Active and Passive Voice

Activity Sheets
English VII

Developed by: EMILIA G. SIMEON

 Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF TABUK CITY
City Hall Compound, Dagupan, Tabuk City

Learning Resource Management and Development System

COPYRIGHT NOTICE
(2019)

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Republic
of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for
profit.”

This material had been developed within the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource Management
and Development System (LRMDS). It can be reproduced for educational purposes and
the source must be acknowledged. Derivatives of the work including creating an edited
version, an enhancement or a supplementary work are permitted provided all original
work is acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

Developer: EMILIA G. SIMEON

ii
 PREFACE

This Activity Sheets is a project of the Curriculum Implementation Division,

particularly the Learning Resource Management and Development Unit,
Department of Education, Schools Division of Tabuk City. It is in response to the
implementation of the K-12 Curriculum.

This learning material is a property of the Department of Education-CID,

Schools Division of Tabuk City. It aims to improve pupils’ performance specifically
in English for Grade VII.

Date of Development : August 2018

Resource Location : Bulo National High School,
Eastern Tabuk DistrictII
Schools Division of Tabuk City
Learning Area : English
Grade Level : Grade 7
Learning Resource Type : Learners Material (LM)
Quarter/Week : Quarter 3/ Week 4
DepEd Competency : Use the passive and active voice meaningfully in
varied contexts (EN7G-III-d-2)

iii
 ACKNOWLEDGEMENT

The developer acknowledges the support and guidance of all the

people who helped and encouraged her to complete this worksheet.

Thank you very much.

DIVISION LRMDS STAFF

TEOFILA P. AGSUNOD LORIET L. IYADAN

Librarian II Project Development Officer II

HELEN B. ORAP
Education Program Supervisor-LRMDS

CONSULTANTS

LORRAINE F. TUBBAN
Chief, Curriculum Implementation Division

VIRGINIA A. BATAN
OIC, Assistant Schools Division Superintendent

BENEDICTA B. GAMATERO
OIC- Schools Division Superintendent

iv
 TABLE OF CONTENTS
Content Page

Cover Page i
Copyright Notice ii
Preface iii
Acknowledgment iv
Table of Contents v
Title Page

Guided Sheets 2
I. Activity Sheets
Activity Sheet 1 - Match Me 4
Activity Sheet 2 - Describe Me 5
Activity Sheet 3 - Point on Me 6
II. Assessment Sheets
Assessment Sheet 1 - More on Identifying 7
Assessment Sheet 2 - Transform Me 8
Assessment Sheet 3 - Rewrite Me 9
III. Enrichment Activities
Enrichment Activity 1 - Building Words 10
Enrichment Activity 2 - Try Describing 11
Enrichment Activity 3 - Broadcast Me 12
IV. Reference Cards
Reference card 1 13
Reference card 2 14
V. Key Answer Sheets
Activity Sheets
Activity Sheet 1- Match Me 15
Activity Sheet 2 - Describe Me 15
Activity Sheet 3 - Point on Me 15
Assessment Sheets
Assessment Sheet 1 - More on Identifying 16
Assessment Sheet 2 - Transform Me 16
Assessment Sheet 3 - Rewrite Me 16
Enrichment Activities
Enrichment Activity 1 - Building Words 17
Enrichment Activity 2 - Try Describing 18
Enrichment Activity 3 - Broadcast Me 18
References 19

v
Active and Passive Voice
Activity Sheets
English VII
 Good morning Pancho! May I G
ask if you are aware of how the
U
farm is prepared before planting
rice seeds?” I
D
E
Yes ma’am. As a matter of fact, I
also help my family in our small field
https://ph.images.search.yahoo.com especially during the sowing or S
transplanting of rice seeds.
H
E
E
“Wow! It’s good because you are
going to deal with worksheets where T
you will be meeting activities on farm
preparation.” In addition, you will be
identifying if the activities mentioned
is the doer or receiver of the action.

www.google.com

“Indeed, for sure, I would be able to share

many ideas for I had been helping my parents
in the field every farming. Why do we need
ma’am to identify the doer of an activity?

We need to identify if activities are being

done by someone to see the doer and re-
ceiver of the action. This will be discussed
in the topic, Voices of the verbs.

Oh...Indeed ma’am, I think

I am already ready on this
worksheet.

Great! You may start.

Good luck!

