Upper Intermediate level
To provide clarification, review and practice of the passive voice in the context of building an island
To provide gist and specific information listening practice using a text about the passive voice in the context of of building an island
Procedure (45-65 minutes)
Teacher will introduce pictures of the 7 wonders of the world. Students will be asked to give thoughts and ideas about these pictures Students will be asked about other ones they have seen and or heard about
Students will be shown 3 islands and asked to name them. A recording will be played that speaks about the building of the The Palm. Students will be asked to listen for which island is being spoken about, the topic of the story, and about the man's work. This story is setting the context for the lesson. Students will be asked to give their opinion about the island after the recording is played.
Students will be given a HO (Activity1) and asked to complete it individually. Questions will be introduced with one being completed with them. Students who finish first will be paired with struggling students. Students will then check answers together and discuss Review will be done as WCFB to teach information that needs review. Monitoring this stage is important as information gaps will be filled by material from LA as needed. IF the students have deficits the following information will be used or reviewed: Form Passive voice = be + past participle These bananas were grown in Puerto Rico Passive with modal = modal verb + be + past participle These bananas must have been grown in Puerto Rico. Passive can be used with by + agent to place importance on who does the action These bananas were grown in Puerto Rico by my uncle. Meaning Passive Voice – The agent is unknown or not mentioned and action is the focus of the sentence Active voice – The subject or focus of the sentence is the agent My uncle grew these bananas in Puerto Rico. These bananas were grown in Puerto Rico Is there a be + past participle construction? (yes) Which country do the Bananas come from? (Puerto Rico) Do we know who grew the bananas? (No) Why don’t we say ‘The farmer in Puerto Rico grew these bananas? (We are interested in the bananas not the farmer.)
Students will be asked to work in pairs to complete the next HO (Activity 2). Students will be monitored during the exercise and those completing early will be asked to check with another pair, and if time allows to practice speaking the sentences to one another. Answers will be posted about the room and students will be asked to get up and check their work Monitor this stage for errors to be addressed in WC error correcting later
Students will be grouped into pairs and assigned two sentences from HO (activity 3). After each pair rewrites a sentence the class will complete a set of sentences posted to the white board together. These sentences will be completed quickly as a class with students providing answers and show the passive voice when there is no one specific doer other than someone or something.
Students will be divided into groups of 3 and given the following instructions taken from Jim Scriveners book "Teaching English Grammar", 2010, page 245 Are we really ready? (Present perfect passive: questions) Show a picture of a room ready for an important event (a banquet, a conference meeting, a party, a ball). Ask the students to imagine that they are responsible for making sure everything is OK. They should think of questions to ask the staff to check that everything has been done (Have all the invitations been sent? Have the flowers been watered? Have the plates been washed?). When students have collected a good set of questions, get them to role play the scene with one questioner asking two or three helpers.