1. T welcomes Ss, drinking orange juice: "Are you thirsty? No? Ok, let us start the lesson!" 
 
2. T introduces the topic by showing Ss a puzzle in a form of a rebus (a representation of words or syllables by pictures of objects or by symbols whose names resemble the intended words or syllables in sound). Answer key: "Orange juice". Instructions: Two words are hidden in a puzzle. Do the puzzle and answer the questions: "Do you like it or not? Why?". Work in groups. You have 3 min. 
ICQs (if needed): Do you work in groups or individually? (In groups) Do you need to answer the questions when you are ready with the puzzle? (Yes) 4. T shares the screenshot of a puzzle. Ss do the puzzle and answer the questions in BreakOut rooms. 5. T checks the answers in open class feedback.

1. T introduces the text about orange juice to Ss. (Google Jamboard) and asks them to read it and choose the best title. There are three possible options: a) An orange a day keeps the doctor away. b) Factories and supermarkets. c) How orange juice is made. Answer Key: c) How orange juice is made. Instructions: Read the text quickly and choose the best title. There are only tree possible options. You have only 2 minutes. ICQs (if needed): Do you need to choose the best title? (Yes) How many options do you have? (3) The text contains the target language: are pulled off, are put, is cut and etc. 
2. Ss read the text and find the best title - "How orange juice is made." 
3. Ss check their answers in small groups or pairs (they may use Google document if needed). 4. T checks the answer in open class feedback. CCQ: Was there anything about people's health? (No) What fruit keeps the doctor away? (apple) What do factories do? (Make orange juice)

1. T introduces two sentences from the text to Ss. (Google Jamboard). T asks students to look at the sentences and answer the questions to discover the meaning of passive and active forms. T also elicits the answer for the 2nd question to be sure that students are aware of what the word "subject" means and to provide them with a sample answer. Guided Discovery: 1) Are these sentences in the past or present? Why? 2) What are the subjects of the sentences 1,2? 3) Which verb focuses on the person or thing that does the action (active verb): "is put" or "take"? 4) Which verb focuses on the person or thing that the action happens to (passive): "is put" or "take"? 5) What sentence has an active verb? What is it? 6) What sentence has a passive verb? What is it? 7) In sentence 1, why don't we say who puts juice into cartons or bottles? 2. Ss answer the questions individually and then check their ideas in pairs or small groups. They may write the answers in the Google document. Answer Key: 1) Present, is and take are present forms. 2) 1 - Juice, 2 - lorries. 3) "take" 4) "is put" 5) 2 - take 6) 1 - is put 7) It is not important. 3. T elicits the answers in open class feedback. CCQ: At the beginning of the lesson I said: "Two words are hidden here". Was this sentence in the passive or active form? Do we always have to say who does the action when we use the passive?

1. T draws the student's attention to the text about orange juice and asks to scan the text and underline the forms of present simple passive (Google document). Instructions: Scan the text and underline the forms of present simple passive. For example: "is put" is a passive form. You have to do it on pairs. You have 3 min. 2. Ss scan the text in groups or in pairs and underline or highlight the forms of present simple passive (Google document). 
3. T checks the underlined words and provides Ss with the answers.

1. T asks Ss to look at the underlined passive forms in the text and complete the rules about the form. Instructions: Look at the examples of the present simple passive in the text and complete the rules. Work in groups and write the answers in the Google document. You have 3 min. ICQ: 1. Where can you find the examples of the present simple passive? (In the text). Do you need to write your answers in the Google document? (Yes) 2. Ss discover the form of present simple passive in groups or in pairs. Guided Discovery: 1. To make the passive, we use the verb ______ and the _________ of the main verb. 2. When we use the passive, we (always have to/don't always have to) say who does the action. 3. If we want to say who does an action (the agent), we use the preposition _______. e.g. Juice is removed by a machine. Answer Key: 1.to be, past participle 2. don't always have to 3. by 3. T checks the answers in open class feedback.

1. T shows three sentences and elicits that all of them contain the past participle of a regular verb. CCQs: Are these verbs regular or irregular? Do we pronounce -ed differently? 1.The oranges are pulled off the trees. 2.The glass is washed by the washing machine. 3.Their products are never tested on animals. 2. Ss help their T to match "pulled', "washed", "tested" with correct pronunciation patterns: /ɪd/, /d/, /t/ and rules - 'verbs that end in a voiceless sound', "verbs that end in a /t/ or /d/ sound", "verbs that end in a voiced sound". 3. Ss repeat the target words with their T (choral drill). 3. T nominates some Ss to read the words aloud.

1. T asks Ss to read the task (Google Jamboard): "Choose the correct options to complete each sentence.". ICQs: Are you going to choose the best option? (Yes) How many options do you have in each case? (Two) Instructions: Do the task individually and then discuss them in pairs. You have 5 min. 2. Ss do the task individually and then discuss them in pairs or small groups. They can make notes on Google document. 1. My orange juice (are often drunk/is often drunk) by my younger brother. 2. The kitchen drawer (breaks/is broken) and the cooker is not working. 3. Pancakes (always cooks/are always cooked) by my dad. 4. This spicy tomato soup (is eaten/was ate) by my mum every day. She is a big fan of it. 5. I (am sometimes left/ leave) without sweet cake because of my bad behaviour. Answer Key: 1.is often drunk 2. is broken 3. are always cooked 4. is eaten 5. am sometimes left 3. T provides students with the right answers. CCQs: Can we use was/were in the present simple passive? Why do we have to use "is" with "soup" and "juice"? 4. (If there is enough time for this stage)T asks Ss to rewrite 3 sentences in the passive. (Google Jamboard) Instructions: Rewrite the sentences in the passive. You don't need to say who does the action. Work in pairs. You have 3 min. 1. People throw away a lot of food these days. Answer: A lot of food is thrown away these days. 2. They cook the best pancakes in my favourite cafe. 3. People often eat bread with butter and jam. 4. People in Mexico eat a lot of sweet churros. Answer Key: 2. The best pancakes are cooked in my favourite cafe. 3. Bread is often eaten with butter and jam. 4. A lot of sweet churros are eaten in Mexico. 5. T elicits the answers in open class feedback.

1. T shows the task to Ss (Google Jamboard) Instructions: Work in groups. Choose a verb and nominate another student to create a sentence with this verb in passive. When the sentence is ready, a student may add some additional information or share an emotion. 2. T provides students with a demo: "My favourite cake is often eaten by my dad! I am always sad when it happens". 3. Ss choose a verb and nominate other students to create a sentence with this verb in passive. 4. T monitors Ss and then asks them to share their sentences in OCF.

1. T shares some students’ mistakes on the whiteboard in Zoom and corrects them with the students’ help.