CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur

COLLEGE OF DEVELOPMENT EDUCATION
AY 2013-2014
July 25, 2014
DETAILED LESSON PLAN
I.

Objectives:
At the end of the 30 minute lesson, 75% of the students are expected to:
1. Determine whether the sentences are in active or passive voice.
2. Recognize the pattern in an active voice sentence and passive voice sentence.
3. Rewrite the passive voice sentence into as active voice sentence and vice versa.

II.
1.

Subject Matter
Topic: Voice of the Verb (Active and Passive Voices)
2. Reference: a. englishforeveryone.org
b. Dalida, Elvira P. Grammar Enhancers III, p.26
c. Villados, Adeline V., Grammar Enhancers II, p. 132
d. http://www.stevespanglerscience.com/experiment/00000066
3. Materials:
Projector, netbook, markers, manila papers, plate, milk, dishwashing liquid, food coloring, cotton buds
4. Skills to be developed: critical thinking, analyzing, decision making, time managing
5. Values Integration: cooperation, self-esteem, optimism, appreciation
6. Methodology: 4As

III. Procedure
Time Frame

(in minutes)
7

Teachers Hint

I. Routine
A. Greetings

B. Prayers

C. Classroom
Management

D. Checking of
Attendance

E. Checking of
Assignments

F. Motivation

Teachers Activity

Good morning class! Did you

have a good night sleep?
Does it mean that I can expect all
of your active participation?
Is that an agreement?
Thank you!
Before we begin the lesson this
morning, let us ask the guidance of
almighty God and let us enlighten
our mind to completely understand
the lesson this morning. Would you
please lead the prayer?

Class, kindly arrange your seats

properly. I can see pieces of paper
and plastic. How about you? Did
you see it also?

I think you are too few. Where

are the others?
Oh but tell them to come to class
regularly. Class monitor kindly
check the attendance. Thank you!
Did I give you any assignment?
And what is that?
Did you prepare your
assignment?
Put out the two plates and will
you please place those plates here in
the two arm chairs in front.
For this, we need to divide the
class into two groups.
Group 1 will work on the left side
and the group 2 on the right side. Is
that okay to you class?

Students Activity

IMs

Good morning Sir! Yes Sir!

Yes Sir!
Of course!

In the name of the Father, the Son

and the Holy Spirit. Amen
(The student recites a prayer.)

(The students will arrange their seats.

It is a communication competencesociolinguistic. The student should
pick up the pieces of papers under the
chair.)
They are absent.

Yes Sir.
You told us to bring at least two
plates and cotton buds as a class.
Yes Sir.

Yes Sir!

G. Presentation of
objectives

These are our objectives for

todays discussion; will you please
read it Glenda?

Ppt. presentation, milk, plate, food

colors and dishwashing liquid

We will be doing an experiment.

You just need to follow the
instruction for you to achieve good
results. Dont worry because we will
not discuss the governing principles
and
theories
behind
that
experiment. Aside from plate and
cotton buds, we also need a bottle of
milk, dishwashing liquid and food
colorings.
This is the instruction or
procedure:
1. Pour the milk into the plate.
2. Add three drops of each of the
colors of food coloring to the
milk.
3. Place a drop of dishwashing
liquid on the tip of the cotton
bud.
4. Place the soapy end of the
cotton bud in the middle of the
milk.
5. Hold the cotton bud for 10 to
15 seconds.
How do you find the activity?
How about to you Aisa?
Very good!

It was interesting and amazing.

I felt astonished.

At the end of the 30 minute lesson, 75%

to:
1. Determine whether the sentences are in ac
2. Recognize the pattern in an active voice
sentence.
3. Rewrite the passive voice sentence into as
versa.
Our topic for today is ACTIVE AND
PASSIVE VOICE.

Who can now say what our topic

is for today?
Very good!
5

II. Lesson Proper

1. Activity

Go to your group then, using the

manila paper and marker, you need
to write down the instruction given
a while ago but you need to
construct another form of sentences
adding pronoun as the subject or
the object of the preposition in the
past simple. Let us have a short
review of how to form past simple.
Who wants to share any idea about
past simple?

