LESSON PLAN
SCHOOL: COALA GIMNAZIAL IOSIF VULCAN, comuna HOLOD
TEACHER: FILIP DIANA
DATE: 8
th
MAY, 2014
GRADE: 8
-th
LEVEL: L1, UPPER-INTERMEDIATE
UNIT/LESSON: HOW WAS IT DONE?
LESSON TOPIC: Passive Voice.
TYPE OF LESSON: Revision of Grammar Structure
SKILLS INVOLVED: listening, speaking, reading, writing.
AIMS/OBJECTIVES:
A) SPECIFIC AIMS: by the end of the lesson the Ss. will be able to:
- identify a Passive Voice form
- form the Passive Voice;
- use Passive Voice in real instances of communication;
- differentiate between the passive and active voice;
B) AFFECTIVE AIMS:
- to create a warm atmosphere in order to offer the background for smooth, easy conversations
between T. and Ss.
- to help Ss. become more confident when speaking English.
- to set a friendly English Language learning atmosphere for a better acquisition.
INTERACTION: T. -> Ss.; Ss. -> T. ; IW; PW; GW;
TEACHING TECHNIQUES: Conversation, Dialogue, Role-play, Discussion, Brainstorming, Analogies,
Guiding; Games
METHODS OF TEACHING: Communicative Language Teaching, The Natural Approach (the Affective
Filter Hypothesis), P.P.P. (Practice, Presentation, Production)
TEACHING AIDS: bb, coloured chalk, laptop, PPT presentation, video projector, smartphone etc.
During the class T. will use a smartphone application called Oxford Advanced Learner`s
Dictionary to play the accurate pronunciation and explanation of the unknown words.
A). BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Jeremy Harmer: The Practical of English Language Teaching, Longman, UK, 1991
3. Ecaterina Comiel i Georgiana Gleanu: Gramatica Limbii Engleze pt uz colar
4. Timesaver Visual Grammar, Mary Glasgow Magazines, An Imprint of Scholastic INC
5. Michael McCarthy, Felicity O`Dell: English Vocabulary in Use, Cambridge University Press, 1994.
6. Textbook:High Flyer UpperI ntermediate:Ana Acevedo, Marisol Gower.
http://www.englishpage.com, http://www.mes-english.com, 28.04.2014
B). HUMAN: the students of the class: 16
TIME: 50`
STAGES OF THE LESSON:
ACTIVITY 1: ORGANIZATIONAL MOMENT: (1`)
Procedure: T. enters the classroom, greets the Ss., and then asks if there are any absentees. The S. on duty
tells if there are any.
Aims: -to assure the introductive part of the lesson.
Skills:speaking
Techniques: Informal Conversation, Questioning.
Interaction: T-->S; S-->T;
ACTIVITY 2: WARM UP LET`S DO SOMETHGING FUN IN ENGLISH!(3`)
Procedure:
T. starts a short conversation by asking the Ss. how they are doing (e.g.: How are you today?). Ss.
answer T`s questions. T. Then asks the Ss. to open their books and find a noun beginning with the letter F
Let`s do something fun in English! Open your notebooks, and find a noun beginning with the letter
F! T. then asks Ss. to search for a verb in the Simple Past: Now, search for a verb in the Simple Past!
T. continues giving tasks to the Ss. Now, you have to tell me the first adjective you come across!.. Now, tell
me the antonym of that adjective! T. praises Ss` activity. (T. uses these questions and tasks in a
differentiated manner, from simple to complex depending on the level of the Ss.)
Aims: - to assure the transition between the stages of the lesson.
- to revive the spirit of the class and assure a proper atmosphere for the lesson.
- to set a friendly English language learning atmosphere and facilitate acquisition.
Skills: speaking, reading
Techniques: Conversation, Brainstorming, Commands
Interaction: T-->S; S-->S.
ACTIVITY 3: CHECKING PREVIOUS KNOWLEDGE THROUGH HOMEWORK (5`)
Procedure:
T. asks the Ss. about their homework, first a frontal check -Has everybody done the homework? Tell
me, what was your homework for today?, then individually by making a selection of the Ss. that are about to
read, check and correct their homework while T. offers Ss. the feedback, making corrections where necessary.
Aims: - to check previous knowledge
- to assure the feedback for the Ss` work at home.
- to put the Ss. in the situation reading, checking and correcting their written production.
Skills: speaking, reading, writing.
Techniques: Conversation, Explanations if necessary.
Interaction: T-->S; S-->T;
ACTIVITY 4: INTRODUCTION OF THE TOPIC (2`)
Procedure:
T. shows Ss. a flashcard and asks the Ss. a question about the picture, which elicits an active-voice
response. T. writes down that answer on the board, and asks the Ss. if there is another way to answer the
question. If Ss. know the answer T. thanks the Ss. and introduces the topic: This is what we are going to do
today: to talk about actions and activities using the Passive Voice for the Present Tense Simple, Past Tense
Simple and Future Tense Simple and the changes that occur! T. puts down the topic on the bb. and the Ss.
in their notebooks.
