Grammar for sentence transformations

Level and focus

Level: B2
Category: Exam grammar practice

Practise grammar patterns commonly needed for sentence transformations and paraphrase tasks.

By the end of this lesson, learners should be able to: Rephrase sentences accurately while preserving meaning.

Core idea

This lesson focuses on one clear grammar job. Learners should first recognise the pattern in short examples, then use it in controlled sentences, and only later combine it with other grammar.

Form

• same meaning, different structure
• controlled rewriting using a target grammar point
• common operations: passive, reported speech, conditionals, comparison, clefts, inversion, modality

Meaning and use

Use this grammar when the sentence needs the meaning described in the lesson goal. At this level, accuracy is more important than stylistic variety. Keep examples short, concrete and close to everyday communication before moving to longer texts.

Examples

• They believe he is honest. -> He is believed to be honest.
• I regret not studying harder. -> I wish I had studied harder.
• The film was so good that we watched it twice. -> It was such a good film that we watched it twice.

Common mistakes

• Changing the meaning while changing the grammar: not I wish I studied harder = past regret; use I wish I had studied harder = past regret.
• Ignoring word limits in exam-style tasks: not using too many words; use keep the transformation within the target limit.
• Producing grammatical but unnatural sentences: not The report was made a completion by me.; use The report was completed by me / The report was completed..

Teaching sequence

1. Show the pattern with two or three very short examples.
2. Contrast the correct form with one common error.
3. Let learners complete controlled examples.
4. Ask learners to produce their own short sentence.
5. Finish with a mixed review item so they distinguish this point from neighbouring grammar.

Boundary: what not to cover here

This should be a practice cluster, not a normal one-topic lesson. It links to many B2-C2 structures.

Suggested practice

Start with recognition, then controlled completion, then sentence rewriting or ordering where appropriate. Keep distractors close enough to test the grammar point, but avoid trick options that require vocabulary beyond the level.

Quick check

Before you move on, can you explain the rule in one sentence and make one example of your own?