Is that clear?
This is an example.
1. He poured the milk into the plate.
HE functions as the subject or

To form past simple in a sentence,

you just need to use the past tense of
the verb. In another case, be as
helping verb is added on the past
participle of the verb.
Yes Sir.

Any volunteer to read the work of

the group? Let us have the group 1
first.
Thank you!
Group 2 please?
Great job everyone!
Let us check the works of each
group.
(The teacher will announce the
winner.)
Using your examples, let us dig
deeper on how it relates to the topic
for today. Again, what is our topic?
5

2. Analysis

Let us scrutinize the following

sentences?
1. He poured the milk into the plate.
2. A drop of dishwashing liquid was
placed by him on the tip of the
cotton bud.
What did you observed in the
sentences? How does the subject,
the verb and the object of the verb
functions in the sentences?

Visual aid

the doer of the action POURED

and THE MILK as the object of the
verb.
By the way this is criteria for this
activity. We need to agree on certain
score who meet all the criteria.
Sentences should be well-constructed with strong and varied
structure which adheres to accepted format, usage,
spelling, punctuation and capitalization in the
developmental level.
There must be five sentences.
Cooperation and display maximum effort in doing the
activity.
Time consciousness
Exceptional discipline.
5 criteria=
4 criteria=
3 criteria=
2 criteria=
1 criteria=
You just have 3 minutes. Your
time starts now.

Possible answer of the students:

1. The milk was poured into the plate.
2. He added three drops of each of the
colors of food coloring to the milk. /
Three drops of each of the colors of
food coloring were added by him to the
milk.
3. He placed a drop of dishwashing
liquid on the tip of cotton bud. / A
drop of dishwashing liquid was placed
by him on the tip of the cotton bud.
4. He placed the soapy end of the
cotton bud in the middle of the middle
of the milk. / The soapy end of the
cotton bud was placed by him in the
middle of the milk.
5. He held the cotton bud for 10 to 15
seconds. / The cotton bud was held for
10 to 15 seconds.

(The volunteer will read their work.)

(The volunteer will read their work.)

Our topic for today is the voices of

the verb which are active and passive
voice.

Very good!
How about the second sentence?

So if we will classify these

sentences if in active or passive
voice, the first sentence falls under
what voice?

In the first sentence, the subject he

is the doer, poured is the transitive
verb and the milk is the object of the
verb.
The subject in the second sentence is
now the object of action which is the A
drop of dishwashing liquid. Him
become the receiver of the action with
a by. And it is observable that the
sentence uses be-verb was with the
past participle of the verb which is
placed.

Are you sure?

Lets see.
How about the second sentence?
Are you sure?

3. Abstraction

You are correct! The first

sentence is an active voice sentence
and the second sentence is a passive
voice sentence.
Base from the example given,
who would like to define an active
voice?

The first sentence is an active voice

sentence.
Yes Sir.
The second sentence is a passive
voice sentence.
Yes Sir!

How about the passive voice?

So can you say that there is a

pattern or formula? Do you
recognize the attern?
Can you make your pattern in
active voice?

In the active voice, the subject

performs the action expressed and
the focus is on the agent that does the
action.
In the passive voice the subject
receives the action expressed in the
verb. The object of the active sentence
becomes the subject of the passive
voice. You can recognize passive-voice
expressions because the verb phrase
will always include a form of be such as
am, is, was, were, are, or been.
The presence of a be-verb, however,
does not necessarily mean that the
sentence is in passive voice. Another
way
to
recognize
passive-voice
sentences is that they may include a
"by the..." phrase after the verb; the
agent performing the action, if named,
is the object of the preposition in this
phrase.
Yes Sir!

Very good!
How about for passive voice?

