![]() Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. Inviting writers to discover the relationship between the actor (or subject) and the action (or predicate) in passive and active voice can provide students with more details on how the constructions work, better enabling students to choose the best language for their writing situation.ġ. For adults as well as children, speaking in formal Edited Written English when you are joking around with your family is as out of place as writing a job application that includes instant messaging abbreviations" (11). Language is 'correct' or 'incorrect' depending on the circumstances. explain in Grammar Alive! A Guide for Teachers, "it is not language itself that is the crucial issue here it is people, and the match between the language they use and the circumstances they find themselves in. When it comes time to write a formal paper, however, a student writer's concern for formal, "proper" language can result in stilted, awkward constructions. Introduce the passive voice in other tenses actions work very well with the present perfect, too (“ Some books have just been put away”) – and don’t forget modals! For extended practice, be sure to go to our Passive Voice Section, where you’ll find a variety of worksheets to suit your teaching needs.Grammar comes naturally as humans acquire language. The same game can be played using other tenses.įor all practical purposes, this article focuses on the past simple in passive voice. Assign different activities to each group. Continue, giving other members of the group turns alternating from each voice. A student from one group creates a sentence in the active voice about the activity, then a student in the second group says the sentence in the passive voice. Students from each group take turns to give a sentence describing an activity. Use pictures to help students visualize the passive voice tense.ĭivide the class into two groups.In other words, the most important thing or person becomes the subject of the sentence. ![]() The passive voice focusses on in the person or object that experiences an action rather than the person or object that performs the action. ![]() Encourage students to use the passive voice. Discuss what things were done in the last year by the local government. The government repairs streets, cleans monuments, builds schools and hospitals, etc.Make sure students see that sometimes when we talk about actions, we’re not interested in the actor, either because we know who it is (in this discussion we are clearly talking about the government), or because we'd like to emphasize the results, in other words what was accomplished. ![]() Place the passive voice in a real-life context - DiscussionĪsk students to brainstorm the types of things that the government does for the population.
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