Learn, create, communicate and grow through English.
WEEK 7 · 3 HOURS
Passive Voice in Environmental Reports
Focus: Passive voice · formal reporting
Use passive voice to describe processes, policies and results when the action is more important than the actor.
Hour 1Input, visual explanation, listening
Hour 2Analysis, dialogue, interactive practice
Hour 3PC challenge, quiz, reflection
HOUR 1 · Input & Critical Comprehension60 MIN
Goal: Understand vocabulary, the visual concept and the listening message before producing academic language.
1A · Vocabulary Lab
Listen to every word. Choose four and create one climate-related sentence for each.
is produced
es producido
Electricity is produced in different ways.
are measured
son medidos
Emissions are measured every year.
was implemented
fue implementado
The program was implemented last year.
were planted
fueron plantados
Trees were planted near the school.
reported
reportado
Results were reported publicly.
monitored
monitoreado
Energy use is monitored.
reduced
reducido
Waste was reduced.
implemented
implementado
A new policy was implemented.
1B · Visual Explanation
Focus on the action, not always the actor
Passive voice is common in reports when the process or result matters more than who performed the action.
Example 1
Active: Students collected bottles. Passive: Bottles were collected.
Example 2
Active: The city implemented a policy. Passive: A policy was implemented.
Example 3
Passive focuses attention on the action or result.
1C · Listening First, Transcript Later
Before listening: Predict three academic words you may hear.
Question: Why is passive voice useful in reports?
In environmental reports, the passive voice is often used because the action or result is the main focus. For example, energy use is monitored every month, waste is separated in different containers, and new trees were planted near public spaces. The report may not always need to name the person who performed every action.
Hour 1 · Evidence & Submission
HOUR 2 · Analysis & Academic Interaction60 MIN
Goal: Analyze examples, interact with a partner and apply the unit concept through decisions rather than copying.
2A · Guided Dialogues
Listen, perform one dialogue, then replace one example with a climate issue from school, Villavicencio or Colombia.
Dialogue 1
Teacher: Why did you write Trees were planted?
Student: Because the action is more important than the actor.
Dialogue 2
Camila: Can I always use passive voice?
Juan: No. Use it when the process or result needs more emphasis.
Dialogue 3
Daniel: The report says energy use is monitored monthly.
Valentina: That sounds formal because the focus is on the monitoring process.
2B · Interactive Practice
Active or passive?
Choose the best category. Then check your result before continuing.
2C · Pair Analysis & Submission
HOUR 3 · PC Challenge, Assessment & Reflection60 MIN
Goal: Apply the concept to a climate-action problem, complete the unit assessment and identify the next learning goal.
