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Title
1. Activity: Role play
I. Instructions: Groupwork
3 groups (of 6 students each) will prepare a role play and
present it infront of the class.
Last group will wrap up the whole activity,
II. Preparation time: 5 mins
III. Presentation time: 5 mins
IV. Hints:
Narrator
Title
The Detective
The Setting (characters / places)
The Crime / The Victim(s) / The Suspects
The Clues
The Capture
The Solution
2. Title:
The Detective
{usually someone intellectually superior to the ordinary person who uses logic and keen
observation to see what others do not}
The Setting
{usually a “closed society” of some kind—a train, an isolated house—so that the criminal
must be one of the people already in the setting, not an outsider; the atmosphere is tense or
frightening}
The Crime
The Victim(s)
The Suspects
{a limited group, each with motive, means, and opportunity}
The Clues
{some, perhaps, will turn out
to be false to mislead the audience or detective}
The Capture
{how the criminal is caught}
The Solution
{an explanation that brings all of the clues together}
3. Novel to Film
Since it was first published in 1901, Arthur Conan Doyle's adventure has been translated into scripts and
screenplays and reinterpreted as films and stage plays numerous times. What choices do screenwriters
and directors need to make? How do their choices impact the meaning and interpretation of a scene?
In this scene from Masterpiece Theatre's The Hound of the Baskervilles, Dr. Watson visits Merripit House
for the first time and meets the enigmatic Beryl Stapleton.
Story Synopsis
One morning, Dr. James Mortimer pays a visit to consulting detective Sherlock Holmes and Dr. John H. Watson
221B Baker Street. Mortimer is concerned by the mysterious death of his old friend Sir Charles Baskerville, whic
local folk attribute to the 200-year-old family curse: a gigantic phantom hound, a monstrous black beast with
dripping jaws and glowing eyes reputed to have savaged his ancestors to death. Sir Charles lived in fear of the
legend and died with a look of abject terror on his face. There was evidence of a desperate dash for safety, but fa
more frightening were the distinct footprints of an enormous hound close to the corpse.
Mortimer is also afraid for the new heir, Sir Henry Baskerville, who has been located in Canada and is coming to
claim his inheritance. From the moment he arrives in London, odd things start to happen. Two of his boots go
missing, anonymous warnings are delivered to his hotel and a bearded man is following him. It is beginning to lo
as if Sir Henry's life may be in danger too.
Sir Henry is about to take up residence at his ancestral home, Baskerville Hall on Dartmoor. Unable to leave Lon
for the present, Holmes sends Watson down to Devon as his agent, with instructions to keep him fully informed o
events, however trivial. The men have learned that a violent convict has escaped from the nearby prison and is st
missing upon the moor. At Baskerville Hall, Watson encounters the bearded butler Barrymore and his wife, whil
the sound of a woman sobbing and the creak of aged floorboards rob him of his sleep.
The next day while out walking on the moor, he meets the eccentric archaeologist Stapleton, who lives at Merrip
House with his beautiful sister, Beryl -- a love interest for Sir Henry. Stapleton points out the Grimpen Mire, a
treacherous bog so deep it can devour a horse. Nearby are ruins of prehistoric stone dwellings. Then comes the
sound of the baying of a hound.
An increasingly alarmed Watson and Sir Henry stalk a prowler who disappears into thin air at Baskerville Hall.
Intruder or ghost? Finding false paneling, they entrap a startled Barrymore as he signals across the moor. He clai
to be signalling his lover.
Watson and Sir Henry join Dr. and Mrs. Mortimer for dinner at Merripet House with the Stapletons. Dr. Mortime
wife, who is fascinated by the occult, agrees to lead a séance; a terrifying vision of the Hound appears. Badly
shaken, Watson and Sir Henry return to Baskerville Hall. The escaped convict Selden -- starved and desperate --
broken into the kitchen. As Watson and Sir Henry give chase, they hear the eerie howling of a distant hound.
Watson sees the outline of a stranger standing on the distant Tor, framed against the moon.
