Adel Adel

Passive voice
Pre-intermediate level

Description

in this lesson the students are going to learn how to use the passive voice in the context of inventions. In the beginning the teacher is going to give brief information about the passive voice, structure and usage. After that there is a controlled exercise to check students comprehension. Next, students will encounter another 2 controlled practices with one record to listen to. At the end there is a freer practice to use the passive voice in the context of inventions.

Materials

Abc Canva show
Abc English File Pre-int

Main Aims

  • To provide clarification and practice of passive voice in the context of inventions

Subsidiary Aims

  • • To help the students to practice what they learned from the lesson by speaking about inventions in passive voice

Procedure

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

-T welcomes the Ss to the lesson -T starts the Canva slide and talks about English grammar -T asks the Ss if they know what is the passive voice and give examples about it. -T asks the Ss to tell why we use passive voice

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

-T shows Canva slide to the Ss -T first explains the active voice and the structure to the Ss -T gives 2 examples about the active voice -T mentions why we use active voice and where to emphasis -T moves to passive voice -T explains passive voice and its structure to the Ss -T gives the same examples that he used in active voice and asks the Ss to change them into passive voice using the structure -T sends the Ss to breakout rooms for 2 minutes -T shows the Ss the answers. -T shows the Ss a picture about the structure of passive voice in different tenses for their information

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

-T shows the Ss the first exercise -T gives the Ss the instructions about how to solve the question -T sends the students to breakout rooms for 5 minutes to discuss the answers. -T monitor the Ss and provide help if it is needed -T comes back to main room - While T is solving the exercises he explains the structure and usage for Ss -T make sure that all the Ss participated in the exercise -T ask the Ss if they have any questions

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

-T shows the Ss the Second exercise -T gives the Ss the instructions about how to solve the question -T sends the students to breakout rooms for 5 minutes to discuss the answers. -T monitor the Ss and provide help if it is needed -T comes back to main room - While T is solving the exercises he explains the structure and usage for Ss -T make sure that all the Ss participated in the exercise -T ask the Ss if they have any questions

Free Practice (5-7 minutes) • To provide students with free practice of the target language

-T gives the Ss a question about inventions and asks the Ss to write 2-3 sentences using the passive voice and present it in front of others -T gives instructions to Ss -T sends Ss to break out rooms for 5 minutes -While Ss are in breakout rooms, T monitor them and record any mistakes. -T comes back to main room -T asks some Ss to give their answers and not all of them -T gives feedback for the answers

Feedback (3-5 minutes) • To give students feedback about their answers

-T record some mistakes during the freer practice -T gives his feedback to the Ss -T gives tips for the Ss about the passive voice -T asks the students for 15 mins break.

Flexi Stage (2-4 minutes) • To provide an additional speaking for fluency activity in case the class ends early

-T asks the Ss to talk about their lives in passive voice -T helps the Ss if they had any mistake -T asks the Ss if they have any questions

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