Grammar/Structure: Identifying Active and Passive Verbs in Passages for JSS 3

Class: JSS 3
Term: First Term
Week: 10
Age: 14 years
Duration: 60 minutes
Subject: English Language Studies
Curriculum Theme: Grammar/Structure
Previous Lesson: Listening and Speaking: Consonant Clusters in Speech
Topic: Grammatical Accuracy
Subject Matter: Active and passive verbs Passive verbs Identification of active and passive verbs in given passages on: (a) Dangers of pre-marital sex (b) Consequences of negative peer pressure

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify active and passive verbs in given passages.
• Differentiate between active and passive verb forms.
• Convert suitable sentences from active to passive voice and vice versa.
• Explain the structure of sentences in active and passive voice.

Affective Domain

• Appreciate the importance of correct verb usage in communication.
• Show willingness to participate in grammar exercises.

Psychomotor Domain

• Construct sentences using both active and passive verbs correctly.

Social Domain

• Collaborate with peers to identify verb forms in passages.

Reference Materials

The following resources were used in planning this lesson:

• 2014 Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 3
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Whiteboard or chalkboard
• Markers or chalk
• Prepared passages containing active and passive verbs
• Charts illustrating active and passive voice structures
• Worksheets with exercises on identifying and converting verb forms

Rationale for the Lesson

Understanding active and passive verbs is fundamental for clear and effective communication in English. This lesson helps students master these grammatical structures, enabling them to construct varied and precise sentences. It also enhances their comprehension skills by allowing them to recognise how different verb forms convey meaning in written texts, particularly in sensitive topics like social issues.

Prerequisite/Previous Knowledge

Students should have a basic understanding of verbs, subjects, and objects in a sentence.

Lesson Content/Board Summary

Grammatical Accuracy

Active and Passive Verbs

Verbs in English can be in either active or passive voice. The voice of a verb indicates whether the subject of the sentence performs the action or receives the action.

Active Voice

In the active voice, the subject of the sentence performs the action. The structure is typically: Subject + Verb + Object.

The active voice is generally preferred because it is direct, clear, and concise.

Examples:

1. The students discussed the dangers of pre-marital sex. (Subject: “The students” performs the action “discussed”)
2. Negative peer pressure influences many teenagers. (Subject: “Negative peer pressure” performs the action “influences”)
3. The boy ate the apple.
4. She wrote a letter.

Passive Voice

In the passive voice, the subject of the sentence receives the action. The action is performed by someone or something else, often introduced by the preposition “by”. The structure is typically: Object of active sentence + form of ‘to be’ + Past Participle of main verb + (by + agent).

The passive voice is used when:

1. The doer of the action is unknown or unimportant.
2. The focus is on the action or the receiver of the action, rather than the doer.
3. The writer wants to avoid naming the doer.

Examples:

1. The dangers of pre-marital sex were discussed by the students. (Subject: “The dangers of pre-marital sex” receives the action “were discussed”)
2. Many teenagers are influenced by negative peer pressure. (Subject: “Many teenagers” receives the action “are influenced”)
3. The apple was eaten by the boy.
4. A letter was written by her.

Difference Between Active and Passive Verb Forms

The main difference lies in the relationship between the subject and the verb. In active voice, the subject acts. In passive voice, the subject is acted upon.

1. Active: Emphasises the doer of the action.
2. Passive: Emphasises the action or the receiver of the action.
3. Active: Usually more direct and energetic.
4. Passive: Can be less direct and more formal.

Changing Sentences from Active to Passive and Vice Versa

To change a sentence from active to passive voice:

1. Identify the subject, verb, and object of the active sentence.
2. Make the object of the active sentence the new subject of the passive sentence.
3. Use the appropriate form of the verb “to be” (is, am, are, was, were, been, being) followed by the past participle of the main verb.
4. If the doer of the action is important, add “by” followed by the original subject (now called the agent).

Example 1 (Active to Passive):

Active: Bad choices destroy futures.

Passive: Futures are destroyed by bad choices.

Example 2 (Active to Passive):

Active: The community condemns immoral acts.

Passive: Immoral acts are condemned by the community.

To change a sentence from passive to active voice:

1. Identify the subject of the passive sentence (which was the object in the active sentence) and the agent (the doer, if present, usually after “by”).
2. Make the agent the new subject of the active sentence. If no agent is mentioned, you may need to infer a general subject (e.g., “someone,” “people”).
3. Change the verb from the “to be + past participle” form back to its active form, ensuring it agrees with the new subject.
4. Make the original subject of the passive sentence (the receiver of the action) the object of the active sentence.

Example 1 (Passive to Active):

Passive: Many lives are ruined by reckless decisions.

Active: Reckless decisions ruin many lives.

Example 2 (Passive to Active):

Passive: The consequences of negative peer pressure were highlighted in the assembly.