2
 At the end of this worksheet, you are G
expected to achieve the competencies
U
below:
I
D

DepEd Competency E

Use the passive and active voice meaningfully in varied

contexts (EN7G-III-d-2) S
Sub-Tasks: H
1. Distinguish between active and passive voice; and
E
2. Construct sentences using the voice of the verb.
E
T
Community Competency
(Interfaced Competency)
Relate experiences while helping the parents in the farm
during land preparation.

To start with,
ponder on this!

VOICE OF THE VERB

Voice is the quality of the verb that tells whether the subject is the
doer or the receiver of the action.

www.google.com
Active voice is used to indicate that the subject of the sentence is
the doer of the action.

Passive voice is used to indicate that the subject is the receiver of the
action.

As you start with the activity, imagine that you are relating
experiences while helping your parents in the farm during
land preparation. Imagine that every activity accomplished,
it means that you are also accomplishing every step of the
farm preparation.

3
 A
c
Activity No. 1- MATCH ME
t
i
www.google.com

v
Directions: Match the picture with the sentences found below. Write the letter of
the sentence that best describes the picture. i
t
y

S
h

1. _________________ 2. ________________ 3. e
e
t
s

www.google.com

4. _______________ 5. _________________ 6. ____________ _

www.google.com www.google.com

7. _________________ 8. ______________ 9. ________________

a. They sow the rice seedlings in their field.
b. The field was planted by the farmers.
c. The man plows the field with a hand tractor.
d. The field was cultivated (linang) by the aid of carabao.
e. The two men weed the rice fields.
f. The uniformed men plant the transplanted rice seeds during a community affair.
g. The harvested rice was processed by the farmers through the old thresher.
h. The rice seeds were dried by the farmers along the road.
i. A group of farmers harvested the palay.

You answered correctly. Open the next page.

www.google.com

4
 Activity No. 2- DESCRIBE ME

Directions: It would also be fun describing pictures.

Would you like to try by writing the words in the space
www.google.com provided for?

1 2

3 4

5 6

1. The farmers plant the rice seedlings in the field.

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ____________________________________________________________________

5. ____________________________________________________________________

6. ____________________________________________________________________

Great! You are improving.

Refer your answer on p.10
www.google.com

5
 Activity No. 3—Point on Me

www.google.com

Instruction. Point out the subject, verb and object in the sentence. Underline
once the subject, twice for the verb and encircle the object in each sentence.

The first sentence is done for you.

1. The family sows the transplanted seedlings in their field.

2. The birds eat the dried palay.

3. The man plows the field with a hand tractor.

4.The farmers sow the field with rice seeds.

5. They fed the carabao after using it.

6. The farmers weed the fanong of the field.

7. Lumbaya carried and spread (mampantag) the rice (pachog) in the field for

transplanting.

8. The child brought the snack of the workers to the rice field.

9. The farmer’s son fixes (tampi) the borders (fanong) of the field.

10. Mother cooked chay-ot for our snack.

11. She puts the snack on the borders of the fanong.

12. The farmer stops the carabao plowing to rest.

13. The people working on the field eat their snacks with zest.

14. They made their working day enjoyable.

15. The carabao drinks water in the river.

Subject is the doer of the action in the sentence.

Verb is an action word.
Object receives the action of the verb.

Keep up! Refer your answer to p.10

www.google.com

6
 A
s
Assessment No. 1
s
e
s
More on Identifying
s
Instruction. Identify the voice of the verb in each sentence. Write you answers on m
the shape provided below. e
n
1. The family sows the transplanted rice seeds in their field.
t
2. The palay was eaten by the animals.
3. Pablo plows the field with a hand tractor.
S
4. The field was planted with rice.
h
5. They fed the carabao after using it. e
6. The farmers weed the borders of the field. e
7. Lumbaya carried and spread the rice (pachog) in the field for t
s
transplanting.
8. The food of the workers was brought to the child at the rice field.
9. The farmer’s son fixes (tampi) the borders (fanong) of the field.
10. Mother cooked chay-ot for our snack.

1. Active voice 6.

2. 7.

3. 8.

4. 9.

5. 10.

Well done! Another activity is

waiting for you.

www.google.com

7
 Assessment No. 2

Transform Me

Instruction. Some sentences in the short paragraph given below are in the active
voice. Change it into passive voice.

