Lesson Plan for Passive Voice

(TESOL Materials--Passive Voice, Lesson Plans)

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.64 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Passive Voice: Video and Model Text and Freer Practice

* quizlet on the passive voice

* Kahoot on the passive voice

* Using Tom and Jerry Cartoons to Teach Passives

* Garbage Man Passives

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Talk to a partner about a time that you were late.  Why were you late?
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Gist Listening: Watch the video. Jerry has been late 3 times.  Why has he been late? (note: stop the video at 6:20) Specific Detail Questions: Use Worksheet.  Only play until 2:30.
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Handout out adjusted transcript.  Tell students that some of the sentences are different from the video.  Play the video again, and students correct the sentences on the transcript to make them the same as the video.  Check answers with answer sheet.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Display video from 7:04.  Have the sound off.   Concept Checking Question: Do these sentences have the same meaning?
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Display screen of video at 8:00.  Elicit the form from students for each passive tense.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot game and/or quizlet live
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Students make passive sentences using: Tom and Jerry slideshow–Video
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Students write about a time they were late using the passive voice.  Feedback with a gallery walk.
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Garbage Man. Photocopy onto color paper (white, pink, green,yellow, blue).  Cut up and scatter around the room.  Each team has to find the paper corresponding to their team color.  They bring the slip of paper back to their table, write the correct answer, teacher checks, and then they find another slip of paper.  First team to correctly complete all 10 questions is the winner.

Passive Voice: Video and Model Text and Freer Practice

(TESOL Materials--Passive Voice)

Video: The Passive Voice

Worksheet: docs, pub

Notes: The video comes from Easy English Youtube Channel.  I've made up a worksheet to accompany it.

Staging follows like this:

Lead-in: Talk to a partner about a time that you were late.  Why were you late?

Gist Listening: Watch the video. Jerry has been late 3 times.  Why has he been late? (note: stop the video at 6:20)

Specific Information Questions: Use Worksheet.  Only play until 2:30.

Noticing the Target Language: Handout out adjusted transcript.  Tell students that some of the sentences are different from the video.  Play the video again, and students correct the sentences on the transcript to make them the same as the video.  Check answers with answer sheet.

The Clarification Stage: 

Clarify Meaning: Display video from 7:04.  Have the sound off.  Concept Checking Questions: Do these sentences have the same meaning?

Clarify Form: Display screen of video at 8:00.  Elicit the form from students for each passive tense.

Clarify pronunciation: Remove screen from view of students, and drill pronunciation.

Possibly follow up with Controlled and Semi-Controlled Practice: (e.g. here, here or here).

In the Freer Practice: Students write about a time they were late using the passive voice (link)  Feedback with a gallery walk (link).

The Passive Voice

https://youtu.be/7FBr-G0ur9I?si=CNn6h6zcsbYB-TNC

1. How many times has Jerry been late this week?

2. How long was Jerry’s car sitting in the same spot this morning?

3. What stopped traffic today?

4. Where did the animals escape from?

5. How late was Jerry yesterday?

6. Why did the policeman pull Jerry over?

1. How many times has Jerry been late this week?

2. How long was Jerry’s car sitting in the same spot this morning?

3. What stopped traffic today?

4. Where did the animals escape from?

5. How late was Jerry yesterday?

6. Why did the policeman pull Jerry over?

Boss: Jerry, this is the third time you've been late this week. We needed you in that meeting today. Fortunately we did the deal, but it almost didn't happen.

Jerry: I'm really sorry, but I was stuck in traffic. My car was sitting in the same spot for 30 minutes.

Boss: If you're getting stuck in traffic every day then you should leave the house earlier.

Jerry: I know, but that isn't the problem. Today was the first time that I was stuck in traffic and it wasn't normal rush hour traffic either.

Boss: What do you mean?

Jerry: Today a zebra stopped traffic.

Boss: A zebra?

Jerry: Yeah, I saw it. The zebra walked right in front of my car. Another car almost hit  the zebra. People saw other animals on the freeway too. It was crazy

Boss: You expect me to believe that a zebra delayed you.

