To provide clarification and practice of present simple passive voice in the context of famous films
To provide accuracy speaking practice in a present simple passive voice
Procedure (31-42 minutes)
Bring a clapper to the classroom or show a picture of a clapper. Ask ss: "What is this? A clapper. Who uses it? A film director. Where can we see a clapper? A Film Studio." Then ask ss the questions below and let them discuss with their partner. "Can you think of a film which...? made you laugh a lot made you cry sent you to sleep you've seen several times." SS talk with their partners. Monitor. Feedback- Ask one or two ss about their partners' answers.
Rewrite the text on page 88. Turn all tenses into Present Simple. Tell ss that they are going to read a text about famous films for only 3 minutes and they will match the headings according to the text. ICQ- How many minutes do you have? 3. Are you going to read every word? No. Monitor. SS check their answers in pairs. Monitor. Feedback- Give the answer key.
Tell ss that the text uses the same language called Passive Voice. Show one passive sentence from the text and then ask ss to find as many as they can from the text with their partner. Monitor. Feedback- Elicit some of the sentences.
Prepare a True/False exercise for the meaning: We use passive when we don't know or need to know who did the action- T You can say who did the action when you use passive -F Ask ss to do the exercise alone. They have 2 minutes. Monitor. SS check their answers with their partners. Feedback- Elicit the answers. CCQ- What is the grammatical structure called? Passive. Can we tell who did the action in a passive sentence? No. Why not? We don't know, we don't need it. Form: Prepare a form exercise that shows the difference between an active and a passive sentence. Tell ss to do it alone first. They have 4 minutes. Monitor SS pair check. Monitor. Feedback- Project the answers on the board. CCQ- When we make a passive sentence from an active one, what happens to the object? It becomes the subject. If we want to show who did the action, how do we do it? add "by..." Pronunciation Project some of the sentences in the text on the board. Ask where the stress is for each one. Drill with whole group first then indivudually.
Rewrite the sentences on the page 140, ex. 6B-b. Turn all the sentences into Present Simple. Ask ss to do the exercise alone first. They have 5 minutes. Monitor. SS pair check. Feedback- Nominate ss for the answers. Finger highlighting for corrections.
Cut out one set of cards for each group. Divide the class into teams of two. On the board write some of the items from the cards and ask the ss what they have in common. "What do cement and glass have in common? They are made from sand." Tell ss that they will have a set of cards similar to these items and they will have to guess the common thing in 20 seconds. If they don't use the passive voice, the answer will not be valid. "Each team will have a set of cards. One person will keep the score. Team A will ask Team B the question. You will have 20 seconds to answer in the passive voice. If you don't use the passive voice, your answer will not be correct." ICQ- What question are you going to ask? "What do ... and ... have in common?" Which grammatical structure are you going to use? Passive. Will the answer be correct if you don't use passive? No. How many seconds do you have to answer? 20 seconds. Are you going to ask the question to your team or the other team? Other team. Monitor. Make notes on the language use. Feedback- Praise on the language use. Eror Correction- Write some of the wrong sentences on the board. Ask ss what the problem is.