Tuğba Kaya Tuğba Kaya

Tuğba Kaya, Grammar-Speaking
Intermediate, B1 level

Description

In this lesson, the students learn the meaning, form and pronunciation of passive voice in the context of TV series and practise speaking for accuracy by using passive voice. The lesson starts with talking about the text about Highclere Castle which the students read in the previous lesson. The teacher uses this text as a context for the grammatical structure, passive voice. The teacher takes three sample sentences from the text, each of which is in different tense, and elicits the meaning of passive voice. Then the students examine the sentences again to discover the formulas of the passive sentences in present simple, past simple and present perfect tense by the help of timelines. After studying the form of passive sentences, the students drill the sample sentences by noticing the word stress. It’s followed by a controlled practice where the students rewrite the active sentences about filming to make passive ones. After that, the students do another controlled practice where they decide to use active or passive verbs in a film context. As a production task, the students perform a role-play. The students are given a situation where a manager gives his secretary some orders to be performed until he returns from holiday. When the manager returns back, s/he asks if the orders were performed. After the role-play, the teacher gives feedback on content and form.

Materials

No materials added to this plan yet.

Main Aims

  • To practice the meaning, form and pronunciation of passive voice in the context of TV series.

Subsidiary Aims

  • To practice speaking for fluency through a role-play where a manager and a secretary talk about if the given orders were performed.

Procedure

Lead-in (5 minutes) • To create a context of a TV series to introduce passive voice.

* The T asks the ss about the topic of the texts they've read in the previous lesson. The ss read the first text again quickly on their own. T-SS S

Presentation (meaning) (5 minutes) • To check understanding of meaning of passive voice.

• The T asks the ss to examine one sample sentence taken from the text and answer concept checking questions about it on PPT. Then the ss read other two sample sentences taken from the text and answer some concept checking questions about them on the worksheet on their own. The T gives class feedback after the ss finish the task. By doing so, the T elicits the meaning of passive voice in present simple, past simple and present perfect tense. PPT Handouts T-SS S

Presentation (time) (2 minutes) • To elicit understanding of time in present passive, past passive and present perfect passive.

• The T asks the ss to examine the sample sentences on the board and decide on which point the action takes place on the timeline. The T elicits the time represented in the sentences through a timeline. T-SS

Presentation (Form) (6 minutes) • To elicit the form of present passive, past passive and present perfect passive.

• The T asks the ss to tell the formula for each sentence on the board and the T writes the formulas under the sentences. Thus, the T elicits the structure. Then the ss are given worksheets and asked to complete the formulas for positive sentences, negative sentences, yes/no questions and wh-questions in present simple, past simple and present perfect tense on their own. The T gives written feedback. Handouts T-SS S

Presentation (Pronunciation) (2 minutes) • To drill pronunciation and sentence stress.

• The T reads the first sentence on the board out and asks the ss which word is stronger. Thus, the T elicits the sentence stress. Then the T models the pronunciation of the two other sentences and drills them. T-SS

Practise (Controlled) (5 minutes) • To practise the positive, negative and question forms of passive voice in present simple, past simple and present perfect tense.

• The ss rewrite the active sentences to make passive sentences. Ss work on their own and then check their answers with their partners. The T gives class feedback. Handouts S PW T-SS

Practise (Controlled) (5 minutes) • To differentiate between active and passive voice.

• The ss choose active or passive verb form in a text to complete the sentences. They work on their own and then check their answers with their partners. The T gives class feedback. Handouts S PW T-SS

Production (15 minutes) • To practise speaking for accuracy.

* The ss perform a role-play. They're given a situation where a manager goes on holiday and gives his secretary some orders to be performed until he returns from holiday. When the manager returns back, s/he asks if the orders were performed. After the role-play, the teacher gives feedback on content and form. PW T-SS

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