AbdElrahman AbdElrahman

passive voice
Intermediate level

Description

In this lesson, students will learn about the passive voice in context of "the wonders of the world" The lesson starts with a brief discussion about pictures of the pyramids in Giza. This is followed by a listening activity with focus questions. afterwards, students are assigned tasks supported by more practice activities. the lesson ends with ranking the ancient wonders of the world from least to most interesting.

Materials

Abc Audio,pictures of the wonders of the world

Main Aims

  • To provide practice of the passive voice in the context of ancient wonders of the world

Subsidiary Aims

  • To provide fluency speaking practice in a ranking task in the context of the ancient wonders of the world
  • To provide specific information listening practice using a text about unlocking mysteries of the pyramids in the context of the ancient wonders of the world
  • To provide practice of ancient sights and historical landmarks in the context of ancient wonders of the world

Procedure

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

brief discussion about pictures of the wonders of the world

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

a listening audio about the pyramids consolidated by questions in the passive voice

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

divide SS into groups assigning each a different ancient wonder of the world. SS are assisted by elicited prompts and then assigned a task to collect more info about these ancient wonders.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

using the prompts, SS are give time to collect info about a specific wonder of the world.give each group a few minutes to brainstorm and assign roles to various group members. go round giving support where necessary. Surely students will be asking lots of questions at this time. Go around and provide more guidance to students. Students must jot down important points on a rough work paper during this time.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

A spokesperson or group leader reports back to the class. During this time students listen carefully to every group and later decide which one is best.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

elicit marker sentences form context use for clarification of the meaning the form and the pronunciation. also, asking CCQ questions

Language Practice (8-10 minutes) • To provide students with practice of the task language

in groups, students rank the ancient wonders of the world from least to most interesting.

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