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Group 2 (Names of the group members and lesson plan)

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Group 2 (Names of the group members and lesson plan)

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Group 3 (LIU Ruisi, DONG Xin, FU Xinmiao)

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Group 3 (LIU Ruisi, DONG Xin, FU Xinmiao)

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1. Objective

identify the difference in sentence structure between active and passive voice

Use passive voice to form sentence

2. Literacy level

Grade: P.6

Ability: mixed

3. Forms, function and use of grammar item

form sentence using passive voice

Only focus on present tense

Subject(receiver) + Verb [be (present tense) + past participle ] + by + object(doer)

4. Contextualisation

T teaches the vocabulary for sports day(different kinds of sports and sports equipments)

T presents some examples of sentences in active voice and passive voice

(E.g. Tom plays basketball. VS Basketball is played by Tom)

Assign students into group of four, give students5 minutes to identify the differences between active voice and passive voice sentences.

Each group has to write down the “formula” of forming passive voice on whiteboard.

Teachers do the testing with the existing examples provided (scaffolding ).

Practice forming passive sentences.

5. Assessment

T shows various sports equipments in PPT to class (ball, basketball, football, rackets, bean bags, hurdles)

Ss are required to write which sports competition they plan to join using active voice. (E.g. I jump over hurdles.)

Then ss are asked to tell their group mates about their plan. Their groupmates are going to write down the sentences using passive voice.

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Lesson Plan: Interactive Activity for Teaching Passive Voice with the Theme of "Sports Day"

Objective:
By the end of this lesson, students will be able to understand and use passive voice correctly in sentences related to sports, and apply it in an interactive activity.

Target Grade Level: 7th grade
Number of Students: 25

Language Level: Intermediate

Forms, Functions, and Use of Grammar Items:

Form: Passive voice (be verb + past participle)

Function: To emphasize the action done to the subject and shift the focus from the doer to the action itself.

Use: Passive voice is commonly used in sports reporting, news articles, and discussions about sports events.

Contextualization of the Teaching Tasks:
The lesson will be centered around a sports day event at school. Students will engage in various sports activities and encounters, providing opportunities to practice and apply passive voice in sentences related to their experiences.

Assessment Items:
Formative Assessment:

Active-to-passive exercise completion

Participation in class discussions and activities

Summative Assessment:

Performance in the interactive activity Procedure:

1. Warm-up (5 minutes):

Begin the lesson by discussing the concept of a sports day event and its importance in schools.

Engage students in a brief conversation about their favorite sports and what they enjoy about sports events.

2. Introduction to Passive Voice (10 minutes):

Explain the concept of passive voice and its purpose in emphasizing the action done to the subject.

Provide examples of sentences in active voice related to sports and convert them to passive voice as a class.

Discuss the changes made, focusing on the reordering of the sentence and the addition of "by" before the doer.

3. Active-to-Passive Exercise (10 minutes):

Distribute an exercise worksheet containing active voice sentences related to sports.

Instruct students to convert each sentence into passive voice individually.

Review the answers as a class and address any questions or difficulties that arise.

4. Interactive Activity: Sports Day Scenarios (25 minutes):

Divide the class into small groups of 4-5 students.

Provide each group with a set of sports-related scenario cards (e.g., "The basketball match was won by the Blue Team," "The hurdles race was completed by all participants," etc.).

Instruct the groups to create short dialogues or skits using the given scenarios, incorporating passive voice sentences.

Encourage creativity and the use of appropriate vocabulary related to each sport.

Allow time for groups to rehearse their dialogues or skits.

Performance and Peer Assessment (15 minutes):

Each group performs their dialogue or skit in front of the class.

After each performance, ask the audience (other students) to identify the passive voice sentences used.

Encourage constructive feedback, highlighting the correct usage of passive voice and areas for improvement.

5). Performance and Peer Assessment (15 minutes):

Each group performs their dialogue or skit in front of the class.

After each performance, ask the audience (other students) to identify the passive voice sentences used.

Encourage constructive feedback, highlighting the correct usage of passive voice and areas for improvement.

5). Conclusion and Reflection (5 minutes):

Lead a class discussion on the benefits and challenges of using passive voice in sports-related sentences.

Reflect on how passive voice can create a different emphasis and perspective in sports reporting.

Summarize the main points learned in the lesson and address any outstanding questions or concerns.

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1. Objective

students are able to transform passive sentences from active voice sentences

2. Literacy level

Grade: P.6

Ability: mixed

3. Forms, function and use of grammar item

subject < > object

be + pp

4. Contextualisation

5. Assessment

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Objectives:

1. To highlight and clarify the passive so by the end of the lesson students will have had a better understanding of this TL and will have had practice using it.

Level: F2

Warmer/Lead-in (3-5 minutes)

• To set lesson context and engage students

The teacher shows the students a picture with the symbol of the Olympic games and asks them a question: What is it? After that the teacher shows a slide with the cities that hosted the modern Olympic games and elicits the names of these cities. The students in pairs have to match the cities and the dates of the Olympic games.

Exposure (2-4 minutes)

• To provide context for the target language through a text

The target language will be introduced through the text that the students read at the previous lesson. The target language is included into that text.

Highlighting (2-4 minutes)

• To draw students' attention to the target language

To highlight the TL the teacher gives the students a handout with the written sentences in Present Simple Passive and Past Simple Passive. These sentences are taken from the artile they read before that so they are familiar with the content.

Clarification (10-12 minutes)

• To clarify the meaning, form and pronunciation of the target language

The students work in groups with the handout given by the teacher. They look at the sentences and discuss the answers to CCQs. For form clarification they have to fill the gaps and then to match the names to the given forms of passives, eg Present Continuous Passive, etc. The teacher gives them an answer key to peer check. After that the teacher elicits a marker sentence to clarify pronunciation. The teacher highlights the sentence stress and the phonemes and drills.

