Ss look at the picture and answer the question "When do you think it was taken?". Then they answer one more question "What do you think life was like for these people compared the way young people live now?" T holds an item and asks Ss to suggest uses for it -Ss think of uses for it in groups -Ss tell the class about their suggestions

Encourage Ss to read the text (Gist Reading) and choose the best title. Students work individually and submit their answers via Google Forms. Before OCFB students check their answers in pairs via chat. Answer: 3. New generations, new names. For exposure, students will read a text and respond to 3 questions (main idea and 4 examples of passive voice sentences from the text). Afterwards, students will match 4 missing parts of sentences to make them complete in the passive voice.

Encourage Ss to read the text again and highlight all the example of passive voice. Ss work individually before OCFB (slide with answers). For this task they have 1 minute.

Meaning and Form (via Guided Discovery): Encourage Ss to look at the sentences and complete the Google Form. Answers: 1 - affected by the action, 2 - isn't obvious, 3 - is unknown, 4 - isn't important, 5 - isn't the main focus, 6 - the beginning, 7 - impersonal, formal, 8 - be. For this task they have 3-4 minutes. Ask them questions to check the understanding of the task: Do you need to complete all the sentences? (Yes) How many minutes do you have? (3-4) Do you need to submit your answers? (No). Ss compare their answers in BOR for 1 minute. Ask them CCQs to check their understanding of the rule: They are thought to be healthier … than any previous generation. Who thinks that they are healthier than any previous generation? (People) The first generation that is being educated …. Is the doer important? (No) When we use passive, which is more important: an object or a person/thing that dies the action? (object) How do we form passive? (subject + the verb to be + past participle) Provide Ss examples of active and passive and have them identify the difference by eliciting. Elicit samples of different tenses from the example. Elicit and explain when and why the passive voice is used. Quiz the Ss by having them identify the subject/verb and determine if the example is active or passive. In Useful Language, students will clarify differences between active and passive voice with multiple examples and opportunities to show understanding. Then, be + past participle, along with past, present, and future tense forms of passive voice will be shown and explained. Students will use guided discovery to find the answers and meanings before it is explained and confirmed. Meaning: When and why do we use the simple present passive tense? The simple present passive tense is generally used to talk about: a, b, c, or d? all of the above CCQs Do we use it when talking about the future or the present? (no the present) Do we use it when talking about something that happens often? (yes - like habits) But why? Why would we use the simple present passive tense? a, b, c, or d CCQs Do we use it when the subject is more important to us? (no the object) Can we use it when the action is performed by many people or people in general? (yes) Do we use it when the person doing the action is unknown? (yes) BUT if we do know who it is we can use "by" (uncover example) Form: Active "She plays the guitar" Right now our focus is on 'she', but can you think of a way we can shift our focus on to 'the guitar'? Draw arrow from guitar to she send link to GD I want you to find the present passive formula in your groups, you will have 3 minutes, complete what you can. (its okay if they don't complete it all, doing the first one will help them understand when we cover F together) Demo first one: The guitar is played by her. What is the object (or agent?) Ask if anyone knows what agent means. An agent is referring to someone who does an action, comes after 'by'.The person who produces the action. This is a hint that 'she' becomes 'her' and is now the object. Close BoR and ask students to elicit the answers for me to show on the jam board. When we get to "be" uncover "am, is, are" to show we only use the present tense of be" Many past participles are the same as the past tense. If we want to say who is the doer of the action we use 'by' The object becomes the new subject. If you want to turn it into a question what do you do? (ask class) Move "be" in front of the subject If you want to make it a negative sentence what do you do? Add not after is (can be contracted) Elicit the form of the last two sentences Uncover the note they shouldn't be trying to make it passive w/o object Ask if they have any questions Pronunciation: I want you to listen for the sound that is the strongest Say the sentence 1-2 times another if they still aren't sure After they find the stresses, ask if they can hear the linking repeat 1 -2 times ask students to drill with a focus on the stresses and the link Repeat for sentence 2 and 3 At the end ask if they hear if the sound goes up or down What about if its a question?

Encourage Ss to rewrite the sentences using the passive. Ss work individually in Google Slides. For this task they have 3-4 minutes. Do the first one together to provide them with a model. Ask them questions to check the task: how many minutes do you have? (3-4). Listen to the recording and check their answers. For weaker Ss add a slide with keys. Answers: The name Generation X was made famous by Coupland’s novel. Sometimes names for different generations are invented by the media. The term Generation 9/11 was used by Newsweek magazine in 2001. The people growing up after the war were given the name ‘Baby Boomers’. In the future, today's babies will be known as Generation Z. In groups, I want you to try and make these sentences passive for 4-5 minutes. Demo the first one: ask what is the object? (song) If we want to make it passive what do we do? Make it the subject Monitor students/help as needed Conduct OCFB complete the gaps with the correct form. Decide whether the present or past passive should be used. You have 5 min. Demo: first one in open class. T shares link to slideshow in chat. Ss will complete the task in pairs/small groups in BOR. T monitors. OCFB. If time allows, I will elicit all answers (or most) instead of simply showing them, given the complexity of the task.

In breakout rooms, have Ss give a short news story using the passive voice. Provide students with a few ideas of stories but allow them to create anything. Have Ss use at least 5 sentences using the passive voice. If time allows, have a student share their story with the class. Choose your own festival. Share the actives that are performed in the festival, what kind of food is eaten, what kind of music is played, and if there is any parade being held?  - Would you like to attend the festival? Why or why not? Teacher's model: - In my culture, Moon Festival is a major event ….moon cakes are eaten every year during this time. A parade of unique lanterns is displayed….. 7) OCFB Instructions: Think of a product you bought recently or would like to buy. In BOR, tell each other about your product. Try to use the language we learned today. I will provide a demo myself instead of asking an example from the student, so I can use both present and past passive in my example. I have added my example sentence to the slide, so students cannot only hear but also see that I use both present and past passive form. Demo: My phone was made in China. It is used to call people. You have 7 min. I added images to the slide to give students some ideas/inspiration. T monitors and takes note of both language and content of ss' conversations.

T provides Ss with feedback on content (ideas) and language based on monitoring of the task -T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. -T conducts DEC T nominates ss and asks content based FB. T shares examples of learners' productions and sets task in small groups in BOR for learners to identify the correct + incorrect ones, and correct the latter ones. If short on time, correction in open class instead of BOR. OCFB. Any questions?