Jerry: It's true. People talked about it on the radio. You should listen to the report. People think that the animals escaped from the zoo

Boss: I'm going to have to check out your story. I'll give you the benefit of the doubt for now, but what about yesterday? You were an hour late.

Jerry: Yesterday I was driving to work when a policeman stopped my car. The policeman pulled me over and the policeman told me I was under arrest.

Boss: Really? Why?

Jerry: The policeman said that people had seen my car at the scene of a crime

Boss: It sounds like you're making up stories.  Did that really happen?

Jerry: It's all true. When the policeman pulled me over, the policeman asked me to get out of the car. He handcuffed my hands behind my back. He said that people had seen my car on the camera of a gas station that the thieves had robbed.

Boss: Jerry, this is the third time you've been late this week. You were needed in that meeting today. Fortunately the deal was done, but it almost didn't happen.

Jerry: I'm really sorry, but I was stuck in traffic. My car was sitting in the same spot for 30 minutes.

Boss: If you're getting stuck in traffic every day then you should leave the house earlier.

Jerry: I know, but that isn't the problem. Today was the first time that I was stuck in traffic and it wasn't normal rush hour traffic either.

Boss: What do you mean?

Jerry: Today traffic was stopped by a zebra

Boss: A zebra?

Jerry: Yeah, I saw it. The zebra walked right in front of my car. It was almost hit by another car. Other animals were seen on the freeway too. It was crazy

Boss: You expect me to believe that you were delayed by a zebra.

Jerry: It's true. It was talked about on the radio. You should listen to the report. It is thought that the animals escaped from the zoo

Boss: I'm going to have to check out your story. I'll give you the benefit of the doubt for now, but what about yesterday? You were an hour late yesterday.

Jerry: Yesterday I was driving to work when my car was stopped by a policeman. I was pulled over and the policeman told me I was under arrest.

Boss: Really? Why?

Jerry: The policeman said that my car had been seen at the scene of a crime

Boss: It sounds like you're making up stories.  Did that really happen?

Jerry: It's all true. When I was pulled over the policeman asked me to get out of the car.  My hands were handcuffed behind my back. He said that my car had been seen on the camera of a gas station that had been robbed.

Write about a time you were late.  (This can be a real story or an imagined story.)  Use the passive voice.

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Your classmates’ stories are posted around the room.  Read them.  Which story is your favorite?  Why?

Name of classmate	Why were they late
Name of classmate	Why were they late

Which story was your favorite?  Why?

What could be done to make these situations better? (Freer Practice for Passive Modals)

Here are links to for pictures that I found online via Google searches: picture 1, picture 2, picture 3, picture 4.

In my class, I either print out these pictures, and hand them out to students, or display them on the projector (or both).  Students are then instructed to discuss with a partner "What could be done to make these situations better?"

(e.g. when discussing picture 1: the snowman should be moved to a cold place, the shark must be taken out of the pool, etc)

PASSIVE MODALS Kahoot by beremon

This is a Kahoot quiz that I found on passive modals.  I used it in my classroom, and it worked well.

Passive Voice with Modals Dictogloss: Test Rules

(TESOL Worksheets--Passive Voice with Modals)

Google: docs, pub

[Notes: This text follows the procedure for dictoglosses that I've outlined in a previous post.   It's actually based on the actual test rules at my school (and so has relevance for my students.)  If you're using this in a different school, you can adapt it to reflect the rules at your school.]

The test will be held in your regular classroom.  

The vocabulary should be studied before the test.

Student IDs need to be taken to the test.  The IDs must be placed on the top right hand corner of your desk.  The IDs will be checked during the test.  National IDs do not have to be taken to the test.

Phones must be turned off and put into your bags.

Water may be drunk during the test, but coffee may not be drunk.

If you feel cold, jackets can be worn during the test.

1. Where is the school holding the test?

2. What should you do with the vocabulary before the test?

3.  What do you need to do with your student ID?

4. Do you have to bring your national ID to the test?

5. What must you do with your phone during the test?

6. Are you allowed to drink water during the test?  What about coffee?

7. What can you do if you feel cold during the exam?