Unit 5

Salah Sahmoudi Grammar Target Structure: Passive voice Gateway 2 Class: 2 bac Time: 1h New Grammar: Passive Voice Materials: Board, Hand-outs Objectives: SS Should be able to use passive voice Date: 13-02-2014

PROCEDURES A

W a r m u p a nd P r e s e nt a t i on ( 2 0 m i n) :
TR: Stand in front of your class. Drop a pen on the floor. TR: Asks students to tell you what has just happened and ask them to begin the sentence with TRs name. SS: should be able to say: Ms. Salah dropped a pen on the floor. TR: Ms. Salah dropped a pen on the floor. TR: Asks students to identify the subject and the verb in this sentence SS: should say the subject is Mr. Salah and that the verb is dropped.

TR: Repeats the action and introduces the passive voice. TR: Drop your pen on the floor one more time. TR: Tell to students that he will tell them what has just happened, but this time the sentence will begin with, The pen TR: Goes to the board and write, The pen was dropped on the floor. TR: Asks students to identify the subject; SS: should say it is the pen. TR: Ask them to identify the verb TR: should say it is was dropped.

Compare the two sentences TR: points to the first sentence and ask if the subject is doing the action. SS: should say it is (Make sure they understand that subject is active, the one responsible for carrying out the action.)

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TR: Point to the second sentence and ask if the subject is doing the action. SS: should say it isnt. (Make sure they understand that the subject is passive, the one who is being acted upon.)

TR: compares what happens to the verbs by Ask students what tense they see in the first example. SS: should recognize the past simple. TR: Show students what happens in the second sentence: the auxiliary verb to be is used in the past tense (was) with the past participle, in this case dropped. TR: give an example with were".

TR: This time drops several pens at the same time. Ask students to tell you what has just happened. Tell them to start the sentence with The pens See if students figure out they should use were instead of was this time.

B- Practice (20 min)

Practice with more passive voice example. TR: carries out more actions and encourage students to describe what has happened in the passive voice: TR: puts some books under a chair. SS: Books were put under a chair. TR: closes a book. SS: A book was closed. TR: writes some words on the board. SS: Some words were written on the board.

TR: Gives enough examples to make students comfortable with the use of the past simple in the passive voice. Practice passive voice with negative statements TR: continues carrying out actions around the classroom, but this time challenge students to make negative statements followed by affirmative statements. TR: drops some papers on the floor.
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SS: Pens werent dropped on the floor. Papers were dropped. TR: closes a door. SS: A window wasn't closed. A door was closed.

C- Exploitation (20 min)

TR: Place the passive voice in a real life context - Discussion

TR: ask students to brainstorm the types of things that the government does for the population. The government repairs streets, cleans monuments, builds schools and hospitals, etc. . . . Discuss what things were done in the last year by the local government. Encourage students to use the passive voice.

SS: Streets were repaired. A new hospital was opened. The park benches were painted. Trees were planted.

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