Johanna Bermeo Johanna Bermeo

Passives (review)
Upper Intermediate Repeat class level


Main Aims

  • To provide practice and review of passive voice in the context of crime and law

Subsidiary Aims

  • To provide clarification and practice on the word learnt in previous classes that are all connected to crime, and therefore use the passives in context through guided discovery and group work


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

T writes the word 'CRÄ°ME' on the board and asks students to come forward and write all the words/phrases that they think are related to crime. Later the T adds more and drills meaning and understanding with the class. Vocab list: To rob/ To get robbed To get hurt/ To hurt somebody To steal Clue To get shot/ to shot To get hit/ to hit Bullet Fingerprints Gun To escape Investigator Identify Analyze T also checks pronunciation here!

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T starts by telling them a story she had recently heard, making sure to write the following sentences in between her story: 'the windows were broken' 'the store's back door were opened' 'a rope was found hanging on the windows in the back' 'blood was found on the store's floor' and 'all the money was taken' and the T pretends that It actually happened. T passes the story around and then asks focus on the questions there: Is it clear who did the action? Is it clear who does what? Is it necessary to know the agent? Why/why not? T asks students to discuss this questions with the person next to them for one minute and then share their ideas with the class.

Highlighting (10-15 minutes) • To draw students' attention to the target language

T shows a PPT projected on the board to step by step drill the use of passive voice as a review active-learning way, many questions will be asked in between. (The questions will be on the slides) Students here will be able to strengthen their ideas and build a better understanding on how, when and why do we use passive voice in English through a newspaper presentation.

semi-Controlled / Free Practice (10-15 minutes) • To concept check and see students producing in class

Students will be given some strips of paper with words (connectives, verbs, adj, phrasal verbs) they have learnt during the week and the ones learnt during the class. (the reason behind this stage is for students not only to produce based on what they have learnt, but also to practice the vocabulary for their upcoming vocab quiz due on Friday that is al related to crime and media as well). In groups, they will have to use those words to create a story for the headline of a newspaper. They can use the internet and their own creative ideas to compete for the best and most creative article (one paragraph length/story) So as to In order to For So that Accurate Clues Media Reliable Keep up with Encounter Analyze Relevant Take for granted

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