What Is The Passive Voice?
In English, sentences can be written in two types of voice: active and passive. All the 12 tenses that we learned in our English tenses guide show the active voice, but we can also use most of them in the passive voice.
In active sentences, the subject is the one performing the action on the object. For example, in the sentence I drink coffee every day, the subject is “I,” the action is “drink,” and the object is “coffee.” In this case, “I” am responsible for the action of drinking, and the coffee is what the action happens to.
The passive voice is different. In passive sentences, the subject receives the action rather than performing it. For example:
Active: My brother broke the window.
Passive: The window was broken.
Of course, the window did not break itself in this example. Someone or something else broke the window. We often use the passive voice when we do not know, or do not need to mention, who or what caused the action. In the example above, the active sentence answers “Who did it?” while the passive sentence answers “What happened?” By making “the window” the subject, the focus is on the window and the event, not on “my brother.”
The passive voice is also used very often when describing steps in a process, especially in manufacturing or production. For example, the process of making frozen fries:
-Potatoes are harvested from the fields.
-They are transported to the factory.
-They are washed, peeled, and sorted.
-The potatoes are cut into fries.
-The fries are blanched in hot water and lightly fried.
-They are frozen quickly to stay fresh.
-Finally, they are packaged and sent to stores.
Another example is the process of making Tabasco hot sauce, one of my least favorite hot sauces:
-Red chili peppers are picked when ripe.
-They are mashed into a paste.
-Salt is mixed into the mash.
-The mixture is stored in oak barrels and aged for several years.
-After aging, vinegar is added.
-The sauce is stirred until it reaches the right flavor.
-Finally, it is bottled, labeled, and shipped around the world.
In all these cases, the passive voice keeps the focus on the product and what happens to it, rather than on the people doing the work. In all these cases, the passive voice keeps the focus on the product and what happens to it, rather than on the people performing the actions. It is also perfectly correct to write these sentences in the active voice, for example, “workers harvest the potatoes” or “people mash the peppers.” The difference is that using active voice puts attention on the “someone” doing the action, while using passive voice shifts the focus to the product and the process itself. In descriptions of production steps, we usually want the focus to stay on the product rather than the people involved.
How To Make A Passive Sentence
Every passive sentence has TWO essential parts:
1. A form of the verb BE (am, is, are, was, were, been, being, be).
2. The past participle of the main verb (also referred to as ‘verb 3’ for simplicity’s sake), for example: cleaned, written, seen, done, fixed, made, taken, etc.
These two elements work together to show that the subject of the sentence is receiving the action rather than performing it. For example:
Active: The chef cooks the meal.
Passive: The meal is cooked (by the chef).
Active: Someone has fixed the car.
Passive: The car has been fixed.
Notice how the form of BE changes depending on the tense, while the main verb stays in its past participle form (verb 3).
How Passive Voice Is Used in Authentic Contexts
A Day at the Pizza Store (Level 3 - Intermediate)
The day at the pizza store begins early in the morning, long before the first customers arrive. First, the ingredients are prepared carefully. Fresh vegetables are washed and chopped, cheeses are grated, and sauces are stirred until smooth. The dough is measured and shaped into perfect rounds, ready to become the base of each pizza. Ovens are checked and heated to the right temperature, while trays and utensils are cleaned and arranged.
As the day goes on, orders are received and pizzas are made continuously. The dough is stretched and layered with sauce, cheese, and a variety of toppings. Each pizza is baked until golden and bubbling, then sliced and placed on plates or boxes. Drinks are poured, napkins are set, and tables are wiped while customers enjoy their meals. Special requests are handled, and new ingredients are restocked as needed to keep everything running smoothly.
At the end of the day, the store is tidied and cleaned thoroughly. Counters are wiped, dishes are washed, and leftover ingredients are stored for the next day. Floors are swept, ovens are turned off, and the trash is taken out. Finally, everything is checked one last time to make sure the store is ready for another busy day of making pizzas that will be enjoyed by many hungry customers.
