Changing Active to Passive Voice

Active voice- the subject is the doer of the action.

Example: She studies English.
Passive voice- the subject is the receiver of the action.
Example: English is studied by her.

Sentence Pattern of Active Voice

Active voice = Subject + Transitive verb + Direct object
Transitive verb- needs a direct object to complete the meaning of a sentence.
Direct object- answers what or whom
Example: Mom cooks lasagna.
Mom is the subject.
Cooks is the transitive verb.
Lasagna is the direct object.

Sentence Pattern of Passive Voice

Passive Voice- direct object+ transitive verb+ subject
Example: Active- Mom cooks lasagna.
Passive- Lasagna is cooked by Mom.
Active- Dad submitted his report.
Passive- His report was submitted by dad.
Active- They will do their research proposal.
Passive- Their research proposal will be done by them.

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 Rules in Changing Active to Passive Voice
1. The direct object becomes the subject.
2. Provide the correct form of the verb(be verbs: am, is, are, was, were) plus the
past participle.
Note: Check the verb in the active voice to know what helping verb or be verb to
use.
Present tense= is, are
Past tense= was, were
Future tense= will be, shall be
3. Add the preposition “by”.
4. Change the subject into object.

Rules in Changing Passive to Active Voice

1. Change the object into subject.
2. Then, provide the correct form of the verb.
3. Transform object into subject.
Active- The man washed his car.
Passive- His car was washed by the man.
Active- Rhylle delivered the package.
Passive- The package was delivered by Rhylle.
Active- Zyah writes a poem.
Passive- A poem is written by her.

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 LESSON 2
Grammar
The Passive Voice
Participles Used as Adjectives
Get + Participles and Adjectives

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 Editing Advice
1. Use be, not do / does / did to make negatives and questions with the
passive voice.
wasn’t
My watch didn’t made in Japan.
was
When did the movie fi lmed?
2. Don’t use the passive voice with intransitive verbs.
The accident was happened at 10:30 p.m.
Her grandfather was died three years ago.
3. Don’t confuse the -ing form with the past participle.
eaten
The popcorn was eating by the child.
4. Don’t forget the -ed ending for a regular past participle.
ed
The floor was wash by the janitor.
D ˆ
I’m very tire now. I have to go to sleep.
ˆ
5. Don’t forget to use a form of be in a passive sentence.
was
The movie seen by everyone in my family.
ˆ

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 6. Use by to show the agent of the action.
by
Tom Sawyer was written for Mark Twain.
7. Use an object pronoun after by.
her
My mother prepared the soup. The salad was prepared by she too.
8. In questions and negatives, use do, does, or did when you use get with
the passive voice.
Did
Were you get fired from your job?
The Passive Voice; Participles Used as Adjectives; Get + Participles and
Adjectives 8990 Lesson 2
9. Don’t forget to include a verb (usually be) before a participle used as
an adjective.
is
My college located on the corner of Broadway and Wilson Avenues.
was
The movie boring, so we left.
10. Use be, not do, with past participles used as adjectives.
isn’t
My sister doesn’t married.
Are
Do you bored in your math class?

LEVELS OF VIEWING COMPREHENSION

What is viewing?
It refers to the ability of the participants to perceive meaning from visual
presentations.

 Viewing is the fifth macro-skill today. It refers to perceiving,

examining, interpreting, and constructing meaning from visual
images and is crucial to improving comprehension to print and non-
print materials.
 active process of attending and comprehending visual media such as
television, advertising images, films, diagrams, symbols,
photographs, videos, drama, drawings, sculpture and paintings.


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 Why viewing is important?
1. Develop the knowledge and skills to analyze and evaluate language text and multimodal texts
that use visual
2. help students acquire information and appreciate ideas and experiences visually
communicated by others

 Why viewing is added as one of the macro or communication

skills?
 According to Stephen apkon (2011), “What we are now seeing is the
gradual ascendance of the moving image as the primary mode of
communication around the world: one that transcends languages,
cultures and borders.
 According to Carey Jewitt (2008), “What is needed in the educational
framework that recognizes and describes the new forms of the text
that children meet everyday in order to secure the place of
multimodal and visual texts within the curriculum.”

Five macro skills

1. listening 3. reading 4. writing

2. speaking 5. viewing

1. Literal - what is actually stated, limited to facts and detail, surface

understanding only(label, list, name, relate, recall, repeat and state). Test
in this level are objective, true and false, multiple choice, fill in the blanks
and questions like who, when and where.

2. Interpretative - what is implied or meant, drawing inferences, tapping

into prior knowledge, attaching new learning to old information and making

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 logical and educated guesses. The type of questions are open-ended,
thought-provoking questions like why, what if and how.

3. Applied - taking what was said (literal) and then was meant by what was
said(Interpretative) and then extend (apply) the concepts or ideas beyond
the situation. It involves analyzing, synthesizing and applying. In this level,
we are analyzing or synthesizing the information and applying it to other
information

4. Appreciative - comprehension is more abstract, based on a deeper

understanding and even emotional reactions to the author’s language,
ideas, imagery and values.

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