4. Alone but armed, Watson tracks the stranger to a circle of Neolithic huts, where he discovers to his fury that the
stranger is none other than Sherlock Holmes. A cry of terror interrupts them. They race towards the sound and
discover the body of Sir Henry, horribly mutilated, face downward on the moor. He has been savaged by an
unknown beast. But, upon closer inspection, they realize it is not Sir Henry; it is the convict Selden, dressed in Si
Henry's clothes.
Back at Baskerville Hall, Holmes tells Mrs. Barrymore that her brother, Selden, is dead. She breaks down and
confesses that she had been feeding him (hence Barrymore's signaling) and that she had given him Sir Henry's
discarded clothes. It is obvious that he had been assumed to be Sir Henry in the attack.
Through a masterly combination of detection and deduction, Holmes tells Watson that he has identified the murd
as Stapleton, who is out to avenge his father, a disinherited Baskerville who died in poverty. However, they need
catch Stapleton red-handed if they are to deliver him to the hangman. Holmes also reveals that Beryl is not
Stapleton's sister but his wife. Stapleton found it useful to use her as romantic bait to ensnare both Sir Henry and
Charles.
Together with Inspector Lestrade, Holmes and Watson stake out Stapleton's home as he entertains Sir Henry, wh
has no idea of Holmes's suspicions. He is disappointed to discover that Beryl is not at home. After dinner, Sir He
leaves Merripit House and makes his way home on foot across the moor. In the gathering mist Stapleton releases
Hound, priming it with the scent of Sir Henry's stolen boot. The sight of the great demonic creature, eyes ablaze,
so terrifying that their nerve momentarily fails them and the animal streaks after its prey. A desperate chase ensu
as Holmes and Watson race to save the unsuspecting Sir Henry. They almost arrive too late. The hound has attac
but before it goes in for the kill, they shoot it dead.
Back at Merripit House, Lestrade has detained a defiant and unrepentant Stapleton, who refuses to confess. Wats
finds Beryl, bound and beaten to death. In the resultant furor, Stapleton shoots the angry Watson and makes a
desperate escape. Holmes pursues Stapleton across the midnight moor, but Stapleton uses his knowledge of the
treacherous terrain to lure the detective into the infamous Grimpen Mire. As Holmes is sucked into the bog,
Stapleton gloats and is about to kill him when the wounded Watson lurches out of the fog and shoots him dead.
Watson drags Holmes to safety.
Sir Henry will survive, Watson's wounds will heal and Holmes has solved his most difficult case yet.
6. Before Viewing: Questions and Activities
1. Some of the best-known skills of Sherlock Holmes are his powers of observation and
deduction. (For example, have students read Chapter One of The Hound of the
Baskervilles and note what Holmes discovers about Dr. Mortimer just from his walking
stick.) To demonstrate, ask a staff member to stop by your classroom. After a brief
exchange of pleasantries, turn your back. At that moment, have the visitor borrow
something from your desk (set this up ahead of time). A few minutes later, ask students
where the missing item is. When students identify the visitor as the borrower, ask them to
write a physical description of him or her. Have students read their descriptions aloud. As
a class, compare and contrast the variations in what each one observed.
2. The essential plot of The Hound of the Baskervilles forms a classic story line that can be
found in countless other works of fiction: Someone new comes to stay in an isolated
place with which legends and mysteries are associated. This person's life and/or sanity is
threatened by increasingly frightening events until a perpetrator is caught. As a class,
brainstorm a list of books, films, television shows, legends, myths, ghost stories, or other
stories that share this same basic setup. Ask students, Why do you think this is such an
enduring premise for a story?
3. The detective is a staple of popular culture. Have students list fictional detectives, from
movies, television, books, cartoons, or any other source. Then, looking over the list, have
them write a paragraph describing how the "typical" -- there may be more than one --
fictional detective looks, talks, and acts as well as what he or she does and says. As a
class, compare and contrast the characteristics. After watching the film, have students
revisit their descriptions. How closely does it describe Sherlock Holmes? Would you
agree with the scholar Ian Ousby who wrote, "Modern detective fiction abounds in direct
and indirect tribute to Sherlock Holmes, in pale imitations of Doyle's formula, and in
desperate attempts to break from it?" What "direct or indirect" tributes do students see on
their original list of detectives?