One very early Saturday morning, Chacjon led the preparation and planting of the
rice seedlings (pachog) with his field companion and his family.
At the field, Lumbaya and Fo-ay hauled and spread the pachog. Umping (a field
companion) harrowed the field. Botsoy fixed the canals. Some of the field companion did
field works busily.
At 8:00 a.m, the man-uurag arrived. They immediately busied themselves planting
the pachog. While planting, they alternately related funny stories making the people in
the field filled with laughter. The jokes of the man-uurag made the activities of the field
light. At around 10:30, the eldest and youngest daughters of Chakjon brought the chay-
ot and the native coffee for the snack. After some time, Pannag, the mother, brought the
lunch.
At the end of the day, the paurag (transplanting) was done.

One very early Saturday morning, the preparation and planting of

the seedlings (pachog) with his field companion and family was led by
Chacjon.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Well done! Refer your answers on p. 11

www.google.com

8
 Assessment No. 3

Rewrite me
Instruction. Rewrite each sentence changing the verb from active to passive voice.

Active Voice Answers

1. The family of Chakjon sows the rice The rice seedlings were sown by the family
seedlings in their field. of Chakjon in their field.

2. Funag plows the field with a hand tractor.

3. They fed the carabao after using it.

4. The farmers weed the fanong of the field.

5. Fo-ay carried and spread the rice

(pachog) in the field for
transplanting.
Passive Voice Answers

6. The field was planted with rice seedlings

by the man-uurag.

7. The direct seeded rice was sown by

them.
8. The president of the farmers’ association
in Tabuk City was interviewed by her.

9. The linachok’ was prepared by Kumpaja.

10. The famers are greatly admired by

some people.
To change the sentence from active to passive, we just make the direct object the
subject of the sentence and subject or the doer is placed with the by-phrase. The verb
is written in this format: be verb + past participle of the main verb.
www.google.com

You are indeed learning. You are now

ready to be enriched.
www.google.com

9
 ENRICHMENT - Activity No. 1

BUILDING WORDS

Instruction. Use the letters to BUILD words. Write on the boxes provided for; after-
wards, choose 5 of the formed words and construct sentences regarding farm activities
in the active or passive voice.

S H O E

S
E
O H L

V S E Derived from Wordscapes by People Fun

1. Sample sentence. Umping used the shovel to let the water flow in the field.
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________

Wordscapes is a brain challenging fun game which is made with a combination of

word search and crosswords. Developer PeopleFun brought this exciting game
totally free on both App Store and Google Play.

www.google.com

Wow! You were able to build

words. Open the next page.

www.google.com

10
 ENRICHMENT - Activity No. 2

TRY DESCRIBING

Instruction: Construct a short paragraph based on your perception of the pictures.

http://www.gmanews.tv/publicaffairs
http://www.gmanews.tv/publicaffairs

http://www.gmanews.tv/publicaffairs http://www.gmanews.tv/publicaffairs

Great! I think you enjoyed writing while

sharing your perception of the pictures.
www.google.com

11
 ENRICHMENT - Activity No. 3

BROADCAST ME

Instruction. Write a news article using both the active and

passive voice of the verb. Use the list of facts given.

http://webxion.com

What ? It’s the perwak ( sowing of direct seeded rice)

When? August 8, 2018

Where? In their farm, situated at Soto, Agbannawag

Who? The family of Chakjon with his companion in the field

(their boy)

Please write down your news article here.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_______________________

Wonderful! You did it.

www.google.com
12
 REFERENCE SHEETS

Voices of the Verbs

Voice is the property of a verb which indicates whether the subject performs the action or
the subject receives the action. A sentence that starts out in one voice usually contin-
ues in that voice.

The Two Different Voices of Verbs are:

1. Active Voice
A verb is in the active voice when the subject is the “doer” of the action
Indicated by the verb.
In general, we should refer the active voice to the passive voice because it
is more vivid, more forceful, more emphatic.

Ex. The children picked some of the snails in the field.

2. Passive Voice
A verb is in the passive voice, when the subject is the “receiver” of the
action. There are instances when the use of the passive voice helps state an idea
more convincingly , because the more important idea is mentioned first.

Ex. Some of the snails in the field were picked by the children.

When a verb is changed from the active to the passive voice, three changes
are made:
A. The object in the active voice becomes the subject in the passive voice.
Ex. The flood ruined the crops. (active)
S v do
The crops were ruined by the flood. (passive)
S v do
B. The verb in the active voice becomes a verb phrase composed of “be” verb
plus the past participle form of the main verb.

