A selection of English ESL passive form printables

Passive Voice-students should turn Passive sentences to ACTIVE and there is the second execise with NEITHER & NOR (also good for practicing country names and people).

Passive-turn to ACTIVE form and NEITHER & NOR

It's the first one in the series of passive voice, a three-exercise worksheet. At first, students have to supply the correct form of the verbs. Then they have to correct mistakes. Finally, they must complete the second sentence so that it has a similar meaning to the first.

Active or passive

This worksheet should train the students to form sentences in the passive. Simultaneously they have to find out the correct tense and to keep the word order. Hope it helps you!

The Passive

This is the worksheet version of the video lesson I created. Students identify the form of the passive voice in the Past Simple, for both affirmative and negative sentences. This exercise also involves a speaking task and provides an extension activity for fast finishers...

Passive Voice - Hachiko

Print, laminate and cut out the cards. Put them into a container. Students take turns to draw a card and they must make a correct sentence in the passive form. if they make a mistake, the card is returned to the container. If their answer is correct, they keep the card. If a kaboom is drawn, their cards come back to the container but the kaboom card is put aside. The  winner is a person with the biggest number of cards

Kaboom - Passive Voice - basic tenses

This worksheet contains an interesting passage about Aborigines. Students must read the passage and then turn the verbs of the statements given into the passive or into the  active form as requested.

Aborigines - Passive and Active forms

This worksheet was created to be used at the same time as passive voice is taught. I have a slightly different approach to it. I don't expect my students to memorize  the active and passive form of the verbs. I explain how to add the verb To Be in the same tense as the main verb and add the past participle of the main verb. Then I explain  the "who" and the "what" of the main verb and how to change the order in the passive sentence. Then just start turning active sentences into passive. 

I know it is unconventional ... I have a terrible time memorizing  things so I came up with this different approach. I have been using it for 20+ years and my students have passed FCE and  other exams and use it regularly  both when they write and talk. Hope it helps! 

Passive voice

Brief explanation at top of how to form the passive voice followed by multi-tense exercise.  For use with B1+ students (those with exposure to perfect tenses and modal verbs.)

Active to Passive Worksheet

Students are askrd to form sentences using the passive voice form. interpret the picture. write a short passage using different passive voice tenses. describe a picture

passive voice

The aim of this worksheet is to help pupils to understand the formation of the causative. The first exircise is the one with which they will understand the purpose of the causative (to receive a service). The second exircise is to check the foration of the causative. Finally, the most complicated one is the last one because they are given an active sentence and they must rewrite that sentence in the causative. 

To have something done - The causative - Passive 8th form

CUT AND LAMINATE AND HAVE SS MATCH EACH VERB TO A FLASHCARD BEFORE THEY BUILD SENTENCES IN THE PASSIVE FORM

PASSIVE FLASHCARDS VERBS GRID

students work in pairs to fill in the work sheets. there is an information gap and they have to fill in the correct forms of the verb and ask the question. this is intended for junior high school third year in japan.

Passive voice pair work

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to inform somebody about some news in English

how to interpret what was said in English

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how to make, accept and refuse offers in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

96 Passive form English ESL worksheets pdf & doc