Lucy Lucy

Grammar and Speaking - passive and active forms
Intermediate level


In this lesson, students will learn the differences between passive and active verb forms in sentences. They will then practice using the correct verb forms in the right context, by selecting the correct forms within a text. Students will also practice using stress patterns correctly when using passive or active sentences.


Abc Handout 'The passive'

Main Aims

  • To provide clarification and practice of passive and active verb forms in the context of weather and climate

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of weather and climate


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

1. I will write 3 sentences on the board, each with two variations (one being passive, the other being active). I will ask the students to have a look at the sentences for a minute in pairs and decide what the difference is between the two. 2. We will check as a class 3. I will then ask the class to tell me which word is the subject/object in each - different colours

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

EXERCISE 5a and b 1. Students will work alone to complete the exercises (write table (c) on the board) 2. Check as a class EXERCISE 5c 3. Ask students to read the article on the previous page and then work in pairs to complete the table

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

EXERCISE 5d 1. How do we make the negative passive? We make negative passive sentences by making the verb form of 'be' negative - e.g. 'isn't', 'aren't', 'hasn't', 'wasn't' 2. Point out that we can also use other modal verbs - Could, must, should, might, etc.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

EXERCISE 6 - pronunciation 1. Play audio file twice 2. Write sentence on the board with stress and drill

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

EXERCISE 7a 1. Ask students to read the text and answer the question EXERCISE 7b 2. Pre-teach 'park ranger', 'toenail', 'eyebrow' and 'lightning strike' 3. Students select correct answers 4. Check in pairs EXERCISE 7c 5. Check as a group using audio file 6. Check as a class

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

EXERCISE 8a 1. Students read (ICQ) 2. Ask students which city it is and what problems it has EXERCISE 8b 3. Students do the exercise on their own 4. Check in pairs 5. Check as a class

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

1. Students write one newspaper headline in the passive voice about the weather, and one in the active 2. Students share it with the class

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