How Parmigiano-Reggiano Is Made (Level 3 - Intermediate)
Parmesan cheese is made from fresh cow’s milk delivered from local farms. The milk is poured into large copper vats and gently heated. Natural whey and rennet are added to start the curdling process. As the milk thickens, curds are formed and then cut into small pieces, allowing the liquid whey to separate.
The curds are collected and pressed into round molds, shaping the cheese into the familiar large wheels. Salt is applied to the surface, and the wheels are soaked in a brine solution for several weeks. During this time, the cheese is turned and inspected regularly to ensure consistent texture and quality. Each wheel is stamped with an official mark certifying its authenticity.
After brining, the wheels are moved to temperature-controlled aging cellars. They are stacked on shelves and left to mature for 12 to 36 months, depending on the desired flavor. During aging, the surfaces are cleaned and brushed, and the wheels are turned periodically. Inspectors monitor the cheese for cracks or other imperfections. Over time, the cheese develops its characteristic granular texture, strong aroma, and rich flavor.
Once the aging process is complete, the wheels are cut, packaged, and shipped to distributors, stores, and restaurants around the world. Every step in production is carefully controlled to maintain high standards, ensuring that the final product meets the expectations of consumers who enjoy authentic Parmesan cheese.
How Premium Chocolate Is Made (Level 5 - Upper-Intermediate)
Cocoa beans are harvested from tropical cocoa trees and meticulously sorted to remove damaged or underdeveloped fruit. After harvesting, the beans are placed in shallow containers to undergo fermentation, a process essential for developing the complex flavors associated with high-quality chocolate. During fermentation, the beans are turned periodically and are monitored to ensure uniformity. Once fermentation is complete, the beans are sun-dried to reduce moisture content and prevent mold growth, then transported to processing facilities for further preparation.
At the factory, the beans are roasted at carefully controlled temperatures to enhance their aroma and intensify the characteristic chocolate flavor. The roasted shells are cracked mechanically, and the nibs are separated from the husks. These nibs are then ground into a smooth cocoa mass, commonly referred to as cocoa liquor. Sugar, milk powder, and additional cocoa butter are incorporated into the cocoa mass to achieve the desired flavor profile and texture. This mixture is refined and conched for several hours, during which the particle size is reduced and the flavor is further developed through continuous agitation.
Following conching, the chocolate is tempered to stabilize the cocoa butter crystals, ensuring a smooth texture and proper snap. The tempered chocolate is poured into molds and allowed to cool under controlled conditions. Quality control inspections are performed at multiple stages to ensure consistency in flavor, texture, and appearance. Packaging materials are selected to protect the chocolate from moisture, light, and temperature fluctuations during storage and transport. Finally, the finished chocolate bars are boxed, labeled, and distributed to retailers and consumers worldwide. Throughout this process, each step is carefully regulated and monitored to meet the high standards expected of premium chocolate production.
Past Tense
Past Simple
Formula:
Active: subject + V2 (past form of verb)
Passive: subject + was/were + V3 (past participle)
Examples:
Active: The teacher explained the lesson.
Passive: The lesson was explained by the teacher.
Active: Someone painted the wall.
Passive: The wall was painted.
Active: The children broke the window.
Passive: The window was broken.
Active: They delivered the packages yesterday.
Passive: The packages were delivered yesterday.
Past Continuous
Formula:
Active: subject + was/were + V-ing
Passive: subject + was/were + being + V3
Examples:
Active: She was cleaning the kitchen when I arrived.
Passive: The kitchen was being cleaned when I arrived.
Active: They were painting the house.
Passive: The house was being painted.
Active: He was repairing the car.
Passive: The car was being repaired.
Active: Someone was reading the book.
Passive: The book was being read1.
1 Pronunciation tip: For the verb “read,” the past tense (V2) and past participle (V3) are spelled the same as the base form but pronounced red rather than reed.
Past Perfect Simple
Formula:
Active: subject + had + V3
Passive: subject + had been + V3
Examples:
Active: She had finished the homework before dinner.
Passive: The homework had been finished before dinner.
Active: Someone had locked the door.
Passive: The door had been locked.
Active: They had built a new bridge.
Passive: A new bridge had been built.
Active: He had written the report.
Passive: The report had been written.