Controlled Practice (8-10 minutes)

• To provide controlled written practice focused on using the TL accurately

The teacher gives the students a handout with the sentences according to the text. They have to choose one of the two verbs given to them in the sentences, passive or active, in the correct tense. The students do this task individually. Then they check in pairs. As a feedback, the teacher hangs the answer key on the walls of the classroom and the students have to look and check their answers.

Free Practice (8-10 minutes)

• To provide students with free practice of the target language

For freer practice the students have to write the sentences about their favourite sport using different forms of the passive. Then they read the sentences to each other in their groups. Feedback - the teacher asks some students to read their sentences aloud. Error correction if needed.

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Group 15 (Names of the group members and lesson plan)

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Group 15 (Names of the group members and lesson plan)

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1. Objective:

By the end of the lesson, ss will be able to:

a. demonstrate an understanding of the meanings made by passive voice

b. write photo captions for the photographs taken on sports day in passive voice

2. Level: F2 mixed level (25 students)

3. Form, function and use:

a. Form: Use a form of the auxiliary verb “be”, followed by the past participle of the main verb

b. Function: to emphasize the receiver of the action instead of the doer

c. Use: in formal writing (e.g. news report)

4. Contextualization: Students are school news reporter. The sports day was held a few days ago. They have to write a news article reporting about the events happened.

Introduction:

1. Explain that the passive voice is used when the subject of a sentence is acted upon by the verb. Provide a few examples to show how passive voice is formed, such as: "The javelin was thrown by Amy."

2. Colour-code the structure of passive voice sentences: be verb (is, am, are, was, were) + past participle verb

3. Discuss the reason for using passive voice (emphasizing the action, not the doer)

4. Show ss a few photographs and let ss practise how passive voice is formed by describing the action being done in photos.

Interactive activity

1. Put ss into groups of 2. Provide ss with photographs of the sports day. Ss need to write a photo caption in passive voice.

2. After 5 mins, ask ss to form groups of 4 and share with each other their captions.

3. In groups of 4, ss need to combine their captions into a class gallery.

4. Ss will take the role of a news reporter and present their writing.

5. Assessment

Ss will peer check their caption writing walking around the gallery. When ss present the captions, teachers will provide feedback and check grammar.

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1) Objectives:

At the end of the lesson the students should be able to:

a. Identify passive sentences in an article;

b. Construct sentences appropriately using passive voice;

c. Write a news report about the school sports day from the perspective of a journalist.

2) Grade: 10th grade

3) Forms, functions and use of grammar item:

forms: Structure: “be + past participle”

functions: to emphasize the action and the objective of a sentence rather than the subject.

use of grammar item: used in more formal or scentific writing

4) Contextualization

students are put into groups to discuss and underline the passive sentences in an news article about a sports day provided on the textbook.

ask students to make passive sentences to describe pictures shown on the slides.

5) Assessment

ask students to write a news report of about 150 words using at least 5 sentences in passive voice to describe any event or competition on the sports day.

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Group 14: Edith (Wong Hiu Ying), Sally (Ng Ka Wing), Vegas (Tang Hoi Man), Lillian (Suen Lai)

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Group 14: Edith (Wong Hiu Ying), Sally (Ng Ka Wing), Vegas (Tang Hoi Man), Lillian (Suen Lai)

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1. Objectives:  students will be able to write passive voice sentences to create photo captions

2. Literacy level: S.2 low to intermediate students, in a class of 20

3. Form: Subject(receiver) + Verb [be (present tense) + past participle ] + by + object(doer)

4. Photo captions will be used for school newsletter / displayed on the bulletin board at school during Open Day

5. Assessment item:
GROUP WORK （Groups of 3/4)
- Upload a photo to Padlet
- Form a sentence using Passive Voice based on the photo they have uploaded
- Present their work in front of the class
- Peer evaluation (whether passive voice is used accurately)

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1. Objectives

1. to be able to write sentences about their experiences at Sports Day

2. to be able to make short video clips with actions of the sentences they created

2. Literacy Level

1. a class of 35 P.6 students with average to above-average English ability

3. Forms, Functions and Use

1. Passive voice for simple past

4. Contextualize

1. Video clips of Asian Games with different events are shown with commentary using passive voice

2. Ss are given transcripts of the clips

3. Ss are asked to highlight the verb structures

4. Ss are asked to talk in pairs / groups for similarities / differences of the structures.

5. Ss are asked to complete a table with different tenses and two unknown columns (one is supposed to be active and the other should be passive)

6. T invites Ss to show their work and explains

7. T summarizes their findings

5. Types of assessments

1. A glossary and pictures are given to Ss to enhance their writing task.

2. Ss work individually to write 1 -2 sentences with passive voice

3. Ss compare work in groups and choose 1 sentence to make 2 video clips (1 with active voice and 1 with passive voice)

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1.Objectives of the lesson plan:

By the end of the lesson, students will be able to

understand the formation of passive voice:

transform active voice into passive voice.

write the sports day report mainly in passive voice.

2.Literacy level: intermediate , grade 12, 20 students

3.Form: passive voice in simple past and past progressive tense: receiver+verb+(v-ing)+past participle+by+object(doer)

function: to emphasize the recipient of an action.

use: use the passive voice to write a Sports Day report.

4.Context: the sports day just ended, the school is collecting news reports about that day. We will review what happened in the game and try to write a good report. The best article will be posted on the school website.

5.Assessment item: students need to write a short report about what happened on Sports Day using passive voice.