LESSON PLAN / PRESENT SIMPLE PASSIVE

Time: / 45 minutes
Teacher: / Darwin Aristigueta
Class: / Grammar
Type of lesson: / Present Simple Passive
Topic: / Housework
Learning Outcomes: / By the end of the lesson, Sswill be able to
-Understand the form of present simplepassive construction
-Recognize both active voice and passive voice sentences
- Use of the correct voice in the appropriate situations, taking into account usage, effect and intention.
Resources / Materials: / -Projector, Teacher-developed material, Whiteboard and Markers.
Anticipated Problems
MEANING
The Ss might not understand the meaning of the object which “acts” as a subject.
FORM
The Ss use the “subject” and the “object “of the sentence inappropriately.
The Ss get confused with the verb “be”.
PRONUNCIATION
The Ss might not give the right intonation in the subject. / Anticipated Solutions to the problems identified
MEANING
The teacher writes S + V + C (Object) on the whiteboard so as to remind the students the general order of sentences.
The teacher writes a sentence on the board and underline both subjects and objects with different colors. A sentence could be:
“The house is painted by Andy”
The teacher asks CCQs, such as: “Who performs the activity?”, “What is the position of the person?”, “What is the person doing?”, “What is the position of the object?”, “Why do you think the object is mentioned first, as a “subject”?” Expected answer: “the emphasis is given to the object of the sentence”
FORM
The teacher will write a little the word “what” on the board in capital letters so as to draw the students’ attention it is what has to be mentioned first. Then he will ask SSs to change active sentences to passives ones and write them on the board.
The teacher projects a list of nouns such a “floor”, “windows”, “carpet”, “rugs”, point them and ask them if they are singular (which take the “is” form) or plural (which take the “are” form).
PRONUNCIATION
The teacher draws some circles over the given sentence:

The house is painted by Andy
The teacher models and drills.
1. Setting context (setting activity)
4-5 min) / - Theteacher projects a picture showing many people doing activities at home. He asks questions such as “what are they doing?”.
2. Activity 1
(12 min)
3. Feedback
(5 min)
4. Activity 2
(8 min) / In the first part of the lesson,
-The teacher writes on the board the common verbs found in the previous activities: “clean”, “sweep”, “vacuum”, “wash” and ask the students to say their past participle forms.
-The teacher encouragesSs to remember their relevant prior knowledge about the verbs ‘be’.
-The teacher explains there is an alternative way to talk about housework by mentioning the object of the sentence first and introduce the passive structure by writing examples on the board.
-The teacher hands in Ss a piece of paper and asks the students to work with a partner in order to change the sentences from active to passive.
-The teacher asks the Ss to read their answers aloud and correct them if necessary.
-The, Ss watch a video clips about a person talking about her housework (using active voice).
-The teacher asks the Ss to work in pairs so as to write down as many activities at home as possible using the passive.
-The teacher repeats the video.
4. Feedback
(5 min) / -The teacher asks the Ss to switch partners with other teams and ask them to check each other’s options.
-The teacher nominates Ss to read the sentences aloud.
5. Activity for home
(3 min). / - The teacher gives the Ss questions about their house activities and makes sure the Ss use the passive correctly.
6. Extension (general questions)
(5 min). / - The teacher asks the Ss questions about their house activities and makes sure the Ss use the passive correctly.