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1. PASSIVE VOICE

2. MODALS OF ABILITY AND POSSIBILITY

3. THIS AND THAT

4. INDIRECT QUESTIONS

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What do we use it for?

When we use the passive voice, it is because we want to focus the sentence more on the object than on the subject, who does the action.

What is its structure?

The passive voice is formed with the auxiliary verb "to be" and the verb in the past participle.

Present simple:

+  Subject + is/ are + verb participle + complement.
-  Subject + is/ are + not+ verb participle + complement.
?   Is/ are +Subject + verb participle + complement + ?
Example:

This room is cleaned every day.

Past simple:

+  Subject + was/ were + verb participle + complement.

-  Subject + was/ were + not+ verb participle + complement.

?  Was/ were +Subject + verb participle + complement + ?

Example:

Was this room cleaned yesterday?

Present continuous:

+  Subject + is/are+ being + verb participle + complement.

-  Subject + is/are+ not+ being + verb participle + complement.

?  Is/are +Subject + being+ verb participle + complement + ?

Example:

This room is not being cleaned at the moment.

Past continuous:

+  Subject + was/were + being + verb participle + complement.

-  Subject + was/were + not+ being + verb participle + complement.

?  Was/were + Subject + being+ verb participle + complement + ?

Example:

This room was being cleaned when I arrived.

Future simple:

+  Subject + will + be + verb participle + complement.

-   Subject + will + not+ be + verb participle + complement.

?  Will + Subject + be + verb participle + complement + ?

Example:

This room won't be cleaned tomorrow.

Modals:

+  Subject + modal + be + verb participle + complement.

-  Subject + modal + not+ be + verb participle + complement.

?  Modal + Subject + be + verb participle + complement + ?

Example:

Should this plant be watered very often?

Present perfect:

+  Subject + have/has + been + verb participle + complement.

-  Subject + have/has + not+ been + verb participle + complement.

?  Have/has + Subject + been + verb participle + complement + ?

Example:

My novel has been translated into Russian.

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La voz pasiva en inglés denominada passive voice, es uno de los temas gramaticales que más confusión puede causar. Cuando usamos la voz pasiva es porque deseamos enfocar la oración más en el objeto que en el sujeto. En este artículo te explicaremos detalladamente cómo debes estructurar la voz pasiva en inglés y cuándo usarla debidamente.

Normalmente se usa la voz activa, que es más directa y para para que la oración se centre en el sujeto, que es el que realiza la acción del verbo. En cambio, cuando usamos la voz pasiva, vamos darle más valor a la acción (el verbo) y al objeto en vez de al sujeto. A continuación te dejamos unos ejemplos para que puedas entenderlo por encima:
Active voice / Voz activa:

Leonardo Da Vinci painted the Mona Lisa. / Leonardo Da Vinci pintó la Mona Lisa.

Derek shot the sheriff. / Derek le disparó al sheriff.

Passive voice / Voz pasiva:

The Mona Lisa was painted by Leonardo DaVinci. / La Mona Lisa fue pintada por Leonardo Da Vinci.

The sheriff was shot or The sheriff was shot by Derek. / Al sheriff le dispararon o El sheriff fue disparado por Derek.

Como podrás notar en los ejemplos anteriores, en la voz activa comenzamos mencionando al sujeto que realiza una acción y en la voz pasiva le damos prioridad a la acción.

Antes de explicarte en profundidad como se estructura la passive voice en inglés, te dejamos algunos consejos para que se te haga más fácil estructurarla:

Identifica cada parte de la oración: sujeto, verbo, objeto.

Identifica el tiempo verbal de la oración original ya que usaremos el mismo tiempo para estructurar la voz pasiva.

Ten presente el verbo to be ya que lo usarás para estructurar la voz pasiva con el tiempo verbal de la oración original.

Conjuga el verbo en pasado participio.