13
 REFERENCE SHEETS

C. The subject in the active voice becomes the object of a preposition . (usually the
preposition “by” in the passive voice.)

Effective Use of the Passive Voice

1. When the action of the verb is more important than the doer of the action.
2. When the doer is unknown.
3. When the speaker wishes to emphasize the action and not the person who did
it.

The “Passive Verb Forms” for the different tenses:

Simple Present Simple Past Simple Future

Am/are given was/ were given will be given
Am/are paid was/ were paid will be paid
Am/are thought was/were thought will be thought

Present Continuous Past Continuous

Am/is/ are being given was/were being given

Am/are/ is being paid was/were paid
Am/are/ is being thought was/were being thought

COMPOUND TENSES:
Have/ has been given had been given
Have/ has been paid had been paid
Have/ has been thought had been thought

The passive voice with modal auxiliaries is made up of: modal auxiliary +
be + past participle of the main verb.
Can/ could be given
Can/ could be thought
Can/ could be thought

14
 Activity 1 A

Instruction: Match the picture with the sentences found below. Write the n
letter of the sentence that best describes the picture. s
1. c 2. d 3. b 4. a 5. f w
e
Activity 2 r

Instruction: It would also be fun describing pictures. Would you like to

try by writing the words in the space provided for? S
Your answers here may differ from the sentences below. It depends on how you
h
describe the pictures on the activity given.
1. The man-uurag plants the pachog in the field. e
2. The newly sowed rice seeds was sprayed by the farmer. e
3. Three men weed the fanong. t
4. Chicken in the field were eating the palay.
5. Fannas fixed the border of the rice field.
6. The field was being sprayed by a farmer.

Activity 3
Instruction. Point out the subject, verb and object in the sentence. Underline
once the subject, twice for the verb and encircle the object in each sentence.

1. The family sows the transplanted rice seeds in their field.

2. The birds eat the dried palay.
3. The man plows the field with a hand tractor.
4. The farmers sow the field with rice seeds.
5. They fed the carabao after using it.
6. The farmers weed the fanong of the field.
7. Lumbaya carried and spread (mampantag) the rice (pachog) in the field for
ttransplanting.
8. The child brought the snack of the workers to the rice field.
9. The farmer’s son fixes (tampi) the borders (fanong) of the field.
10. Mother cooked chay-ot for our snack

15
 Assessment No.1
Instruction. Identify the voice of the verb in each sentence. Write you answers on the
shape provided below.
1. Active Voice 6. Active Voice
2. Passive Voice 7. Active Voice
3. Active Voice 8. Passive Voice
4. Passive Voice 9. Active Voice
5. Active Voice 10. Active Voice

Assessment No.2
Instruction. Some sentences in the short paragraph given below are in the active
voice. Change it into passive voice.
One very early Saturday morning, the preparation and planting of the rice seedlings
(pachog) with his field companion and family was led by Chacjon .
At the field, the pachog was hauled and spread by Lumbaya and Fo’ay. The field
was harrowed by Umping (a field companion). The canal was fixed by Botsoy. Field
work was done by some of the field companions.
At 8:00 a.m, the man-uurag arrived. They busied themselves in the planting of
the pachog. During the planting, funny stories were alternately related by the them mak-
ing the people in the field filled with laughter. The jokes of the man-uurag made the ac-
tivities of the field light. At around 10:30, the chay-ot and the native coffee for the snack
were brought by the eldest and youngest daughters of Chakjon. After some time, lunch
was brought by the mother.

Assessment No.3
Instruction. Rewrite each sentence changing the verb from active to passive voice.
1. The
rice seedlings were sown by the family of Chakjon in their field.
2. The field was plowed with a hand tractor by Funag.
3. The carabao was fed by them after the work.
4. The fanong of the field was weeded by the farmers.
5. Their rice (pachog) in the field for transplanting had been carried and spread by Fo-ay .
6. The man-uurag planted the field with rice seedlings.
7. They sow the direct seeded rice.
8. She interviews the president of the Farmers’ Association of Tabuk City.
9. Kumpaja prepares the linachok’.
16
 ENRICHMENT NO. 1

Wordscapes
Instruction. Use the letters to BUILD words. Write on the boxes provided for;
afterwards, choose 5 of the formed words and construct sentences regarding farm
activities in the active or passive voice.

