Name: Mayar.ahmed@gmail.

com Mayouri18 • 18 Dec 2018 • Passive+writing

Description
In this lesson, Ss learn about the passive voice through a reading text. Firstly, Ss discuss their favorite magazines and newspaper, then they read news articles for gist. T clarifies the
passive voice meaning, form and pronunciation. Ss do a controlled practice then develop their writing skills by writing a news story in groups and peer check each others work.

Main Aims
To provide product writing practice of a news story to use the passie voice accurately and fluently
To provide clarification of the passive voice in the context of news stories

Sub Aims
To provide fluency speaking practice in a in pair conversation in the context of about their favorite newspaper/ magazine

Background

Class Profile
It is a class of about less than ten composed mostly of girls. They are between the age of 16 to 30. Most of them are outspoken and up to the level. They are enthusiastic about learning
new things and practicing their language with their colleagues. There are some minor speaking mistakes like mispronouncing some sounds and some grammatical mistakes. Some of
them like music and films. They also like to move around the class doing activities.

Assumptions
Most of the Ss use correct grammatical tenses, so I do not expect that the passive voice will be a big problem for them. Also, I believe that they will enjoy the writing part at the end.

Personal Aims
I want this lesson to be more student-centered by giving the chance to speak more (as in the lead in and while they are working on the writing). In addition, I want to closely monitor
students more during all activities by sitting around their tables with them when they are working. Moreover, I want to take less time in the language clarification stage and to test their
understanding through the controlled practice. Another personal aim is to conduct a fun, correct writing class in an encouraging atmosphere.

Timetable Fit
This is our third class. Last time, ss learned vocabulary and wrote for the first time. They will write again but in a clearer context in this lesson, focusing more on accurate and fluent use of
the passive voice.

Anticipated Problems & Solutions

P.: Not many ss will show up, which will affect my pairings/ groupings and disrupt the time anticipated for the lesson.
Sol.: T will encourage ss to speak more in the lead in, change their pairings multiple times and T will prepare a flexistage activity just in case.

Materials
LA sheet grammar
LA sheet grammar
Visuals
Newspaper sheet
Markers
Adapted handouts from New Cutting Edge Int. P. 62,63,64
Please see the following page for the lesson procedure

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Name: Mayar.ahmed@gmail.com Mayouri18 • 18 Dec 2018 • Passive+writing

Interaction
Stage Procedure Materials Time Comment
Pattern
Lead-in -Ss disucss in pairs their favorite newspaper or magazine.
To set lesson context and -Ss change partners. S-S,Ss-T 3-5
engage students -o/c feedback

Pre-teach vocablary
To make ss understand
some difficult expressions -T elicits the words 'tenor', 'charity' and 'venue' through visuals and a story, clarifies
Visuals Ss-T 2-3
that could hurdle their meaning through CCQs
understanding while
reading

Exposure Adapted
To provide context for the handouts from
-Ss read the headlines and the news stories to match them with each other individually, Ss, S-
target language through a New Cutting 2-3
then check with their pair, o/c feedback. S,Ss-T
text or situation (reading Edge Int. P.
for gist) 62,63,64

Clarification LA sheet
To clarify the meaning, grammar,
form and pronunciation of Adapted
the target language handouts from
T puts marker sentences from the texts on the board, goes through meaning,
New Cutting T-S 5-8
pronunciation and form.
Edge Int. P.
62,63,64,
Markers, LA
sheet grammar

Controlled Practice Adapted

To concept check and handouts from
Ss do ex. 1 to choose the best alternative in pairs, then check with another pair.o/c S-S, Ss-
prepare students for more New Cutting 2-3
feedback. Ss
meaningful practice Edge Int. P.
62,63,64

Free Practice
To provide students with
free practice of the target
language
-In grps, Ss get a pic to write a one-paragraphed news story about. Each groups takes
time to think of their story, then starts writing. Grps swap their writing to decide if the stiry
Markers,
was interesting enough that they want to know more about it. Ss also peer check the other
Newspaper Ss-Ss 10 - 20
grp's writing for accurate use of passive voice and punctuation markers. Ss underline the
sheet
correct sentences and circle the mistakes they can find. The grps discuss the mistakes
that the other grp found and if there is enough time they rewrite the story as a final draft.

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