4. In a well-constructed detective story, nothing is wasted; each scene adds suspense and
clues to the hunt for "whodunit." Watch the first six minutes of The Hound of the
Baskervilles. (Note: The very first scene briefly shows an autopsy. Be sure to preview the
film to make sure it is appropriate for your class.) What elements of mystery and
suspense are already in play before we even meet Sherlock Holmes? Have students use
the Detective's Log to begin compiling clues and making predictions about what they've
already seen. Have them continue the log as they watch, stopping at the end of each
viewing day to share their ideas and make predictions about what will come next.
Before Viewing: Questions and Activities
1. The Hound of the Baskervilles is marked by the constant juxtaposition of the rational and
scientific with the irrational and supernatural. (For example, the film begins with rapid
cuts between the "civilized" setting of a courtroom and chaotic and frightening scenes of
the wild moors and an escaped convict.) To investigate how much the tension of the story
7. depends on this interplay, have students write the words "Rationalism, Civilization,
Science" on one side of a piece of paper, and on the other write "Superstition,
Wilderness, the Supernatural." (You may want to help the class define these terms first.)
Ask students to make a list of all the people, places, things, scenes, and ideas in The
Hound of the Baskervilles that seem to fit in one category or another. On which side does
the hound itself seem to belong? Which of the two forces triumphs at the end? Review
the last scene of the film and re-read the last few paragraphs of the novel to determine
how Conan Doyle informs his Victorian audience which side has the "last word."
2. Who is Sherlock Holmes? No single story describes him completely. This film version of
The Hound of the Baskervilles attempts to give viewers a more rounded picture of the
great detective by borrowing traits and scenes from several of the stories. Ask students to
describe the Holmes of the film by listing as many adjectives as they can to describe him,
then listing scenes, lines of dialogue, or anything else they observe in the film that
supports each adjective. Do students find his traits consistent or contradictory? What do
they make of his drug use? How does he represent the rational/ irrational split that the
story explores?
3. The moors in The Hound of the Baskervilles are so central to the plot that they could be
considered as a character in the story. If you were to describe them the way you'd
describe a human character, what would you say about them? Which human character in
the story do they most resemble? How?
4. Giving Holmes a very ordinary sidekick, Watson, from whose point of view the tales can
be told, is noted by historians of the detective story as one of Conan Doyle's most
important contributions. How does the fact that Watson, as Holmes says in A Scandal in
Bohemia, "sees but does not observe" make him a useful narrator? Ask students to
consider the second segment of the film, from when Watson arrives in Dartmoor to his
discovery of Holmes on the moor. How would that segment be different if Holmes were
present?
5. Richard Roxburgh, who plays Holmes, comments that Holmes and Watson, "offset one
another, and complement one another, perfectly. The deficits in one are covered by the
pluses in the other." How so? What other famous fictional pairings can students name (in
detective fiction or any other genre)? Do the roles in any of these other pairings
complement one another in the same way? How?
6. Have students pretend they are part of an advertising team that wants to interest a new
generation -- today's teens -- in The Hound of the Baskervilles. The team believes that the
way to get teens to watch or read a "classic" is to show them how it relates to
contemporary works they already enjoy. Ask students to create a print, television, or
radio ad for either the film or the novel that uses quotes from the piece, compares it to
other works, and highlights the aspects of it they believe their peers will most enjoy.
The Mystery Genre
This section is designed to be used with any mystery or detective novel, story,
..
8. film, or television show. The first section briefly traces the history of the
detective novel and Conan Doyle's contribution to it. It then lists questions
and activities designed to help students think about the genre and about
formulaic literature in general. "Fun with Mysteries" invites students' creative
response to the mystery stories they read. The Detective's Log helps students
understand the basic elements of a classic mystery while keeping track of
them as they read or watch.
A Brief History of the Detective Novel
Crime stories have been with us at least since Cain killed Abel in the Bible,
yet Sherlock Holmes is considered the father of what is known as the classic
"Golden Age" of English murder mystery. Writers such as Agatha Christie,
Ellery Queen, and P.D. James went on to emulate this form, and today even a
cursory glance at a mystery section in a book or video store will reveal the
vigorous lineage of the great detective. Although Edgar Allen Poe, Wilkie
Collins, and others had written mysteries before him, somehow, in the
persons of Sherlock Holmes and his humble helper, Dr. John Watson, Arthur
Conan Doyle captured the public imagination as no detective writer ever has.
