Students discuss in pairs: “Have you ever agreed with others even when you thought they were wrong?” “Why do people follow groups?” Quick whole-class share.

Students look at 3–4 pictures of scientific experiments (teacher-provided). Groups discuss: “What usually happens in an experiment? Who does what?” Teacher highlights typical experiment verbs (do, define, explain, show, instruct, design, test…)

Students receive a short excerpt from the text (the paragraphs about Asch’s experiment). In pairs, they underline all passive verbs.

Students sort the underlined expressions from the text into categories: a) Present Simple Passive (e.g., Conformity can be defined…) b) Past Simple Passive (e.g., The individuals were instructed…)

The teacher clarifies form & function: Form: be (am/is/are / was/were) + past participle Use: Scientific tone When the doer is unknown/unimportant For process descriptions Teacher demonstrates example transformation: The experimenter instructs the participants. → The participants are instructed CCQ: Do we know who instructed the participants? (No)Is it important to know? (No) Asch devised the situation → The situation was devised CCQ: What is more important: the doer or the result of the action? (the result) Choral and individual drilling is done if necessary.

Each student gets a Bingo grid with past/passive verbs from the text (were instructed, was devised, is defined, etc.). In pairs, student A reads sentences from the text, some in active, some in passive. Student B marks only the passive verb forms he/she hears on his grid. Swap roles. First 3 students to get Bingo shout “CONFORMITY!” Quick feedback: winners read their marked verbs; class checks accuracy.

Students rewrite active sentences from the text into passive. Examples: The experimenter shows the lines. → The lines are shown. The accomplices gave incorrect answers. → Incorrect answers were given. Pairs compare and correct each other.

Students write a 6–8 sentence mini-story about a real moment when they conformed or didn’t conform. They must include at least 3 passive forms, but the text remains personal & narrative. Model examples: I was influenced by… I was pressured to… The decision was made because… Students then exchange texts in pairs and underline each other’s passive verbs.