School name: Faculdade de Letras da Universidade de Coimbra

LESSON PLAN
School Year: 2009-2010 Subject: English

Teacher: Maria Miguel V. Rocha Lesson number:

Date: 23rd April, 2010 Time & Length of lesson: 9:15 - 11:45 a.m. 90min.
Course book: Room: 24-25, 7th floor
Unit of Work: Form: 9th Grade
Sub-unit: Class:
Number of Students: Level: 5

Exploring the Human Rights: armed conflict. Case study: Martha.

Summary:
The Passive Voice.

 Understand some of the use and structure of the Passive Voice

Lesson
aims:
 Be able to produce accurately sentences in the Passive Voice
 Feel involved and motivated to discuss and intervene in favour of the Human Rights

 The vocabulary used/needed throughout the lesson is fairly easy, i.e., Ss are familiar with it.
 Ss have mastered main verb tenses: to be (is/are; was/were; been) and the past participle of other
Assumptions:
verbs.
 Ss have mastered modal verbs

1. Ss don’t know some past
participles
2. Ss don´t know some modal
Predicted
problems:
verbs
3. Activities last too long
4. Activities go too fast
5. Ss lack of vocabulary
1. Revise some past participles with a small game
2. Hand out a sheet with the meanings of modal verbs
3. Omit parts of the stages that can become
Possible
solutions:
homework
4. Have extra exercises with the Passive Voice (Ws 2)
5. Make sure that enough vocabulary is given during
“Warm-up”

 Lexis: vocabulary of Human  War, solidarity, peace, hunger, misery, justice,

Rights and Feelings rights, help, child labour, death, racism,
Teaching  Grammar: Passive Voice Target protection, education, health, equality, soldiers,
point: Language: weapons, violence, orphans, power, suffering...
 To be + PP (+ by...)
 Modal V + Be + PP (+ by...)

 Ss will freely participate and give answers concerning the passive voice
Evidence:  Accurate performance in drills and in speech
 Ss will easily invent new sentences

 Make sure all the Ss understand and produce correctly the passive voice.
Personal goals:  Make the lesson interesting
 Respect timing

 TEIXEIRA, Isabel; MENEZES, Paula. (2007). Cool Zone: Inglês L.E.INível 5 9ºano. Lisboa: Texto
Editores. [to check till what depth they learn the passive voice in level 5  page164]
Bibliography:  Teach Unicef: http://youth.unicefusa.org/teachunicef/ [Video, Quiz & Questions on stage 3]
 QUIRK, Randolph; GREENBAUM, Sidney. (1973). A university grammar of English. 5th Edition:
1998. Essex: Longman.


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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s)
1. Warm-up Introduce the theme of - Show the pictures (slide 2) and encourage - Choose one picture and explain why
(10-15 min.) human rights and armed the Ss to talk about them. you chose it.
conflict. - Talk about feelings (of the people in
(Elicit titles or keywords for the pictures if Ss the picture). Data Projector.
T – Ss
don´t participate) - Indicate the differences between the
Ss - T
picture and the Ss reality. PC.
(2-5 min.) Arouse interest on Martha’s - Show the short quiz about armed conflict - Try to guess the right answers of the
story. (slide 3 to 8). quiz.
- Express feelings towards the results.
2. Focus listening Understand the content of - Explain that Ss are going to watch a video - Pay attention to what is said and
(5 min.) the video. about a young girl named Martha, who is a shown in the video, and retain main Video “Sierra
victim of war in Sierra Leone, and that ideas. Leone”.
Practice listening afterwards we’re going to discuss about it.
T – Ss
comprehension. (slide9) Data Projector.
(Perhaps be prepared with some information
Ss
about Sierra Leone) Pc.
- Play the video.
- Ask for any doubts in vocabulary.
- Play again, if needed.
3. Focus speaking Practice fluency in - Pose questions such as (Slide 10): - In pairs, exchange opinions with your
– sharing/exchanging opinions In what ways does Martha’s life seem similar to partner in order to present in the Data Projector.
Small discussion with classmates. that of other children her age? class.
(5-10min.) What are the ways that losing her father to - Participate in the class discussion with Pc.
_ armed conflict affected Martha? insightful information. Ss – Ss
Freer Practice What are the qualities that seem to help her Notebooks.
cope with this situation?
Why do you think it is so important to Martha
to go to school?
4. Focus Learn/revise the use of the - Present the following sentences (slide 11): - Read the following sentences. Board.
grammar passive voice. “Martha’s village was occupied by rebels.” - Explain their meaning.
(2-3min.) “Over 10,000 children were directly affected Chalk or markers.
T
by this war.”
“Children recruited as soldiers, are denied an
education and protection.”
(5-10 min.) Deduce the rules of the - Ask if Ss recognise the tenses or voices. - Write down the rules of the passive
passive voice. - Help them to recognise which verbs are used voice. (Worksheet 1) Board.
and in what tense. (underline and identify) - Give examples of several sentences
- Pick first sentence and ask who occupied and write it on the board and T-Ss Chalk or markers.
Martha’s village. worksheet 1.
- Elicit to start the sentence by “The rebels...” Worksheet 1.