The formula Conan Doyle helped establish for the classic English mystery
usually involves several predictable elements: a "closed setting" such as an
isolated house or a train; a corpse; a small circle of people who are all
suspects; and an investigating detective with extraordinary reasoning powers.
As each character in the setting begins to suspect the others and the suspense
mounts, it comes to light that nearly all had the means, motive, and
opportunity to commit the crime. Clues accumulate, and are often revealed to
the reader through a narrator like Watson, who is a loyal companion to the
brilliant detective. The detective grasps the solution to the crime long before
anyone else, and explains it all to the "Watson" at the end.
At about the same time as the English murder mystery was establishing itself,
a distinctly different school of detective fiction emerged in America. This
"hard-boiled" style of fiction took hold in the 1920s, the era of American
prohibition and gangster violence. Popularized through the accessibility of the
"pulps" -- cheaply produced, gaudy magazines that featured short, violent
crime stories -- the hard-boiled American detective contrasts distinctly with
the classic English version. This detective is not a gentleman hero, but a hard-
drinking, tough-talking "private eye," often an outsider to the world of upper-
and middle-class values. The classic setting is not a country house but the
brutal and corrupt city, and the suspects might be anyone at all in such a vast
and anonymous place. The action does not move in a series of orderly steps
toward a logical solution, but, instead, careens from place to place and scene
to scene. As Dashiell Hammett, one of the originators of the genre, explained
it, "Your private detective does not want to be an erudite solver of riddles in
the Sherlock Holmes manner; he wants to be a hard and shifty fellow, able to
take care of himself in any situation, able to get the best of anybody he comes
9. in contact with, whether criminal, innocent bystander, or client."
The detective and mystery stories we read and watch on television and in film
today can often be traced directly to one of these two original schools, or
borrow from both traditions. Contemporary writers continue to reinvent the
basic formula so that, over a hundred years since readers first met the great
Sherlock Holmes, the detective story is more fresh, interesting, and popular
than ever.
Exploring the Genre
1. Why do people like to read mystery and detective stories? Why are we
so fascinated with crime, especially murder? List as many reasons as
you can. How does the fact that detective stories have a predictable
structure make them more or less enjoyable to read? Why?
2. Why do many readers consider relaxing with mystery, detective, and
crime fiction a "guilty pleasure"? What is the difference between
"serious literature" and mystery stories? To think about this, consider
the following questions: Why is Shakespeare not considered a crime
writer even though he often writes about murder? Is Crime and
Punishment or Harry Potter and the Sorcerer's Stone a "mystery"
novel? Explain your answer.
3. What would Sherlock Holmes think about the kind of detectives we
are most familiar with from American television? Pretend you are
Holmes and watch an episode of a series such as Law and Order,
NYPD Blue, or CSI that features a contemporary American detective.
If Holmes were asked to give them advice on detecting, what would
he tell them?
4. Critic Stephen Knight claims that, "No literary figure has a stronger
hold on the public imagination" than Sherlock Holmes. Research the
influence of Sherlock Holmes on popular culture in order to debate
this statement. Consider a wide variety of formats, such as the board
game "Clue"; children's book series such as Nancy Drew, the Hardy
Boys, and Encyclopedia Brown; the films of Alfred Hitchcock;
television series and characters (including Dr. Spock in Star Trek and
Data in Star Trek: The Next Generation); cartoons; and advertising.
5. What can the history of the two mystery writing schools tell us about
some of the differences between England and America? Pretend you
are an alien trying to research the two countries before coming to visit.
If all you were given were the first chapter of any Agatha Christie
novel (to represent England) and the first chapter of any Raymond
Chandler novel (to represent America), what conclusions might you
draw? Write a list of the assumptions and expectations this alien might
10. form about each society based on these chapters. How many of the
things on your list do you think the alien might actually observe if it
came for a visit today?