Great!
Do you already have a clear

4. Application

image in mind of the pattern on

how to construct an active voice
sentence and a passive voice
sentence?
Leave a space before each
number. Determine whether the
sentence is in active voice or in
passive voice. Write A for active
voice sentence and P for passive
voice sentences. Then, rewrite the
following sentences to passive voice
if the sentence is in active voice and
active voice if the sentence is
passive voice, and add a subject if
necessary. Answer this in your
notebook.
1. The building has been left by
Elvis.
2. When I was prosecuted by Ned,
I felt very foolish.
3. A superb dinner was prepared
by the famous chef.
4. Ned will prosecute trespassers.
5. Thomas feeds his dog.

Yes Sir!

Yes Sir!

Is the instruction clear?

Have you learned something?

III. Generalization

Can you cite the general idea of

todays lesson?

You can now start.

Answers on the Application activity.
P 1. Elvis left the building.
P 2. When Ned prosecuted me, I felt
very foolish.
P 3. The famous chef prepared a
superb dinner.
A 4. Trespassers will be prosecuted by
Ned.
A 5. The dog is fed by Thomas.
Sir, theres a lot of new thing wed
gained from todays lesson.

Very good!
Again, what is our topic for this
morning?

Can you give the distinct patterns

on how to determine if a sentence is
in active voice or in passive voice?

Awesome!

Today, we had the voices of the

verb- active voice and passive voice. In
the active voice The subject performs
the action expressed and the focus is
on the agent that does the action. In
the passive voice the subject receives
the action expressed in the verb. The
object of the active sentence becomes
the subject of the passive sentence. We
use a passive verb to say what happens
to the subject. The focus of the
sentence is on the subject that receives
the action.
Our topic for this morning is the
voices of the verb- active voice and
passive voice.

In active voice, the subject comes

From that note, kindly get

crosswise sheet of paper.

first plus the transitive verb to be

followed by the object. In passive
voice, the subject plus the be-verb
plus the past participle of the verb
plus the by-actor.

IV. Evaluation
Leave a space before each number. Determine whether the sentence is in active voice or in passive voice. Write A for
active voice sentence and P for passive voice sentences. Then, rewrite the following sentences to passive voice if the
sentence is in active voice and active voice if the sentence is passive voice, and add a subject if necessary.
1. The dog was given a bath, and the cat was rescued from the tree.
2. The story of the albatross will be told many times by the ancient mariner.
3. The sentiments of the speaker were applauded.
4. It was proven by Atticus that the crime was not committed by the accused.
5. Alexander Graham Bell invented the telephone.
6. The dog was hit by the car.
7. Bobs girlfriend threw his baseball memorabilia out the window.
8. The researchers compared the behavior of the two groups of children.
9. Beautiful models wore fancy dresses.
10. A bad tooth kept him awake all night.
Answers:
P 1. He gave the dog a bath and he rescued the cat from the tree.
P 2. The ancient mariner told the story of the albatross many times.
P 3. The audience applauded the sentiments of the speaker.
P4. Atticus proved that the accused did not commit the crime.
A 5. The telephone was invented by Alexander Graham Bell.
P 6. The car hit the dog.
A 7. Bobs baseball memorabilia was thrown by his girlfriend out the window.
A 8. The behavior of the two groups of children was compared (the researchers can be omitted.)
A 9. The fancy dresses were worn by beautiful models.
A 10. He was kept awake by a bad tooth all night.

V. Assignment
A. Below is a transcoded information on how cassava flour is produced. Study the flow chart and use the past passive verb
to complete the process description that follows.

STEP 1
Processing the cassava roots

STEP 2
Drying the chips in the sun or dryer

STEP 2
Milling the dried chips on the pulvirizer

Clean them.

Sieve the dried chips.

Peel them.

Pack the dried chips in

plastic bags.

Grate them.

Press them.
The processing of cassava roots into dried cassava grates involve the following: The cassava roots __________.
Then, they __________.
After it was cleaned and peeled, the cassava roots __________ and __________ to produce chips. When we
are ready, they __________ in the sun or dryer.
After it was dried, they __________ in a pulverizer; and finally, they __________ and ___________ in
suitable plastic bags.

Prepared by:
SENTILLAS, DARWIN O. BSE 4A2