Republic of the Philippines

Department of Education
Region VII – CENTRAL VISAYAS SCHOOLS DIVISION OF
CARCAR CITY
CLUSTER VII
GELACIO C. BABAO SR. MEMORIAL NATIONAL HIGH SCHOOL
VALLADOLID, CARCAR CITY, CEBU

REGLYN G. ENGANO
CARCAR CITY

Type of Class: JUNIOR HIGH SCHOOL Level:

GRADE 8
Topic: (Not the grammar point! The context or
situation):

NEWS ARTICLES IN TIME OF THE

PANDEMIC
Target grammar item:
ACTIVE AND PASSIVE VOICE

Lesson objective
(Your objective says what learners will be able to do (to read, to write, to say, to listen for)
employing the target grammar.) 
By the end of the lesson, learners will be able to …
 Construct sentences using active and passive voice
 Identify sentences as active or passive.
 Rewrite sentences from active to passive and passive to active.

S Time Activity
t
a
g
e
Presentation 15 minutes  The learners will play a
• How will you engage “KAHOOT”
learners or arouse their 1. The man calls the police.
interest in what is to follow? 2. The house will be cleaned by me
every Saturday.
3. The cashier counted the money.
4. The dog chased the squirrel.
5. I am loved by him.
• How will you introduce
the target grammar
item? How will you
situate it contextualize it?
• What examples will you
give? How can you make
sure that the examples
are effective, memorable,
and meaningful?
• How will you
check learners’
understanding?
Let the students analyze
the given examples in
the presentation part.
Voice is the form a verb takes to indicate
whether the subject of the verb performs
or receives the action.
“What are two types of voices?”
There are two types of voice: active
voice and passive voice.
“What is active?”
 It indicates that the subject of the
verb is acting.
“What is passive?”
In a passive voice sentence,
the subject becomes the
passive recipient of the
action.
Learners will be given a set
of contextualized examples
to engage them in the
concept.
 Students will be asked
questions about active and
passive voice and let them
create sentences using the two
concepts.
Restricted
(Guided) Practice
• How will you help learners
focus on the target grammar
item?
10 minutes
 In this activity, students will
be doing a drill in identifying
the sentences as passive or
active.
DRILL: Identify the voice used in the
following statements.
1. The respiratory disease has killed
nearly 4 million, with more than 170
million cases recorded in over 225
territories.
2. Ashley bought a big bag of candy
which contained 102 blue candies,
100 red candies and 94 green candies.
3. The pizza was divided by Heather
into four equal parts.
4. Elpidio Quirino helped save the lives
of almost 6000 “White Russians.”
5. In 1942, almost 16 million pieces
of silver coins were dumped near
Corregidor.
 • Is the practice activity
contextualized?
• How will learners get
feedback on their
accuracy?
Freer/
Communicative
Practice
• How will you structure a
safe environment for
experimentation?
• How will learners
employ the target
structure to engage in
meaningful
communication
(speaking, writing)?
Lesson ending
• How will you check if
learners can use the target
structure to communicate
their own ideas?
• How will you ask
them for feedback?
 Yes. The sentences may not be
usual and true in their present
contextual setting, but the
sentences are formulated based
on their knowledge about the
current global issues. In this
way, the wider scope of
knowledge
will be in their grasp and context.
 Corrective feedback will be
processed by the whole class
facilitated by the teacher
 The teacher will process the activity
25 minutes
called “SHARE YOUR
THOUGHTS”
 Why is it important to know the
appropriate use of active and passive
voices in sentences?
 Cite one situation (in real life) in
which the use of sentences in its
passive voice is useful.
 Based on the concept targeted
by the facilitator, learners will
be formulating their own
sentences and share it to their
partners through think-pair-
share.
10 minutes
 The teacher will ask the
learner to write
reflection/insight about the
lesson incorporating active
and passive voice.
 The teacher will make a short
tour around the class and ask
students in pair about their
understanding about the topic.