6. Mystery and detective fiction is often judged by how well it satisfies
the conventions of its genre -- that is, how well it follows the
unwritten "rules" of how detectives, criminals, suspects, and clues are
presented. In the 1920s, writer Ronald Knox made a list of
"commandments" that he believed must be followed in all good
detective fiction. Since then, nearly all have been broken, but they are
still a guide for most writers of the classic English school. Some of
these rules are listed below. Which do The Hound of the Baskervilles
obey? Do today's detective stories still follow these rules? If not, what
rules would you add to or eliminate to bring a list of detective story
commandments up-to-date?
o The criminal must be mentioned in the early part of the story,
but must not be anyone whose thoughts the reader has been
allowed to follow.
o All supernatural or preternatural agencies are ruled out as a
matter of course.
o Not more than one secret room or passage is allowed.
o The detective himself must not commit the crime.
o The detective is bound to declare any clues upon which he
may happen to light.
o The friend of the detective, the Watson, must not conceal from
the reader any thoughts which pass through his mind; his
intelligence must be slightly, but very slightly, below that of
the average reader.
7. Other genres also follow rules and conventions. Horror, romance, and
science fiction stories all use predictable structures, characters, and
plots. Choose one of these genres and develop a set of
"commandments" for that genre. You might also compile a list of
classic lines from this genre (as in the first "Fun with Mysteries"
activity, below), or develop a graphic organizer for watching or
reading this kind of fiction based on the Detective's Log.
8. Can a genre's formula be exhausted? If so, can the formula be
reinvented and remain fresh? Choose a genre with a formulaic
approach (mystery, detective, crime, spy, romance, horror, or science
fiction), and compare an early classic with a contemporary example.
What do the changes tell you about how the audience and our world
11. have changed?
Fun with Mysteries
1. Try writing an opening to a mystery story that will be as atmospheric
and mysterious as The Hound of the Baskervilles. Begin with the
classic line "It was a dark and stormy night." Write for ten minutes
without stopping. Then take turns reading your openings in a small
writing group of your peers. What descriptive, plot, and setting
techniques seem to work best to create atmosphere? Why? If you
choose to continue your story, use the Detective's Log to keep track of
the clues you plant and the suspects you describe.
2. What real-life mysteries might make thrilling movies? Look through
today's newspapers and history books and compile a list of murders
and other dramatic crimes from the past or present that have never
been turned into films. Then write the one-page pitch that would
convince Hollywood to "green light" your project. Include in your
pitch the actors who would be best cast in each role.
3. Visit the Masterpiece Theatre Web site and test your powers of
inductive and deductive reasoning by exploring And Now Comes the
Mystery... You can also try your hand at solving one of the mysteries
posted on MysteryNet.com. For more mystery fun, design a detecting
game, such as a board game, a "picture mystery" laden with clues, or a
school-wide challenge using clues throughout the building.
4. Each of the following lines come from the film of The Hound of the
Baskervilles, but they are all such classics that any one of them could
easily be part of many other mystery or detective stories. In small
groups, choose two of the lines, then write and perform an original
scene that uses them in some way. For those words that are in
boldface, feel free to substitute your own. (Note: Teachers may want
to assign the whole class the same two lines to see how differently
each small group spins a story around them.)
o It's an ugly business. The more I see of it, the less I like.
o As you value your life or your reason, keep away from the
moor.
o He was in a highly nervous state. Something was preying upon
his mind.
o I don't know whether it's a case for a detective or a priest.
o I had no idea such a sum was involved. It is a stake for which a
man might well play a desperate game.
12. o You must not go alone. Some great misfortune will befall you
if you do.
o [This is] a worthy setting if the devil did desire to have a hand
in the affairs of man.
o No wonder my uncle felt as if trouble were coming in such a
place as this. It's enough to scare any man.
o Did you happen to hear someone, a woman, sobbing in the
night?
o Go back! Go straight back to London instantly. For God's
sake, do as I ask you. Go back, and never set foot on the moor
again.
o I suppose the kindest thing would be to put you out of your
misery.
Sherlock Holmes as Icon
The Hound of the Baskervilles was Arthur Conan Doyle's 26th Sherlock
Holmes story. A struggling young doctor who invented Holmes to wile away
unfilled office hours, Conan Doyle published the first Holmes story in 1887.
His innovation in creating a character who would appear over and over in a
series of self-contained stories meant that Holmes's popularity grew with each
installment. Soon the character was so beloved that people refused to believe
he wasn't a real person; letters addressed to "Sherlock Holmes, Consulting
Detective" arrived daily at Baker Street and Scotland Yard, each begging him
to take on a real case.
Conan Doyle, meanwhile, was growing weary of Holmes and his popularity,
and often threatened to kill the character off so that he could write "serious"
fiction instead. In 1893, Conan Doyle published The Final Problem, in which
Holmes's nemesis, Professor Moriarty, sends him to his death over the
Reichenbach Falls. In the days that followed, there was such an outcry that
newspapers actually ran headlines about Holmes's death, and his fans wore
mourning garb in the streets. Conan Doyle was forced to resurrect Holmes.
The Hound of the Baskervilles was the first new Holmes story to appear after
this, although Conan Doyle set the novel retrospectively so that he could
avoid the problem of bringing Holmes back to life.
Based in part on the work of Dr. Joseph Bell, a teacher of Conan Doyle's at
13. the University of Edinburgh who could draw medical conclusions about his
patients simply from observing the mud on their shoes, Holmes's "method" is
perhaps the best-known thing about him. In The Red headed League he
famously sums up what he has gleaned from merely looking at a visitor:
"Beyond the obvious facts that he has at some time done manual labour, that
he takes snuff, that he is a Freemason, that he has been in China, and that he
has done a considerable amount of writing lately, I can deduce nothing."
Questions and Activities
1. Letters addressed to Sherlock Holmes at 221b Baker Street still arrive
every day, over 100 years after the character was created. Ask
students, Why do you think this is? Holmes has been described as
"real in a way that only the greatest fictional characters achieve."
What other characters, from books, film, television, legend, or
elsewhere, can students name who are real in this way? What do they
think these characters and Sherlock Holmes have in common that has
given them such longevity?
2. Although Holmes is often thought of as the first of the Great
Detectives, Conan Doyle actually modeled Holmes on Monsieur
Dupin, an inspector created by Edgar Allan Poe for his stories
"Murders in the Rue Morgue" and "The Purloined Letter." Have
students read the Poe stories, and compare Dupin to Holmes. Ask,
Why do you think Holmes is a beloved and classic figure and Dupin
has been largely forgotten?
3. Have students research the life of Arthur Conan Doyle to see how he
himself -- with his love of sport, adventure, and science -- embodied
the ideals of Victorian manhood. (See Resources as well as the Conan
Doyle biography.) Ask, How do you think Arthur Conan Doyle would
have reacted to this new version of The Hound of the Baskervilles,
produced a hundred years after his own? Have students write the letter
you think he might send to the team who made this film.
Sherlock Holmes's great popularity can be attested to by the number of
parodies and pastiches (pieces that borrow from another source) that have
been written about him by everyone from Mark Twain and O. Henry to
contemporary writers. Have students create their own Holmes story, or
parody of a Holmes story, by following their basic formula as outlined by
critic T.J. Binyon:
Holmes and Watson are at Baker Street —› A client arrives —› Holmes deduces things about
the client from an object or the person him or herself —› The problem is outlined —› Holmes
and Watson discuss the case when the client is gone —› The investigation begins —› Holmes
identifies what happened —› Holmes explains it all to Watson back at Baker Street. A
14. DETAILED LESSON PLAN
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. Differentiate active and passive voice;
b. Identify the voice of the verb in each sentence;
c. Rewrite the sentence changing the the voice from active to
passive voice;
d. Appreciate the lesson by showing active participation of
the students towards the lesson.
II. SUBJECT MATTER
Topic: Active and Passive Voice
III. MATERIALS
Moving Ahead in English p 197-199
strips of cartolina, manila paper, and pictures
IV. LESSON PROPER
A. ROUTINARY ACTIVITIES
Teacher’s Activity Student’s Activity
Everybody stand up and let us pray.
Anyone who wants to lead the prayer? Heavenly
father….
Good morning class! Good morning
Mrs. Monteroyo!
Okay, class before we start, I want you
to pick up those pieces of papers under your
chairs and arrange it properly. Are you
through?
Okay, you may take your seat now
Class, is there any absent today? None ma’am.
15. Wow that’s good!
Last meeting, I have assigned you to
answer the exercises on the book, am I right?
Did you answer your assignment?
Group leaders collect the assignment
of your members then pass it to me. Yes ma’am.
Class yesterday, we discussed about verb,
right?
Read the following sentences. What are the
verb used?
Carlos gave a speech
Lito plays basketball.
Olive sings folk songs gave, plays, sings
Therefore, what is the verb? Verb is an action
word or state of
being.
Very good!
I’m happy that you understand our
lesson yesterday, so let’s give ourselves
with a big hand
Lets have some vocabulary drills and find out what kind
person are you. Circle the words below that represent the given
characteristics of a
person. SENSITIVE FRUGAL SEFLISH HONEST
AGGRESSIVE
She never brags about her success
16. She often shouted for people for nothing.
He always tells the truth.
She's interested only in her own concerns.
The family is able to stretch its monthly budget.
B. Motivation
Okay, class I want you to listen for a short scenario;
"John saw a pretty girl. He went to talk to her.
Her husband arrived. The husband hit John on the nose."
1. What did the husband do? (Active voice is used in the answer.)
answers may vary..
2. What happened to John? (Passive voice is used in the answer.)
Notice on the sentences on the board. Analyze its
difference. It tells whether it is in the form of active
or passive voice. That is what we are going to
discuss now.
C. Presentation
Voice is the quality of a verb that shows whether
the subjects is the doer or receiver of the action
The Active Voice
Active voice is used to indicate that the subject of
the sentence is the doer of the action
Let’s start with a very simple sentence.
S V O
The boy kicked the ball.
In the following sentences, note the form of the verb
when the subject is the doer of the action.
A student wrote the winning essay.
Alexander Graham Bell invented the telephone.
The chef prepared a delicious meal.
What are the subjects in the sentences? Student,
17. Alexander Graham
Bell, Chef
Correct. Observe that the subjects’ students, Alexander
Graham Bell, Chef are the doers of the action.
What are the verbs used? Wrote,
invented, prepared
Very good! Those verbs are transitive verb with directs
objects, thus when the subject of the sentence does
The action and the verb has a direct object, we say that the
verb is in the active voice.
The Passive Voice
The passive voice is created when the subjects is
acted upon, this time my subjects is going to be
The ball, because the recipient of the action,
What happen to the ball? The ball
kicked.
Good. Now who kicked the ball? The ball
kicked by the boy.
Very good! Now, study the following sentences:
The winning essay was written by a students
The telephone was invented by Alexander Graham
bell.
A delicious meals was prepared by the chef.
In each sentence above, observe that the subjects is the
receiver instead of being the doer of the action. Note that the
form of the verb when the subjects is the receiver, not the doer of
the action is made up of was+ past participle of the verb. Thus if the
subjects is acted upon, the verb is in the passive voice. Let us have
an exercise.
Identify the voice of the verb in each sentence.
1. Raul presented an interesting report. 1.
active
2. Baseball was played by Joseph. 2.
passive
3. Martin removed the old paint. 3.
active
4. The national budget was approved by congress. 4.
passive
5. She cooked the breakfast. 5.
active
Excellent!
Changing the voice from active to passive. Study the changes
18. in the following sentences:
Active Voice Passive
Voice
1. The mother carried the baby. 1. The baby was
carried by the mother.
2. Father repaired the old chair 2. An old chair
was repaired by father.
3. He invented a breathing device for 3. A breathing
device for firefighters
Firefighters. was invented
by him.
4. Sam explored the famous underground river. 4. The famous
underground river
Was explored
by Sam.
5. She interviewed the school president. 5. The school
president was interviewed By her.
What happened to the subjects, verbs, and
Direct object in the sentences in the active voice? The subject
mother and father
became the receiver in the by- phrase
In passive voice.
The action word
carried and repaired became verb
Phrases.
The direct
objects baby and chair
Became the
subjects in the passive
voice.
Very well said!
I’m glad that you understand our topic today
So let’s give ourselves a round of applause.
D. Application
Change the sentences below to the active voice.
1. I was taught by my brother the principles
of barbecuing.
19. 2. My father was given the title by the former
head chief.
3. The house was wrecked by the party and the
cat was let loose by the guests.
4. The house is a mess, the cat is lost, and the
car has been stolen by Justin.
5. Unfortunately, my plan was ruined by Gerald,
the building superintendent.
6. The roof was leaking. It had been leaking
all week.
7. The ball was thrown by Lucy, who had been
hiding in the bushes.
8. Francesca was placed on the first flight to
Boston. Her father put her there.
9. “To be or not to be?” That is the question.
10. A feast had been created from nothing.
I was astounded.
Answers:
1. My brother taught me the principles of
barbecuing.
2. The former head chief gave the title to my
father.
3. The party wrecked the house and the guests
let the cat loose.
4. The house is a mess, the cat is lost, and Justin
has stolen the car.
5. Unfortunately, Gerald, the building
superintendent, ruined my plan.
6. No change.
7. Lucy, who had been hiding in the bushes,
threw the ball.
8. Francesca’s father placed her on the first
flight to Boston.
9. No change.
10. A feast had been created from nothing. This
astounded me.
Very good!.
20. E. Generalization
Therefore when can you say that a sentence is in
The active or in passive voice? How will you change
The passive from active to passive voice? A verb that ha s
direct objects is in
The active voice.
If the subjects is
Acted upon, the
verb is in the passive
voice. In
changing a sentence from
active to passive,
the direct objects
becomes the
subjects or doer in the
by- phrase.
Very well said!
F. Evaluation
A. Write A in the blanks before the number if the sentence is active
and P if passive.
__A____1. Rommel presented an interesting report.
__A____2. He submitted the annual report of the organization.
__P____3. The town was destroyed by fire.
__P____4. That skyscraper was built in 1934
__P____5. The new product design has been finished.
B. Rewrite each sentence changing the verb from active to passive.
1. He wrote a novel. 1. A novel was
written by her.
2. Many people admired Ninoy Aquino. 2. Ninoy Aquino
was admired by many
People.
3. He repaired the dripping faucet 3. The dripping
faucet was repaired by
Him.
4. The doctor examined the patient. 4. The patient
was examined by the
22. …
WORKSHEET
Q1: Change the sentences below to the active voice.
a. The house is a mess, the cat is lost, and the car has been stolen by Justin.
b. Unfortunately, my plan was ruined by Gerald, the building superintendent.
c. The roof was leaking. It had been leaking all week.
d. The ball was thrown by Lucy, who had been hiding in the bushes.
e. Francesca was placed on the first flight to
f. Boston. Her father put her there.
g. I was taught by my brother the principles of barbecuing.
h. My father was given the title by the former head chief.
i. The house was wrecked by the party and the cat was let loose by the guests.
Q2: Write A in the blanks before the number if the sentence is active and P if passive.
__A____1. Rommel presented an interesting report.
__A____2. He submitted the annual report of the organization.
__P____3. The town was destroyed by fire.
__P____4. That skyscraper was built in 1934
__P____5. The new product design has been finished.
Q3: Rewrite each sentence changing the verb from active to passive.
11. He wrote a novel. 1. A novel was written by her.
12. Many people admired Ninoy Aquino. 2. Ninoy Aquino was admired by
many
People.
13. He repaired the dripping faucet 3. The dripping faucet was repaired
by
Him.
14. The doctor examined the patient. 4. The patient was examined by the
Doctor.
15. She sponsored the education of many 5. The education of many poor
students
Poor students. Was sponsored by her.
16. My boss made the decision yesterday. 6. The decision was made by my
Boss yesterday.
17. We proposed the change last week. 7. The change was proposed(by us)
Last week.
18. John delivered the message. 8. The message was delivered by
23. this afternoon. John this afternoon.
19. Doug coordinated the meeting in Paul’s 9. The meeting was coordinated by
Absence. Doug in Paul’s absence.
20. James collected the shells. 10. The shells was collected by
Q1: Answers:
1. My brother taught me the principles of barbecuing.
2. The former head chief gave the title to my father.
3. The party wrecked the house and the guests let the cat loose.
4. The house is a mess, the cat is lost, and Justin has stolen the car.
5. Unfortunately, Gerald, the building superintendent, ruined my
plan.
6. No change.
7. Lucy, who had been hiding in the bushes, threw the ball.
8. Francesca’s father placed her on the first flight to Boston.
9. No change.
10. A feast had been created from nothing. This astounded me.
