Natalia Foster Natalia Foster

TP 8 Grammar
Upper-Intermediate level


Abc Screen sharing
Abc TP 8 Cutting Edge Workbook Upper-Intermediate

Main Aims

  • By the end of the lesson, learners will have practiced forming sentences for accuracy and fluency with passive forms of verbs in various tenses, in the context of foods and general knowledge.

Subsidiary Aims

  • Learners will have also practiced their fluency using passive by preparing quotes for the riddle and testing them on their classmates in post-task discussion


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

Google Slides Slide 1 From Learners look over the recipes and discuss with their partner in breakout room how their favorite food is prepared. T asks them to use passive form when possible. T conducts OCFB to hear someone’s recipe.

Test #1 (4-5 minutes) • To gauge students' prior knowledge of the passive

Multiple choice QUIZ: Learners work individually Think of the correct passive form of the verbs in brackets (make notes in your notebook), and choose the correct answer for the quiz. After you finished you can submit and see your results. 1. Several famous pictures of waterlilies _________ (paint) by *Renoir *Monet 2. Portuguese ____________________ (speak) in *Chile *Brazil 3. The structure of DNA _______________ (know) about for more than *30 years *50 years 4. ______________ (study) at the moment in case one hits this planet. *Meteors *Asteroids 5. The 2021 Olympics ___________ (not hold) in____ *China *Japan 6. The part of Rachel in the American sitcom “Friends” which ran from 1994-2004 (play) by ___ *Lisa Kudrow *Jennifer Aniston Key: 1/ were painted, Monet 2/ is spoken, Brazil 3/ has been known, 50 years 4/ Meteors, are being studied 5/ will not be not held / won’t be held, China 6/ was played, Jennifer Aniston

Teach / GD MFAP (12-15 minutes) • To clarify areas of the target language

Slide 2 Open class review of the quiz T calls individual learners to complete the sentences with correct passive and fills in the blanks on the slide. (3 minutes) The slide now has 6 completed sentences ready for analysis with highlighted TL. 1. Several famous pictures of waterlilies were painted by Monet. 2. Portuguese is spoken in Brazil. 3. The structure of DNA has been known about for more than 50 years. 4. Meteors are being studied at the moment in case one hits this planet. 5. The 2021 Olympics will not be held in China. 6. The part of Rachel in the American sitcom “Friends” which ran from 1994-2004 was played by Jennifer Aniston. MFPA is done by the learners in breakout rooms in pairs. Each breakout room is given 1-2 sentences to analyse, 5 minute task. They are given a blank slide on Google slides to write down the information - guidance is on Slide 3 (5 minutes): Meaning: How is the passive form used? Do we know who did the action in this sentence? Is it clear who did the action? Where is the focus in the sentence, the object or the subject? Form: Singular or plural? What tense? How do we know it is the correct tense (what key words are present in the sentence)? Write the structure ( ____ + ______ + _______ + ….). Convert into negative. Make a question. Pronunciation: Where is the stress in the sentence? Appropriacy: Formal / informal? Which types of texts have these forms (written texts, letters, newspapers, scientific articles, etc.)? OCFB to review the target language analysis in open class. 5 minutes

Test #2 (6-8 minutes) • Check students' use of the passive again and compare with the first test

Slide 4 and 5 - Formal and conversational use Learners work in break out rooms for 4 minutes. They Rewrite sentences so that they are more formal. 1/ Scientists think that if you eat less you are likely to live longer. It is thought that that if you eat less you are likely to live longer. 2/ Some people believe that drinking a little red wine daily is good for your health. It __________________ 3/ People have suggested that taking vitamins reduces violent behaviour. It __________________ 4/ We know that happy people recover from illnesses more quickly. It __________________ Rewrite sentences so that they are more conversational. 1/ It is often said that drinking water reduces stress. People often say that drinking water reduces stress. 2/ People’s immune system can be strengthened by taking regular cold showers. You __________________________ 3/ It is believed that aspirin may reduce the risk of cancer. Some people __________________________ 4/ It has been suggested that chocolate can help people with coughs. Someone _______________________ OCFB to check the completed sentences.

Free practice (10-12 minutes) • To provide students with free practice of the target language

Slide 6 Learners are prepared for the free practice task. Individual students read the clues for the rest of the group and the group guesses what they are about. T writes down the answers for first 3 examples. 2 minutes 1 It’s picked. It’s drunk. It’s sometimes sweetened. But it is never roasted. What is it? _______________________________ 2 It is built by a king to show his love for his dead wife. It is visited by thousands of people every year. It’s made of white stone. It’s been called the most beautiful building in the world. What is it? _______________________________ 3 It’s looked at but never read. It’s switched on and off. It’s been blamed for the death of conversation. It was invented by Logie Baird. What is it? _______________________________ Slide 7 and 8 T explains that learners will create their own riddle about food using the passive. Learners will work in pairs in breakout rooms and write on the slides under the number given to them. Then they will present the riddle for the group to guess. 5-6 minutes; They can use TL in their clues. 1. were painted 2. is spoken 3. has been known 4. are being studied. 5. will not be held 6. was played The learners Think of some foods and write clues like the ones above, using passive. Then test on your classmates. 1 • • • • What is it? _______________________________ 2 • • • • What is it? _______________________________ After completion they present their clues for the class and the group guesses the answers. – 2-3 minutes.

Feedback, DEC (2-3 minutes) • To correct mistakes

T conducts DEC pointing to incorrect language and asks learners to correct it.

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