Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY

University Town, Musuan, Bukidnon
College of Education
Department of Language Education

ENGLISH 7

A Detailed Lesson Plan in English 7 on How to Practice Grammar: Practising the Active
and Passive Voice in Written and Oral Form of Communication
Time frame: 1 hour and 30 minutes

Prepared by:

Perater, Angelito Jr. C.

BSED - ENGLISH 4A

Prof. Virgencita B. Caro

EDUC 71 Instructor

October 7, 2021
 A DETAILED LESSON PLAN IN ENGLISH 7

I. Objectives
At the end of the 60-minute lesson, the learners must have to:
a. Read the text selection contained active and passive verb forms/sentences.
b. Identified the active verbs and make it passive verb forms from a paragraph
or a text selection.
c. Differentiated the active verb from passive verb; and
d. Applied essential skills for written and oral communications.

II. Subject Matter

a. Topic: How to Practice Grammar: Practising the Active and Passive Voice
in Written and Oral Form of Communication
b. Materials: Laptop with speakers, Projector, Visual aids, Pictures, Handouts,
White board
c. Instructional Materials/Reference/s: Listening skills lesson plans:
Catching up on news
Achard, M. (2004). Grammatical instruction in the Natural Approach: A
Cognitive Grammar view. https://files.eric.ed.gov/fulltext/EJ1135829.pdf
d. Skills: Writing, reading, listening, speaking and identifying
e. Values Integration: Obedience, cooperation and collaboration

III. Procedures
Preparation

Teacher’s Activity Learner’s Activity

• Greetings

“Good morning class!” “Good morning teacher!”

• Prayer

“Everybody please stand up, Harry please “In the name of the father and of the son and
of the holy spirit.......AMEN!”
lead the prayer.”

“Please pick up the pieces of paper under your “Yes, teacher.”

chair and arrange your chairs before you sit
down.”

• Checking of Attendance

“To check your attendance, please stand and “Yes, teacher.”

say “uwu” if your name is called!”

“So how was your weekend? Have you “It was great teacher. We are actively played
actively or passively played with your family or with our family and friends teacher.”
friends?”

“That’s good! Have you enjoyed your weekend

“Of course teacher, it was a lot of fun!”
bonding with your family class?”

“That’s good to know. So for this morning, our

“Yes teacher, we’re ready!”
discussion will be in relation to active and
passive verb forms or sentences. Class, are
you ready?”

• Review

“Okay class, but before we proceed, what was

Renz Micahel: “Sir, it’s all about cause and
our topic last meeting? Yes, Renz Micahel? “
effect relationship.”
“Okay thank you. Who wants to share what
(Rose Marie answered)
cause and effect means? Yes, Rose Marie?”

“Very well said, let’s give Rose Marie a round

“Thank you Sir!”
of applause.”

A. ENGAGE (15 minutes)

Motivation
Activity 1. Grammar Interpretation!
“Before we proceed to our proper discussion, (Students count from one to five)
lets’ have our first activity called “Grammar
Interpretation”. Please group yourselves into
five groups. Please count one to five, start
from you Dianna.”

“Look at the 10 pictures pasted on the board

“Yes, Sir.”
with letters A-J. What you are going to do is to
match the letter of each picture to the correct
number of sentence item. You have to listen
carefully as I’m going to read each sentence
twice and you have 10 seconds to answer it.”

“Are you ready? Number one...”

“Yes Sir, we’re ready!”
1. The man hit the bus.
2. The man was hit by the bus. (Each group are collaborating)

3. The Queen was driven to

the airport.
4. The Queen drove to the
 airport.
5. The dog followed a cat.
6. The dog was followed by a
cat.
7. The clown was chased by a
lion.
8. The clown chased the lion.
9. The old woman was
attacked by a policeman.
10. The old woman attacked a
policeman.

“Okay, time is up! To check your work, only

“Yes Sir, we get the instruction.”
group leaders will do the counter-clockwise,
four times, but all members in a group should
participate in checking. After checking, group
leaders will do the clockwise in returning the
papers, did you get the instruction?”

“Okay, group 1, how many score did your (Group 1 reveal their score)
group got?”

“Group 2?”
(Group 2 reveal their score)
 “Group 3?” (Group 3 reveal their score)

“Group 4?” (Group 4 reveal their score)

“And group 5?” (Group 5 reveal their score)

“Very good class, you did a great job. Let us (Students are clapping their hands)
give ourselves a round of applause!”

