Objectives (5 - 10 minutes)

1. Understanding the concept of Passive Voice: Students will be able to understand what passive voice is in English, how it is formed, and when it should be used.

2. Identification of Passive Voice in sentences: Students will learn to recognize sentences in the passive voice, identifying the subject, the main verb, and the object.

3. Transformation from Active Voice to Passive Voice: Students will be able to transform sentences from active voice to passive voice, correctly applying the transformation rules.

Secondary Objectives:

• Development of writing fluency: By working on sentence transformation, students will also be practicing writing in English, which will contribute to improving their writing fluency skills.

• Stimulate critical thinking: By analyzing sentence structures and transforming them, students will be exercising critical thinking and problem-solving skills, valuable abilities in various areas of study and everyday life.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher will start the lesson by reminding students about the concepts of active and passive voice, which have been previously studied. This can be done through a quick classroom discussion or with the help of an interactive whiteboard, where the teacher can write some simple sentences and ask students to identify if they are in the active or passive voice.

2. Problem-solving situations: The teacher will present two situations that involve the use of passive voice in English. The first one could be a news article that uses the passive voice to emphasize the action and not the agent (for example, "The new shopping center was inaugurated yesterday"). The second situation could be an everyday conversation in English where the passive voice is used to talk about actions that happened, but the agent is not important (for example, "My car was stolen last night").

3. Contextualization: The teacher will explain to students that the passive voice is a common grammatical structure in English and is frequently used in formal texts, news, work emails, among others. Being able to identify and use the passive voice correctly is, therefore, an important skill for effective communication in English.

4. Engaging students' attention: To spark students' interest, the teacher can share some curiosities about the use of passive voice in English. For example, they may mention that although the passive voice is often used in formal texts, such as newspapers and magazines, it is less common in everyday conversations. Another curiosity could be that, unlike Portuguese, where the passive voice is frequently used, English tends to use the active voice more to express actions.

5. Introduction of the topic: Finally, the teacher will introduce the topic of passive voice in English, explaining that in this lesson, students will learn to identify and use the passive voice correctly through practical and playful activities.

Development (20 - 25 minutes)

1. Reading and Comprehension Activity (10 - 12 minutes):

   • Activity description: The teacher will hand out a short text in English to students that uses the passive voice. The text could be about a recent event at school or in the community. Students will be guided to read the text and identify all the sentences that are in the passive voice.

   • Activity steps:

     1. The teacher will divide the class into small groups of 4 to 5 students.
     2. Each group receives a copy of the text.
     3. Students read the text together, underlining all the passive voice sentences they find.
     4. After identifying the sentences, students discuss in their groups why they think the author chose to use the passive voice in those sentences, and what information would be lost if the active voice were used.
     5. Finally, each group shares their findings with the class.

2. Sentence Transformation Activity (10 - 12 minutes):

   • Activity description: The teacher will give each group of students a set of sentences in English in the active voice. Students will be guided to transform these sentences into the passive voice.

   • Activity steps:

     1. The teacher distributes a set of cards to each group. Each card contains a sentence in the active voice.
     2. Students, in their groups, take one card at a time, transform the sentence into the passive voice, and write the new sentence on a piece of paper.
     3. Once all cards have been used, the teacher asks a student from each group to read the original sentence in the active voice and the transformed sentence in the passive voice aloud to the class.
     4. After all sentences have been read, the teacher checks the correct answers and clarifies any doubts students may have.

3. Board Game Activity (5 - 10 minutes):

   • Activity description: The teacher will present a board game that addresses the use of passive voice in English.

   • Activity steps:

     1. Each group of students receives a board game and a set of cards with sentences in the active voice.
     2. Students roll the dice and move their pieces on the board. When they land on a square, they must pick a card and transform the sentence into the passive voice.
     3. If the transformation is correct, they can advance to the next turn. If it is wrong, they lose the turn.
     4. The first group to reach the end of the board is the winner.

These activities allow students to explore and practice the use of passive voice in English in an interactive and fun way, promoting understanding and application of the concept.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • Activity description: The teacher will gather all students for a group discussion. Each group will have the opportunity to share their solutions and conclusions from the activities carried out.
   • Activity steps:
     1. The teacher will ask each group to share their transformed sentences from the sentence transformation activity and their findings from the reading and comprehension activity.
     2. Students will have the opportunity to hear different approaches and perspectives from their peers.
     3. The teacher will moderate the discussion, highlighting the main ideas and clarifying any misunderstandings.
     4. The teacher will encourage students to ask each other questions and offer suggestions to improve their sentence transformations.

2. Connection to Theory (2 - 3 minutes):

   • Activity description: After the group discussion, the teacher will summarize the main ideas discussed, connecting them with the theory presented at the beginning of the lesson.
   • Activity steps:
     1. The teacher will highlight the strategies that groups used to identify and transform sentences into the passive voice.
     2. The teacher will reinforce the rules of the passive voice, explaining how they were applied in the activities.
     3. The teacher will clarify any misunderstandings that arose during the discussion and answer any questions students may have.

3. Individual Reflection (3 - 5 minutes):

   • Activity description: To conclude the lesson, the teacher will propose an individual reflection, where students will have the chance to think about what they have learned and what they still need to improve.
   • Activity steps:
     1. The teacher will give students a minute to silently think about the following questions: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
     2. After the minute of reflection, students will have the opportunity to share their answers with the class, if they wish.
     3. The teacher will thank the students for their participation and encourage everyone to continue practicing the use of passive voice in English.

This Feedback is a crucial part of the lesson, as it allows students to consolidate what they have learned, connect theory with practice, and reflect on their own learning process. Additionally, it provides valuable feedback to the teacher on what students understood and which areas may need more attention in future lessons.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher will recap the main points covered during the lesson. This includes the definition of passive voice, identification of passive voice sentences, and transformation of sentences from active voice to passive voice.
   • They will review the necessary rules and structures for the correct formation of the passive voice.
   • The teacher may use the interactive whiteboard to review the sentences transformed by students and highlight key points.
   • They will emphasize the importance of regularly practicing the identification and use of passive voice in English to improve language fluency and understanding.

2. Connecting Theory with Practice (1 - 2 minutes):

   • The teacher will explain how the activities carried out during the lesson allowed students to apply theory in practice. They will highlight how reading the text, transforming sentences, and playing the board game helped reinforce the use of passive voice.
   • They may cite specific examples from the activities to illustrate how theory was applied and reinforced.
   • The teacher will stress that regular practice is essential to deepen students' understanding and confidence in using the passive voice.

3. Additional Materials (1 - 2 minutes):

   • To reinforce students' learning, the teacher will suggest additional study materials. This may include online exercises, explanatory videos, reference websites, and grammar books.
   • For example, they may recommend a tutorial video that explains the formation of the passive voice clearly and concisely.
   • The teacher may provide a list of practice exercises for homework, including sentences to transform from active voice to passive voice and vice versa.

4. Topic Importance (1 minute):

   • In conclusion, the teacher will highlight the relevance of using the passive voice in English communication. They will reiterate that, although less common in everyday conversations, the passive voice is widely used in formal texts, such as news, academic articles, and work emails.
   • The teacher may cite examples of real-life situations where knowledge and the ability to use the passive voice can be valuable, such as writing an academic essay or reading a news article.
   • They will end the lesson by encouraging students to continue practicing and exploring the use of passive voice in their English study and communication activities.