a.teacher.who a.teacher.who

Present Simple Passive
Pre-intermediate level


In this lesson students learn about passive form through guided discovery. The lesson starts with a discussion on the TV shows that students like to watch. It is followed by highlighting the target language. After the meaning pronunciation and form are clarified. Towards the end of the lesson students will have chance to practice.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of passive voice in the context of television shows

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of tele


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

- Asking students what did they do yesterday -Telling I have watched " Survivor" for the first time - Asking students to talk about the TV shows they watch in pairs

Exposure (5-6 minutes) • To provide a model of the task and highlight useful words and phrases

-Asking Ss to read the text and answer the 3 questions: 1. Are the people who take part in the programmes known now? 2. What are the TV viewers asked to do? 3.Who are made into pop stars in the show? - Giving HO and setting time - Peer Check - Giving FB by writing on the WB and eliciting

Clarification (8-10 minutes) • To clarify meaning, pronunciation and form

- Eliciting the meaning of target language through CCQs: Is this in the past, present, future? Do we know who did these things? Is it important to know who did these things? What is important in these sentences? - Clarifying the pronunciation of target language by putting stress pattern, contractions and weak forms on the board and drilling to make sure Ss understand - Breaking down the form of the model sentences and comparing them to active sentences. Asking CCQs to differentiate.

Controlled Practice (6-8 minutes) • To provide controlled written practice focused on using the language accurately.

- Introducing the activity and concept checking to understand if the Ss know they will use and put in the blanks. -Pairing students for the activity, setting time and giving handouts -When Ss finish the activity' changing the sheets with other pairs for peer-check - Showing the text on the WB, concept checking for each answer and nominating students to answer.

Semi-controlled practice (6-8 minutes) • To provide semi-controlled oral practice to prepare students for freer practice

-Dividing students into groups -Each group thinks of a reality TV Programme they watch and talks about with the help of the chart teacher writes on the board. - T monitors and gives delayed error correction

Freer Practice (8-10 minutes) • To provide students with freer oral practice and use the language fluently

- Regrouping students according to the last two digits of their telephone number. - Introducing the guiding questions and asking groups to plan their own reality TV show - Teacher monitors and gives delayed error correction once the activity is finished - Groups vote and choose the best idea.

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