LESSON PLAN

School: Colegiul Tehnic

Andrei Level: Low-Intermediate
aguna -B1
Oradea
UPSTREAM Pre-
intermediate
Students Book,
Teachers Curpa Anca Coursebook: Virginia
name: Evans&Jenny
Dooley, Express
Publishing, 2004
Date: March 22nd, Lesson in the Fit for Life The
2012 book: Passive

Lesson length 50 minutes Previous work: Environmental

: issues
Class: the 11th grade Lesson type: Reading and
XI D writing

Information about the class: There are 25 teenagers in the class studying
two hours a week. Even though the course material is slightly above their
language level they have been studying the coursebook for five months and
we have worked through Units1-6. They have recently learnt vocabulary
related to environmental issues and have had an introductory class on
passive structures. Todays lesson aims at giving students more practice in
acquiring the ability to use passives in a variety of contexts and heightening
students' awareness of why and how the passive is used. It is clear that many
students still need to work on structural areas. However, in trying to maintain
the communicative value of the class and at the same time give students
some useful practice in manipulating grammar, I often feel that helping
learners take in new language can be made easier if we can get their
attention using material that engages the student while at the same time
motivates them. In this sense I hope the topic of the class (paparazzi, famous
works of art), the text and the visual aids will do this.

Main aim: To present the passive through a text and then heighten
students' awareness of why and how the passive is used.By the end of
the lesson the students will have practiced the passive form in the
simple & continuos present and past tenses, present perfect simple
and future simple by producing passive sentences in meaningful
situations.

Subsidiary aims:

1
 To give some extensive reading practice
To develop skills of reading for specific information.

Personal aims:
To reduce teacher language in whole class activities and provide
more learner oriented interaction.
To act more as a facilitator of learning and co-communicator.

Anticipated difficulties with Solutions:

the tasks:
Ss may find it difficult to To help them out with
involve themselves actively appropriate eliciting
in the speaking tasks. questions and visual
prompts.

Materials:

A good old song - Louis Armstrong What a Wonderful World!

http://www.youtube.com/watch?
v=HPcgM1MnDnI&feature=related
Flash cards for the pair work (information gap exercise)
http://bogglesworldesl.com/passive_voice_flashcards.htm
Paparazzi vocabulary and reading text
http://www.developingteachers.com/newsletterplans/may03_passivelp1
_nigel.htm
Picture prediction worksheet and passive drawings
http://lessonstream.org/2007/09/04/passive-drawings/

Assumptions: The text in the reading stage could pose too many
difficulties for the students. Since the lesson aims at the acquisition of
quite a various language input the visual prompting should be of great
help for learners.
Since the main lesson aim is to raise students awareness of the
passive rather than expect immediate production, I assume the latter
will be a gradual process and students will need to 'notice' it more
times.

2
 Methods and techniques: communicative approach small group
tasks, dialogue, pair work, information gap; audio-lingual technique:
lockstep activities, question and answer drill, illustration, discovery
techniques; grammar-translation method: explanation, reading
comprehension questions; community language learning: reflection on
experience.

Stage Stage aim Procedure Interacti Time

on
T plays Louis Armstrongs
What a Wonderful World and T-Ss 5
urges Ss to think of what mins
should be done in order to
keep our planet safe and
Warm up To provide a link from healthy.
previous class. Some prompting words have
previously been written on the
flipchart and Ss are asked to
use them and make passive
sentences as in the example:
e.g. trees/be/plant
Trees should be planted to
improve the air quality.
Home T-Ss 5
assignment To check previously Ss are asked to read out the mins
check-up taught material actions that were/have
been /are being taken in order
to turn an old abandoned
factory into a park (exercise
17 p. 89, homework handout)

Language To narrow down T asks learners two questions T-Ss 3

focus learners attention to and write down the answers mins
the topic of the on the board.
lesson
1. People speak Japanese in
and introduce the Japan.
topic of the lesson. 2. Shakespeare wrote Romeo
and Juliet.
T tells the students there is
another way to say the two
sentences. Ss turn them into
the passive voice.

3
 Two learners write their
answers on board.

Informatio To give some initial Ss are grouped into pairs and S-S 6
n gap controlled practice are given Sheet A and sheet B, mins
Famous each of them containing
artists missing information about
different works of art. Ss have
to ask each other questions in
order to fill in the missing
information.

Feedback To check the T checks Ss answers by T-Ss 4

language acquisition having one or two pairs act S-S mins
and boost learners out the dialogues.
confidence
Pre- To introduce some T tells students they are going T-Ss 4
reading new vocabulary items to read a text about the mins
activity 1 paparazzi. I intend to pre-
teach the following vocabulary
items: embarrassing, harass,
assault, chase , acquit. T
writes them up with the stress
marked.
Ss do a matching exercise as
vocabulary reinforcement

Pre- T will then elicit or lead T-Ss 5

reading This will serve as students to see the reasons mins
activity 2 reinforcement of the for using the passive and
uses of the passive write the two main reasons on
form. the flipchart

Intensive To use a reading text In this reading stage, learners S-S

reading as a context for the are grouped in pairs and while 6
enhancement of the reading the text they have to mins
passive. come up with examples in the
To give some text and place the sentences
intensive reading under the two headings in
practice. their notebooks.

Feedback To check learners Three Ss write the sentences T-Ss 5

have the correct on the flicpchart under the two mins
answers types of uses.

Drawing Ss are grouped in teams of S-S 5

4
 grammar To have the learners four and are invited to mins
drill use passive forms in complete the picture
the present prediction sheet.
continuous tense. Then they are told that some
pictures have been stuck
To have fun. randomly around the
classroom halls and they have
to walk around the gallery and
attempt to identify what each
drawing is and which sentence
it describes.
Homework To initiate Ss in Ss are asked to search on the T-Ss 2
assignment reading first-hand Internet for a mins
material and develop newspaper/magazine article,
skills of independent print it and highlight all the
passive forms in the text. They
readers.
also have to provide the reason
why it was used.