passives lesson plan
by Nigel McGloin
1 - Lead-in Pre-Reading
tch-std, stds-stds, stds-tch, tch-std
arouse stds interest in the following text.
To provide a link from previous class.
To review and pre-teach items that will come up in text/topic
To provide a written record of vocabualry. items.
Ask stds about Catherine Zeta-Jones from the last class. Who's
she married to?, Have you seen the photos of their wedding?
Where can you see them, (use realia) and elicit/give tabloid
press. Who takes these type of pictures? elicit/give paparazzi.
Ask stds what they know about the paparrazi and what they
think of them. ( could ask stds if they know the connection
between 'Hello' magazine, the paparraziand Zeta-Jones,they
are presently in court suing (teach sue) them for a million
2. Tell students they are going to read a text about the paparazzi.
Teach the following words: embarrassing, harass, assault,
chase , acquit, . Re-cap the items. Write them up with the
3.In pairs stds complete the vocabulary handout.
4. Feedback the answers, ask for agreement.
Stage 2 - Reading
tch-stds, std-stds, stds-tch
use a reading text as a context for the presentation of the
To give some intensive reading practice
Stds read the text and find the connections between the two
2. In pairs compare their answers
3. Feedback, ask stds for agreement with each other, if not,
direct them to the particular part of text.
4. Ask stds if there was anything that surprised them, shocked
Stage 3 - Grammar focus
tch-stds, std-std, tch-stds, stds-stds, tch-stds, stds-stds,
review the different forms of the passive.
To lead students to discovering the uses of the passive.
To raise students awareness of uses of passive.
To provide some controlled practice where stds recognise the
Elcit an example of the passive from the text, or use' the
photograph is then sold, remind stds how we make the passive
(Monday's class). Tell stds we are going to look at uses of
the passive but first direct them in pairs to find examples
of the passive in the text, monitor and help
2. Feedback, stds compare with OHP.
3. Grammar focus, stds in pairs/threes focus on sentences
from the text ( on board, or handout) stds answer the questions
relating to the use of the passive.
4. Feedback their answers, in open class. Highlight the three
reasons ( on board)a) to move the topic/ theme to the beginning
its more important what happened than who did itb) when the
agent is obvious. c)) when the agent is unknown, / not important
5. In pairs stds look at the examples in the text and think
about how they are used. Point out that often the sentences
may fit into more than one reason.
6. Feedback with the class, help to clear up doubts.(remember
many times there is more than one reason.)
Stage 4 - Controlled practice
tch-stds, std-std, stds-tch
highlight similarities and /or differences between stds L1
To allow stds to use the structure in wrting activity.
Stds in pairs translate 3 sentences from the text into Spanish,
then fold over the original English sentences. Quick finishes
try to find other possible translations. Remind stds to talk
only in English
2. Pairs change sentences and translate back into English,
turn over the paper and compare with the original sentences.
3. Feedback, tell stds you have the translations put them
on the board, (OHP) , ask if they agree.
Stage 5 - Speaking
tch-stds, stds-stds, stds-tch
provide speaking practice.
Have stds practise some of the structure
Stds get into groups of three, give them the handout. They
discuss the questions/statements in groups of three/four.
Monitor and intervene when needed. (Make a note of one or
two good uses of English, and mistakes to highlight at end
2. Feedback with the class, who is in favour or against the
paparazzi and gossip press, who was to blame for Diana's death.
'If time' activity
finish off with a guessing game if there is time over
Guess the famous actors/people, give cards out/ or stds think
themselves. First, with the whole class, then stds do it in
the lesson preliminary information
the lesson materials