English Language
Coverage, Grammar and Functional Language Teaching Resource
Grade 9 Advanced
Term 2
2024 - 2025
03
06
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INDEX
How to use this resource
The slides within this resource, although detailed, are designed as a starting point for teachers. You can:
Ensure that students have been exposed to all the language points in the coverage ahead of their end of term exam.
The Coverage, Grammar and Functional Language Teaching Resource
Within this document, you will find information about:
In the preparation sections, you will find examples and explanations for the grammatical and functional language points that will be assessed this term.
The grammar preparation sections contain:
In the functional language preparation section, there are examples and explanation of how the functional language is used, as well as relevant associated grammar points.
Term 2 Assessment Coverage
Topic(s): Places, health and fitness, jobs. | |||
ECFE Grammar | Prerequisite | GSE Grammar | Functional Language |
Reported speech: reported statements | Can make affirmative statements using common regular past simple forms. (30) | Can use 'thought' to express past expectations, with appropriate tense changes. (57) Can talk about past beliefs and intentions in the passive. (57) Can report orders, requests and advice with infinitive clauses. (60) | Describing places
Expressing opinion
Expressing certainty, probability and doubt |
Conditionals: third conditional | Can describe possible future outcomes of a present action or situation using the first conditional. (46) | Can describe hypothetical (counterfactual) past results of a previous action or situation using the third conditional. (58) | |
Past time: past continuous | Can tell when to use the present simple and when to use the present continuous. (29) | Can use a range of verbs in the past continuous to refer to past plans and intentions. (58) | |
Clauses and phrases: non-defining relative clauses | Can form questions with 'what' and 'who' and answer them. (25) | Can use non-defining (non-restrictive) relative clauses to add information. (57) Can use non-defining (non-restrictive) relative clauses to make a comment. (61) | |
Verb forms: verb + to + infinitive / verb + infinitive / verb + ing | Can use 'like/hate/love' with the '-ing' forms of verbs. (30) | Can express past intentions and plans with 'thinking of' and verbs in the gerund. (61) Can use verb phrases with 'to' + infinitive as subject and complement. (59) | |
Modals: passive modals | Can use 'can' to refer to ability in the present. (29) | Can use a range of modals with passive infinitives referring to the present or future. (59) | |
Term 2 preparation: Grammar
I thought they would win the game. | |
Checking questions | What did the speaker predict would happen? Did the team win the game? Are we sure? |
Grammatical structure | 'thought' + past tense referring to expectations |
Usage | We use ‘thought’ to express what we expected to happen, whether it happens or not. We make changes to the original verbs in indirect speech because time has passed between the moment of speaking and the time of the report. For examples, the present (will) becomes the past (would), the past simple (played) becomes the past perfect (had played) etc. The tenses ‘shift’ or ‘move back’ in time when direct |
Other examples | She thought the film was too long and left before it finished. We thought she would stay in hospital much longer than she did. He thought I had forgotten to meet him at the office. Scientists thought more rainforest would be destroyed. |
She advised me to improve my fitness by running every morning. | |
Checking questions | What advice was the speaker given? Is the speaker talking to the person who gave the advice? When was the advice given? |
Grammatical structure | reported orders/requests/advice with 'to' + infinitive |
Usage | We use reported statements for orders, requests, advice etc. given at an earlier time. Indirect reports of orders consist of a reporting clause, and a reported clause beginning with a to-infinitive. We also use a to-infinitive clause in indirect reports with other verbs that mean wanting or getting people to do something, for example, advise, encourage, warn. |
Other examples | The doctor advised him to stop exercising until his leg had completely healed. They warned me not to leave my job. She told us not to go there because it was dangerous. We encouraged them to spend more time in this beautiful city. |
If they had worked harder on the project, the whole team would have received promotions. | |
Checking questions | Did the team work harder? Did the team get promotions? How could they have got promotions? |
Grammatical structure | Conditionals: third conditional if + past perfect + modal verb (should / would / might / could) + have + -ed form |
Usage | We use the third conditional when we imagine a different past. We imagine a change in a past situation (the ‘if’ clause) and the different past that is the result of that change (the result clause). It is often used to express regrets. |
Other examples | We would have scored more goals if we had trained harder. I would have gone to the cinema with you, if I hadn’t been so ill. If the dog hadn’t barked, we wouldn’t have known there was someone in the garden. If you had told me earlier, I would’ve waited for you. |
They were hoping to go to the museum, but they didn’t have enough time. | |
Checking questions | What did they want to do? Did they do it? Why? |
Grammatical structure | Subject + ‘was / were’ + ‘intending / planning / hoping' + 'to' infinitive |
Usage | We use past continuous phrases like ‘was going to’, ‘were planning to’, ‘was hoping to’, ‘were expecting to’ and ‘was intending to’ to talk about plans or intentions in the past. When one verb follows another, the second verb uses the gerund form (-ing) or the infinitive (with ‘to’). For the verbs above, always use ‘to’. |
Other examples | They were intending to visit Japan after two months in China, but it was too expensive. Ahmad was planning to study architecture at university before becoming an engineer. We weren’t going to move house, but now I have a new job which is too far away. She wasn’t intending to spend so much money because she was saving for her holiday. |