Aim: - to assure a proper transition and continuity between the stages of the lesson.
- to get Ss. attention on the topic of the lesson.
- to guide the Ss. to the discovery of the lesson topic in order to capture their interest.
Skills: speaking, writing.
Techniques: discussion, questioning.
Interaction: T-->S; S-->T;
ACTIVITY 5: SHORT REVISION OF THE PASSIVE VOICE (10`)
Procedure:
T. shows Ss. another flashcard with a boy and a broken window and asks Ss. what happened there. Ss.
answer the question and answer using active voice as they are used to: The boy broke the window. Then T.
asks the Ss. to give the equivalent passive voice sentence, T. helps Ss. if needed. Ss. answer or get to the
correct answer: The window was broken by the boy.
T. asks Ss. to underline the tenses used in both sentences with different colours.
Past Simple (to break)
S Direct Object
The boy brokeTHE WI NDOW. --Active Voice (THE WINDOW=Direct Object)
(The boy= Subject)
THE WI NDOWwas broken by the boy.--Passive Voice (THE WINDOW=Subject)
(The boy= Direct Object)
S Direct Object
Past Simple (to be) +Past Participle / V
3
T. asks Ss. to tell the changes that occur:
- the Active Voice sentence`s Subject becomes the Passive Voice sentence`s Direct Object (the person who
does the action, but it doesnt suffer it (receives the prep. by )
- the Active Voice sentence`sDirect Objectbecomes the Passive Voice sentence`s Subject.
- the auxiliary TO BEreceives the timeand the aspect of the verb from the Active Voice.
- the verb from the Active Voiceis written in the Past Participle or gets the ED ending.
T. guides Ss. to form an example for each tense: Present, Past and Future.
Present
AV: We serve dinner at 7 p.m.
PV:Dinner is served at 7 p.m. (by us)
To be (Present) +V
3
Past
AV: They delivered the package.
PV: The package was delivered(by them).
To be Past+ V
3
Future
AV: I will buy a present.
PV: A present will be bought by me.
To be Future+V
3
After that the T. explains to the pupils that there are verbs which can have two Direct Objects, so we
can make two sentences in the Passive Voice.
Then, T. asks the Ss.what are the changes of the pronoun, and T. guides the Ss. to discover themselves
the changes in some examples. Ss. see that I becomes by me, you- by you, he- by him, she-by her, we- by us,
you- by you, they- by them.
Aim: - to assure a proper transition between the moments of the lesson and thus a better comprehension of the
topic for the students.
- to make a short revision of the use of the Passive Voice and its formation.
Skills: speaking, writing.
Techniques: Discussion, Brainstorming, Guiding
Interaction: T-->S; S-->T;
ACTIVITY 6: ORAL AND WRITTEN PRACTICE (15`)
Procedure:
T. gives each S. a picture and asks Ss. to form pairs. Ss. are told to look at the pictures and to describe
the picture to their partner using the Passive Voice. Ss. have to put down their production in 5` time and then
stand up and describe. T. asks some of the Ss. to read their productions and all the other Ss. to correct if
necessary (under T.`s guidance).
Aims: - consolidate the use and formation of Passive Voice.
- o put the Ss. in a situation of communication using Passive Voice.
Skills: speaking, writing, reading, listening.
Techniques: Pair Work.
Interaction: T-->Ss; Ss-->Ss; Ss-->T;
ACTIVITY 7: WRITTEN PRODUCTION (10`)
Procedures:
Ss. are divided into two teams. Each team forms a single file in front of the bb. with an Active Voice
sentence written on a paper. Once the T. says, GO! each student must write their sentence on the board in
the Passive Voice. The first team to go through each member wins. Once the game is over, T. looks at the
sentences on the board to assure feedback for the Ss.
Aims: - make the Ss. use English in a fun and creative manner.
- put the Ss. in the situation of using the activated grammar structure-- Passive Voice.
Skills: reading, speaking.
Techniques: Team Work.
Interaction:T-->Ss.; Ss.-->Ss.; Ss.-->T;
ACTIVITY 8:ASSIGNING HOMEWORK (2`)
Procedures:
T. asks Ss. to take an article from a newspaper or a magazine and transform all the sentences in the
Active Voice into the Passive Voice sentences.
Extra homework for the volunteers: Ss. will have to make up a short story using Passive Voice. T.
writes the homework on the bb. and the Ss. in their notebooks.
Aim:- to consolidate and use the acquired grammar structures by working at home.
- develop their writing skill in English.
Skills:speaking, listening.
Interaction: T-->Ss.
ACTIVITY 9:EVALUATION (2`)
Procedures:
T. appreciates Ss.` activity both verbally -praising their activity- and by giving marks.
Aim:-to increase Ss.` self-confidence and encourage them in their study of English.
Skills: speaking, listening.
Interaction: T-->Ss.
