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Lesson Plan 2 Passive

The 50-minute lesson plan aims to teach 8th grade students the passive voice using verbs with two complements. It includes warm-up, revision, teaching, and practice stages. Students will learn to identify verbs with two complements, construct passive sentences from active sentences containing such verbs, and understand the differences between interpretations. Worksheets and boardwork are used to check understanding and provide feedback. Homework of further passive voice exercises is assigned.

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Andreea Manoli
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276 views4 pages

Lesson Plan 2 Passive

The 50-minute lesson plan aims to teach 8th grade students the passive voice using verbs with two complements. It includes warm-up, revision, teaching, and practice stages. Students will learn to identify verbs with two complements, construct passive sentences from active sentences containing such verbs, and understand the differences between interpretations. Worksheets and boardwork are used to check understanding and provide feedback. Homework of further passive voice exercises is assigned.

Uploaded by

Andreea Manoli
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson plan

Teacher(s): Georgiana Gligor & Andreea Manoli

Subject: English

Date: November 5, 2014

Grade: 8th A

Number of students: 25 students

Level: upper - intermediate

Lesson type: new knowledge acquisition

Lesson title: The passive voice with two complements

Lesson lenght: 50 minutes (8:00 – 8:50)

General objectives:

 to develop grammatical and speaking skills;


 to practice the passive voice;
 to enable to students to construct sentences on the spot, using the passive construction;

Specific objectives:

At the end of the class, the students will be able to:

 to recognize the constructions in the passive voice;


 to know how to construct sentences in the passive voice;
 to distinguish between verbs with one compliment and verbs with two compliments ;
 to turn sentences containing a verb with two complements into the passive voice successfully;
 to develop speaking skills
 to solve the exercises we propose successfully.

Materials: notebook, blackboard, course book;

Teaching tecniques: brainstorming, explanation, elicitation, conversation, tasks,

Teacher’s role: Controler, Observer, Motivator , Resource, Feedback provider

Type of interaction: T-sS, sS-T, whole class discussions, individual work;

Bibliography:

Virginia Evans - Round up 6 – coursebook

Anna Acevedo, Marison Gower - Highflyer – student’s book

https://learnenglish.britishcouncil.org/en/english-grammar/verbs/double-object-verbs
Stages of the lesson & Activities/ Procedures Reason for the Type of interaction Materials
Timing activity
Warm-up stage The teachers greet the T-sS
3' students, introduce
themselves. They ask for
the day, date and weather
and the absents of the day.

Lead-in The teacher drops a pen on -to introduce T-sS Pen, blackboard,
2' the floor and asks the the topic of the sS-T notebook
students what has just lesson without
happened. actually naming
it.
The students respond and
the teacher writes on the
blackboard:
“You dropped the pen.”

Revision The teacher asks the -to check the T-Ss Colored chalk,
7'-10' students to identify the level of Ss-T blackboard, notebook
subject, predicate and knowledge the
object in the sentence, students
then asks the students to previously
turn it into the passive: acquired in
terms of the
“The pen was dropped.” passive voice;
(by you) -to refresh the
knowledge
They are asked to see what previously
changed from the active acquired;
form of the first sentence. -to prepare for
Each part of speech is the new notions
underlined and the that follow.
differences are pointed out
in color.

The teacher writes down


the general rule and
repeats orally the stages by
which they arrived to the
rule. These are presented
briefly on the blackboard.

Linking steps The teacher writes two -to introduce T-sS Blackboard, notebook
2' sentences: the new notions
On the left:
A: She made the cake for
the children.
On the right:
A: He offered flowers to
me.

Teaching The students have to tell T-sS Blackboard, notebook


20' what's similar and what’s sS- T
different between the two
sentences(=the two
objects, the preposition,).
The first conclusion is that
there are verbs that take
two complements and the
indirect object can be
introduced by to or for
(plus 1,2 extra verbs for
each of the prepositions)

Then the teacher asks the -to check if the


students to identify the students have
subject, predicate and understood the
object(s) for each sentence first part of the
and then asks the students lesson.
to put the sentences into -to enable them
the passive voice. They see to practice
that there are two possible themselves the
interpretations. The use of the new
teacher points out that notions
they are free to use either -to help the
of them, depending on teacher see if
what they want to there is need for
emphasise. further
explanations.

Other conclusions:

The teacher asks the


students what is the
difference between "The
pen was dropped by you"
and the passive sentences
of the examples with the
verbs with two objects ->
NO AGENT

The teacher mentions


there are cases when the
agent can be omitted.

The students are


reminded the students
that only transitive verbs
take the passive
(+examples)

The teacher briefly


presents the case with
modal verbs. Writes a
sentence, asks the
students to put it into the
passive , then the teacher
writes down the rule:
MODAL+BE+V3

MODAL+HAVE BEEN+V3

Controlled practice The teacher gives the -to make sure T-sS Worksheet,
7'- 10' students worksheets. they understand Individual/pair work notebook, blackboard
Explains what it contains what has been sS-T
and asks the students to taught to them
look at activity 1. The
teacher solves the first
example, then they are
given a couple of minutes
to solve the next ones.
They are asked to write
their answers on the
blackboard, in turns.

Feedback& The teacher corrects T-sS


evaluation possible mistakes and gives ss-T
2' extra explanations, if
necessary.

Set the homework The teacher assigns as T-sS


2' homework the second -to practice
exercise on the worksheet. using the
passive voice in
general, the
newly acquired
notions in
particular

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