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(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
(Grammar) Passive verb forms
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(Grammar) Passive verb forms

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  • 1. The aim of this presentation is to explain the concept of passive voice practically. The slides include, in order, the following:  Definitions of both active and passive voices  Simple examples of both  How to form a passive voice sentence from an active sentence.  Passive voice flash cards  Activity (1): requires the students to create passive sentences related to the pictures shown in the slide.  Example of passive sentences but with a different verb tenses  Activity(2): requires the students to apply the simple past tense by filling the blanks.  Activity(3): a matching exercise aims at helping the students to notice the different tenses of verbs.  Important points related to the agent, when students have to mention it and why in other cases omitting it.  Activity(4): requires the students to form passive sentences from active ones ,and omitting the agent if its not needed. introduction to the presentation
  • 2.  Passive voice consists of a syntactic transformation in which subject, object, and the verb are involved. It is an important grammatical structure that appears in written and spoken English.  We use it to describe activities in industry, science and technology, news reports, and also for official rules.
  • 3.  In the active voice, the action is performed by the subject.  The following examples show that the subject is doing the verb action: cats eat fish S V O Mawaddah passed the exam S V O
  • 4.  Passive voice is that form of verb which represents the subject and the object by the same word.  Examples: The car is repaired O V The message was received O V
  • 5. active subject verb object cats eat fish •In the passive voice, the subject receives the action of the verb. •The object of the verb becomes the subject of the passive verb. •A passive verb is a form of be + a past participle. passive subject verb phrase Fish are eaten by cats
  • 6. 1 • A passive verb is a form of be + a past participle. 2 • If the agent (the performer of the action) is important, use by. 3 • If the agent is unimportant we omit it.
  • 7. Tense Active Passive Present simple We bake the bread here The bread is baked here Present continuous We are baking the bread The bread is being baked Present perfect We have baked the bread The bread has been baked Past simple We baked the bread yesterday The bread was baked yesterday Past continuous We were baking the bread The bread was being baked Past perfect We had baked the bread The bread had been baked
  • 8. Tense Active Passive Present simple My mother washes my clothes My clothes are washed by my mother. Present continuous My mother is washing my clothes My clothes are being washed by my mother. Present perfect My mother has washed my clothes My clothes have been washed by my mother. Past simple My mother washed my clothes My clothes were washed by my mother. Past continuous My mother was washing my clothes My clothes were being washed by my mother Past perfect My mother had washed my clothes. My clothes had been washed by my mother.
  • 9. write Paint eat cause build make (1) Romeo and Juliet ______________________ by Shakespeare. (2) The Mona Lisa ___________________by Leonardo da Vinci. (3) Rice _________________by Koreans, Chinese, and Japanese. (4) Lung cancer __________________by smoking. (5) The Eiffel Tower ___________________ in the 19th century. (6) Cars ______________________ in America, Japan, and Korea.
  • 10. 1. Petrol prices… a) …was told to stay at homes. 2. This jacket… b) …have been increased. 3. Five people… c)…is not permitted anywhere in the station. 4. It appears the phone bill… d) …was made in Hong Kong. 5. Before the storm, everyone… e) …has been disconnected. 6. Smoking… f) … were killed in the rally.
  • 11.  When the agent ( who or what performs the action) is unknown. e.g. My wallet was stolen last night( we don’t know who stole the wallet)  If the agent is unimportant. e.g. The new centre was completed last week (the people who built the centre are unnecessary information for the meaning of the sentence)  When the agent of the action is obvious from the context. e.g. I was born in March of’55 (everyone knows that it was my mother bore me then)
  • 12.  To emphasize (put importance on) the recipient(receiver) of the action. e.g. only Jane was injured in the accident (Jane is mentioned at the beginning of the sentence to emphasize her importance).  To connect ideas in different clauses more clearly. e.g. The music was being played too loud by the students, who were finally asked to turn it down.  To make generic statements, announcements, and explanations. a) e.g. Something should be done about the traffic jams in this town. b) e.g. Patrons are asked not to smoke.
  • 13. 1) Thieves robbed a woman. 2) They may ban the film. 3) They offered Nancy a pay increase. 4) We need to correct the mistakes. 5) They are testing the new drug. 6) They clean the street every day.
  • 14. In this presentation I used four activities. Each activity is related to the previous explanation. The purpose of the first activity is to enable the students to form passive sentences depending on their understanding to the previous flashcards. These flashcards will accelerate the students’ understanding of how to form a passive sentence. several students will be asked to form different sentences. However, the purpose of the second activity is exercising the students to use the past participle forms correctly by filling the blanks. Additional past participle verbs will be provided to the students on the board to confirm their understanding. The purpose of the third activity is to enable the students to form appropriate passive sentences. The fourth one is used to teach the students how to make passive sentences from active ones. If the students solve this exercise correctly, that means their understanding to the lesson is achieved.

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