Ask some questions about the Olympics to set context and elicit passive form. Who invented the Olympics? (Try to elicit The Olympics were invented by the Greeks.) What country is holding the next Olympics (Try to elicit “They are being held in Brazil .” How often do they hold the Olympics? (Try to elicit “The Olympics are held every four years.”) Who holds the Olympics? (different countries…) If I say “The Olympics are held every four years” do we know who is holding them? What is more important: the Olympics or the people holding the Olympics? (The answers to this question may vary but trying to point out in this sentence the Olympics are the focus.)

After having already elicited an example during the intro, write on WB: Active Passive They hold the Olympics every four years. The Olympics are held every four years. (elicit the passive form before you write it down) Elicit parts of speech from students. To demonstrate that the verb tense of “to be” changes in the passive to match the verb tense in the active sentence, ask a student to change the sentence to past simple using “four years ago”. Elicit and write on WB: They held the Olympics four years ago. Elicit passive form and write on WB. The Olympics were help four years ago. Practice drilling for pronunciation and stress.

Have Ss complete chart on p. 107 (#1) After checking in pairs, have individual student read out answers. Have students complete activity 2 by themselves. To make FB more communicative and interactive, stick answers on the wall and have students work in pairs to check the answers. One student goes to the wall, comes back and reads the answer to their partner. As students are doing this teacher will monitor for errors. Do activity 3 as a competition. Tell the students they are going to have their own Olympic competition. Divide class into 2 teams. Ask each team to send one “athlete” to the back of the room. Draw a start line near the back of the class and a finish line near the front. Do the first question as a demo. Read out the first question to team 1. The team must decide what to answer. If the answer is correct, they can move one step ahead. When a team has reached the front line they are the winners.

Students will complete a memory game to practice making sentences using the present perfect passive. Students will be told they are going to play a memory game. Each student will be given a handout that shows the scene of a recent break-in. To review present perfect passive the teacher will try to elicit one example from the paper. For example: “The window has been broken.” Give students 2 minutes to look at the picture and try to remember as many details as they can without writing anything down. Without looking at their papers, students work in pairs to say as many present perfect passive sentences as they can. Teacher can monitor and listen for errors. After a few minutes, students can turn over their pictures to see if there is anything they missed. Finally, have student turn their paper over one more time. The teacher will read some sentences about the picture and students will decide if they are true or false. The students can write their answers (T or F) on a piece of paper. After, the teacher will read them again and they can check to see who has the highest score.