Active: The school highlighted the consequences of negative peer pressure in the assembly.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Guided Practice, Question and Answer, Individual Practice, Pair Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Explaining/Engaging

Teacher’s Activity: The teacher greets the students and asks them to recall what a verb is and its function in a sentence. The teacher then introduces the concept of active and passive voice by giving simple examples like “The boy kicked the ball” vs. “The ball was kicked by the boy.”

Pupils’ Activity: Pupils respond to the questions and listen attentively to the introduction of active and passive voice.

Learning Point: Introduction to verb voice

Step 2: Explanation of Active Voice

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains the active voice, highlighting that the subject performs the action. The teacher writes examples on the board, including sentences related to the dangers of pre-marital sex and negative peer pressure, and asks students to identify the subject and the action performed.

Pupils’ Activity: Pupils listen, observe the examples, and identify subjects and actions in active sentences.

Learning Point: Understanding active voice

Step 3: Explanation of Passive Voice

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains the passive voice, emphasising that the subject receives the action. The teacher demonstrates how the verb “to be” and the past participle are used, providing examples related to the lesson’s themes. The teacher also explains when passive voice is typically used.

Pupils’ Activity: Pupils listen, ask questions for clarification, and identify the structure of passive sentences.

Learning Point: Understanding passive voice

Step 4: Differentiating Active and Passive Voice

Time: 10 minutes

Teaching Skill: Comparative Analysis

Teacher’s Activity: The teacher presents pairs of sentences, one active and one passive, and guides students to identify the differences in structure and emphasis. The teacher uses passages on “Dangers of pre-marital sex” and “Consequences of negative peer pressure” for identification practice.

Pupils’ Activity: Pupils actively participate in identifying and stating the differences between active and passive sentences in the given passages.

Learning Point: Distinguishing verb voices

Step 5: Converting Active to Passive Voice

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher demonstrates step-by-step how to convert active sentences into passive sentences. The teacher provides several active sentences and guides students to convert them, offering support and correction.

Pupils’ Activity: Pupils practice converting active sentences to passive voice under the teacher’s guidance.

Learning Point: Active to passive conversion

Step 6: Converting Passive to Active Voice

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher demonstrates how to convert passive sentences back to active voice. The teacher provides passive sentences and guides students through the conversion process, ensuring they understand the role of the agent.

Pupils’ Activity: Pupils practice converting passive sentences to active voice, focusing on identifying the doer of the action.

Learning Point: Passive to active conversion

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is the main difference between active and passive voice?
2. Identify the active verb in the sentence: “Many students avoid bad company.”
3. Change the sentence “The school organised a seminar on pre-marital sex” to passive voice.
4. Identify the passive verb in the sentence: “Bad habits are formed easily.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of understanding

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on active and passive verbs, their differences, and conversion rules into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarising

Teacher’s Activity: The teacher summarises the key points of the lesson, reiterating the importance of using active and passive voice appropriately for clear communication. The teacher encourages students to pay attention to verb voice in their reading and writing.

Pupils’ Activity: Pupils listen to the summary and ask any final questions.

Learning Point: Consolidation of concepts

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the passage below and answer the questions that follow.

Passage:

The dangers of pre-marital sex are often ignored by young people. Many consequences, such as unwanted pregnancies and sexually transmitted infections, are faced by those who engage in it. Negative peer pressure also contributes to these risky behaviours. Friendships are sometimes broken by the influence of bad company. Responsible decisions must be made by individuals to protect their future. Parents and teachers frequently advise students about these issues, but their warnings are not always heeded.

1. List five active verbs from the passage.
2. List five passive verbs from the passage.
3. Change the following sentences from active to passive voice:
   1. Young people often ignore the dangers of pre-marital sex.
   2. Bad company breaks friendships.
4. Change the following sentences from passive to active voice:
   1. Many consequences are faced by those who engage in it.
   2. Their warnings are not always heeded by students.

Lesson Keywords

• Active Voice – A grammatical voice where the subject performs the action of the verb.
• Passive Voice – A grammatical voice where the subject receives the action of the verb.
• Verb – A word that describes an action, state, or occurrence.
• Subject – The noun or pronoun that performs the action in an active sentence or receives the action in a passive sentence.
• Object – The noun or pronoun that receives the action of the verb in an active sentence.
• Past Participle – The form of a verb, typically ending in -ed, -en, -t, or -n, used in perfect tenses and passive voice constructions.

Differentiation

Support: Provide simpler sentences and highlight verbs in different colours for struggling students. Offer sentence frames for converting between active and passive voice. Work in small groups for peer support.

Extension: Challenge advanced students to write short paragraphs using a mix of active and passive voice, explaining why they chose each voice. Ask them to analyse newspaper articles for the predominant voice used and its effect.

Suggested Lesson Videos

For further understanding of active and passive verbs, students can search on YouTube for:

• active and passive voice JSS3 English
• how to change active to passive voice for jss