The hotel in Fujairah, which was constructed in 1922, belongs to my family. | |
Checking questions | What is the most important information in the sentence? How do we know? What extra information do we learn about the building that belongs to my family? |
Grammatical structure | Clauses and phrases: non-defining relative clauses subject, + ‘who / which / whose / where / when’ + rest of clause, + rest of sentence |
Usage | A non-defining relative clauses give us extra information about someone or something. It isn’t essential for understanding who or what we are talking about. They are introduced with relative pronouns 'which', 'who', 'whose', 'where' and 'when’ but not ‘that’. We also use commas to separate the clause from the rest of the sentence. |
Other examples | My mother, who is 55, goes walking every morning. The government, whose aim is to reduce obesity, is starting a new awareness campaign. The hospital, where my sister works, is considered the best in the city. Next year, when I am 21, I want to run a marathon for charity. |
She decided to become a nurse, which was a decision that surprised us all. | |
Checking questions | What is the decision? How do people feel about the decision? Has the decision been made already? Why do we use ‘which’? |
Grammatical structure | Clauses and phrases: non-defining relative clauses non-defining relative clauses for comment |
Usage | We use the pronoun ‘which’ to introduce a relative clause when it refers to a whole clause or sentence rather than just a noun. In this case, the non-defining relative clause makes a comment about the sentence, showing some reaction or judgement about the situation. |
Other examples | The treatment made me feel so much better almost immediately, which was surprising. Ali is fitting in very well at the company and working hard, which is very pleasing to see. The final race was cancelled because of the rain, which was annoying. After travelling across Antarctica the explorers arrived safely, which was a great relief to their families and friends. |
He was thinking of increasing the treatment for his health problems. | |
Checking questions | What change is being suggested? Why? Has the change been made yet? |
Grammatical structure | Verb forms: verb + to + infinitive / verb + infinitive / verb + ing ‘thinking of’ + gerund (verb + -ing) |
Usage | We use ‘thinking of’ as the present continuous verb, to talk about things we are considering doing. When one verb follows another, the second verb uses the gerund form (-ing) or the infinitive (with ‘to’). ‘Thinking’ as the verb always uses ‘of + gerund’, never ‘to’. e.g. I’m thinking of studying art not I’m thinking to study art. |
Other examples | I was thinking of making a permanent move to Dubai because I found a job there. The teacher was thinking of starting a homework club to help students. Were you thinking of going to university when you finish high school, or finding a job? The boys were thinking of joining a campaign to save the rainforest. |
The aim of the tests was to successfully identify the cause of his illness. | |
Checking questions | What is the subject of the sentence? What was the aim of the tests? |
Grammatical structure | Verb forms: verb + to + infinitive / verb + infinitive / verb + ing verb phrases with ‘to’ + infinitive as subject or complement |
Usage | We use verb phrases with ‘to’ infinitives in the initial position at the beginning of the sentence for emphasis or dramatic effect. The infinitive can also act as a complement, adding information about the subject in a sentence and coming after the noun / subject of the sentence. |
Other examples | His plan is to study law in America and eventually to become a judge. To develop a sympathetic manner is an important goal for new doctors. The effect of the fitness plan was to help her lose weight. My dream is to be a doctor helping people in disaster situations around the world. |
This island might be affected by climate change, due to global warming. | |
Checking questions | What is the problem? Is it a definite event? Has it already happened? |
Grammatical structure | Object + modal (should / could / would / might / may / can) + be + past participle |
Usage | We use modals + passive infinitives for situations in the present or future. The passive is formed with ’be’ + past participle or ‘have been’ + past participle. With future forms it is constructed with ‘be’ + past participle or ‘being’ + past participle. To form a passive sentence, the object of the active sentence moves to the subject position of the passive sentence. |
Other examples | The report would have been improved by including graphs and photographs. With your help, it may be finished before the end of the day. She couldn’t be persuaded to have the operation by the doctor. The physical exercises must be done every day to see the best results. |
Term 2 preparation:
Functional language
Dubai is a large city in the United Arab Emirates. It is located in the north of the country and is surrounded by desert and sea. It is famous for the Burj Khalifa, which is currently the tallest building in the world. Dubai is also well known for its malls, which are popular tourist attractions. | |
Functional language point | |
Associated grammar | Adjectives, prepositions, nouns, pronouns |
I think the best decision is to exercise regularly. As far as I’m concerned, staying healthy is very important. In my opinion, being healthy is more important than being rich. I can’t help thinking that people are unhealthy because they don’t exercise enough. | |
Functional language point | |
Associated grammar | Clauses, comparatives, superlatives, adjectives |
Climate change certainly won’t be solved easily. Absolutely! It is a big problem. To the best of my knowledge, it will rain tomorrow. Without a doubt, rainforests are getting smaller due to trees being cut down. | |
Functional language point | |
Associated grammar | Modals, verb + that clauses, pronouns, prepositional phrases, adverbs |
Thank you