L O V E S H

S H O E
O S H O V E
H S
O
S O L E H L
L L S O L V E
H O L E V

S S H O V E L
E L

O H L

V S E

Derived from Wordscapes by People Fun

Sample sentences only.

1. Umping used the shovel to let the water flow in the field.
2. My brother shove me hard at the muddy field during our p erwak’.
3. The children of Chakjon love picking snails in their farm.
4. Fo’ay made a hole at the back of the kubo.
5. They put a hose to water the field.

17
 ENRICHMENT NO. 2

TRY DESCRIBING
Instruction: Construct a short paragraph based on your perception of the pictures.

Sample paragraph.

Everyday, a learner carries his brother in going to

school. He carries him during flag ceremony, in his class, and

even working on board activities.

He is a very inspiring child who could sacrifice in order to

study and at the same to take care of his younger brother. His

loved for his brother is unconditional. Indeed, he is a model

child.

ENRICHMENT NO. 3

BROADCAST ME

Instruction. Write a news article using both the active and passive voice of the verb.

Use the list of facts given.

Sample answer.

The family of Chakjon with his companion in the field on August 8 is very busy
with the preparation of their field at Minakas, Bulo, Tabuk City. It’s their perwak or
sowing of direct seeded rice and everybody is working. According to the father, he
makes sure that as much as possible his children are involved in the activities of the
field.

At around 11:30, their perwak was done. After which, they all rested and had
their sumptuous meal at their kubo.

18
 REFERENCE SHEETS

Books

Briones, Teresita R. Effective Drills in English Grammar. Reprinted 2008.

Vicarish Publication & Trading, Inc.

Lunag, Laureen A. 2017 SIM in English.. Schools Division of Ifugao. Lagawe,

Ifugao.

http://www.gmanews.tv/publicaffairs. Kapuso Mo: Jessica Sojo. June 04, 2018

https://ph.images.search.yahoo.com.

http://.hrmagazine.co.uk.com

http://webxion-Web Service.2009.-2019.Bringing Business Online. WebXion

Technologies LLP .com

Wordscapes. Tropic Palm 16. People Fun

www.shutterstock.com-532686670

www. Voice Coach.com

19
 School BULO NATIONAL HIGH Grade Level 7
SCHOOL
Daily Lesson Teacher EMILIA G. SIMEON Learning ENGLISH
Log Area
Teaching Week 4 Quarter 3rd Quarter
Dates and
Time
I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of: Philip-

pine literature in the Period of Emergence as a tool
to assert one’s identity; strategies in listening to and
viewing of informative and short narrative texts; word
relationships and associations; informative speech
forms; and use of direct/reported speech, passive/
active voice, simple past and past perfect tenses,
and sentence connectors.
B. Performance Standard The learner transfers learning by: showing ways of as-
serting one’s identity; comprehending informative
and short narrative texts using schema and appropri-
ate listening and viewing strategies; expressing ide-
as, opinions, and feelings through various formats;
and enriching written and spoken communication
using direct/reported speech, active/passive voice,
simple past and past perfect tenses and connectors
correctly and appropriately.
Community competen- DepEd Competencies
C. Learning Compe- cies
tencies/Objectives Relate experiences EN7G-III-c-2: Use the pas-
while heping the par- sive and active voice
Write the LC code for each ents in the farm during meaningfully in varied con-
land preparation texts
Use passive and active voice in varied contexts
Interfaced Competency meaningfully to relate experiences while heping
the parents in the farm during land preparation
II. CONTENT PASSIVE AND ACTIVE VOICE

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English 7 module
2. Learner’s Material pages Curriculum Guide

20
 3. Textbook pages
4. Additional Material from Learn-
ing Resource (LR) Portal
B. Other Learning Resources
*English Arts I. 2000. pp 218.English for You and Me
6 (Reading). 2011. pp 103. 2. *English Arts I. 2000.
pp 218.English Expressways II. 2007. pp 77-78.
Rex Interactive

IV. Procedures

A. Reviewing previous lesson or √ Show the following pictures to the students.

presenting the new lesson

1. 2.

3. 4.

5
6

21
 7. 8.

