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Grammar lesson how to use the passive in past
Upper intermediate level


In this lesson, students are introduced and practice to the passive voice in past in the context of I love animated movies The lesson starts with a lead-in where the students go to breakout rooms and talk about their favorite animated movie. This is followed by a sample of a short written text description of the simpson. where covering meaning, form and pronunciatión


Main Aims

  • To introduce and provide practice of passive voice in past in the context of I love animated movies

Subsidiary Aims

  • • To give students the opportunity to discover and practice the MFP of some useful language (expressions and phrases) • To give students an opportunity to practice their speaking fluency in the context of I love animated movies


lead-in (5-8 minutes) • To set lesson context and engage students. also to activate previous knowledge of the topic area

T greets students T shows a picture to the students T writes down three questions for students to answer in the context of animated movies T starts the lesson by. sending them to breakout rooms to share their ideas about animated movies students watch 2 minutes video to set a context T lets students brainstorm their own ideas according to the questions : in the context of I love animated movies Do you like the Simpson ? Have you ever watched them? What is your opinion about their predictions? T asks students to share ideas to the class. T conducts OCFB. T praises the students for their big effort on sharing their ideas

Content Preparation (10-12 minutes) • o prepare students for the content of the task. in order to keep them on the right track of the lesson

T shows to the students a text where they will find and discover the use and common expressions . T explains that It refers about an animated movie T gives students a reason for them to read the text: and use it as a guide to answer 10 questions about the text T provides students a google slides where they will find a text they will answer some questions while reading. T provides time for students to work on.it T asks ICQ’s to make sure they understood the text After reading, T asks students to share their answers in their breakout rooms for a few minutes. After Ss have compared their answers, teacher will show them the correct answers T conducts OCFB.

Language Preparation (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T Displays a list of useful language (phrases and expressions) related to passive voice in past Passive voice Meaning The cartoons were watched by kids the kids watched the cartoons Form Object+ verb to Be+ past participle +by+ subject Pronunciation ðə kɑrˈtunz wɜr wɑʧt baɪ kɪdz CCq's who watched the cartoons? Passive voice Meaning The room was cleaned by me this morning I cleaned the room this morning Form Object+ verb to Be+ past participle +by+ subject+time expression Pronunciation ðə rum wʌz klind baɪ mi ðɪs ˈmɔrnɪŋ CCQ's who cleaned the room ? T drills pronunciation of the expressions. (Practice sentence stress and intonation) . -T conducts a cotrolled practice to check if they have understood the funtional language and if the target language is clear Very good guys! Now you are more than ready to move on to the next task.

Productive Task (5-7 minutes) • To provide an opportunity to practice target productive skills through a speaaking and fluency activity

T explains students’ instructions for the speaking and fluency task. Talk to a partner about animated movies Use the prompts as a guide What is your favorite animated movie? what is it about ? what is it like ? Use the passive to talk about your favorite animated movie. share information about anmated movies Make sure you include in your discussion these topics also remember you can use the expressions previously shown T provides allocated time for this task. Ss will be changing peers each 5 minutes (If the number of students is enough) T monitors and takes notes.

feedback (4-6 minutes) • To provide feedback on students' production and use of language

- T conducts OCFB based on what was carried out in the productive task stage. -T writes the notes related to the language that was used inaccurately by learners. Then the teacher elicits pronunciation from students or reformulate the expressions, sentences, phrases, or words that requires improvement. - T highlights pronunciation/lexis or grammar errors.

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