Jonathan Fowler Jonathan Fowler

TP8 Systems
Upper-intermediate level


In this lesson, students will review and practice passive voice.


Main Aims

  • To review and practice passive voice

Subsidiary Aims

  • Language to convert a sentence to passive voice


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

Begin the lesson by having students talk about a time when they helped someone else. They should use the root phrases "He/She was helped by me because..." and "Helping others is..." Students will be initially paired in the breakout rooms, then OCFB will follow for responses to be heard. Ex. "When I was at the mall, I saw a lady fall and I helped her stand up. She was helped by me because I knew I could help. Helping others is the right thing to do."

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

For exposure, students will read a text and respond to 3 questions (main idea and 4 examples of passive voice sentences from the text). Afterwards, students will match 4 missing parts of sentences to make them complete in the passive voice.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

In Useful Language, students will clarify differences between active and passive voice with multiple examples and opportunities to show understanding. Then, be + past participle, along with past, present, and future tense forms of passive voice will be shown and explained. Students will use guided discovery to find the answers and meanings before it is explained and confirmed.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

For the productive task, students will work with a partner to read a text and answer whether 6 sentences should be in active or passive voice. Then, students will work together with the same partner to change formal style sentences (passive voice) into more conversational style sentences (active voice).

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Feedback on written and spoken language will be given in OCFB at the end of the lesson, along with DEC, focusing on errors that should be corrected.

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