Start with the person or thing receiving the action.
Use a form of be + the past participle.
Add by + the doer when that information is useful.
See it. Say it. Understand it.
Easy / Start here
The door is closed.
Moderate / Add a little
The room is cleaned every day.
Challenge / Try when ready
The damaged chairs were repaired before the pupils returned.
More detail for teachers and confident learners
In an active clause, the subject usually performs the action: 'The team repaired the bridge'. In a passive clause, the subject receives or undergoes it: 'The bridge was repaired by the team'. Form the passive with a suitable form of be and a past participle. The passive is useful when the action or result matters more than the agent, or when the agent is unknown. It is not automatically more formal or better. Choose the voice that keeps the main topic clear and makes responsibility visible when responsibility matters.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 9, use this skill in a sustained, independent response. Connect precise evidence to a larger judgment about purpose, viewpoint, or effect, and consider the limits of that judgment. When composing, control the whole structure as well as individual sentences. Review whether the intended audience receives enough context to follow both ideas and their relationships.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Modal verbs express meanings such as ability, obligation, advice, and possibility.
A modal is followed by the base verb: 'She can swim', not 'can swims'.
Must can express a strong obligation, while should commonly offers advice.
See it. Say it. Understand it.
Easy / Start here
You must wear a helmet.
Moderate / Add a little
It might rain later.
More detail for teachers and confident learners
Modal verbs express meanings such as ability, obligation, advice, and possibility. A modal is followed by the base verb: 'She can swim', not 'can swims'. Must can express a strong obligation, while should commonly offers advice. May and might often signal possibility rather than certainty. The same modal can carry different meanings in different contexts, so explain the situation. In a safety notice, 'You must wear a helmet' states a requirement; 'You should rest' gives advice.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 9, use this skill in a sustained, independent response. Connect precise evidence to a larger judgment about purpose, viewpoint, or effect, and consider the limits of that judgment. When composing, control the whole structure as well as individual sentences. Review whether the intended audience receives enough context to follow both ideas and their relationships.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
In 'The boy who won the race smiled', who won the race identifies the boy.
Who usually refers to people; which usually refers to things; that can occur in many defining clauses.
See it. Say it. Understand it.
Easy / Start here
The book that I borrowed is useful.
Moderate / Add a little
Nila, who lives next door, is a doctor.
More detail for teachers and confident learners
A relative clause adds information about a noun. In 'The boy who won the race smiled', who won the race identifies the boy. Who usually refers to people; which usually refers to things; that can occur in many defining clauses. A defining clause identifies which person or thing is meant and normally has no enclosing commas. A non-defining clause adds extra information and uses commas: 'Nila, who lives next door, is a doctor.' Do not separate a defining clause with commas if doing so changes the intended reference.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 9, use this skill in a sustained, independent response. Connect precise evidence to a larger judgment about purpose, viewpoint, or effect, and consider the limits of that judgment. When composing, control the whole structure as well as individual sentences. Review whether the intended audience receives enough context to follow both ideas and their relationships.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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