Como podrás notar, es necesario que domines ciertos temas de gramática y es por esto que te recomendamos que leas nuestros artículos sobre el , los tiempos verbales y los verbos irregulares. Con estos tres temas dominados podrás entender mucho mejor la voz pasiva en inglés.

Structure of the passive voice / Estructura de la voz pasiva

La estructura de la passive voice es muy simple una vez que se tenga claro las modificaciones que deben hacerse:

El objeto pasa al principio, el verbo se conjugará según el objeto. Si se trata de un pronombre pasará de ser un pronombre objetivo a un pronombre subjetivo.They gave me a book > I was given a book

Del verbo de la oración activa:

Se extrae el tiempo verbal del verbo y se da al verbo to be.

Se busca el past participle de este verbo y se añade tras to be.

El sujeto activo opcionalmente se puede poner al final de la oración como objeto precedido por by. Pasara a ser un pronombre subjetivo a un pronombre objetivo. I gave Paul a dollar > Paul was given a dollar by me

A continuación te dejamos una estructura base que te puede ayudar a contruir la voz pasiva:
OBJETO + VERBO TO BE (conjugado con tiempo verbal) + PAST PARTICIPLE ( + BY + SUJETO)
Como podrás notar en el ejemplo anterior en la voz activa el verbo está en pasado simple (ate). Es por esto que en la voz pasiva el verbo to be toma pasado simple (was) y queda conjugado respecto el objeto ( it was) en lugar de al sujeto original ( we were). Tras was se añade el past participle del verbo original ( ate > eaten ).

Al finald e la oración, tambien se puede colocar opcionalemente el sujeto de la oración (el que haya realizado la acción). Solo debes colocar by + sujeto. Te dejamos el ejemplo anterior más el sujeto para que lo entiendas mejor:

Tiempos verbales en la voz pasiva

Como ya mencionamos anteriormente, dependiendo del tiempo verbal de la voz activa, así construiremos nuestra voz pasiva en inglés. A continuación te dejaremos una tabla con tiempos verbales y ejemplos en cada uno de ellos para que puedas comprender la passive voice más rápidamente:

¿Cuándo usar la passive voice?

Es muy posible que durante tus estudios te hayan hablado de la voz pasiva. La mayoría de los profesores tienden a erradicar su uso ya que no es bien vista en la escritura. Sin embargo, debes saber que la voz pasiva es una estructura gramatical completamente correcta aunque su uso no sea frecuente.

La passive voice tiene sus reglas y usos específicos que deberías conocer antes de añadirla a tus conversaciones diarias. Es por esto que a continuación te mencionamos cuándo debes usar la passive voice:

Cuando queremos cambiar el enfoque de la oración dandole más importancia a la cosa o persona que recibe la acción más que el sujeto que realiza la acción :

En el ejemplo anterior, se muestra que el interés fundamental de la oración está en el cuadro Las Meninas y en segundo lugar la persona que lo pintó.

Cuando el que realiza la acción es considerado sin importancia, desconocido u obvio:

En el caso anterior usamos la pasiva ya que se desconoce la persona que hizo la acción.

En la escritura factual o científica:

En la escritura formal en vez de usar términos como someone, people or they, se puede optar por la voz pasiva.

Para agregar información extra al final de una oración:

Para evitar alguna responsabilidad:

En en caso anterior si dijeramos en voz activa Jane Austen wrote them sonaría muy informal.

Con la voz pasiva, podemos resumir una idea larga que no deseamos profundizar como puedes apreciar en el ejemplo anterior.

La voz pasiva se suele usar para evitar asumir el cargo de algo. Al decir que tu vuelo ha sido cancelado, pareciera que la aerolínea no tiene nada que ver.