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s)
- Ask which of the sentences are in Active or
Passive Voice.
- Help to discover the rules of the passive
voice:
Aux. Verb (to be – in the tense of the active
voice) +Verb (in Past Participle)

Board Plan

- Elicit examples in several tenses.

Board Plan

(10 min.) Accurate use of the passive - Make sure the instructions are understood. - Practice the use of the passive voice in Worksheet 1.
voice. - Correct the exercises. the worksheet. Ss

(5 min.) Understand the use of - Write the following sentence on the board: - Write down in the Worksheet 1. T Notebooks.
modal verbs in the passive. “Martha should be given the opportunity to - Create new sentences. Worksheet.
study.” T-Ss
- Elicit possible structures and rules of the Board.

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s)
modal verbs in the passive. Ss

Board Plan Chalk or markers.

- Refer it is also when rules or instructions (in

this case human rights) are present.
- Elicit some examples with human rights.
5. Brainstorming Understand and be able to - Elicit vocabulary related to the expression - Give vocabulary related to Armed
(10min.) use some vocabulary “Armed Conflict”. Conflict
concerning the human Examples: war, solidarity, peace, hunger, - Divide the vocabulary given by the
rights. misery, justice, rights, help, child labour, class into positive and negative
death, racism, protection, education, health, aspects.
equality, soldiers, weapons, violence,
orphans, power, suffering...
Board Plan
T – Ss
Ss - T

6. Activate Produce accurate sentences - Rise the question about acting in favour of - Give ideas about doing something Card boards.
Civility: planning in the passive voice. the Human Rights and/or Children’s Rights about what has been talked in class.
a demonstration and elicit ideas from students. Suggest a - In groups write slogans with the
Ss - Ss
in the school Get involved with specific demonstration in school. positive and negative words and write
(15-25min.) actions. - Check the sentences before the Ss write it on card board, using the passive
them on the paper board. voice.

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s)
(include the pictures from stage Warm-up in - Plan a demonstration in a school
the card boards) break: choose how and when.
- Encourage the use of the modal verbs must
and should.

- Examples of slogans with modal verbs in the

passive:
“Peace must be given a chance!”
“Justice should be elected President!”
“Children should be given the right to education!”
“Wars should be denied the right to exist!”
“Confetti should be used in weapons!”
“Bullets should be programmed to self-destruct!”
“Bombs should be replaced by rainbows!”
“All soldiers should be trained to fail!”

- Examples of slogans in the passive:

“Watch out! People are getting killed!”
“Eat up! Starvation is unseen by us!”
“Miss school! You weren’t given a privilege!”
“Spoil children! Solidarity isn’t needed by others!”

- Suggest further activities: selling T-shirts with

the slogans to raise funds for a cause;
research; interviews...

Possible Homework: research work using the website http://plan-international.org/



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 School name: Faculdade de Letras da Universidade de Coimbra

Worksheet 1 – Passive Voice

School Year: 2009-2010 Subject: English

Sentence:
Voice:

Active Voice
Simple Present
Passive Voice

Active Voice
Present Continuous
Passive Voice

Active Voice
Present Perfect
Passive Voice

Active Voice
Simple Past
Passive Voice

Active Voice
Past Continuous
Passive Voice

Future Active Voice

(will) Passive Voice

Future Active Voice

(going to) Passive Voice

Modal Verbs in Passive Voice

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A. Are the sentences written in Active or Passive?

1. Martha likes to play with her friends. 6. Martha will be given a better future.

Active  Passive Active  Passive

2. Biscuits are sold by Martha. 7. The people were being kept prisoners.

Active  Passive Active  Passive

3. Martha was told that her father had died. 8. Martha’s father had been trying to support her.

Active  Passive Active  Passive

4. Martha’s grandmother had a stroke. 9. Martha managed to pass the National Primary
School Examination.
Active  Passive
Active  Passive

5. You should not make anyone your slave. 10. Her stepmother’s new husband is willing to
help.
Active  Passive
Active  Passive

B. Rewrite into Active.

1. Martha was told that she looked like her mother.

2. The human right aren’t always put into practice.

3. Children were being brought up in the middle of a war.

4. People all over the world are being injured by armed conflicts.

5. The village has been attacked for 2 years.

6. Children’s rights will be taught in every school.

7. A demonstration is going to be carried out.

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 Modals Verbs in Passive Voice

1 - Directions: Fill in the blank with the passive voice of the verb in ( ).

