Mastering Verbs: From Active to Subjunctive

Mastering Verbs: From Active to Subjunctive

Learning Objective

At the end of the lesson, you will be able to use verbs correctly in active and passive voice, as well as in conditional and subjunctive mood.

Introduce the learning objective and make sure students understand what they will be able to do by the end of the lesson.

What do you already know about active and passive voice, and conditional and subjunctive mood?

Active Voice

In active voice, the subject performs the action.

Explain the concept of active voice and give examples. Then, have students practice identifying and writing sentences in active voice.

Passive Voice

In passive voice, the subject receives the action.

Explain the concept of passive voice and give examples. Then, have students practice identifying and writing sentences in passive voice.

Active vs Passive Voice

Active voice is often preferred because it is more direct and concise, while passive voice can be wordy and unclear.

Discuss the pros and cons of using active vs passive voice and have students practice rewriting sentences in both voices.

Conditional Mood

Conditional mood expresses a hypothetical situation or condition.

Introduce the concept of conditional mood and give examples. Then, have students practice identifying and writing sentences in conditional mood.

Subjunctive Mood

Subjunctive mood expresses a wish, doubt, or hypothetical situation.

Introduce the concept of subjunctive mood and give examples. Then, have students practice identifying and writing sentences in subjunctive mood.

Conditional vs Subjunctive Mood

Conditional mood is used to express a possible condition and its outcome, while subjunctive mood is used to express an unlikely or hypothetical situation.

Discuss the differences between conditional and subjunctive mood and have students practice rewriting sentences in both moods.

Review

Review the concepts of active and passive voice, as well as conditional and subjunctive mood.

Summarize the lesson and ask students to reflect on what they have learned. Provide additional practice or resources if needed.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.