Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü

Eğitim Programları ve Öğretim Yüksek Lisans Programı

Mehmet GEZER

Instructional Design- Discovery Learning

 

 

Learning Domain: Grammar

Subject: Active & Passive Voice

Sub-Learning Domain: Present Passive Voice

 

 

Date: 10.04.12

Starting-Ending Time: 13:30-14:10

Duration: 40 minutes

 

Grade/Level: Beginner

 

 

Methods/Techniques: Discovery learning, Question and answer teaching method

 

 

Overall Objective:

 

To help students learn present passive voice with the help of colourful visuals and comparison with active voice.

 

Behavioral Objectives:                    

 

Students will be able to;

1. use passive voice in a sentence.

 

2. work out the usage of present passive voice.

 

3. differentiate between passive voice and active

voice

           

 

 

Materials:

 

  • blackboard
  • worksheets
  • pictures
  • handouts

 

 

Number of students: 30

 

Textbook: Time For English

 

 

 

Discovery Learning

The teacher shows a picture of a cartoon character and introduces it as his grandmother. Then, he asks the students whether they know her or not. As it is a well known cartoon character, the students know her. Since that character is a well known one, the attention of the students is taken by this way. The teacher says that The Granny has two pets, a bird (Tweety) and a cat (Sylvester) which are also well known by the students.  (PART A)

 

The teacher puts series of event driven pictures of Tweety and Sylvester above which there are sentences about what is going on in the pictures in active voice. He asks students to tell what may be going on in the pictures and writes the sentences in active voice on the board. Later, he wants them to guess what will happen next. Then, the Teacher shows the next picture and appreciates the right guess makers by saying words such as “Good!” “Well Done!” “That’s it!” etc. He writes the active sentence on the board again and does this for all of the rest. (PART B)

 

At the end of the Picture Show the teacher undoes the pieces of paper which closed the passive sentences written under the pictures telling the same event can also be told in a different way called Passive Voice. Afterwards, he writes the passive forms next to the active sentences which he had written on the board before .He highlights the auxiliary verbs in Present Tense by underlining and Past Participles of the verbs by circling. He also highlights the agent “BY” by underlining it. Now it is time to ask the students the similarities and differences between the two voices. Then, the teacher asks the students: “What is the rule for the Present Passive Voice?” After that he draws a chart showing the form of present passive voice on the board.  (PART C)

 

After that, he writes some extra examples for the students to figure out what the reasons are for using present passive instead of active, through which the students will get the logical base underlying the examples and Present Passive Voice. (PART D)

 

The teacher checks whether the topic is understood or not by asking some (TRUE/FALSE, YES/NO) questions including passive forms. (PART E)

Time Teacher Activity Student Activity Procedure Rationale
 

5 Min.

A. Context

     Setting

 

Students talk about the picture teacher shows. a) Teacher shows a picture and makes

students talk about it.

b) Teacher suggests students to help for the steps.

To take attention of the students towards the lesson.
10 Min. B. Meaning

     Eliciting

 

They look at the pictures and predict answers of the questions teacher asks.

 

a) Teacher shows series of pictures to the students and asks questions about them.

b) Teacher writes the steps in the  pictures on the board

To make students talk about the pictures showing the steps with active voice (simple present tense).
15 Min. C. Form

     Eliciting

 

They listen to the teacher and try to make connection between the active and passive voice.

 

a) Teacher tells the students that there is another way of telling the steps and writes the present passive voice forms of active sentences next to them.

b) He asks about the function of ‘’by’’ and after a while gives explanation about it.

c) He makes the students investigate the rule for present passive voice.

d) He gives a diagram which explains the form of present passive voice.

e) Teacher wants the students to write the sentences and the diagram that shows the rule of present passive voice in their notebooks.

To help students get aware of the constituents of present passive voice.

 

5 Min. D. Eliciting

     Usage

 

They make effort to work out the components and form of present passive voice.

They copy the rules in their notebooks.

They answer the questions asked by the teacher.

They study some examples formed in present passive voice.

a) He gives some examples that are formed in present passive voice.

b) Teacher asks a question about the usage of present passive voice.

c) He classifies the examples in terms of their usage.

To help students work out the usage of present passive voice.
5 Min.  E. Checking      Understanding

 

 

They answer the questions that the teacher asks.