Uno de los errores más frecuentes es conjugar mal el verbo to be u omitirlo. Es importante cuidar la estructura y no olvidar que el verbo to be debe estar en el mismo tiempo verbal de la oración activa y que el verbo debe estar en su forma participio:

Errores frecuentes

Otro error que se suele cometer es mencionar el sujeto al final con "for" en vez de "by".La mención del sujeto (que realiza la acción del verbo principal) es opcional. Si deseas nombrarlo debe ir al final con el termino by como te hemos mostrado en los ejemplos:

Ya sabes lo que es la voz pasiva, su estructura y usos. A continuación te queremos dejar una lista con los errorres más frecuentes al usar la passive voice para que no caigas en ellos:

El otro error común es poner un complemento agente cuando no es necesario o cuando no aporta nada:

The yoga class is been taught by a new instructor. INCORRECTO

The yoga class was being taught by a new instructor. CORRECTO

The song was written for Rihanna. INCORRECTO

The song was written by Rihanna. CORRECTO

The colosseum is still being built by them. INCORRECTO

The colosseum is still being built. CORRECTO

Si quieres repasar el contenido de este artículo para seguir estudiando la passive voice, te dejamos este video que te muestra lo más importante para estructurar la voz pasiva en inglés. Recuerda que lo más importante es el verbo to be y el verbo en pasado participio. Con un poco de practica podrás dominar la voz pasiva a la perfección y agregarla a tus conversaciones o escritos diarios.

Si necesitas la ayuda de un profesional pero no tienes tiempo de asistir a clases presenciales, puedes optar por nuestras clases de inglés por teléfono con profesores nativos, titulados y con experiencia. Con registrarte podrás agendar una clase a la hora que de tu conveniencia y así podrás practicar tu pronunciación y gramática de inglés de la mano de los mejores profesionales.

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Passive voice (Voz pasiva en inglés) | phone english blog

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La voz pasiva en inglés denominada passive voice, es uno de los temas gramaticales que más confusión puede causar. Cuando usamos la voz pasiva es porque deseamos enfocar la oración más en el objeto que en el sujeto. En este artículo te explicaremos detalladamente cómo debes estructurar la voz pasiva en inglés y cuándo usarla debidamente.

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What do we use it for?

Can or Can’t and Could or Couldn’t:

To say that somebody could do something.

To say that is or was a possible way to do something.

Be able to:

Is more formal.

It can be used in all tenses and modals.

Examples: can and can't

Alan can swim well.

We can’t visit Vancouver this weekend.

Examples: could and couldn't

Paul could speak Chinese when he was a child.

Last night, there were no clouds in the sky and they could see all the stars.

Examples: Be able to

You are able to program a computer.

We love being able to sleep late on weekends.

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What do we use it for?

We use "this" to refer to people and things, situations, and experiences close to the speaker or very close in time.

We use "that" to refer to people and things, situations, and experiences, more distant experiences in time or physically.

Examples:

The perfume I’m spraying smells nice. This smells nice.

The day I scored a touchdown was the best day of my life. That was the best day of my life.

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What do we use it for?

Indirect questions are a way of being polite. They are very, very common in English, especially when you're talking to someone you don't know.

The indirect questions, start with an indirect question phrase, such as “Can you tell me…?”

For the information requests, add one of the “wh-question” words. For example, “where MacDougal Street is.”

To make an indirect 'yes/no' question, we use 'if' and the word order of a normal positive sentence.

Example:

1. Do you know if the game has started yet?

2. Can you tell me if this bus goes to the center?

3. Do you happen to know what time the film starts?

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https://docs.google.com/document/d/1c889pqDEOvDshzpLUByN48CeH7mCb6YRhHCJc_B2Nnw/edit?usp=sharing

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https://drive.google.com/file/d/1Bot4LNM7ys8lgTaqTI-gMNHgKubKNiA-/view?usp=sharing

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Activity in class

This activity was in partnership. Student  A  had to run and memorize one part of the story and dictate it to student B, and in the same form we must do student B; but this had the other part of the story.

Skills

In this activity, the students developed their skills in reading, speaking, listening, and writing.

My opinion of this activity

For me, this activity was fantastic and fun because I could do something, mind exercise and physical exercise. I also liked it because it is a great way to memorize vocabulary or phrases.

