Objectives (5-7 minutes)

1. Understanding Passive Voice: Students should be able to understand the difference between active voice and passive voice in English. They should be able to identify when a verb is being used in the passive voice and what this implies for sentence structure.

2. Passive Voice Formation: Students should be able to form sentences in the passive voice. They should understand the basic structure for forming the passive voice and be able to apply it in different contexts.

3. Passive Voice Practice: Students should practice using the passive voice in different types of sentences. This includes being able to transform sentences from active to passive voice and vice versa.

Additional Objectives:

• Developing Fluency: Beyond theoretical understanding, students will be encouraged to use the passive voice fluently and naturally in practice. This involves practicing the correct pronunciation and integrating the passive voice into everyday vocabulary and expressions.

• Enhancing Listening Comprehension: To reinforce learning, students will be exposed to audio and video materials that use the passive voice. This will help improve their listening comprehension and familiarize them with how passive voice is used in natural speech.

Introduction (10-15 minutes)

1. Content Review: The teacher begins the class by reviewing the concepts of verbs and the difference between active and passive voice. This review can be done by asking students questions or by doing a quick quiz. For example, the teacher may ask students to give examples of sentences in active voice, then ask how they could change those sentences to passive voice.

2. Problem Situations: The teacher presents students with two situations that will serve as a starting point for the Content Development. The first situation may be reading a recent news article, where the passive voice is frequently used. The second situation may be a description of a scientific experiment, which also makes frequent use of the passive voice.

3. Contextualization: The teacher explains to the students that the passive voice is widely used in the English language, particularly in academic writing, the press, and in formal situations. The teacher may give examples of situations in which the passive voice is commonly used, such as in reports, scientific papers, and political speeches.

4. Attention Gain: To pique the students’ interest, the teacher can share some fun facts about the passive voice. For example, they may mention that the passive voice is less common in some languages, such as Russian, or that in some other languages, such as Tibetan, the passive voice does not exist. Another interesting fact is that overusing the passive voice in writing can make text harder to understand, especially for non-native readers.

By the end of this stage, the students should be motivated to learn about the passive voice and have a clear understanding of why it is important to learn how to use it correctly.

Development (20-25 minutes)

1. Role-Playing Activity (10-12 minutes)

   • Preparation: The teacher divides the class into groups of three or four students. Each group receives a short description of a situation involving the passive voice. For example, one situation may be a description of a car accident that is being reported to a police officer and then a reporter. Another situation may be a description of how a new medicine is tested and approved.

   • Execution: In their groups, the students should prepare a short skit based on the situation they have been given. They should use the passive voice appropriately when describing the events. For example, in the car accident scenario, students can act out the situation two different ways: once using active voice and once using passive voice. This will help the students see the difference between the two and how passive voice can be used to emphasize different aspects of the situation.

   • Discussion: After the presentations, the teacher leads a class discussion about the skits. The teacher should guide the discussion so that the students identify the sentences in the passive voice and discuss what effect using the passive voice has on the description of the situation.

2. Passive Voice Board Game (10-12 minutes)

   • Preparation: The teacher gives each group a passive voice board game. The game board includes various situations that the students must describe using the passive voice. The teacher also provides each group with a set of action cards that include various actions the students must perform, such as “change this sentence from active to passive voice” or “use passive voice to describe this situation”.

   • Execution: The students play the game in their groups. Each time a group lands on a new situation, they must use the passive voice to describe it. They must also use the action cards to practice different passive voice-related skills.

   • Discussion: After the game, the teacher leads a class discussion about the situations the students encountered and the strategies they used to describe them using the passive voice. The teacher should emphasize the importance of practicing forming and using the passive voice in order to become more fluent.

By the end of this stage, the students will have had the opportunity to practice using the passive voice in a fun, interactive setting. This will help reinforce their understanding of the topic and improve their ability to use the passive voice effectively.

Feedback (8-10 minutes)

1. Group Discussion (3-4 minutes)

   • The teacher gathers the entire class and opens up a group discussion for each group’s findings or conclusions during the Role-Playing and Board Game activities.

   • Each group is invited to share their insights and challenges faced in practicing the formation and usage of passive voice. The teacher should encourage students to explain the rationale behind their choices for passive voice formulations and offer suggestions for improvements.

   • During the discussion, the teacher should clarify any misconceptions or misunderstandings that may have surfaced and provide constructive feedback to enhance students’ abilities in the passive voice.

2. Connecting with the Theory (3-4 minutes)

   • The instructor then bridges the practical activities conducted to the theory, reinforcing the concepts of passive voice formation and usage in the English language.

   • The teacher can, for instance, revisit the basic structure of passive voice and demonstrate how it was applied in the Role-Playing and Board Game activities. Additionally, the teacher can highlight examples of passive voice sentences that were well utilized by students during the activities.

   • The teacher should also take this moment to clarify any remaining doubts and reinforce key concepts related to passive voice.

3. Closing Remarks (2 minutes)

   • To wrap up the lesson, the teacher asks the students to reflect on what they have learned. They should think about which concepts were the most challenging and what strategies were the most effective in helping them overcome those challenges.

   • The teacher may guide their reflections by asking questions like, “What was the most important concept you learned today?” and “What questions do you still have?”.

   • Students are encouraged to write down their reflections for future reference and to help inform the planning for future classes.

At the end of this stage, the students will have had an opportunity to reflect on what they have learned and identify areas of confusion or uncertainty. This will help cement their learning and will prepare them for the next lesson.

Conclusion (5-7 minutes)

1. Content Summary (2-3 minutes)

   • The teacher gives a brief summary of the main points covered during the class. This will include the definition of passive voice, the difference between active voice and passive voice, the structure for forming passive voice, and examples of its use.

   • The teacher may use a slide or whiteboard to highlight the key information and to ensure that students have a clear understanding of the content.

2. Connecting Theory and Practice (1-2 minutes)

   • The teacher explains how the class connected the theory of passive voice to practice. For example, they may mention how the Role-Playing and Board Game activities allowed students to apply the theory in a fun and interactive way.

   • The teacher may also highlight how the group discussion and closing reflections gave the students an opportunity to reflect on the practical application of what they have learned.

3. Supplementary Materials (1 minute)

   • The teacher suggests additional materials for students who want to further their understanding of passive voice. This could include educational videos, online exercises, English grammar websites, reference books, and language learning apps.

   • For example, the teacher may recommend using Duolingo or Quizlet to practice passive voice in an interactive, self-directed manner.

4. Relevance of the Topic (1 minute)

   • Finally, the teacher emphasizes the importance of using passive voice in English. They may explain that the passive voice is widely used in academic and formal writing, and is, therefore, a valuable skill for students to develop.

   • The teacher may also mention that being able to use passive voice correctly can enhance the clarity and effectiveness of students’ communication in English.

By the end of this stage, students will have had an overview of what they have learned and will have been encouraged to continue exploring and practicing passive voice on their own. They will also have a clear understanding of the relevance and applicability of what they have learned, which may help motivate them to continue developing their skills in English.