English · Class 9

Active learning ideas

Passive Voice: Purpose and Usage

Active learning helps students grasp the passive voice because transformation between voices requires immediate application of grammar rules. When learners shift focus from subject to object in real contexts, they internalise the purpose of passive constructions faster than through worksheets alone.

• CBSE Learning Outcomes
• CBSE: Grammar - Active and Passive Voice - Class 9

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Problem-Based Learning
• 30 min · Pairs

Pairs: Focus Shift Relay

Pairs write five active sentences from daily life on cards. They pass cards to another pair, who convert them to passive voice and note the focus change. Pairs then discuss and share one transformed pair with the class, explaining stylistic effects.

When is it stylistically appropriate to use the passive voice, providing specific examples?

Facilitation Tip

During Focus Shift Relay, circulate and listen for students to explain the shift in emphasis while transforming sentences, not just completing the relay.

What to look for

Provide students with a short paragraph containing both active and passive voice sentences. Ask them to underline all passive voice constructions and circle the agent if present. Then, have them rewrite two passive sentences into active voice, explaining the change in focus.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 40 min · Small Groups

Small Groups: News Text Analysis

Divide class into small groups and provide news clippings. Groups underline passive constructions, rewrite select sentences in active voice, and list reasons for original passive use. Groups present findings on a class chart.

Differentiate how changing from active to passive voice alters the focus of a sentence.

Facilitation Tip

For News Text Analysis, provide highlighters in two colours so students mark agents and recipients separately.

What to look for

Present students with two versions of a sentence, one active and one passive (e.g., 'The committee approved the proposal' vs. 'The proposal was approved by the committee'). Ask: Which sentence feels more formal? Which sentence puts more emphasis on the proposal? Why might a report writer choose the second option?

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Problem-Based Learning
• 25 min · Whole Class

Whole Class: Context Debate

Display sentences on the board from science or news. Class votes on active or passive for given contexts, then justifies choices in a guided discussion. Teacher tallies votes to reveal patterns.

Justify why news reports or scientific writing often prefer the passive voice in certain contexts.

Facilitation Tip

In Context Debate, assign roles like ‘scientist,’ ‘police officer,’ or ‘journalist’ to push students to defend voice choices based on audience needs.

What to look for

Give students a scenario (e.g., describing a historical event, a scientific discovery, or a crime). Ask them to write a short, objective report using at least three passive voice sentences. Then, have them exchange their reports with a partner. The partner checks if the passive voice is used appropriately and if the focus is on the event or object, not the doer.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 04

• Problem-Based Learning
• 20 min · Individual

Individual: Paragraph Rewrite

Students receive a textbook paragraph in active voice. They rewrite passages using passive where suitable, annotating reasons for changes. Collect and review select rewrites next class.

When is it stylistically appropriate to use the passive voice, providing specific examples?

What to look for

Provide students with a short paragraph containing both active and passive voice sentences. Ask them to underline all passive voice constructions and circle the agent if present. Then, have them rewrite two passive sentences into active voice, explaining the change in focus.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach passive voice by starting with real-world texts students encounter daily, such as notices or news snippets. Research shows that comparing parallel sentences in pairs builds metalinguistic awareness better than rule-giving alone. Avoid overloading students with jargon; instead, use questions like ‘Who benefits from this focus?’ to guide their thinking.

Successful learning looks like students confidently selecting passive voice to highlight actions or recipients in formal writing. They should articulate why active voice shifts attention and justify their choices during discussions and rewrites.

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Watch Out for These Misconceptions

• During Pairs: Focus Shift Relay, watch for students who assume passive voice is always wrong in formal writing.

  Use the sentence pairs from the relay to ask, ‘Which version sounds more objective in a police report?’ Guide them to see passive voice’s role in neutral tone.

• During Small Groups: News Text Analysis, watch for students who believe active and passive sentences convey identical meaning.

  Have groups compare ‘The government announced the policy’ with ‘The policy was announced.’ Ask them to note what changes in reader focus and why journalists might choose passive.

• During Whole Class: Context Debate, watch for students who think formal writing must use passive voice exclusively.

  Use the mixed-voice texts from the debate to highlight how variety keeps writing engaging, then ask groups to revise a dull paragraph by balancing active and passive sentences.

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Methods used in this brief

• Problem-Based Learning