Mayra Alvis Espinoza Mayra Alvis Espinoza

TP-8 Grammar
Low intermediate level


No materials added to this plan yet.

Main Aims

  • To provide practice of passive and active voice, in the context of new generations.

Subsidiary Aims

  • To provide fluency in active and passive voice through the freer practice.


Lead-in (4-5 minutes) • To get students attention through the context of new generations.

Teacher might present in google Jamboard a photo of 4 different Generations, Teacher ask Ss Why do they think the best generation is and Why? Teacher nominates 2 or 3 students to elicit the answers and pass through the next stage.

Exposure (7-8 minutes) • To raise Ss awareness, recognising the use of passive sentences in context.

Teacher sends a link of Google docs to Ss and asks them to read it for 2 minutes. Teacher asks Students to choose the best title for the reading. This time Ss work individually. Teacher asks Ss to recognise 3 sentences that don't say who did the action, Teacher highlights the first sentence to give Ss an idea of what they need to do. If Ss struggle with this part, teacher might provides examples in the next stage.

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

Maning: Teacher presents a slide in Jamboard and send the link through the chatbox and asks Ss to discuss in BORs the two questions in it. What did David do to the window? How can we describe the window? Hopefully Ss realize it by theirselves and teacher moves on to the next step. Form: In the link that was sent by the teacher in the chat box, Students see 2 questions of the structure of the active voice, teacher might asks 3 CCQs: What is the verb? Who made the action? is it in active or passive?, Teacher goes to the next slide and lets Ss guess the structure on the passive, T asks: How can we change this active sentence into the passive voice ?. Teacher presents 2 sentences and asks Ss to change them. Ss might figure out the form of the passive, since they already worked in 2 sentences. Pronunciation: Teacher plays an audio and presents 4 sentences in jamboard, ask Ss to listen first and then repeat them, Teacaher asks Ss to focus in the weak forms (was,are,were). Teacher nominates 4 Students to repeat as they hear the recording. Appropriacy: Most used in formal speech.

Controlled Practice (8-10 minutes) • To encourage students to use the language filling in the blanks with the accurate form of the verb.

Teacher provides 4 different sentences and asks Ss to figure out accuracy in each one, they interact to each other finding out an accurate answer in the use of active and passive voice. Each couple works in 1 different slide.

Freer Practice (10-12 minutes) • Develop fluency in speaking using the target language through questions.

Teacher presents in slide 10 of Jamboard 2 questions: What do you think of the idea of different generations? Are there real differences between them ? give examples. Ss work with a different partner for 8 minutes, Teacher monitors to make sure that students are using the target language and takes notes of mistakes. Teacher nominates a couple of Ss to share their partners answers in the main room.

Feedback and error correction (3-5 minutes) • To provide feedback in students spoken mistakes.

Teacher writes down some relevant mistakes that she might relaize during monitoring in BORs and asks Ss to make them better.

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