Alex Alex

TP4 LP_Alex Duncan
Upper-intermediate level


In this lesson, Ss will learn about the passive voice through guided discovery in the context of the film industry. The context is set in the lead-in and built upon in the following reading for gist stages. The highlighting stage enables Ss to identify the structure and they will work out the meaning and form by themselves in the Clarification Stage. Finally there is some controlled practice through sentence reformulation and free practice whereby Ss will come up with passive sentences in groups. The lesson style is Presentation, Practice and Produce.


Main Aims

  • To provide clarification, review and practice of passive voice in the context of film industry

Subsidiary Aims

  • To enable Ss to have uninterrupted free practice to promote fluency and creativity.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T greet Ss and asks them several questions related to movies. Optional questions: 1. Do you watch the Oscars? 2. What film have you watched recently that you really enjoyed? 3. Which is more important for a film to be successful - a strong cast or a good plot? 4. Which movies do think deserved more attention and perhaps deserved an Oscar? T elicits feedback examples from the Ss before moving on.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

T shares screen of the form and explains using imperative instructions what the Ss need to do: ‘’Read the text about the Oscar Awards Festival to get a general understanding and answer the 2 multiple-choice questions in no longer than 2 mins.’’ Post instruction ICQ: • Do we need to understand everything in the text (2 mins). Students share answers in private chats (30 secs/1 min). OCFB (1 min/ T-S) T elicits answer from Ss. Answers 1. 1938, 1968 and 1981 2. No

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

• T shares screen of the form and explains using imperative instructions what the Ss need to do ‘’Work with your partner in the breakout rooms and try to identify examples of Passive Voice from the text and write answers in the boxes. Do not submit the form. You have 2 minutes maximum).’’ Post instruction ICQ: • Are you working alone or in pairs (in pairs). OCFB • T calls time and shares screen of the Google Form and elicits answers from different groups. • T shares a slide with an image of the whole text revealing the answers.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Google Form Activity: • T shares screen and directs Ss to questions regarding the meaning and form. T instructs: ''Complete the questions regarding the meaning and form on your own and submit your answers when finished. You have 3 minutes maximum to finish, and give me a thumbs up if you finish early.'' Post instruction ICQ: Will you submit the form this time? (yes) • T regularly reminds Ss of the time left. • Once Ss have finished Ss asks Ss if they have submitted their answers and asks them to share them privately with a classmate arranged by T (1 min). T goes through the form and discusses answers. Meaning and Form: T uses CCQs to clarify Ss’ understanding of meaning and form. • Does the form change at all when we are talking about different tenses? (No) • If we want to say who does the action which preposition is used? (By) • What is the opposite of Passive Sentences? Pronunciation: • T refers Ss to the slide with the Passive sentences. 1. In 2005, the award for Best Director was won by Clint Eastwood. 2. Fast and Furious 9 is currently being shown in cinemas around the world. 3. The nominees for next year's Oscars will be decided nearer the time, and many people will be there to watch. • I will ask Ss to identify the different components in the structure. • T reads the sentences and asks Ss to identify which words are being stressed more. • T elicits choral and individual drilling of sentences and important parts of Passive structure from Ss. Related Questions/CCQs: 1. What kind of words are won and shown? (verbs) T stresses the importance of stressing the verbs. 2. Regarding sentence 3, what is the difference in pronunciation between ‘be’ in the first clause and ‘be’ in the second’? (‘be’ in passive is usually pronounced softly). T covers appropriacy before moving on: 1. Are passive sentences mainly formal or informal? (formal)

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

Google Form Activity • T shares screen and runs through the form with the Ss and gives imperative instructions. ‘’You will now answer these questions within 3 minutes maximum and you should submit the form once finished. Should you finish beforehand give me a thumbs up.’’ Post instruction ICQ: Will you work in pairs or individually for this task (individually) I will ask Ss to compare answers after they have finished. OCFB (2/3 mins). T elicits the correct answers from the Ss while going through the Google Form.

Free Practice (Writing/speaking). (10-12 minutes) • To provide students with free practice of the target language

Writing/Speaking • T explains to Ss that they are going to work with their partner(s) in the breakout room to write different facts about actors and the film industry in general. • T speaks out a few examples to give Ss an idea (so that they cannot copy any written grammar models). • ''The film Titanic was produced by James Cameron?''/’’Seven Rocky films have been released?''/’’The role of Joker in the 2019 film was played Joaquin Phonex?'' • T informs Ss that they have 5 minutes to write at least 3 sentences. Post instruction ICQ: How much time do you have for this? (5 mins) • T monitors to listen out for errors but does not intervene. OCFB (3 mins). • Once Ss return from breakout rooms T elicits examples from them. • If there is time T could ask Ss to change their examples into a question to ask the other groups. DEC (2 mins) T notes any errors in pronunciation on the last slide and elicits corrections from Ss.

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