“But for those groups who didn’t do it better, “Yes Sir, we are ready!”
It’s alright class! We have our next activity to
show your best. Are you ready class?’
B. EXPLORE (10 minutes)

Activity 2. Sentence Reconstruction

“Our next activity is called “Sentence (The students are listen carefully to the
Reconstruction”, with the same group; you teacher for the instructions)
have to reconstruct the sentences from your
memories using the same pictures on the
board. What you are going to do is to write
two sentences for each of these prompts:”
1. The man...
2. The Queen...
3. The old woman...
4. The dog...
5. The clown...
“Did you get the instructions class?” “Yes, teacher.”
“Okay very good, so timer’s starts now!” (Each group are answering the activity)

“Time’s up! To check your answers, each (Group 5 representative read their answers in
group will have one representative to read front)
their answers here in front; may I have the
representative of group 5?

“Okay very good! Let’s give them five claps” *clap! – clap! – clap! – clap! – clap!*

“How about the representative of group 4?” (Group 4 representative read their answers)

“Excellent! Let’s say ‘UWUUU’ three times!” *UWUUU – UWUUU – UWUUU*

“How about the representative of group 3?” (Group 3 representative read their answers)

“Very good! Everybody say ‘SANAOL’ three *SANAOL – SANAOL – SANAOL*

 times”

“How about the representative of group 2?” (Group 2 representative read their answers)

“Wow! Amazing! Let’s give them three claps *Clap! – Clap! – Clap! – UWUUU – UWUUU*

and two ‘UWUUU’ ”

“How about the representative of group 1?” (Group 1 representative read their answers)

“Very good! Let’s give them three claps and *clap! – clap! – clap! – SANAOL – SANAOL*
two ‘SANAOL’.”

“Very good class, you did very well for our

activities especially this one.”

“Let’s give ourselves a round of applause!” (Students are clapping their hands)

C. EXPLAIN (25 minutes)

Discussion
“Today, our topic is all about Practising the (Students are raising their hands)
active and passive voice in written and oral
form of communication, when you hear the
words active verbs and passive verbs, what
comes to your mind?”

(The teacher will pick 2 students to share their

ideas) Students 1: “When I hear the words active and
passive, the first thing comes to my mind is...”

Students 2: “For me, when I hear the words

active and passive, the first thing comes to my
mind is...”

“Okay, thank you! Please listen attentively (The students listen to the teacher attentively)

because later on we will have our post-test”

“In order to understand active and passive

verbs, let’s first define what a verb is. Verb is a
word used to describe an action, an
occurrence or a state of being. For examples:
to run, to walk, to swim, to laugh, to talk, to fly
and etc.”

“An active verb is where the person or thing

does something rather than has something
 done to it. An active verb appears when the
sentence will look like this: subject verb
object, NOT object verb subject, because if
this would be the case then, it is in the passive
voice.”

“For example, Tina cleans her car. James

buys a bike. They will complete the project
(rather than 'The project will be completed by
them'), My mum used to bake cookies (rather
than 'Cookies used to be baked by my mum'),
Sally cleaned the car, where "cleaned" is an
active verb. Compare this with "The car was
cleaned by Sally" - where "was cleaned" is a
passive verb. In an active sentence, the
subject of the sentence is the thing or the
person carrying out the action (Sally in the
example above). In a passive sentence, the
thing being acted upon is the subject of the
sentence (the car in the example above).”

“A verb is in the passive voice when the

subject of the sentence is acted on by the
verb. A passive verb appears when the
sentence will look like this: object verb subject.
For example, “The ball was thrown by the
pitcher,” the ball (the subject) receives the
action of the verb, and was thrown is in the
passive voice.”

“All verbs have an active and a passive voice.

Active: I am building a house. You are driving
the car. Bill is eating his dinner. Mary is
playing the game. Passive: The house was
built by me. The car was driven by you. The
dinner was eaten by Bill. The game was
played by Mary.”

D. ELABORATE (10 minutes)

Application
“None so far Sir.”
“Okay class, do you have any questions or
clarifications about the topic I have discussed?
 “Very good! If none so let us proceed.”
(The student get one and read the handout)
“I have here handouts of a story entitled “The
Legend of a Pineapple”, read this for two
minutes and then later I will call 10 students to
identify the active verbs make it passive verbs,
please get one and pass”

(The teacher give the handouts)

“Okay, time’s up! First let me call Brad, give Brad: “Active verb is ‘cooked’, to make it
me one active verb and turn it into a passive passive verb, it will become ‘was cooked’.”
verb.”

“Thank you Brad, please call someone.” Brad: “You’re welcome Sir, I will call Vanessa.”

