tomatoes in the fridge. You need not buy any.

EXERCISES

1.There are plenty of tomatoes in the fridge. You              buy any
a.mustn't
b.needn't*
c.should not
d.may not
2.It's a hospital. You              smoke
a.mustn't*
b.needn't
c.should not
d.may not
3.He had been working for more than 11 hours. He                be tired after such hard work
a.must*
b.need
c.had better
d.mustn't
4.I                speak Arabic fluently when I was a child and we lived in Morocco.
a.could*
b.might
c.can
d.must
5.The teacher said we                   read this book for our own pleasure as it is optional.
a.can*
b.needn't
c.should
d.might
6.                  you stand on your head for more than a minute?
a.may
b.need
c.must
d.can*
7. If you want to learn to speak English fluently, you                to work hard
a.could
b.need*
c.couldn't
d.mustn't
8T.ake an umbrella. It                rain later
a.need
b.should
c.mustn't
d.might*
9.You                 leave small objects lying around .
a.shouldn't*
b.needn't
c. may not
d.need
10.People                   walk on grass.
a.couldn't
b.needn't
c.mustn't*
d.may not


coures:
http://www.myenglishpages.com/site_php_files/grammar-lesson-modals.php
http://www.myenglishpages.com/site_php_files/grammar-exercise-modals.php

affirmative and negative agreement, negation, command

Affirmative Agreement

When indicating that one person pr thing does something and then adding that another does the same. Use the word so or too. To avoid needless repetition of words from the affirmative statement, use the conjunction and followed by a simple statement using so or too. The order of this statement will depend on whether so or too is used.

1.When a form of the verb be is used in the main clause, the same tense of the verb be is used in the simple statement that follows.

            Affirmative statement (be) + and + subject + verb (be) + too

                                                                       so + verb (be) + subject
Example:
I am beautiful. You are beautiful
- I am beautiful and you are too
- I am beautiful and so are you

2. When a compound verb (auxiliary + verb), for example, will go, should do, has done, have written, must examine, etc. occurs in the main clause, the auxiliary of the main verb is used in the simple statement, and the subject and verb must agree.

Affirmative statement + and + subject + auxiliary only + too

                                                           so + auxiliary only + subject 

Example:

They will work in the lab tomorrow. You will work in the lab tomorrow. 

- They will work in the lab tomorrow and you will too

- They will work in the lab tomorrow and so will you

3.When any verb except be appears without any auxiliaries in the main clause, the auxiliary do, does, or did is used in simple statement. The subject and verb must agree and the tense must be the same.

         Affirmative statement + and + subject + do, does, or did + too

         (single verb except be)                 so + do, does, or did + subject 

Example:

Jane goes to that school. My sister goes to school

 - Jane goes to school and my sister does too

 - Jane goes to school and so does my sister 

Negative Agreement

Either and Neither function in simple statements much like so and too in affirmative sentences. However, either and neither are used to indicate negative agreement. The same rules for auxiliaries, be and do, does, or did apply.

Negative statement + and + subject + negative auxiliary or be + either

                                                   neither + positive auxiliary + subject

Example:

I didn’t see Mary this morning. John didn’t see Mary this morning

 - I didn’t see Mary this morning and John didn’t either

 - I didn’t see Mary this morning and neither did John

  

Negation

To make a sentence negative, add the negative particle not after the auxiliary or verb be. If there is no auxiliary or be, add the appropriate form of do, does, or did and place in word not after that.

Example:

John is rich                              John is not rich

Mark has seen Bill                   Mark has not seen Bill

Commands

A command is an imperative statement. One person orders another to do something. It can be preceded by please. The understood subject is you. Use the simple form of the verb.

Example:

Close the door                                     leave the room

Please turn off the light                      Open your book

  

EXERCISES

1.Rose likes to fly, and her brother ……………………too.
a. does*
b. do
c.will
d.does not
2.They will leave at noon, and I ……………..too.
a. does
b. do
c.will*
d.does no3.He has an early appointment, and so ……………..I.
a. does
b. do*
c.will
d.does not
4.She has already written her composition, and so ……….you
a.has
b.have
c.are*
d.will
5.Their plane is arriving at nine o’clock, and so ………….mine.
a.is*
b.am
c.are
d.do
6.I should go grocery shopping this afternoon, and so ……………my neigbour.
a.should*
b.should not
c.will
d.have
7.We like to swim in the pool, and they ……….too.
a.does
b.do*
c.did
d.do not
8.We like to swim in the pool, and they ……….too.
a.does
b.do*
c.did
d.do not
9.He has lived in Mexico for five years, and you ………….too.
a.should
b.should not
c.will
d.have*
10.I must write them a letter, and she …………..too.
a.should
b.must*
c.will
d.have

sources:
http://diah_aw.staff.gunadarma.ac.id/Downloads/files/16396/Affirmative+Agreement.ppt
https://yaticancerina.wordpress.com/2011/11/21/affirmative-agreement-exercises-answers/