Present Tense
Present Simple
Formula:
Active: subject + V1 (with he/she/it your verb will need -s or -es in the end)
Passive: subject + am/is/are + V3 (past participle)
Examples:
Active: The gardener waters the plants every morning.
Passive: The plants are watered every morning.
Active: Someone delivers the mail at 9 a.m.
Passive: The mail is delivered at 9 a.m.
Active: The students answer the questions.
Passive: The questions are answered by the students.
Active: A chef cooks the meals in the restaurant.
Passive: The meals are cooked in the restaurant.
Present Continuous
Formula:
Active: subject + am/is/are + V-ing
Passive: subject + am/is/are + being + V3
Examples:
Active: Someone is painting the room right now.
Passive: The room is being painted right now.
Active: The workers are building a new school.
Passive: A new school is being built.
Active: She is checking the documents.
Passive: The documents are being checked.
Active: They are organizing the event.
Passive: The event is being organized.
Present Perfect Simple
Formula:
Active: subject + have/has + V3
Passive: subject + have/has been + V3
Examples:
Active: Someone has repaired the computer.
Passive: The computer has been repaired.
Active: They have finished the project.
Passive: The project has been finished.
Active: She has written the report.
Passive: The report has been written.
Active: The company has updated the website.
Passive: The website has been updated.
Future Tense
Future Simple
Formula:
Active: subject + will + V1
Passive: subject + will be + V3
Examples:
Active: Someone will clean the room tomorrow.
Passive: The room will be cleaned tomorrow.
Active: They will deliver the packages next week.
Passive: The packages will be delivered next week.
Active: The team will finish the project soon.
Passive: The project will be finished soon.
Active: She will repair the car.
Passive: The car will be repaired.
Future Perfect Simple
Formula:
Active: subject + V2 (past form of verb)
Passive: subject + was/were + V3 (past participle)
Examples:
Active: The teacher explained the lesson.
Passive: The lesson was explained by the teacher.
Active: Someone painted the wall.
Passive: The wall was painted.
Active: The children broke the window.
Passive: The window was broken.
Active: They delivered the packages yesterday.
Passive: The packages were delivered yesterday.
Examples from the TOEFL Test
Question 1
The following example is designed for TOEFL Reading Practice Test #23 – Coevolution of Pinyon Pines and Pinyon Jays.
Reading Passage: Organisms of different species frequently evolve adaptations that make them utterly and specifically dependent on each other for resources. For example, many trees must have mycorrhizal fungi living in their root systems. Mineral uptake is facilitated by the fungi, making them indispensable to the tree. In turn, the fungi rely on the trees to photosynthesize; they use some of the tree’s chemical food as their only energy source. Such intimate relationships are examples of coevolution through which two species become so interdependent that they can thrive only in each other’s presence.
Question: According to the paragraph, how do the fungi benefit the trees?
A. They provide energy to the tree through photosynthesis.
B. They assist the tree in absorbing minerals from the soil.
C. They protect the tree from pests and diseases.
D. They help the tree produce seeds more quickly.
Correct Answer: B
Explanation: The passive sentence “Mineral uptake is facilitated by the fungi” highlights the fungi’s role in helping the tree absorb nutrients from the soil. Understanding the passive voice here is crucial for linking the agent (“the fungi”) to the action (“facilitating mineral uptake”) and its effect on the tree. Option B correctly captures this relationship.
Option A is incorrect because the fungi do not perform photosynthesis for the tree. Option C is irrelevant; pest protection is not mentioned. Option D is wrong because seed production is not discussed in relation to the fungi.
Question 2
The following example is designed for TOEFL Reading Practice Test #41 – The Formation and Distribution of Petroleum.
Reading Passage: It is now well established that petroleum migrates through aquifers and can become trapped in reservoirs. Petroleum migration is analogous to groundwater migration. When oil and gas are squeezed out of the shale in which they originated and enter a body of sandstone or limestone somewhere above, they are trapped in reservoirs because the porous rocks above prevent further movement. Petroleum migration has been studied extensively to understand how it becomes concentrated in specific locations.
