• 1 2 2 Gram mar for IELTS Unit 18 Passive Constructions
  • Past simple was/were + past participle Past continuous was/were + being + past participle Present perfect
  • Past perfect continuous
  • Modal constructions - past e.g. should have + been + past participle Semi-modal constructions
  • Active: People say that film s distort real life. Passive
  • The Test There are four modules: Listening
  • Fiona Aish & Jo Tomlinson




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    Grammar for IELTS - Collins English for Exams

    Time/place word changes
    today —> that day
    tom orrow —» the next/following day 
    yesterday —> f/?e day before/the previous day
    3 days ago — » 3 days before/earlier 
    now —> f/ien 
    here —> f/?ere
    1 2 2
    Gram mar for IELTS


    Unit 18 Passive Constructions
    The passive can only be used with a verb that takes an object.
    Present simple
    am /is/are + past participle
    Present continuous
    am /is/are + being + past participle
    Past simple
    was/were + past participle
    Past continuous
    was/were + being + past participle
    Present perfect
    have/has + been + past participle
    Present perfect continuous (unusual]
    have/has + been + being + past participle
    Past perfect
    had + been + past participle
    Past perfect continuous (unusual)
    had + been + being + past participle
    Used to
    used to + be + past participle
    Would
    would + be + past participle
    W ill
    w ill + be + past participle
    Going to
    is/are + going to + be + past participle
    Modal constructions - present/future
    e.g. should + be + past participle
    Modal constructions - past
    e.g. should have + been + past participle
    Semi-modal constructions
    e.g. had to + be + past participle
    Other Passive Constructions (avoiding using the subject)
    A common way to use most reporting verbs in the passive is:
    to be + past participle of the reporting verb + to + past participle
    Active: 
    People say that film s distort real life.
    Passive: Films are said to distort real life.
    Active: 
    They advise parents to m onitor the programmes their children watch.
    Passive: Parents are advised to m onitor the programmes their children watch.
    Some verbs (e.g. say, know, believe, understand, find) can also be used in the following structure:
    It is/was/has been + past participle of the reporting verb + that + clause
    Active: 
    People say that film s distort real life.
    Passive: It is said that film s distort real life.
    Active: 
    Researchers have found that too many hours watching television can be detrimental.
    Passive: It has been found that too many hours watching television can be detrimental.
    Gram m ar reference 
    1 2 3


    The International English Language 
    Testing System (IELTS) Test
    IELTS is jointly managed by the British Council, Cambridge E S O L Examinations and IDP Education, Australia.
    There are two versions of the test:
    • Academic
    General Training
    Academ ic is for students w ishing to study at undergraduate or postgraduate levels in an English-m edium
    environment.
    General Training is for people who wish to migrate to an English-speaking country.
    This book is primarily for students taking the Academ ic version.
    The Test
    There are four modules:
    Listening 
    30 minutes, plus 10 minutes for transferring answ ers to the answ er sheet 
    NB: the audio is heard only once.
    Approx. 10 questions per section 
    Section 1: two speakers discuss a social situation 
    Section 2: one speaker talks about a non-academ ic topic 
    Section 3: up to four speakers d isc u ss an educational project 
    Section 4: one speaker gives a talk of general academic interest 
    Reading 
    60 minutes

    texts, taken from authentic sources, on general, academic topics. They may contain diagrams, 
    charts, etc.
    40 questions: may include multiple choice, sentence completion, completing a diagram, graph or 
    chart, choosing headings, yes/no, true/false questions, classification and matching exercises.
    Writing 
    Task 1: 20 minutes: description of a table, chart, graph or diagram (150 words minimum)
    Task 2: 40 minutes: an essay in response to an argument or problem (250 words minimum)
    Speaking 
    11-14 minutes
    A three-part face-to-face oral interview with an examiner.
    The interview is recorded.
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