WEEK: 43 DAY: Monday ( 4 ALD ) DATE: 10 January 2022

SUBJECT: ENGLISH LESSON: 70 TIME:

FORM/CLASS: 4 Choose an item.
DURATION: 70 minutes Choose an item.
THEME: People and Culture
TOPIC: TIME OUT (UNIT 6) RESOURCES:
FOCUS SKILLS: Language Awareness 11 Textbook page 81 - 83
LANGUAGE/ Active and passive verb forms
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Language Awareness Not Applicable
This is a grammar focused lesson so listening, speaking, reading and
CROSS CURRICULAR
CONTENT writing skills are not explicitly covered.
ELEMENTS:
STANDARD/S:
Values
Complementary Skill: Choose an item.
Choose an item.
LEARNING DOMAIN:
Main Skill: Language Awareness Analyse
This is a grammar focused lesson so listening, speaking,
LEARNING reading and writing skills are not explicitly covered. ASSESSMENT:
STANDARD/S: Written Exercise
Complementary Skill: Choose an item.
Choose an item. MORAL VALUES:
Main Language Awareness Kindness
By the end of the lesson, pupils will be able to
a. make sentences in Passive Voice 1 and 2
b. identify direct and indirect objects in a sentence
LEARNING c. convert Active Voice to Passive Voice
OBJECTIVES: d. rewrite 6 sentences using the Passive Voice by starting the
sentence with the given words
e. complete 5 sentences using the Passive Voice

Complementary Choose an item.

ACTIVITIES : a. Pupils’ state what verb forms have been used in the second and third FA/Differentiation Strategies
I. PRE LESSON sentences (active or passive) and the reason they are used based on the FA: Starter
sentences written on the board (Sentences: I put my wallet in my back
pocket but it is no longer there. Perhaps I dropped it. Or perhaps it has
been stolen.)
b. Pupils discuss their ideas with talk partner(s) before sharing their
II. LESSON answers.
DEVELOPMENT c. Pupils read through the examples of the Passive Voice in the Grammar
– GIST- TASK box and discuss what they remember Moral Value: Kindness
d. Pupils focus to the agent in the first and third example (by Mr Simmons,
by the firefighters) and pupils state why in some sentences an agent is
used and in others, the agents are not used ( Answer: the agent is Differentiation: Support can
included in examples 1 and 3 because we know who it is. No agent is be given to less proficient pupils
pairing or grouping them with
included when it is unknown, unimportant or easy to figure out) more proficient pupils
e. Pupils refer to Grammar Reference (page 165) for better understanding FA: No Hands-Up
f. Pupils come up with their own examples of the Passive Voice and share (Lollipop)
their sentence(s)
g. Pupils, in pairs, identify examples of the Passive Voice in the reading text FA: Think-Pair-Share
on page 82 (This sport was created…/ … a document was
broadcast…/The sport was introduced…/…are commonly seen…/No FA: Wait Time
equipment is needed…/…should be worn) and share with the class (Pose/Pause/Pounce/
h. Pupils read the example of Active Voice under the Verbs with two objects Bounce)
heading and state what the object is (There are two objects – Wayne,
the best pace for freerunning)
i. Pupils note that certain verbs (e.g. show, give, offer, send, etc) take two
objects in the Active Voice FA: No Hands-Up
 j. Pupils state which object is direct and which is indirect ( Wayne – indirect (Lollipop)
object, the best place for freerunning – direct object)
k. Pupils learn that the usual word order in sentences with verbs that take
two objects is: Subject + Verb + Indirect object + Direct object
l. Pupils compare the first sentence of the Active Voice to the second
sentence (the word order is different but the meaning is the same) and
note that ‘to’ and ‘for’ can be used before indirect object and the word
order is: Subject + Verb + Direct object + to / for + Indirect object
m. Pupils read through the two examples in the Passive Voice under Verbs
with two objects and learn that when a sentence in the Active Voice has
two objects, both objects can be used as subjects of the verb in the
Passive Voice. The first example is more common (i.e. the indirect object
in the Active Voice becomes the subject of the verb in the Passive Voice)
n. Pupils refer to the Grammar Reference (page 165) to better understand
o. Pupils read through the examples of the Continuous Tenses in the
Passive Voice on page 85 and state how the Present and Past
continuous are formed in the Passive Voice (‘am/are/is’ and ‘was/were’ + FA: Wait Time
being + the past participle of the main verb) (Pose/Pause/Pounce/
p. Pupils refer to the Grammar Reference (page 165) to better understand Bounce)
q. Pupils come up with their own examples of the Present and Past
Continuous in the Passive Voice FA: No Hands-Up
III. DETAILED TASK r. Pupils read through the sentences 1 – 6 on page 83 and sentences 1 – 5 (Lollipop)
on page 85 and ask for any clarification where necessary
s. Pupils discuss and complete the grammar exercises in their group FA: Think-Pair-Share
t. Pupils check the answers with the class
IV. POST-LESSON u. Pupils write sentences using the passive verb form ( Monitor and provide
support for any problems with the verb form) FA: Plenary
v. Selected pupils read out their sentences.
(Pupils can complete the Vocabulary Activity on page 84 as homework)
REFLECTION:
Number: 15 / 15 pupils were able to achieve the learning objectives.
Attendance: 15 / 25
Absent: 10 / 25
Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
School Activity: /
_____________________________________________________________________________

Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to: