The presentation covers the concept of passive voice through various activities. It begins with definitions of active and passive voices and examples. Students then complete four activities: 1) forming passive sentences from pictures, 2) filling blanks with correct past tense verbs, 3) matching verbs to tenses, and 4) forming passive sentences from active ones and omitting agents when unnecessary. The goal is to help students understand how to identify and form passive voice through practical explanation and exercises.

2. 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

3.  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.

4.  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

5.  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

6. 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

7. 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.

10. 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

11. 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.

12. 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.

13. 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.

14.  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)

15.  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.

16. 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.

17. 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.