1. Traffic regulations _______________________ by drivers as well as pedestrians. (must/obey)

2. A driver _______________________________ by the police. (might/stop)
3. A driver _______________________________ to get out of the car. (could/ask)
4. A driver _______________________________ to the police station. (might/take)
5. Drunk drivers ___________________________ a sobriety test. (may/give)
6. Drivers ________________________________ of their rights. (must/inform)
7. A traffic accident ________________________ to the police. (must report)

2 - Directions: Change the following sentences to the passive voice.

1. You must put out all smoking materials.

_____________________________________________________
2. You must fasten the seat belt.
_____________________________________________________
3. They will demonstrate safety precautions.
_____________________________________________________
4. You should read the safety instructions.
______________________________________________________
5. You can store small packages in the overhead compartment.
______________________________________________________
6. When the seatbelt light goes off, you may remove the seatbelt.
________________________________________________________
7. They may serve a meal.
________________________________________________________
8. They might show a movie.
________________________________________________________
9. They will serve coffee.
________________________________________________________

3 - Directions: Fill in the blanks with the active or the passive voice of the verb in ( ). Use modals.

1. Safety precautions ____________________________________. (will/demonstrate)

2. Flight attendants _________________________________ meals. (will/serve)
3. Passengers ________________________________ their seatbelts. (must/fasten)
4. Passengers ________________________________ coffee. (will/serve)
5. Passengers __________________________ the safety precautions. (should/read)
6. Passengers __________________________ to put out smoking materials. (will/tell)
7. Passengers ___________________________ the safety rules. (should/obey)
8. A movie _____________________________ on some flights. (might/show)
9. Some movies ____________________________ sex and violence. (may contain)
10. Some viewers ____________________________ by sex and bad language. (might/offend)

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 School name: Faculdade de Letras da Universidade de Coimbra

Worksheet 2 – Passive Voice

School Year: 2009-2010 Subject: English

A - What tense are the following Passive sentences?

1) The new computer chip will be produced in Dresden. 6) The president will be elected.
a) Simple Present a) Conditional I
b) Simple Past b) will-future
c) Present Perfect c) Simple Present
d) will-future d) Present Continuous

2) The old vessel was being towed into harbour. 7) The dog is being taken to the vet’s.
a) Simple Past a) Simple Present
b) Past Continuous b) Present Perfect
c) Present Perfect Continuous c) Present Perfect Continuous
d) Past Perfect d) Present Continuous

3) A song is going to be sung. 8) The tiger is kept in the zoo.

a) will-future a) will-future
b) Present Continuous b) Simple Present
c) Past Continuous c) Present Continuous
d) going to-future d) Conditional ll

4) I’m being watched. 9) The people had not been warned by the coastguards.
a) Present Continuous a) Present Perfect
b) Past Continuous b) Simple Past
c) will-future c) Past Perfect
d) going to-future d) Simple Present

5) My car was broken into yesterday. 10) The patient is being prepared for the major operation.
a) Simple Past a) Simple Present
b) Present Perfect b) Present Perfect
c) Conditional I c) Present Perfect Continuous
d) Present Perfect d) Present Continuous

B - Make Passive forms from the given phrases. Mind the tenses in brackets.
1) the car - to repair (Present Perfect)

2) computers - to replace (Past Continuous)

3) eggs - to boil (Simple Present)

4) the table - to lay (going to-future)

5) classrooms - to use (Past Continuous)

6) penguins - to feed (Present Continuous)

7) my house - to break in (Present Perfect)

8) children - to see in the park (Simple Past)

9) astronauts - to send to the moon (will-future)

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C - Rewrite the Active sentences into Passive.

1) We must write to her.

2) People said that the President is ill.

3) The lady gave me the keys.

4) The professor is going to show the students an old bone.

5) Jack has installed a new computer software.

6) They develop a new type of washing powder.

7) Who said it?

8) Rick told Sue to give up smoking.

9) They expected us to build the road.

10) Snow covered the mountains.

D - Choose the correct Passive form.

1) The first computer a) was invented in the 1940’s. 7) a) I was given the books.
b) is invented b) I were given the books.
c) will be invented c) The books were me given.

2) I a) was let go. 8) a) With what was the note written?

b) was let to go. b) What was the note written with?
c) was let go to. c) The note was written what with?

3) Yesterday a boy a) will be injured in an accident in High 9) The project of form 8 a) is said to have failed.
Street. b) is said to be failed.
b) has been injured c) is said to fail.
c) was in lured

1O) a) She is supposed to being in New Orleans.

4) She a) are invited to Jack’s birthday party. b) She is supposed be in New Orleans.
b) has been invited c) She is supposed to be in New Orleans.
c) have been invited

5) The homework a) must be done by tomorrow.

b) was done
c) will be made

6) The manager a) should has been told about the problem.

b) should have been told
c) should been told

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