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Southern New Hampshire University MSTEFL Program
October 11, 2003 Chad Detjen
PASSIVE-VOICE LESSON PLAN Target Group: ESL students at Southern New Hampshire University Number of Students: 8-10 Length of Lesson: App. 1 hr. Instructional Objective(s): • Students will learn how to form the passive voice. • Students will learn how to differentiate between the passive and active voice. • Students will learn why and when the passive voice is used. Materials: • Strips of paper with active-voice sentences on them • Handout and overhead on reasons to use the passive voice • Exercise on using the passive voice Preparation: • For preparation, the teacher must prepare strips of paper with active-voice sentences on them. Second, the teacher must prepare a handout and an overhead on the reasons the passive voice is used. Next, the teacher must prepare the passive-voice race game. The teacher must make an active-voice sentence for each student in the class and cut it out on a slip of paper. Lastly, the teacher must prepare an exercise where the students must decide on using the passive voice or the active voice. Total preparation time for this lesson: approximately 30-45 minutes. Warm-up Activity: • To introduce the passive voice, I will write two sentences on the board. One will be in the active voice and the other will be in the passive voice. I will ask the class what is different between the two sentences. Once the class begins to get ideas going, I will write the ideas on the board. I will focus the class’ attention on the structure of the two sentences. Where is the subject? Where is the verb? By doing this, the class will get to see that in the passive voice sentence the subject is not “doing” the action of the verb like in the active voice sentence. Last, we will focus on making a rule for forming the passive tense. By looking at the passive voice sentence, I will go through what each word is and what the function of the word is until we come up with a formula for forming the passive voice. Presentation Activities: 1. The first activity will be to figure out a formula for constructing the passive voice. Once both of the sentences, from the above activity, are on the board, I will ask the students how the active voice is constructed. As a class, we will come up with a formula for the active voice. “Subject + verb + object” Next, we will look at the passive voice sentence and come up with a formula for it. “Object + be + past participle + preposition (by) + subject”
Each team will form a single file in front of the chalkboard. The students will work together to figure out which sentences to leave and which sentences to change. Once I say. but there are certain occasions where the passive voice is used. we will look at a few sentences on the board to make sure the class understands how the passive voice is constructed.EFL 503 Instructor: Dennis Hall Southern New Hampshire University MSTEFL Program October 11. A. When writer wants to emphasize a result Practice Activities: 1. When the agent is known but writer does not want to mention it. When agent is obvious. D. We will go over this exercise as a class once the students have finished. When the agent is general such as everyone or people. Once the game is over. I will stress to the students that 95% of academic writing is done in the active voice. Also. 2. The class will be divided up into two teams. The first team to go through each member wins. As a homework assignment. C. throughout the year. I will go through reasons why the passive voice is used instead of the active voice. students’ papers will be checked to see if they use the passive voice properly and sparingly. Production/Application: 1. students will be asked to find a short article in a newspaper or magazine and look for passive-voice sentences. Once the students know to form the passive voice and we have gone over the first exercise. Some of the sentences should remain in the passive form and other should be changed to the active. or unnecessary B.” the students must write their sentence on the board in the passive-voice. Once we have gone through the ways in which writers use the passive voice. I will give the students an exercise containing all passive-voice sentences. Once the students go through the formula for the active and passive voice. They will be asked to underline the sentences and write why they were used in the passive voice and not the active voice Post-lesson Monitoring: • Students will be monitored based on their performance in the exercises as well as with the homework assignment. 2 . “GO. unknown. Each student will have a piece of paper with an active-voice sentence written on it. Students must be prepared to explain their answers. the class will play a game involving the formation of the passive voice. Students will be presenting their article in the following class and pointing out the passive-voice sentences to the class and reasons the passive voice was used in the article. 2003 Chad Detjen 2.
The professor was hit by three snowballs. c. 3 . a. Passive voice is used when the agent (doer of an action) is obvious. Passive voice is used when the speaker/writer wants to emphasize a result or emphasize the receiver of the action instead of the performer. unknown. 2. Passive voice is often used when the agent is very general such as people or somebody. but the speaker/writer does not want to mention it. English is spoken here. • Three snowballs hit the professor. b.EFL 503 Instructor: Dennis Hall Southern New Hampshire University MSTEFL Program October 11. Passive voice is used when the agent is known.000 people. Oranges are grown in California. or unnecessary. 2003 Chad Detjen REASONS FOR USING THE PASSIVE VOICE 1. Seven thousand people were killed by the earthquake • The earthquake killed 7. a. A mistake has been made. Her purse was stolen. 4. b. 3. a. a. Toyotas are made in Japan. She was given bad advice. b. The door should be locked at all times. b.
Each member will get one slip of paper with an active-voice sentence written on it. The storm destroyed all the homes. The Yankees lost the World Series. The team who changes their sentences into passive voice wins. 1. The teacher gave an assignment.EFL 503 Instructor: Dennis Hall Southern New Hampshire University MSTEFL Program October 11. Many people visit Disneyland. 8. The president greeted the crowd. The referee stopped the game. 7. The pitch hit the batter. 10. The congressmen cheered the president. 4. The teacher gave a good lecture. 6. The police captured the thief. 3. 4 . 5. 9. 2003 Chad Detjen Passive-Voice Race Game Directions: The class will be divided into two teams. 2.
___________________________________________________________ ___________________________________________________ 10. ___________________________________________________________ ___________________________________________________ 8. Be prepared to explain all your answers. a. a. The lights in the living room were left on last night. The house was broken into. ___________________________________________________________ ___________________________________________________ 6. The computer was manufactured in Taiwan. a. 2003 Chad Detjen Active and Passive Voice Worksheet Directions: The following sentences are written in passive voice. a. I was raised in New Jersey. Write the reason why the passive voice is used for each sentence. ___________________________________________________________ ___________________________________________________ 4. a. ___________________________________________________________ ___________________________________________________ 7. ___________________________________________________________ ___________________________________________________ 9.EFL 503 Instructor: Dennis Hall Southern New Hampshire University MSTEFL Program October 11. a. a. ___________________________________________________________ ___________________________________________________ 5. The bed was gotten out of by me at 7:30. The landscaping was installed by the homeowner. If you think the sentence should be written in the active voice. The radio program was listened to by me. a. 300 passengers were held hostage by the terrorists. a. 1. The stage was exited by me only after a long standing ovation. ___________________________________________________________ ___________________________________________________ 2. re-write the sentence in the active voice. ___________________________________________________________ ___________________________________________________ 3. ___________________________________________________________ ___________________________________________________ 5 . a. Professor Spence was given bad directions.
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