 

 

a) The teacher checks whether the topic is understood or not by asking some (TRUE/FALSE, YES/NO) questions including passive forms.

 

 

To make sure whether or not the topic is understood.

 

 

 

Appendix

PART A: Context Setting

 

  1. a) The Teacher: I have a lovely old Grandmother. She lives alone. I am going to show you her picture. That is my Granny? Do you know her? (He shows the picture A )

 

The Teacher: She has two pets. A bird and a cat. I am going to show you their pictures. This is my Granny’s bird and her name is Tweety. (He shows the picture B) Is she lovely? Yes and this is her cat. (He shows the picture C) His name is Sylvester.

 

PART B: Meaning Eliciting and Presenting

 

a-b) 1- Teacher: Now look at this picture. What happens in the picture?  (2/a). He writes the sentence “Tweety sings a song.”

Teacher: What may happen next?

 

2- Teacher: Please look at this picture.  What happens in the picture? (2/b). He writes “Then, Sylvester sees Tweety.”

Teacher: What may happen after that?

 

3- Teacher: Look at this picture. What happens in the picture? (2/c). He writes “Tweety also realizes the presence of the cat.”

Teacher: Then?

 

4- Teacher: Please look at this picture.  (2/d). What happens in the picture? . He writes “The cat catches Tweety.”

Teacher: And after that?

 

5- Teacher: Please look at this picture.  (2/e). What happens in the picture? He writes “The cat hears grandma’s voice.”

Teacher: And what may happen next?

 

6- Teacher: Please look at this picture. (2/f). What happens in the picture? .He writes ‘’After shockingly seeing grandma Sylvester breaks the vase’’.

Teacher: Lastly what may happen after that?

 

7- Teacher: Please look at this picture.  (2/g). What happens in the picture? He writes “The Grandma sees the cat and she dismisses Sylvester from the house.”

PART C: Elicitation of Form

  1. a) Teacher: We can also tell the same actions with these sentences. (He undoes the pieces of paper closing the passive sentences written below the pictures and writes each sentence he says next to active sentences on the board).

 

On the board, he highlights the auxiliary verbs in Present Tense by underlining and Past Participles of the verbs by circling. He also highlights the agent “BY” by underlining it.

1- A song is sung by Tweety. (3/a)

2- Then,Tweety is seen by Sylvester. (3/b)

3- The presence of the cat is realized by Tweety. (3/c)

4- Tweety is caught by the cat. (3/d)

5- Grandma’s voice is heard by the cat. (3/e)

6- After that the vase is broken by Sylvester. (3/f)

7- Sylvester is seen by Granny and he is dismissed from the house. (3/g)

 

 

  1. b) Teacher: Is there any similarity between two versions of the same sentences? (He puts emphasis on ‘’the same sentence’’ while asking the question above by elevating his voice.)

 

Teacher: And now, what may be the differences between them?

 

  1. c) Teacher: Well, the similarity is in the meaning of the sentences. They have the same meanings. Whereas we put emphasis on ‘’the doer’’ in active sentences, we focus more on the ‘’action’’ made by the doer in passive sentences. So that is the main difference between active and passive sentences.

 

  1. d) Teacher: What is the function of ‘’by’’ then?

 

Teacher: In passive voice, ‘’by’’ is used to show the doer (agent) of the actions.

 

  1. e) Teacher: So who will tell me the rule for Present Passive Voice?

 

  1. f) Teacher: Here it is: (He draws the chart on the board.)

 

 

Tense                                           Subject            Verb                       Object

Simple Present Active: Tweety sings a song.
Passive: A song is sung by Tweety.

 

  1. g) Teacher: Now, please write the sentences and the diagram in your notebook.

 

 

 

PART D: Elicitation of Usage

 

  1. a) Teacher: In which situations can we use the present passive voice? For instance, when the agent is unknown, do we use active or passive?

 

  1. b) Teacher: Here are some examples. (He writes them on the board.) Please look at them and try to understand what they mean.

 

                      

 

  1. Rice is grown in China.
  2. Volkswagens are produced in Germany.
  3. Most of the birds in this jungle are hunted.
  4. She is advised to visit the doctor.
  5. A good step is taken for education.
  6. Turkish is spoken in this district.
  7. The case is locked at all times
  8. Millions of people are killed in traffic accidents.
  9. The professor is met with cheer.