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ACTIVITY IN CLASS

This activity is done in pairs. There will be two different stories glued to the wall. The students will be advised, which are students A and B. Then the teacher will inform them of what reading they must read each. The students have to take notes of the most essential part of the reading after they should share the history with their partners based on their notes.

SKILLS

In this activity, the students developed their skills in reading, speaking, listening, and writing.

My opinion of this activity

For me, this activity really helps you to develop your different English skills, and the best thing is that you use your own words to tell the story you were assigned, which helps you to lose the fear of speaking.

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1. TAG QUESTIONS
2. MODALS OF OBLIGATION AND ADVICE
3. WRITTEN

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What do we use it for?

We use a tag question to ask if something is true and want people to agree with us.

What is its structure?
The basic structure of a tag question is:

Positive statement     Negative tag

Snow is white,          isn't it?

Negative statement    Positive tag

You don't like me,       do you?

Examples:

She likes chocolate, doesn't she?

You have traveled this year, haven't you?

Mauricio wasn't cooking in the kitchen, was he?

We shouldn't play in the rain, should we?

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What do we use it for?
We use these models to talk about obligations, things that are necessary to do, or to give advice about things that are a good idea to do.
Have to
We use "have to" to talk about obligations and rules that are not very strong, and use it in different tenses.

You have to look after their hair regularly.

Don't have to
We use "don't have to" to say that something isn't necessary.

She doesn’t have to pay the phone bill this week.

Must
We use must in writing rules, and in strong statements. We don't usually use it in questions

Passengers must fasten their seatbelts.

Can't
We use "can't" to say something is prohibited.

You can't speak during the exam.

Should / Shouldn't
We use "should" to give advice and recommendations, or to say if we think that something is a good or bad idea.

You should go to the gym two or three times a week.

Examples:

They don’t have to study hard for their exams.

I must go to the shop to buy some food.

He can not lend us the money which we need.

You should go to the gym, you will feel better.

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*Writing a report*

Organize the content of your report into sections with one main topic in each section. A section can contain one or more paragraphs.
*Important*
To make suggestions or recommendations we use:

Suggest + ing

I suggest cooking pasta for dinner.

I would recommend+ ing

I would recommend eating healthy food, for you to get in shape.

Remember+ to

Remember to do your homework for today.

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https://docs.google.com/document/d/1cQrVY3nfKawfMQmFWSOFOZWEb-ycTqjWb1qnSkIsFDU/edit?mode=html

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Uses of like

One and ones

Ing forms and infinitives

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What do we use it for?

Like + verb or noun
We use it to talk about preferences. We can also use it "like" with Infinitive

I like to eat ice cream.

Would like
We use would like + infinitive or + noun to make polite offers and requests.

Would you like some coffee?

Like (preposition)
We also use "like" as a preposition. It means "similar to".

My sister cooks like my mom.

Also, we use verbs of the senses (look, sound, taste, feel, smell, etc) to just "like" when something is the same.

She looks like Selena Gomez.

What ... like?
We use what + be like to ask for a description of something or someone.

What was the movie like?

Examples:

I like to do exercise

Would you like to go to the beach?

My kitty looks like Garfield.

What was the party like?

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What do we use it for?

We use ONE or ONES to repeat a noun from a previous sentence. You can use ONE when talking about a singular noun or ONES when talking about a plural noun.

Examples:

I asked for a glass, but they did not have one.

I broke my glasses so I will have to buy some new ones.

My car is the red one.

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We use the ing from:

As the subject of a sentence

After prepositions and phrasal verbs

After some verbs, including enjoy, feel like, finish, hate, keep, like, love, don't mind, miss, prefer, recommend, spend time, suggest.

We use the infinitive with to:

After adjectives

After some verbs, including afford, agree, decide, expect, forget, help, hope, learn, need, offer, plan, promise, refuse, want, hate, like, love, prefer.

To give a reason.

Examples:

Cooking is one of my favorite hobbies.

I love trying new food.

