]Part II Grammar: Active and Passive Voices

The grammar lesson for the Unit is ‘Active and Passive Voices’. What are active and passive
voices? Can you give us examples? Read an article below and underline the verbs in the
passive voice.

Active and Passive Voices Activity

1.6: Identifying passive verb forms

Instruction: Read the following magazine article. Pay special attention to verbs in the passive
voice and underline them.

The Academy Awards are given out every year to recognize outstanding work of movie actors,
directors, and others who are part of the movie-making industry. These awards, called Oscars,
are presented in a formal ceremony in Hollywood. Several people are nominated in specific
categories, such as Best Movie, Best Actor, Best Music, and Best Costumes. One nominee is
chosen to receive an award in each category. When the awards ceremony started in 1929, 15
awards were presented and the ceremony was attended by only 250 people. Tickets cost $10,
and anyone who could afford a ticket could attend. Today about two dozen Oscars are
presented. Tickets are no longer sold to the general public; invitations are sent only to people
involved in making the movies and to their guests. Today the awards are presented in the 3400-
seat Kodak Theatre in Hollywood. Until 1941, the winners’ names were already known before
the ceremony and published in newspapers the night before the ceremony. Now the winners’
names are placed in sealed envelopes and the envelopes are not opened until the night of the
ceremony. Since 1953, Oscar night has been televised and broadcast all over the world. This
show is seen by hundreds of millions of people. Viewers watch as their favorite movie stars
arrive looking beautiful and hopeful.

Activity 1.7. Instruction: In your group list down the verbs in passive voice below.

1. are given 8,are no longer sold

3. are nominated 10. Are presented

4.is chosen 11,were already known and were published

5,were presented 12,are placed

6 was attended 13,are not

7 .are presented 14. ----------------------------------

Now, discuss in your group how the above verbs were formed.

The Passive Voice: Form

To help you understand the passive and active voices, their forms in different tenses are briefly
given to you in the following Table. The active verb forms of different tenses are given in italics
under the ‘Active’ column, while their passive forms are provided under the ‘Passive’ column in
bold and italics. Activity 1.8: Instruction: Answer the following questions.

1. What did you notice in the passive forms? --------------------------------------------------------

2. What are the changes made in each tense? --------------------------------------------------------

3. What are the different changes made between the active and passive voices? ---------------
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4. What inclusions have you noticed? -----------------------------------------------------------------

5. Tell your answers for questions 1-4 to your group members. If you find differences between
your answers, try to convince each other referring to the example active and passive forms of
different tenses in Table 1.1 below.
Note: Reading the following Table, compare active voice and passive voice in different tenses.

Table 1.1: Write the Active and Passive Forms

Tense Active Participle Passive = Be + Past Participle

Simple Present

Present Continuous

Present Perfect

Future

Simple Past

Past Continuous

Modal

Activity 1. 9:

Instruction: Write the correct active or passive forms of the verbs in brackets and list them in
the spaces provided below. Take care of the tense you use. Numbers 2, and 12 are done for
you as an example.

My sister and I -------- (1. grow up) and went to school in Jamaica. We were educated (2.
educate) according to the British system. In 1997 we -------- (3. give) the opportunity to come to
the United States. We decided to finish high school before leaving our own country. We --------
(4.concern) that the education in this country might not be as good as the one we had there,
and we wanted to improve our English too. My colleagues A, B, and I, ------------ (5. design) an
experiment to test the impact on worker perceptions of well-being when domesticated cats
------------- (6. allow) to freely roam various work environments in which the subjects were
normally employed. Three test environments ----- ------ (7. select) for our experiments: a law
office, a laboratory in which experiments ----------- (8. perform) using laboratory rats, and an
automobile assembly line. One-way mirrored glass panelswere installed (9.install) to allow video
cameras to record the activity and researchers to observe the same and take notes. We secretly
inserted observers directly into the work environment. These observers posed as outside
contractors and ------------ (10. uniform) as maintenance and cleaning staff, coffee and water
service vendors, and similar supporting personnel. The observers ------------ (11. draw) from the
students who had been matriculated (12. matriculate) into the experimental psychology courses
from which this study ------------- (13. develop) as an example of such studies generally. Now, in
your group, list down the verbs forms (active or passive) in the above story.

1. ------------------------------- 8. ---------------------------------

2. --------------------------------- 9. -------------------------------

3. ------------------------------- 10. -------------------------------

4. ------------------------------- 11. -------------------------------

5. ------------------------------- 12. -------------------------------

6. ------------------------------- 13. -------------------------------

7. -------------------------------

Activity 1.10: Paragraph writing using active and passive verb forms.

Context: Create a news report (fictional or real) about an environmental event such as a fire,
earthquake, drought, heavy rain, flood etc. Select a location (city or country) and present it to
the class, pointing out your use of the passive tense throughout.
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1.11: Writing a paragraph using active and passive verb forms based on the garment
production steps given below.
Context: Garment Production Process, steps Garment production is an organized activity. It
consists of the following steps.

laying checking

marking finishing

cutting pressing

stitching packaging

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Activity 1.12

Instruction: Ask senior History and Biology students to give you their story developed and
experiment report. See how they applied Active and Passive Voices. As an alternative to this,
you can bring examples from other sources (books, internet) and present it to your group
members.

Part III Speaking

Activity 1.13:

Instruction: The purpose of this activity is to have you think about your own problem solving
experiences either in your village or in a school situation. Read the scenarios given to you below,
think about what your steps can be and tell problem-solution to your group members.

1. Senait’s friend is stressed about an upcoming test. Senait already took the test and got 100%,
so she knows all the answers already. Should she:

a. Just give the answers to her friend

c. Not get involved at all

2. Zelalem overhears two students bragging about having posted some inappropriate images of
a female student online for a joke. Should he:

a. Mind his own business

b. Report the incident to the school principal

c. Confront the boys and defend the student

3. A friend tells you that he/she has been receiving anonymous bullying messages online. You
suspect that certain people are guilty. Would you:

a. Tell your friend just to ignore them

b. Encourage them to report the abuse

c. Risk confronting the ones you suspect

Note: Interpersonal skill is the ability to interact with people through effective listening and
communication. It is important for you to have interpersonal skills because it helps you connect
with people and benefits your personality development too. Generally, you learn interpersonal
skills at school itself with your teachers and classmates. I want you to evaluate yourself about
your application of the interpersonal skills.