Teaching Practice 8
To provide clarification, review and practice of the passive (all forms) in the context of crime
To provide gist reading practice using a text about a scam in the context of crime
To provide detailed listening practice using a text about stealing in the context of crime
Procedure (45-59 minutes)
To link to the previous lesson, the teacher will ask students what some problems with cities are until the word "crime" is elicited. Teacher will tell students a story about how he/she bought a watch very cheaply from a seller on the street and it stopped working two days later. The word "scam" will be elicited and written on the board.
Students will be given one minute to read a text and answer two questions to get the gist. Teacher will explain that students don't need to worry about the 'circle the right answer' exercise within the text. Teacher will then elicit answers to those questions and students will circle the right answers in the exercise, working in pairs. Teacher will show the answer key using the projector. Afterwards, students will listen to a crime story and answer six questions about it, working in pairs. The teacher will again show the answer key using the projector.
Students will listen to the news report about the crime story again and will fill in the gaps in an exercise with the TL that they heard in the text. Teacher will quickly elicited feedback from students and display the answer key on the board using the projector.
With the answer key displayed using the projector, the teacher will underline "he is thought" and "it is thought" on the board and ask students the difference in the answers. Teacher will elicit the fact that "to have + part participle" always follows "he is thought" (the teacher will underline 'it') and "that" always follows "it is thought".
In this stage, students will work four controlled practice exercises. For each exercise, students will work in pairs. The first exercise is a simple fill-in-the-gaps using only one form of the passive. The teacher will work an example on the board and tell the students that not all answers are in the passive. Students will rewrite sentences in the passive for the next two exercises. For each one, the teacher will work an example on the board and highlight the features of the exercise (in the first exercise, teacher will show that the word order is rearranged using arrows, and in the second exercise teacher will cross out words to show that the subject of the active sentence being changed can be omitted). The last exercise is a fill-in-the-gaps activity - teacher will elicit the first example, underlining the "to" in the example to show how students link the passive verb with the rest of the sentence.
Students will be shown an image of a crime scene using a projector. Teacher will then give labels to a few characters and objects in the photo ("thief", "safe", etc) by asking questions ("Who/what do you think this is?"), so that students can use them for the exercise. Teacher will then ask a few leading questions ("What do you think happened here?", "What do you think they stole?") and elicit a couple of examples of sentences using the passive form of verbs. The students will then work in pairs to come up with five sentences about what they see in the image. At the end of the lesson, teacher will give students a handout with a summary of the grammar about passive verbs for them to take home and use as a reference.