Upper-Intermediate, B2 level
To provide clarification, review and practice of impersonal passive in the context of the text about "Magical Places".
To provide scan reading practice using a text about impersonal passive in the context of the text about "Magical Places".
To provide process writing practice of a short text in English in the context of a place with magical powers or a legend.
Procedure (36-50 minutes)
*Ask students to briefly re-tell about the previous text "Magical Places" to set the lesson context; *Try to elicit TL from the Sts; *Tell students about a magical place in Tajikistan to support the context for the TL, i.e. impersonal passive; *Focus Sts attention to the TL without appearing to do so;
*Project 3 sentences on the w/b; *Ask students to look at the text again and find 'another' way of saying these sentences; *Ask Sts to make a small group of 3-4, but first work individually, then in pairs to check their answers; *Prompt Sts with the word "it" if they are not able to find them; *Ask Sts to think of what tense is being used and what is the subject of these sentences; *Also ask Sts why the passive is used here;
*Elicit answers from the Sts and write them on the board; *Elicit the correct tense and subject being used; Mark on the board; *If Sts struggle with meaning and form: *To clarify the meaning, ask these CCQs: a. Is passive used here by the writer to distant himself? (Yes) b. Does the writer not want to assert his/her personal belief or disbelief in magical powers? (Yes) *To clarify the form, ask these CCQs: a. Is the present simple passive used? (Yes) b. Is the subject in each sentence 'it'? (Yes) *To clarify the appropriacy, ask this CCQ: c. Is the use of 'it' more common in written and academic English? (Yes) *To give the summative feedback on the language used: *Tell Sts that we use the impersonal passive to report a general claim or belief, without reference to a particular person or agent. *Tell Sts that impersonal passive is formed with it + the passive voice. It is used with reporting verbs such as say, claim, rumour, know, think and believe; *Carry out drilling of three sentences on the board;
*Project 6 sentences and ask Sts to change the sentences so they mean the same thing; *Tell Sts to start each sentence with 'It...'; *Do the first sentence together, then let the Sts work alone, before checking in pairs; *Give Sts the HO; *Ask ICQ if need be: Are you going to start each sentence with 'It...'? (Yes); Are you going to use present simple passive? (Yes) *Re-elicit the effect of the passive; *Focus on the meaning and the reason for using this form;
*Ask Sts to close/hide their HOs; *Model the activity: Draw a picture of the sentence from Exercise 2 on the board "People believe that if you stand here at midnight then you will be lucky for a year"; *Ask Sts to give one sentence using the TL (impersonal passive) to describe a picture; *Elicit the correct TL sentence: 'It is believed that if you stand here at midnight you will be lucky for a year'; *Prompt sts if they struggle making up a sentence: *Ask a volunteer to come up to the board and silently draw a picture of the sentence on the board; *The first person to shout out the correct passive sentence gets a point; *This simple recall activity focuses students on the target language. *Carry out error correction on the TL if the need be.
*Ask Sts to look at six sentences and think of any similar places or legends in their country; *Elicit ideas and write them on the board; *Tell Sts that they have been asked by a tourism agency to write a short text in English about a place with magical powers or legend that they know; *Tell Sts to vote for the favourite spot by the end of this activity; *Tell them they can use the text on page 45 to help them; *Tell sts to think of a real place, or invent one if they don't know; *Divide sts into pairs or small groups depending on a number of Sts to carry out the activity; *Tell Sts they have got 8-10 minutes; *Stick pieces of writing on the walls, students mingle and vote;
*Project 5 sentences on the board to practice the target chunks in a freer context; *Re-group Sts and ask them to discuss five statements in threes; 1. It is claimed that learning a language as a child is the only way to get perfect pronunciation; 2. It has been suggested that being bilingual helps other areas of your brain to develop, as well as linguistic ones; 3. It has been claimed that learning grammar rules at the expense of other aspects actually impedes language development; 4. It is said that to speak with a convincing accent in another language, one needs to be a good actor; 5. It has been stated that it is impossible to learn more than 20 words a day.
*Assign this activity to a fast-finisher(s) or as an optional one; *Provide an answer key upon completion.