LESSON PLAN

NAME: Kasia H DATE: LEVEL: LENGTH OF LESSON:

Intermediate 60 mins

AIMS:
Main: Grammar: To revise the passive

Sub: Reading: To give practice in reading for gist and detail/to give practice in speaking
for fluency

ANTICIPATED PROBLEMS
If language (grammar/vocab/function) is one of your aims then complete the LA page in full. Here, list any other language you are
focusing on and detail problems students might have with meaning, form, pron, appropriacy. Also list problems re skills work
and/or classroom interaction.

MEANING: Sts may not understand the concept of the passive – lack of passive voice in
L1

FORM: Sts may omit the verb ‘to be’, confuse the perfect passive with the present
perfect tense, confuse past participle with past form of a verb

PRONUNCIATION: weak forms, past participles

SKILLS: Sts might struggle with the text

SOLUTIONS
Plan solutions for each problem

Establish meaning with concept questions/visuals.

Provide controlled practice so that Sts become accurate when using the passive

Drilling – choral and individual, drawing attention to contractions and weak forms

Pre – teach words such as: uninhabited (adj), shot (n), tsunami (n), breathtaking (adj),
defeat (v) through a test teach test approach

MATERIALS

New English File Intermediate, OUP

/Volumes/CELTA IZMIR/CELTA/Izmir 2018/CELTA_Sessions/Lesson

planning/the_passive_lesson_plan.doc
PERSONAL AIMS

• Monitor
• Not to rush students
• Maintain eye contact

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planning/the_passive_lesson_plan.doc
TIME INTER- STAGE AIM PROCEDURE TUTOR COMMENT
How long? ACTION Why we’re doing this What Ss are doing and what T is saying: instructions, eliciting,
T-S, S-S checking
etc.

6 S/S-S Lead in – to generate interest in Sts watch 3 silent trailers

the topic of the reading text (www.youtube.com) and predict what the
films are about. Sts guess where the films
are set.

4 S Reading 1 (gist) Sts read the text quickly and check their
S-S predictions. Sts complete ex.1b on the
Ss – T handout.
Pair check/Whole class feedback

5 S-S Pre –tech vocab – to remove Sts complete a matching task in pairs.
barriers in understanding Check answers in groups/Whole class
feedback

7 S Reading 2(detailed) Sts read the text again and answer more
S-S detailed questions – ex. 1c. Pair
Ss-T check/Feedback

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5 S-S For Sts to notice the TL Sts underline examples of the passive in the
first reading. Group check.

8 S-S Focus on Meaning Sts complete a guided discovery task –

Form and Pronunciation FORM. Pair check
Ss-T
Sts answer concept questions. Pair check

Feedback

Drilling – choral and individual

10 S-S Controlled practice (focus on Sts complete task 3&4 on their handout.
Ss-T accuracy) Teacher monitors
Pair check/Group check. Whole class
feedback.
Double check understanding with questions,
e.g. WHY?

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10 S-S Freer practice (focus on Sts ask and answer questions about FILMS.
fluency) Ex.5 on their handout. Teacher monitors.

5 Ss-T Delayed error correction Teacher writes on the board mistakes with
the passive. Whole class corrections.

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 Language Analysis (LA)
If your lesson introduces and/or practises new language (grammar/vocab/function), this section must be filled in.
Analysis Anticipated difficulties Solutions
Analyse the language to be taught in terms of meaning, form and In light of the analysis, detail any Suggest solutions to the difficulties.
pronunciation. anticipated difficulties the learners
will have with the language items.

FORM: Possible mistakes with the form: Provide substantial amount of practice

Subject + to be + past participle *It done. (omission of the verb to be) Establish meaning with concept
questions
Present Simple: S + is/am/are +PP *It is been done (confusion between
Present Continuous: S + is/am/are + being +PP is and has due to contractions) Drill pronunciation
Present Perfect: S + has/have + been + PP
Past Simple: S + was/were + PP *The film makes by Tarantino (Sts
Modal Verbs: modal verb (will, should, might, may, can, could, use appropriate tense and follow it
shall, ought to, would) + be +PP with by)

MEANING: *It was done from Kelly (wrong

preposition to introduce agent)
We use the passive form to say what happens to people and
things, to say what is done to them. * He was killed by a knife (overuse
We use the passive form when we don't know who did the ‘by’)
action/or people in general perform the action.
We use the passive form when what was done is more important *I born in Madrid (direct translation
than who did it. from L1)
It is used to describe processes/in formal style of discourse/with
certain verbs, e.g. it is alleged, it is inundated

PRONUNCIATION:
Weak forms of the verb to be/ ‘ed’ endings of regular past
participles

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 Whiteboard plan(s)

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