“Vannesa?” Vannesa: “Active verb is ‘called’, ‘was called’

is the passive verb.”

“Very well Vannesa, please call some?” Vannesa: “Thank tou Sir, I will call Christian.”

“Stand up Christian, give me one active verb

and make it passive verb.” Christian: “Active verb is ‘ignored’, passive
verb is ‘was ignored’”
“Thank you Christian, please call someone.”
Christian: “I will call Dobie Sir.”

(The teacher called six students)

(The students being called had shared their
“Very well class, you did a great job today!”
answers to the class)

E. GENERALIZATION (5 minutes)
(Students are raising their hands)
“I know you have learned a lot from this day’s
discussion, so anyone who can summarize the
lesson we have today?”

(The teacher will call 2 students who are not (2 students who are not yet called will
generalize the topic)
yet called to generalize the topic.)

“Thank you class, It is very important for every

students to learn this topic which is practicing
active verb and passive verb so that we can
communicate to each other very well and
clearly”

“Again, when a sentence is in the active voice,

 the subject of the sentence is the one doing
the action expressed by the verb. In the
passive voice, the subject is the person or
thing acted on or affected by the verb's action.”

“And the importance of this topic is that,

using active voice often improves clarity, while
passive voice can help avoid unnecessary
repetition. Active voice can help ensure clarity
by making it clear to the reader who is taking
action in the sentence.”

“Learning this topic will help everyone

especially you students to communicate very
well, to be globally competitive and become
more successful.”

F. EVALUATION (15 minutes)

Test I.
Instructions: Please identify the each sentence if it is an active verb or a passive verb. Write A
for active and P for passive. Underline the subject and encircle the object. Do it in a one half
sheet of paper.
______1. Frogs are carnivorous.
______2. The time was marked by the clock.
______3. Our test was taken before twelve.
______4. My parents bought a house.
______5. Sam will walk to the market.
______6. Cookies used to be baked by my mum.
______7. The grade would be counted.
______8. Felix beat Mark in a game of chess.
______9. Charlotte talks for an incredibly long time.
______10. The pizza was burned by the oven.
Test II.
Instruction: In one paragraph, kindly explain what are the difference between active voice and
passive voice?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________.
 IV. Assessment (10 minutes)
Identify the active verbs and passive verbs in a text selection.
Instructions: Read the short story of Rabbit and the Tortoise. In a one half sheet of paper, list
down ALL the active verbs and make it passive verbs. The more active verbs you found, the
more points/scores you get.

Story of Rabbit and the Tortoise

Book by Aesop

Once upon a time, there lived a rabbit and tortoise. The rabbit could run fast. He was very proud
of his speed. While the turtle was slow and consistent.
One day that tortoise came to meet him. The tortoise was walking very slow as usual. The rabbit
looked and laughed at him.
The tortoise asked “what happened?”
The rabbit replied, “You walk so slowly! How can you survive like this?”.
The turtle listened to everything and felt humiliated by the rabbit’s words.
The rabbit was surprised by the challenge of the tortoise. But he accepted the challenge as he
thought it would be a cakewalk for him.
So, the tortoise and rabbit started the race. The rabbit was as usual very fast and went far away.
While the tortoise was left behind.
After a while, the rabbit looked behind.
He said to himself, “The slow turtle will take ages to come near me. I should rest a bit”.
The rabbit was tired from running fast. The sun was high too. He ate some grass and decided to
take a nap.
He said to himself, “I am confident; I can win even if the tortoise passes me. I should rest a bit”.
With that thought, he slept and lost the track of time.
Sometime later, he passed the rabbit when the rabbit was still sleeping.
The rabbit suddenly woke up after sleeping for a long time. He saw that the tortoise was about
to cross the finishing line.
He started running very fast with his full energy. But it was too late.
The slow turtle had already touched the finishing line. He has already won the race.
The rabbit was very disappointed with himself while the tortoise was very happy to win the race
with his slow speed. He could not believe his eyes. He was shocked by the end results.
At last, the tortoise asked the rabbit “Now who is faster”. The rabbit had learned his lesson. He
could not utter a word. The tortoise said bye to the rabbit and left that place calmly and happily.

V. Assignment
On a one whole sheet of paper, make an essay based on the story of Rabbit and the
Tortoise that show your insights, ideas and lesson that you have learned. Then in your
essay, please put/provide at least 10 active verbs and 10 passive verbs.
 Prepared by:

Angelito C. Perater Jr.

BSEd – English 4A

Approved by:

Prof. Virgencita B. Caro

EDUC 71 Instructor