Objectives (5-7 minutes)

The teacher will start the lesson by stating the learning objectives and explaining what the students should be able to do by the end of the lesson. The objectives are as follows:

1. Understand the concept of the passive voice in English grammar.
2. Be able to identify sentences written in the passive voice.
3. Demonstrate the ability to change sentences from active to passive voice and vice versa.
4. Apply the use of the passive voice in written and spoken English.

The teacher will also briefly preview the content that will be covered in the lesson, emphasizing that the passive voice is a grammatical construction used when the subject of the sentence is acted on by the verb. The teacher will remind the students that the passive voice is often used in formal writing and when the focus is on the action rather than the doer of the action.

Introduction (10 - 12 minutes)

1. Content Review: The teacher will begin by briefly reviewing the concept of subject and verb in a sentence, reminding students that the subject is the one who performs the action, while the verb is the action itself. The teacher will also review the concept of the object, which is the recipient of the action in a sentence. This is to ensure that the students have a clear understanding of these basic sentence elements, as they are crucial to understanding the passive voice.

2. Problem Situations:

   • The teacher will pose a problem situation, such as: "How would you express the following sentence in a way that the object becomes the subject and the subject becomes the object: 'The cat chased the mouse'?" The students will be encouraged to think about how the sentence structure would change if the focus of the sentence shifts from the cat (the doer of the action) to the mouse (the receiver of the action).
   • Another problem situation could be: "Can you think of a situation where you might use the passive voice instead of the active voice in your writing?" The students will be asked to consider the purpose and effect of using the passive voice, which will be explored in more detail later in the lesson.

3. Real-world Application:

   • The teacher will contextualize the importance of the passive voice by explaining its use in various real-world situations. For example, the teacher could say, "In news reporting, the passive voice is often used to shift the focus from the doer of the action to the action itself. This can make the news report more objective."
   • The teacher could also mention that the passive voice is commonly used in scientific writing, as it allows the writer to focus on the process or result of an action rather than the person or thing performing the action.

4. Topic Introduction:

   • The teacher will introduce the topic of the passive voice by presenting two sentences: "The cat chased the mouse" and "The mouse was chased by the cat." The teacher will explain that the first sentence is written in the active voice, where the subject (the cat) performs the action (chased), while the second sentence is written in the passive voice, where the subject (the mouse) is acted upon by the verb (was chased).
   • To pique the students' interest, the teacher could share a fun fact or a curiosity related to the passive voice. For example, "Did you know that English is not the only language that has a passive voice? Many languages, including Spanish, French, and German, also have the passive voice. However, the passive voice is used more frequently in English than in many other languages."
   • The teacher will then explain that in this lesson, the students will learn more about the passive voice, including when and how to use it in their writing.

By the end of the introduction, the students should have a clear understanding of what the passive voice is, why it is important, and what they will be learning in the lesson. They should also be intrigued and engaged, ready to delve deeper into the topic.

Development

At-Home Study (10 - 15 minutes)

The teacher will assign the following tasks to be completed by the students at home:

1. Video: The students will watch a short animated video explaining the concept of passive voice. The video will provide clear examples of sentences in both active and passive voice, highlighting the inherent differences in structure and tone. The teacher will provide the link to the video, ensuring it is accessible to all students, and encourage them to take notes during the video to assist with understanding and retention.

2. Reading Materials: The students will also be given a short reading passage about the use of passive voice in different styles of writing, such as news reports, scientific papers, and literature. The passage will explain the reasons behind the use of the passive voice in each context, emphasizing the importance of clarity, objectivity, and focus. The teacher will provide a link to the reading material and instruct the students to read it carefully, highlighting key points and making notes for future reference.

3. Practice Exercises: After the video and reading, the students will then complete a set of practice exercises designed to assess their understanding of the passive voice. These exercises will involve identifying sentences written in the passive voice, converting sentences from the active to the passive voice and vice versa, and answering multiple-choice questions about the appropriate use of the passive voice. The teacher will provide the exercises in a downloadable format or an online platform and instruct the students to submit their completed exercises at the start of the next class.

In-Class Activities (20 - 25 minutes)

1. Activity 1: Sentence Surgery (10 - 12 minutes)

   • The teacher will divide the students into small groups of 4 or 5 and distribute a set of sentence strips to each group. These sentence strips will contain a mix of sentences written in the active and passive voice.
   • The teacher will provide each group with a "Sentence Surgery" kit, which includes colored markers, scissors, and tape.
   • The objective of the activity is for the students to "surgically" transform the sentences from passive to active voice, and vice versa, using the materials in their kit.
   • The groups will take turns selecting a sentence strip from their pile, then working together to write the sentence in the opposite voice on a large piece of paper using the markers. If a group needs help, the teacher should provide guidance, but only to the extent necessary to keep the activity moving forward.
   • Once the groups have completed their sentence, they will present it to the class, explaining why they chose to change the original sentence from active to passive, or vice versa. The teacher will provide feedback and corrections as needed, ensuring that the students understand the changes they made and the reasons behind them.

