Ahmed Abdalla Ahmed Abdalla

Intermediate level


Abc Inside out(SB p 63- ex1
Abc Inside out(SB p 63- ex2
Abc Inside out(SB p 63- ex3
Abc Inside out(SB p 63- ex4

Main Aims

  • To provide clarification, review and practice of Passives with particular attention paid to their different forms : the present simple, past simple, and present perfect passive forms in the context of New papers headlines

Subsidiary Aims

  • To provide fluency speaking practice in a converstion in the context of Newspapaers stories
  • To provide process and product writing practice of a questions in the context of life situations


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

T sets a context for the lesson ,T writes three sentences about his car on the board and asks Ss guess true or false. It was made in 1950. It is being repaired now. It will stop working in 2015 The T draws Ss attention to the fact that these actions happened but we don't know who did it ?This is what we call passive .

Exposure (5-7 minutes) • To introduce the target language

The Teacher focuses the Ss attention on the sentences on the margin Passives be + Past Participles It had been done was done was being has been done is done is being done going to be done will be done T explains that the passive is from with verb be + Past Participle. T tells Ss that the new ars written in passive and asks they why do you think so?

Grammar Clarification (10-12 minutes) • To concept check and to clarify areas of the target language where students had difficulty in the first test stage

The T gets Ss to work individually to rewrite the sentences in exercise 1 in the passive form . Ss are discourages from looking back at the news stories on page 62 until they finish all the sentences. When they've finished , Ss check answers in pairs. Ss review the way the passive is formed .T points out that the sentences in this exercise demonstrate different tenses. T gets Ss to identify the tenses a)past simple passive. b)past continuous passive c)present perfect passive .d)pat perfect passive.. T asks Sss to go to the news stories and find and line other examples of passive structures.Ss try to identify the tenses. T gets Ss to identify that verb be can be formed in different ways with the passive future: Will be , is/are going to be. present: is/are being . past :was/were or had been . T writes the forms on WB . CCQs: T asks Ss to look t the sentences they wrote in exercise 1 .T gets Ss answers f or exercise 2 and gets Ss consensus .

Controlled Practice (8-10 minutes) • To concept check further and Check students' use of the target language again and to prepare students for free practice

T geets Ss to identify the mode example in ex.3 . Ss rewrite the remaining sentences in the passive form .T monitors Ss and provide help when needed. T checks answers by getting several Ss to read out their answers . T asks Ss which of the stories sound interesting to them ? Then extending to a general discussion on the news stories that people find interesting.

Freer practice (13-15 minutes) • To provide students with free practice of the target language

T divides Ss in pairs A@B . Ss work in pairs , T monitors Ss and provides help where needed. T writes notes of any errors which may need special attention or repeated one. T also records good models and present some o them in the feedback. On the WB , T presents the como errors and the good examples.

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