We decided to go out for coffee.

I went to the supermarket yesterday.

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https://drive.google.com/file/d/1XVXQC0WRcTHKtluQB_Dy3KpqKOe9CgD_/view?usp=sharing

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https://docs.google.com/document/d/1i3JO0JohmIiCDBvFy8vqfVSCe7SqP-wFCM7hOCkl-RU/edit?usp=sharing

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Activity in class

This activity is done with all the students. There are two rows of students where the students will have a partner in front of them and they will talk for 3 minutes. Then, when the teacher says 1,2,3, they will change with the person next to them.

Skills

In this activity, the students developed their skills of speaking and listening.

My opinion of this activity

For me, this activity was fun because I could meet more of my partner.

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Activity in class

The students will be divided into two groups, one half will have to memorize two questions and the other half will have to memorize two questions, then the students will make two circles and say their questions and the students in the center will have to answer them and the students on the outside will have to answer them.

Skill

The skills that the students develop are speaking and listening.

My opinion

This activity is good for the memorization of the students and practice speaking with their partners.

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Reported speech

Second conditional

For and against

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-What do we use it for?
Reported speech is usually used to talk about the past, so we typically change the tense of the words spoken. We use reporting verbs like 'say', 'tell', and 'ask', and we may use the word 'that' to introduce the reported words.
- We usually change the tense of the verb.

1. Simple present ~ Simple Past.

2. Present continuous~ Past continuous

3. Present perfect~ Past perfect.

4. Simple Past~ Past Perfect.

5. Modals don’t change in reported speech.

Examples:

He said he wanted to know about the reported speech.

She said she had the interview at four o’clock.

She said that dogs couldn’t eat chocolate.

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Second conditional, Would, could, and might

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Second conditional, Would, could, and might

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- What do we use it for?
The second conditional is used to imagine present or future situations that are impossible or unlikely in reality.
Impossible situation

If I won the lottery, I would buy a house.

Unlikely situation

If my new phone stopped working tomorrow, I'd take it back to the store.

Could and Might
It used to say that something would be possible.

If it weren't so hot today, I could concentrate on my work.

What is its structure?
If+ simple past, Present conditional (would).
Examples

If it rained, you would get wet.

You would get wet if it rained.

If you went to bed earlier, you wouldn't be so tired.

You wouldn't be so tired if you went to bed earlier.

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- What do we use it for?

We use against to refer to negative, hostile, or opposing reactions to situations, beliefs, people, events, etc.

We use for to talk about a purpose or a reason for something.

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https://docs.google.com/document/d/1E-IIsAY0ou7gfPbdH8KD1cw4LiA_WBl9jbdBsTM_2xw/edit?usp=sharing

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Articles

Third conditional

Making recommendations

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- What do we use it for?
Articles are used before nouns or noun equivalents and are a type of adjective.

The definite article (the) is used before a noun to indicate that the identity of the noun is known to the reader.

We use "The":

1. Something we’ve already mentioned.

2. To define a noun.

3. When there’s only one thing.

4. With superlatives.

5. Names of rivers, seas, oceans.

6. Before countries that include United, Republic, and Kingdom or plurals.

The indefinite article (a, an) is used before a noun that is general or when its identity is not known.

We use "a, an"

1. Singular and countable nouns.

2. Describe something.

3. Person’s job

4. Frequency expressions.

We don't use articles

Things in general.

Some places we work, study, live or do specific activities.

Before next/ last.

With most names of streets, towns, cities, countries, and continents.

Examples:

The is used to refer to a specific or particular member of a group.

My daughter really wants a dog for Christmas

I just saw the most popular movie of the year.

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- What do we use it for?
The third conditional is used to express the past consequence of an unrealistic action or situation in the past.
- What is its structure?

If + past perfect, would/wouldn’t have + past participle.

Would have + past participle if + past perfect.

Might and may

We use might or may instead of would when the consequences weren't certain.
Could
We use "could" to talk about hypothetical possibilities.
Examples:

If you had told me about the meeting, I would have come.