2. Activity 2: Voice Debate (10 - 12 minutes)

   • For this activity, the students will remain in their groups and be presented with a series of scenarios or news events.
   • The teacher will explain that the first group members will write a news headline about the event, using the passive voice. The second group will then respond to the headline, rewriting it in the active voice.
   • The groups will take turns presenting their headlines and responses to the class, explaining their choice of voice for each. The teacher will facilitate a brief discussion after each scenario, encouraging the students to consider the impact of the voice on the tone and emphasis of the news report.
   • The teacher will then lead a class-wide discussion about the use of the passive voice in news reporting, encouraging the students to consider when and why a journalist might choose to use this construction. The teacher will also remind the students of the importance of clarity and objectivity in news reporting, and how the choice of voice can affect these elements.
   • After the discussion, the teacher will provide feedback and corrections as needed, ensuring that the students understand the impact of the voice on the tone and meaning of the news report.

By the end of the development stage, the students should have a solid understanding of the passive voice, its uses, and its effects. They should also have had the opportunity to apply this knowledge in a fun, interactive way, promoting engagement and active learning.

Feedback (8 - 10 minutes)

1. Group Discussions:

   • The teacher will bring all the students together for a group discussion. Each group will be given up to 2 minutes to share their solutions or conclusions from the in-class activities. The teacher will facilitate the discussion, making sure that each group has an opportunity to contribute and that the content is relevant to the topic.
   • The teacher will encourage the students to reflect on the group activities and how they relate to the theory of the passive voice. For example, the teacher might ask, "How did the 'Sentence Surgery' activity help you understand the concept of changing a sentence from active to passive voice?" or "What did you learn from the 'Voice Debate' activity about the use of the passive voice in news reporting?"
   • The teacher will also ask the students to share any questions or difficulties they encountered during the group activities. This will provide the teacher with valuable feedback on the students' understanding and highlight any areas that may need to be revisited in future lessons.

2. Individual Reflection:

   • After the group discussions, the teacher will ask the students to take a moment to reflect individually on what they have learned in the lesson. The teacher will provide a few guiding questions to help the students with their reflection. For example, the teacher might ask, "What was the most important concept you learned today?" or "What questions do you still have about the passive voice?"
   • The teacher will encourage the students to jot down their thoughts in a learning journal or on a piece of paper. This will give the students a chance to consolidate their learning and identify any areas that they still find confusing or need more practice with.

3. Closing the Lesson:

   • The teacher will then bring the lesson to a close, summarizing the key points and reminding the students of the importance of the passive voice in written and spoken English. The teacher will also let the students know how the next lesson will build on the concepts learned in this lesson, which will help them see the relevance and continuity of their learning.

4. Homework Assignment:

   • As a final note, the teacher will assign homework for the students to complete. This could be a short writing assignment where the students are asked to write a paragraph using the passive voice, or a worksheet with additional practice exercises. The teacher will explain the purpose of the homework and how it will further reinforce the concepts learned in the lesson.

By the end of the feedback stage, the teacher should have a good sense of the students' understanding of the passive voice and any areas that may need further clarification or practice. The students should also feel confident in their understanding of the passive voice and be prepared for the next step in their learning.

Conclusion (5 - 7 minutes)

1. Recap of the Lesson:

   • The teacher will start the conclusion by summarizing the key points of the lesson. This includes the definition of the passive voice as a grammatical construction where the subject of the sentence is acted on by the verb, the ability to identify sentences written in the passive voice, and the skill to change sentences from active to passive voice and vice versa.
   • The teacher will also recap the real-world applications of the passive voice, such as its use in news reporting to shift focus from the doer of the action to the action itself, and in scientific writing to focus on the process or result of an action.
   • The teacher will remind the students that the passive voice is not a mistake, but a stylistic choice that can be used to enhance their writing or speaking, particularly in formal contexts.

2. Connecting Theory and Practice:

   • The teacher will then explain how the lesson connected theory, practice, and applications. The theory was introduced through the video and reading materials, which explained the concept of the passive voice and its use in different contexts. The students then applied this theory in the in-class activities, where they had to identify and change sentences in the passive voice. The real-world applications were discussed throughout the lesson, helping the students understand the practical importance of the passive voice.

3. Additional Materials:

   • In order to further reinforce the students' understanding and practice of the passive voice, the teacher will suggest some additional materials for the students to explore at their own pace. These could include online grammar exercises, interactive games, and more comprehensive video tutorials.
   • The teacher will also recommend some resources for the students to use in their writing, such as a list of common verbs that are often used in the passive voice, and a guide to when and how to use the passive voice in different types of writing.

4. Importance of the Topic:

   • Finally, the teacher will underline the importance of the passive voice in everyday life. The teacher will explain that understanding and being able to use the passive voice correctly can enhance the clarity, objectivity, and focus of their writing and speaking.
   • The teacher will also emphasize that the ability to recognize and use the passive voice is a valuable skill in many professions, particularly those that involve writing, such as journalism, scientific research, and law.
   • The teacher will encourage the students to look out for the passive voice in their reading and listening, and to practice using it in their writing and speaking.

By the end of the conclusion, the students should feel confident in their understanding of the passive voice and its use, and be motivated to continue practicing and applying this knowledge in their English studies and everyday life.