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Passive voice 00 final ppt long class (2 hours)
The document provides an overview of active and passive voice in English grammar, defining both and explaining their functions. It includes examples, exercises, and guidelines on how to recognize and use each voice appropriately. The lesson aims to equip learners with the ability to differentiate between active and passive voice, as well as apply their knowledge in practice.
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Passive voice 00 final ppt long class (2 hours)
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- 2. At the endof the lesson you will be able to: 1)Define active voice. 2)Define passive voice. 3)Identify the use of passive voice. Info collected and ppt made by Ms.Carolina Sepúlveda G. / EFL Teacher / Uss / Chile
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- 31. In the ActiveVoice the Agent/Doer is the SUBJECT.
- 35. Let’s remember: Whathappened at the beginning?
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- 37. •A sentence inwhich the subject is the doer (agent) of the action denoted by the verb, is said to be in the active voice. •The verb that expresses the action done by the subject is said to be in the Active Voice. •It tells us what the doer/agent/subject did.
- 38. Ratatouille (it isthe subject. It does the actions to others) Make 6 sentences (active voice) using six of the following verbs: Cross Stir Wave Polish Ride Talk to Crash Put into Climb Hold Look at Open Climb Put into Find Slap Move
- 39. Cross – Wave-Ride- Crash- Climb- Look at- Find Move- Listen to- Look at- See- Move - Open- Check in- Put into- Stir- Polish- Talk to- Slap to The rat crosses the street. The rat waves at someone. A man rides a bike. The man crashes a car. The rat climbs the stairs. The rat looks at the kitchen. The rat climbs a broom. The rat finds a chef. The rat moves the chef. He/The chef stirs a soup. She polishes a knife. She talks to him. She puts a card into the slot. She slaps to him
- 52. In the PassiveVoice the Object/Receiver is the SUBJECT.
- 53. Let’s remember : Whathappened at the beginning of the class? (By Billy) Subject/Object/Receiver (Doer/Agent)
- 54. •A sentence inwhich the subject does not act but is the receiver of the action, is said to be in the passive voice. •The verb that expresses what is done to the subject is said to be in Passive Voice. •It tells us what was done to the object.
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- 58. In the PassiveVoice the Object/Receiver is the SUBJECT.
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- 100. was was
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- 104. are are
- 106. is are
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- 108. was was wer e
- 110. was wer e
- 112. were was
- 114. was was were was
- 116. were was
- 118. In the PassiveVoice the Object/Receiver is the SUBJECT. SUBJECT The window was broken by Billy.
- 119. Hand out PassiveVoice Main Rules Passive Cards Guessing games
- 120. Get In groupsof three or four (you can work in pairs, too Find a leader /s/he has to tell or mime an object… Guess the object using following questions…. What is it used for? What is it made of? Where is it found? Where is it bought? Who is it used by?
- 121. Now… A List ofVerbs is given to you by the teacher ! Passive voice need the past participle of the verbs Group leaders, please come!
- 122. Possible answers are: Aball A fridge A copybook A candle A car A bottle A sweatshirt A vase A tent A mirror A fur coat A table
- 123. In the PassiveVoice the Object/Receiver is the SUBJECT. SUBJECT The window was broken by Billy.
- 132. Billy In the Passive Voice the Object/Receiver is the SUBJECT. The window was broken by Billy. The window
- 134. Write these sentencesin passive voice. The rat crosses the street. __________________________________________ The rat waves at someone. __________________________________________ A man rides a bike. __________________________________________ The man crashes a car. __________________________________________ The rat climbs stairs/broom. __________________________________________ The rat finds a chef. __________________________________________ He/The chef stirs a soup. __________________________________________ She polishes a knife. __________________________________________ She puts a card into the slot. __________________________________________ She slaps to him ______________________________________________
- 135. Hand out 1(exercises)
- 136. So, this isthe end of the lesson… are you able to… ? 1)Define active voice. 2)Define passive voice. 3)Identify the difference between active and passive voice.
- 137. So, this isthe end of the lesson… are you able to… ? 1)Define active voice.
- 138. So, this isthe end of the lesson… are you able to… ? 1)Define active voice. It shows what the subject/doer/agent does to an object.
- 139. So, this isthe end of the lesson… are you able to… ? 1)Define active voice. 2)Define passive voice.
- 140. So, this isthe end of the lesson… are you able to… ? 1)Define active voice. 2)Define passive voice. It shows what is done to an object by an agent/doer.
- 141. So, this isthe end of the lesson… are you able to… ? 1)Define active voice. 2)Define passive voice. 3)Use of passive voice.
- 142. So, this isthe end of the lesson… are you able to… ? 1)Define active voice. 2)Define passive voice. 3)Use of passive voice. Used in written and formal English (Reports of crimes or legal procedures, newspaper reports, scientific written, announcements, notices.
- 143. So, this isthe end of the lesson… are you able to… ? 1)Define active voice 2)Define passive voice 3)Use of passive voice
- 144. Video Johnny Grammar VideoJohnny Grammar
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- 158. ACTIVE PASSIVE The boy broke the window The window was broken by the boy Subject Subject Doer of the action Receiver of the action Active through the verb Passive or inactive
- 159. 1. When theagent of the action is unknown: My wallet was stolen last night. (we don’t know who stole the wallet) 2. When the agent is unimportant: The new students’ centre was completed last week. (the people who built the centre are unnecessary information for the meaning of the sentence)
- 160. 3. When theagent of the action is obvious from the context: I was born in March of '55. (Everyone knows that it was my mother bore me then)
- 161. 4. To emphasize(put importance on) the recipient (receiver) of the action: a. Only Jane was injured in the accident; the remainder of the passengers were unhurt.(we want Jane to be the subject of the sentence and at the beginning to emphasize her importance) b. Erina was chosen as best student, and of course this made her happy. (the teacher who chose Erina is not what we want to emphasize)
- 162. 5. To connectideas in different clauses more clearly: a. Pharmacologists would like to study the natural ‘pharmacy’ known as the rainforest, if this can be done before clear-cutting destroys it. (in this sentence, keeping THIS near the first clause makes the sentence’s meaning clearer) b. The music was being played too loud by the students, who were finally asked to turn it down.
- 163. 6. To makegeneric statements, announcements, and explanations: a. Something should be done about the traffic jams in this town. b. Patrons are asked not to smoke. c. It's said that it's going to rain tonight.(Often, people will say, 'They say that it's going to rain tonight', the they being the weatherman.)
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