Gulcin Gulcin

Passive Voice
B1 level


In this lesson, students learn about the passive voice in different tenses through PPP based on a text about Mars.


No materials added to this plan yet.

Main Aims

  • To provide clarification, practice and review of the passive voice in the context of exploring planet Mars.

Subsidiary Aims

  • To provide process writing practice in the context of planets.


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

Teacher distributes part of an article from a newspaper to the students and asks questions about it such as "Do you think life on Mars will be possible? Would you like to live there? What could it be like to live there?". Ss discuss answers first in pairs and then they share their ideas with the class.

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

T shows a picture of Mars and asks ss "Which planet is this? What do you know about it? and elicits answers. Then she says that she wants to give more information about it and shows the sentences that are about the exploration of Mars along with related pictures.

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

T highlights the target language by asking if the sentence "Mars is known as the Red Planet." is in passive or active voice.

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

T focuses on the sentence "Mars is known as the Red Planet." and asks concept checking questions about the sentence such as "Who knows Mars as the Red Planet? (People) Why don't I say "People know it as the Red Planet?" (Because the doer is not important) Is it in the present or in the past? (Present). She elicits and highlights the structure and practices pronunciation through drilling. She moves on to the next sentence "Mars was first observed by Babylonians in 400 BC." and asks "Who observed Mars for the first time? (Babylonians) Which preposition do we use when we want to include the person who does the action? (By) Is it in the present or in the past? (Past). Then, she elicits and highlights the structure and practices pronunciation through drilling. T elicits the other sentences in passive voice in different tenses. Then she elicits the structures for the present perfect passive, the passive in the future and the passive with a modal verb.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T distributes the handouts and answers the first question with the class as an example. Ss works individually to complete the other sentences. They compare answers with each other, then T does whole class feedback and corrects errors.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T divides the students into groups and explains that ss will take turns to pick one sentence from the pile of cards and change it to passive voice. If they can, they keep the card. The student with the most cards will win the game. T monitors and gives feedback at the end of the activity.

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

T divides the class into groups of 4-5 ss and explains that they will work together to make a poster of a planet using sentences in the passive voice. T monitors and helps. She corrects mistakes after they finish the poster. At the end of the activity, the posters are hung on the wall and ss walk around the classroom to check the posters.

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