Nurel Toprak _ Teaching Practice 5
Upper - Intermediate level
To provide students with the grammar to enable to form passive voice sentences and to communicate those sentences with others.
To allow the students to be able to produce what they learnt.
Procedure (45 minutes)
Write on the board: 'I was affected by his words' and 'his words affected me'. Ask the students to tell you the difference grammatically in each sentence. ( The first one is passive, the second is active).
Task One: Students are given a short paragraph and students must identify the passive structures in each sentences. This is very straightforward, especially for students at this level. Students will be working individually, then we will check the answers as a class.
Task two is about the students the students getting 4 short paragraphs. First they will read them out loud one by one. Then they will change the verbs to passive constructions. They will then read aloud again to hear the passive voice.
Ask the students to give suggestions on how passive changes the meaning in the sentences. Also why the writer or speaker might use the passive.
CCQ: what does passive voice sound like? softer and nicer Is passive voice in the past simple? yes Any Questions?
Students are given a grammar box and they must select the right answer to complete the rules. Then we will check the answers together as a class.
Students are given two short activities about passive voice. For the second task the students must decide if the sentence is active or passive. We will correct the task as a class.
Go through any vocabulary the students might want to clarify.
Students are given 16 tenses and 16 sentences. They must match them up. Students will be put into groups. This will get the students working together and using the target language.
The teacher will go through the answers and give the students the answer sheet.