maliheh60 maliheh60

Maliheh, TP5, Apr6
Intermediate level


In this lesson, the students will review some of the key vocab from the previous session. They will then be presented by passive voice, considering different tenses, in the context of news. With regard to both meaning and form, the new grammar point will be inductively taught and followed by rather controlled and freer practices.


Abc Powerpoint slides
Abc Handout4
Abc Handout1
Abc Handout2
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Main Aims

  • To provide clarification and practice of passive voice in the context of news

Subsidiary Aims

  • To provide process and product writing practice of gramatically correct sentences using passives in the context of news, culture, and personal experiences
  • To provide accuracy speaking practice in a peer interview in the context of culture and personal experiences


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

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.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

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.

Highlighting (2-4 minutes) • To draw students' attention to the target language

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.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

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'.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

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.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

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.

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