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Module 3 Lessons 8

Use of Grammar. Passive voice.

Skills 3d

School-gymnasium № 69

Date:

Teacher name: Mussipova Almash

CLASS: 10

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

use some target structures accurately in more controlled and freer production tasks with some support

-Identify some target structures accurately in more controlled and freer production tasks with support while listening

-use the Passive Voice with support on their speech

-understand specific information while listening

Most learners will be able to:

-underlined the passive voice sentences in the text

Some learners will be able to:

-create a new sentences without support

Previous learning

The Hobbit

Plan

Plannd timings

Planned activities

Resources

Teacher’s
Notes

Beginning the lesson

Middle of the lesson

Activity 1. Odd one out.

(winter, sun, bookworm etc)

They should explain which one doesn’t belong and give the reason

Check – up homework: (P) (I)

Explanation: teacher checks how well students learnt words

Activity 2. What’s the difference? (I)

Show leaners 2 different pieces of writing and ask them to explore the difference between active and passive voice to support their responses

Formation of skill of pair assessment. (FA)

Answer Key

А) 1 are cut, 2 are mixed, 3 is cut,4 are mixed, 5 are mixed, 6 is added

1. B) 1 are sent, 2 are interviewed, 3 are filmed, 4 is taken, 5 are chosen, 6 is sent, 7 is watched

2. c) 1 is situated, 2 is made up, 3 isn’t washed, 4 isn’t separated, 5 is bordered, 6 be found, 7 is covered.

Activity 3 treasure hunt learners should understand and find the hidden information which related with given word phrases Then make statements true or false according to task 7

Elicit guesses from Ss around the class.

Suggested Answer Key

I think the conversation is about books, possibly some books which Aiman and Serik had to read for school, because of the words ‘book report'.

Check Ss’ answers.

Answer Key

1F 2 T 3 F 4 F 5T

Learners assess each other with

positive phrases

Ex.6, p.41

https://youtu.be/nRGLDD0BBdc

Passive Voice.docx

Ex. 7, p.41

e-Book software

(offline-Windows, MacOSX) Express Publishing

Answer Key

1.The book was given an amazing review.

2 The part of the hobbit is played by a famous actor.

3 The bookshop was filled by hundreds of fans.

4 ' The Hobbit' was written by J. R. R. Tolkien.

5.The book is recommended to all ages.

Answer Key

book report (n): a review of a book written for homework

bookworm (n): a nickname for sb who loves to read sequel (n): a book/film that continues the story of a previous one

protagonist (n): the main character in a book/film highly entertaining (phr): (of a book, film, play,: etc) very interesting

life-saver (n): a person who helps sb else out of a difficult situation

Ending the lesson

KWL

K- what I know

W-What I wanted to know

L- what I learned

Home-task:

SB Ex 8 p 41

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

-use the Passive Voice with support on their speech

-understand specific information while listening

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

All learners will be able to:

-Identify some target structures accurately in more controlled and freer production tasks with support while listening

-use the Passive Voice with support on their speech

-understand specific information while listening

Most learners will be able to:

- underlined the passive voice sentences in the text

use concept checking questions to check learner understanding of why passive is used

cross-curricular links: languages [contrasts with L1]

Some learners will be able to:

- create a new sentences without support

assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]