Nastassia Nastassia

TP8 Nastassia Khomich
Upper-Intermediate level


In this lesson students learn about passive voice through guided discovery based on reading text about different generations.


Abc Google Slides
Abc Guided Discovery

Main Aims

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

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of generations with the usage of passive.


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

Ss look at the picture and answer the question "When do you think it was taken?". Then they answer one more question "What do you think life was like for these people compared the way young people live now?" in BOR for 1-2 minutes. OCFB

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

Encourage Ss to read the text (Gist Reading) and choose the best title. Students work individually and submit their answers via Google Forms. Before OCFB students check their answers in pairs via chat. Answer: 3. New generations, new names.

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

Encourage Ss to read the text again and highlight all the example of passive voice. Ss work individually before OCFB (slide with answers). For this task they have 1 minute.

Clarification (6-8 minutes) • To clarify the meaning, form of the target language

Meaning and Form (via Guided Discovery): Encourage Ss to look at the sentences and complete the Google Form. Answers: 1 - affected by the action, 2 - isn't obvious, 3 - is unknown, 4 - isn't important, 5 - isn't the main focus, 6 - the beginning, 7 - impersonal, formal, 8 - be. For this task they have 3-4 minutes. Ask them questions to check the understanding of the task: Do you need to complete all the sentences? (Yes) How many minutes do you have? (3-4) Do you need to submit your answers? (No). Ss compare their answers in BOR for 1 minute. Ask them CCQs to check their understanding of the rule: They are thought to be healthier … than any previous generation. Who thinks that they are healthier than any previous generation? (People) The first generation that is being educated …. Is the doer important? (No) When we use passive, which is more important: an object or a person/thing that dies the action? (object) How do we form passive? (subject + the verb to be + past participle)

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Encourage Ss to rewrite the sentences using the passive. Ss work individually in Google Slides. For this task they have 3-4 minutes. Do the first one together to provide them with a model. Ask them questions to check the task: how many minutes do you have? (3-4). Listen to the recording and check their answers. For weaker Ss add a slide with keys. Answers: The name Generation X was made famous by Coupland’s novel. Sometimes names for different generations are invented by the media. The term Generation 9/11 was used by Newsweek magazine in 2001. The people growing up after the war were given the name ‘Baby Boomers’. In the future, today's babies will be known as Generation Z.

Clarification (Pronunciation) (4-6 minutes) • To clarify the pronunciation of the target language

Encourage Ss to focus on a pronunciation of auxiliary to be by asking them to listen to the recording and choose the best phonemic chart. Each student has its own slide. OC checking. Ask them to repeat after the recording chorally, then individually. Answers: /ə/, /wəz/, /wə/

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

Encourage Ss to work in BOR and answer the question: "What do you think of the idea of different generations? Are there real differences between the? Give examples." Ask them for using passive in their speech. or this task they have 7 minutes. How many minutes you have? (7) Do you need to use passive? (Yes) 
After OCFB give DEC

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