Hamed Hashemian Hamed Hashemian

Pre-intermediate level


In this lesson, students learn about the past passive through guided discovery based on a reading text about the Coca-Cola. The lesson commences with a concise question regarding the short video clip (Coca-Cola). This is followed by a set of questions regarding the passive voice plus covering a couple of controlled practice through sentence reformulation and ultimately freer practice via changing the active sentences into passive ones as a GW. .


Main Aims

  • To provide clarification, review and practice of Past Passive in the context of Reading about Coca-Cola

Subsidiary Aims

  • To provide writing practice of a Shoret sentences past passive in the context of Reading about Coca-Cola


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

At the very beginning of the lesson, the power point will be on the screen and a question regarding the top and popular brand drinking will be asked and right after that a very concise video clip will be played ,the video clip is transparent enough to give them a hint and finally the question will be responded by the pupils.

Exposure (13-14 minutes) • To provide context for the target language through a text or situation

I will ask them to take a piece of paper and think about Coca-Coal and write between 3 to 5 words which spring to their mind. Then I will give them a handout which contains a reading part about Coca-Cola, subsequently they will be requested to read the sort text rapidly and underline the anticipated words. I will ask randomly about the number of words they have properly predicted. There is a question on the top of the text and they will be requested to read it quickly and respond the question (gist of the text) individually then have a succinct peer check. I will reveal the answer on the board. (ICQ: Are you going to do it alone or together? Alone). Then they will be given more time to read the text a little bit slower in comparison with the previous section to answer two more True or False questions individually. Right after that they will be requested to check them in pairs and again the responses will be revealed on board.

Highlighting (1-3 minutes) • To draw students' attention to the target language

I will ask them these following questions in order to pull out (highlight) the model sentences. 1. How many drinks did they sell in one day? 2. When did the factory open? Model sentences: 1. Only nine drinks a day were sold. 2. The first factory was opened in 1895. The students will have a gander and try to find the marker sentences through the text. I will elicit them and underline them on the board. Immediately I will give the handouts out (guided discovery). They have to shoulder the responsibility of doing the task in pairs (two(s)-two(s)).

Clarification (13-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Clarification will be explicitly provided through the interactions between students. After the given time I will reveal the answers and by asking some CCQs I will be fully assured of the clarification.( I might ask one of the students to go to the board and rewrite the sentences in active form.) I will right down the answers (subsequent Qs) by eliciting. CCQs: Are we talking about the past or present? past. Do we know precisely who opened the factory? No. Do we know exactly who sold the drinks? No.

Controlled Practice (11-13 minutes) • To concept check and prepare students for more meaningful practice

Right after the clarification there is some controlled practice which will be covered. Firstly, there are 10 questions containing two options for each on the folded handout, the pupils will receive the instructions and then the folded handout will be given out. They will respond the questions together (two by two). Then they will unfold the paper and the responses are underneath of the question so the correct answers will be revealed. Secondly, there are 8 more statements (active) and the students are required to turn them into passive. They will be given adequate time to do the task in pairs and after a while I will ask 4 to 5 students to come to the board and write the answers. Afterwards, we will check them together. (ICQs: Are you going to write or talk? Write...Are you going to do it alone or together? Together.... Can you unfold your paper befor answering the questions? No.)

Free Practice (5-7 minutes) • To provide students with free practice of the target language

Last but definitely not least, the students will be formed in one group including 4 in each. They will be given some small pieces of paper. There are generally 18 random sentences (9 active plus 9 passive) and they will be requested to fine each piece and match the active with the passive ones. The winner will be awarded.

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