9. 10.
B. Establishing a purpose √ B. Basing on the pictures, complete the given sentenc-
for the lesson es below.
1. The farmer _________________ the field under the
heat of the sun.
2. ___________________ harrowed the field with a
carabao.
3. The man ___________________ the border (fanong)
of the field to prepare it for planting.
4. ________________ planted the rice field with trans-
planted rice seeds.
5. A group of people ________________ the field.
6. ___________________plant rice seedlings on the field
near the community.
7. Some farmers ___________________ the palay for it
was ready for harvesting.
8. ____________________ used an old machine to pro-
cess the harvested palay.
9. Three men in the street _______________________ the
palay to be ready for milling.

22
C. Presenting Examples/ Identify the SUBJECT and VERB in each sentence above.
Instances for the new les-
SUBJECT VERB
son
1. _________________ 1. ________________
2. _________________ 2. ________________
3. _________________ 3. ________________
4. _________________ 4. ________________
5. _________________ 5. ________________
6. _________________ 6. ________________
7. _________________ 7. ________________
8. _________________ 8. ________________
9. _________________ 9. ________________
10. _________________ 10. ________________

D. Discussing new con- In the given sentences, identify whether the subject of the
cepts and practicing new sentence is the DOER or RECEIVER of the action. The first
skills #1 one is done for you.
1. farmer __________doer___
2. field _________________
3. man _________________
4. rice field _________________
5. group of people _________________
6. transplanted rice seeds _________________
7. some farmers _________________
8. old machine _________________
9. Three men _________________
10. rice fields _________________

Remember

√ The verb is in the ACTIVE VOICE if the subject of the sen-

tence is the doer of the action.
√ The verb is in the PASSIVE VOICE if the subject of the
sentence is the receiver of the action.
√ Voice is the quality of the verb that tells whether the subject
of the sentence is the receiver of the action.

23
 E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads to √ Discuss the changing of voice from active to passive
Formative Assessment)
G. Finding practical applications √ In life, which do you think is better, to be active or to
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
√ There are effective uses of the passive voice:
1. When the action of the verb is more important tha
the doer of the action;
2. When the doer is unknown;
and vice versa. Ask the students to observe the fol-
lowing sentences:
Active Passive
1. Lumbaya carried 1. The rice (pachog) was
and spread the rice carried and spread by
(pachog) in the field for Lumbaya in the field for
transplanting. transplanting.
2. The child brings the 2. The food of the work-
food of the workers to ers was taken by the child
the rice field. to the rice field.
3. The farmer’s son 3. The borders(fanong) of
fixes (tampi) the bor- the field was fixed (tampi)
ders (fanong) of the by the farmer’s son.
field.
4. I weed the borders 4. The borders (fanong)
(fanong) of our field. of our field was weeded
by me..
5. Mother cooked chay 5. Chay-ot was cooked
-ot for our merienda. by mother for our merien-
da.
√ Lead the class to a discussion on their observation
on how to change the sentence from active to passive.
√ Possible answer: To change the sentence from ac-
tive to passive, we just make the direct object the sub-
ject of the sentence and the subject or the doer is
placed with the by-phrase. The verb is written in this
format: be verb + past participle of the main verb.
be passive?
√ Will you cite an example of situation wherein giving is
better than receiving?
√ Ask the students to answer orally the following exer-
cises:
Exercise A: Rewrite each sentence changing the verb
from active to passive
Active Voice Answers
1. They have finished 1. The planting of the direct
the planting of the direct seeded rice was finished by
seeded rice. them.
24
 2. They spray the rice
plants with pesticides.
3. The old farmer exam-
ined the rice plants after
two weeks.
2. The rice plants were
sprayed by them with pesti-
cides.
3. The rice seeds were ex-
amined by the farmer after
two weeks.

4. Some people admire 4. The famers are admired by

the farmers. some people.
5. Fan-os prepared the 5. The linachok’ was pre-
linachok’. pared by Fan-os.

I. Evaluating learning 1. Ask the students to look for a partner. One student will
write sentences (Relate experiences while heping the par-
ents in the farm during land preparation) in the active voice
and the other student will translate it to passive voice.

2. Give the students a list of facts concerning a current

event. Ask them to write a news article using both the active
and passive voice of the verb. Compare the students’ work
to a news article about the particular current event.

Prepared by:
EMILIA G. SIMEON
English Teacher
Noted by:
DOROTHY A. PACIA
School Head

DepEdCARLR#: 194-08-19

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