Verb Usage (Active and Passive Voice)

Grade 8 · English

Semester 2 | Period 6 | Week 31

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Subject: English

Semester: 2

Period: 6

Week: 31

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 8
Date:
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Verb Usage (Active and Passive Voice)
Sub-topic: Definition of verbs; Active and passive voice; Changing sentences; Writing short paragraphs
Learning Objectives
By the end of the lesson, students should be able to:

  1. Define verbs and explain their usage in sentences.
  2. Construct sentences in both active and passive voice correctly.
  3. Convert sentences from active to passive voice and vice versa.
  4. Write short paragraphs using a mix of active and passive voice effectively.

Previous Knowledge
Students already know:
• Basic sentence structure (subject, verb, object)
• Simple tense usage in English
Instructional Materials
• Textbook: English Language textbooks for Grade 8
• Teaching aids: Charts showing active and passive voice examples, sentence strips, flashcards
• Students' notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you identify the verb in this sentence: “The teacher praised the students”?
• What happens to the sentence if we change who performs the action?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions.
Learner’s Role:
• Share their prior knowledge about verbs.
• Respond verbally and participate in warm-up discussion.
B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role

  • Define verbs as action words (run, write, sing), state-of-being verbs (is, was, seem), and linking verbs (appear, become, look).
  • Explain Active Voice: the subject performs the action.
    • Example: The teacher explained the lesson.
  • Explain Passive Voice: the subject receives the action.
    • Example: The lesson was explained by the teacher.
  • Show step-by-step rules for changing active to passive:
  1. Identify the object in the active sentence.
  2. Make the object the subject of the passive sentence.
  3. Use the correct tense of be + past participle of the verb.
  4. Add “by” + doer (if needed).
  • Highlight exceptions:
    • Not all sentences can be made passive (e.g., intransitive verbs: She sleeps).
    • Sometimes the doer is omitted in the passive (The thief was arrested).
  • Demonstrate multiple examples on the board:
  1. Active: The boy kicked the ball. → Passive: The ball was kicked by the boy.
  2. Active: We are writing a test. → Passive: A test is being written by us.
  3. Active: They will finish the project tomorrow. → Passive: The project will be finished tomorrow.
  • Guide students to write short paragraphs combining active and passive voice:
    • Example: The farmer planted the rice. The rice was watered daily. Workers will harvest it next month.

 

Learners’ Activities (Expanded)

  • Listen attentively and copy notes/examples into notebooks.
  • Underline verbs in sample sentences and label them as active or passive.
  • Pair work: convert at least 5 active sentences to passive and 5 passive to active.
  • Write a 5–6 sentence paragraph that mixes both active and passive voice.
  • Exchange paragraphs with a partner for peer correction.

 

Assessment Checks

  • Quick oral Q&A:
    • “Which part of the sentence changes when converting from active to passive?”
    • “What is the role of the verb ‘be’ in passive sentences?”
  • Teacher provides error-filled sentences and asks students to correct them.
    • Example: The homework do by the class yesterday. → The homework was done by the class yesterday.
  • Short written quiz:
  1. Change to passive: The carpenter builds a chair.
  2. Change to active: The food was eaten by the children.
  3. Identify if this is active or passive: A new road will be constructed by the government.

 

Notes (Expanded & Detailed)

  • Active voice: direct, clear, and emphasizes the doer → common in storytelling, narratives, and everyday speech.
  • Passive voice: emphasizes the action or receiver, often used in formal, scientific, or official writing.
  • Verb tense must remain consistent:
    • Active: She is singing a song. → Passive: A song is being sung by her.
  • Good writing uses a balance of active and passive to create clarity and variety.
  • Continuous practice in transforming sentences strengthens grammar and writing confidence.

 

Extra Exercises / Assignments

  1. Classwork: Convert 10 sentences (5 active → passive, 5 passive → active).
  2. Homework: Write a short story (8–10 sentences) about “A Day in School” using at least 4 active and 3 passive sentences (underline them).
  3. Group Task: Each group writes a paragraph describing “How food is prepared in Liberia,” ensuring both active and passive structures are included.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall:
– The definition of verbs
– Differences between active and passive voice
– Steps to convert sentences from one voice to another
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short answers to:

Identify the verb in a given sentence.

Convert an active sentence to passive.

Convert a passive sentence to active.
• Teacher will collect and quickly review for understanding.
• Provide oral feedback before class ends.
Assignment (Expanded):
Write a short paragraph (6–8 sentences) on any topic of your choice, ensuring at least three sentences are in active voice and three in passive voice.
Follow-up Activity:
In the next class, students will exchange paragraphs with peers to identify active and passive sentences and suggest improvements.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide sentence starters and step-by-step guidance for converting voice.
• Advanced Learners: Challenge them to write a paragraph entirely in passive voice, maintaining clarity and correct tense.
• Students with Disabilities: Allow oral practice of sentence conversions and peer support during writing exercises.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low