Question (Passive Voice): According to the paragraph, why do oil and gas accumulate in reservoirs?
A. Because oil is actively pumped into these areas.
B. Because oil cannot pass through a certain layer of rocks.
C. Because oil naturally avoids sandstone and limestone.
D. Because chemical reactions convert oil into water in reservoirs.
Correct Answer: B
Explanation: The passive construction “they are trapped in reservoirs” emphasizes the result of petroleum migration. Understanding the passive voice allows the student to infer that oil and gas accumulation happens due to geological constraints, not because of human action. Option B correctly captures this relationship. Options A, C, and D misinterpret the passive construction or the geological process described.
Question 3
The following example is also designed for TOEFL Reading Practice Test #41 – The Formation and Distribution of Petroleum.
Reading Passage: In the ocean, microscopic phytoplankton (tiny floating plants) and bacteria (simple, single-celled organisms) are the principal sources of organic matter that is trapped and buried in sediment. Most of the organic matter is buried in clay that is slowly converted to a fine-grained sedimentary rock known as shale. During this conversion, organic compounds are transformed into oil and natural gas, and additional chemical changes may occur in the oil and gas even after they have formed.
Question: According to the paragraph, what happens to the organic matter that is trapped and buried in sediment?
A. It is immediately converted to oil.
B. It is slowly buried in clay and transformed into shale.
C. It floats freely in the ocean for millions of years.
D. It isdestroyed by bacteria before conversion.
Correct Answer: B
Explanation: The passage uses two passive constructions: “is trapped and buried in sediment” and “is slowly converted in clay to a fine-grained sedimentary rock”. These passives emphasize that the organic matter undergoes processes imposed by natural conditions rather than by any active agent. Option B accurately reflects both the trapping/burial and the slow transformation into shale. The other options either misrepresent the sequence of processes (A, D) or ignore the passive process entirely (C).
Examples from the IELTS Test
Question 1
This passage is adapted from Cambridge IELTS 20, Test 2, Reading module, Passage 3.
Reading Passage: A few years ago, Fred DeJesus from Brooklyn, New York became the first umpire in a minor league baseball game to use something called the Automated Ball-Strike System (ABS), often referred to as the ‘robo-umpire’. Instead of making any judgments himself about a strike, DeJesus had decisions fed to him through an earpiece, connected to a modified missile-tracking system. The contraption looked like a large black pizza box with one glowing green eye; it was mounted above the press stand.
Question: According to the paragraph, how were strike calls handled during DeJesus’s first game?
A. DeJesus made all the calls based on his own judgment.
B. Decisions were provided to DeJesus via an earpiece.
C. The players decided whether pitches were strikes.
D. The system ignored DeJesus and made calls independently.
Correct Answer: B
Explanation: The passive construction “decisions fed to him through an earpiece” emphasizes that DeJesus was not generating the strike calls himself; they were supplied to him. Passive voice here highlights the action happening to the umpire rather than the umpire performing it, which clarifies the operation of ABS and the distribution of authority in calling strikes.
Examples from the OET Test
Question 1
This question is designed for OET Official Practice Test 1 (Medicine), Reading Part C.
Reading Passage: ADHD can be challenging for patients and their families, but it can be managed, in many cases, by using stimulant medication in combination with behavioral therapies. Doctors emphasize that treatment plans must be tailored individually, taking into account the patient’s age, severity of symptoms, and coexisting conditions. Regular monitoring ensures medication effectiveness and minimizes side effects. Non-pharmacological approaches, such as structured routines and cognitive-behavioral therapy, provide additional support to improve attention and reduce hyperactive behaviors.
Question: According to the paragraph, how can ADHD typically be managed?
A. Through medication, without additional therapy
B. Through a combination of stimulant medication and behavioral interventions.
C. Solely with lifestyle changes and structured routines.
D. There is no effective management for ADHD.
Correct Answer: B
Explanation: The sentence “it can be managed… by using stimulant medication in combination with behavioral therapies” uses the modal verb “can” to indicate possibility and effectiveness. The paragraph specifies that combining medication with behavioral strategies is the standard approach, making option B correct. The other options misrepresent the described management strategies.