I wouldn’t have missed the meeting if you had told me about it.

If I had stayed at university, I could have gotten a master's degree.

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Asking for ideas

What would you recommend?

What do you think I should do?

Do you have any ideas about...?

Where would be the best place to...?

Making recommendations

I'd recommend.....

If were you, I'd...

Perhaps you could...

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https://docs.google.com/document/d/1JziwpeRdxqGKyRgCAVdSP-UXRcYM--5JRj9DnorFQEY/edit

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So/ Neither do I

Modals of deduction

Go and Get

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- What do we use it for?
So do I and neither do I are constructions used to indicate a coincidence with what another person expresses, either in a positive or negative sense.
Agreeing

So do I

Use it when we want to show that we agree with someone.

Neither do I

Use it to agree with a negative statement.

- What is its structure?
So + auxiliary verb +
Disagreeing

1. When something that someone says isn't true for us, we often respond with REALLY first or negative auxiliary.

<Examples>

I speak Italian — So do I

I have two sisters — So have I

He will go to London — So will I

I don’t speak Italian — Neither do I

He didn’t eat cake — Neither did I

I couldn’t see him — Neither could I

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- What do we use it for?
We can use modal verbs for deduction – guessing if something is true using the available information. The modal verb we choose shows how certain we are about the possibility.

Must
We use must when we feel sure that something is true or it's the only realistic possibility.

M ight, M ay, C ould
We use might, may, or could to say that we think something is possible, but we're not sure.

Can't
We use can't when we feel sure that something is not possible.

Examples:

It can't be far now. We've been driving for hours.

She's not here yet. She might be stuck in traffic.

He must live near here because he always walks to work.

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Go
We use "go" to refer to movement, most commonly away from the speaker or listener to another place.
Go + -ing
We use "go + -ing" form when discussing general activities involving movement.
Go + to
We use go + to + [place] when we show movement in the direction of a place. Before the place.
Go + for
We also use go + for + [noun] when we show the purpose of the movement.

Go + on
This means to do the following action, which is often the next stage in a process described in the context.
Examples:

1. Jack went home after work today.

2. I go for pizza all the time.

3. Jenny went to Cancun to relax for a week.

4. After making dinner, I went on to set the table.

Get
The word 'get' can be used as a verb to express the actions of bringing, becoming, receiving, arriving, or buying.
Examples:

Did you get my letter?

What time do you get to school?

Don’t get angry!

I didn’t get you a newspaper. I’m sorry.

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https://docs.google.com/document/d/1-P5KyIlD1zdQFxjm3kZ9GBAQsBShRMXP9uRH56zlEE0/edit?usp=sharing

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Activity class

This activity is in groups; each group has to choose who will be Runner, Writer, and Checker. The runner will have to bring the prayers in order according to how they are on the skirt. The writer will have to correct the sentences and the checker will have to check with the teacher. If the teacher says that the sentence is correct, the group will be able to continue with the other sentences.

Skills

The skills that the students develop are reading and writing.

My opinion

This activity is good for working in groups because the students develop their group work with their partners.

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https://drive.google.com/file/d/1Y6_ISMNtlT1nADM4uMxWZfTMOQcFA3Do/view?usp=sharing

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https://drive.google.com/file/d/1QoCvDYq4QlOtE3Wt5Xg4FtaE9RNaVhib/view?usp=sharing

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Activity class

This activity is for the students to guess whether the information that the teacher gives is true or false

Skills

The skills that the students develop are listening and speaking.

My opinion

This activity is suitable for the students to think according to the information that they know about the teacher.

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Activity in class

In this activity, students look at a picture and describe what they see, and what they think of the picture, and ask themselves what the people in the picture are doing.

SKILLS

In this activity, the students developed their speaking skills.

My opinion of this activity

For me, this activity really helps you develop your speaking skills and share your thoughts and ideas with your classmates about what you see in the picture.