 

 

 

 Teacher: As we have understood what they mean let’s go on classifying the examples here in accordance with the reasons for their usage.

 

 

c)Teacher: Well actually there are 4 basic reasons for using it.

 

  1. When agent is obvious, unknown, or unnecessary
    1. Rice is grown in China.
    2. Volkswagens are produced in Germany.
    3. Ducks are hunted in this season.

 

 

  1. When the agent is known but writer does not want to mention it.
  2. She is advised to visit the doctor.
  3. A good step is taken for education.

 

  1. When the agent is general such as everyone or people.
  1. Turkish is spoken in Anatolia.
  2. The case is locked at all times.

 

  1. When writer wants to emphasize a result.
  2. Millions of people are killed in traffic accidents.
  3.     The professor is met with cheer.

 

 

PART E: Checking Understanding

 

a)Teacher: Are oranges grown in Antalya?

 

   Teacher: And what about hazelnut, it’s grown in Black Sea Region, isn’t it?

 

   Teacher: Is tea grown in Rize?

 

   Teacher: All right. You are great.

The activities related to both active and passive voice are used for the practice part of the lesson in order to make a concrete consolidation.

ACTIVE AND PASSIVE VOICE WORKSHEET

 Part 1: Put the following sentences into the passive voice.

  • They make shoes in that factory.

________________________________________________________________________________________________________________________________________________

 Waitress and waiters serve customers.

________________________________________________________________________________________________________________________________________________

 Alex is preparing that report.

________________________________________________________________________________________________________________________________________________

Not professor Jackson but professor Marlin teaches that course.

________________________________________________________________________________________________________________________________________________

 Mr Brown is painting his house at the moment.

________________________________________________________________________________________________________________________________________________

 The judges judge the applicants on the basis of their originality. ________________________________________________________________________________________________________________________________________________

 They are building the new hospital here.

________________________________________________________________________________________________________________________________________________

 Teachers teach reading in the first grade.

________________________________________________________________________________________________________________________________________________

 Someone has made a mistake.

________________________________________________________________________________________________________________________________________________

  The teacher is giving a test for the activity of reading.

________________________________________________________________________________________________________________________________________________

Part 2: Write the reason why the passive voice is used for each sentence below. If you think the sentence should be written in the active voice, rewrite the sentence in the active voice.

 The bed is gotten out of by me at 7:30 everyday.

________________________________________________________________________________________________________________________________________________

 300 passengers are held hostage by the terrorists now.

________________________________________________________________________________________________________________________________________________

 The stage is exited by me only after a long standing ovation.

________________________________________________________________________________________________________________________________________________

 The lights in the living room are left on.

________________________________________________________________________________________________________________________________________________

 The house is broken into.

________________________________________________________________________________________________________________________________________________

 I am always infected in autumn.

________________________________________________________________________________________________________________________________________________

 The radio program is listened by me..

________________________________________________________________________________________________________________________________________________

 The landscaping is installed by the homeowner.

________________________________________________________________________________________________________________________________________________

 Professor Spence is given bad directions.

________________________________________________________________________________________________________________________________________________

  The computer is manufactured in Taiwan.

________________________________________________________________________________________________________________________________________________

  (1/a)

 1

  MY GRANNY

 (1/b)

2

MY GRANNY’S BIRD “TWEETY”

(1/c)

 3

MY GRANNY’S CAT “SYLVESTER”

(2/a)   Tweety sings a song.

4

(3/a) A Song is sung by Tweety.

(2/b)  Slyvester sees Tweety.

5

 (3/b) Tweety is seen by Sylvester.

(2/c) Tweety realizes Sylvester.

7

(3/c) Sylvester is realized by Tweety.

(2/d) Sylvester catches Tweety.

 (3/d) Tweety is caught by Sylvester.

(2/e)  Sylvester hears Granny’s Voice.

8

(3/e) Granny’s Voice is heard by Sylvester.

(2/f) Sylvester breaks the vase.

 9

 

(3/f) The Vase is Broken by Sylvester.

(2/g) The Granny sees Sylvester and dismisses him from the House.

 10

 

(3/g) Sylvester is seen by the Granny and he is dismissed from the House.

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