Ss will be asked if they are interested in 'shocking news'. While asking, ,T will put a cartoon picture featuring a shocked gesture on the board to grab their attention Then, handouts with five numbered pieces of pretty shocking news, which contain the previously taught vocab, will be distributed among the already shaped groups to be read by the ss. Ss will be instructed to select the most shocking one they are all agreed on in their groups. ICQ: "will you choose one or more pieces of news?", ss: "just one". After a few minutes, T will ask the groups to announce the number of news piece they have found the most shocking. Based on the number heard the most frequently, The WC will agree to consider it as the most shocking one.

Ss will be grouped to receive handouts with four statements from the previous lesson's news excerpts. The sentences all contain examples of 'passive voice' in four various tenses. Prior to giving the handouts, T will pose three questions to the class while pointing to the sentences: " can you find the subjects of these statements? if no, why? if yes, where are they in the sentence?" ICQ: 1. "what are you going to look for in your handouts?", ss: "subjects" 2. "what will you do if there are no subjects?", ss:" we should say why?" 3. "and what will you do if there are subjects?", ss:"we should find the place of it in the sentence" After a few minutes, ss will be asked to check their answers with other groups (NB: if there is a scarcity of time, the activity will be modified to a WC one). T will write the correct reasons on the board very briefly. Answer keys will be then passed to each student.

T will ask the ss to read out the first sentence from their handouts they received in the beginning of the previous stage; then, T will write it on the board: 'The TV set was stolen from a Liverpool police station' and highlight the first part of the sentence (the TV was stolen) to be noticed and further clarified.

In order to do a more focused clarification, T will do some CCQs: 1. "who stole the TV set?" to elicit :"not known or not important". 2. "so, is there a 'doer' of action?", ss: "no" T will point to 'TV set' in a quizzical gesture to elicit "object", T will modify that by writing 'receiving action subject' then T will point to 'was' and after that to 'stolen' to elicit "past to be" and "past participle", respectively. T will model the sentence, with an emphatic stress on 'stolen', for the students to repeat after. T will mark the stressed word and drill again once more. To save time, T will slideshow the other varieties of 'passive voice' concerning tense. and elicits " receiving action subject", "past to be", "progressive to be", and " past participle" for: 'The wheelchair was being pushed along'. Then, the same process for 'we have been kidnapped' to elicit: "receiving action subject", "have" and "p.p." The activity will go on to cover passive voice for past perfect , simple present, simple present continuous, be going to, and future 'will'.

The ss will receive handouts with five blanked sentences and a clue verb to form the appropriate passive voice tense in pairs. Each students has his/her own sheet to write on. T will move around and monitor. The same slide will be there for the ss to come to the board later and fill the blanks voluntarily.

Ss will play an 'experiences game' in this phase. The class will be divided to two groups of 'A' and 'B'. 'A's will receive a handout, in green, with a three-columned table as bellow: 'B's will receive tables, in orange papers, for their counterpart group with different questions. First, all ss will write down the statements and the questions individually based on the info provided. Then, ss will ask their partners their already written questions; they will put a check mark if they have had right and a cross mark if they have had wrong presumptions about their partners. T will move around and monitor. If there is any chance! that a few minutes are left after the activity, ss will report the class info they have collected from their partner.