Passive voice: Present simple, past simple and will.

Unit: 7

School: №3

Date:

Teacher’s name: Kenes Nargiza

CLASS: 8 b

Number present:

absent:

Theme of the lesson: Passive voice: Present simple, past simple and will.

Learning objective (s) that this lesson is contributing to

8.1.7.1- develop and sustain a consistent argument when speaking or writing;

8.1.8.1- develop intercultural awareness through reading and discussion;

8.2.7.1-begin to recognize typical features at word, sentence and text level of a limited range of spoken genres;

8.2.8.1- understand supported narratives on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn and practise using modifiers.

Some learners will be able to:

Success criteria

• Make an argument and evolve reasoning while speaking

• Raise awareness about cultural diversity through reading and discussion

• Identify the correct form of a word, appropriate sentence structure and text layout

Figure out the content of a conversation with some support in extended talk

Value links

Respect and cooperation, lifelong learning

Cross curricular links

Computer studies

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

• Game: Find the envelope

Teacher hide the envelope and one student must find this. After this read what in the envelope, and tell students this is the theme of the lesson.

1 Ask students to open their books at page 75.

The theme of our lesson is passive voice: Present simple, past simple and will.

2.Teacher introduced about the passive voice in this tenses.

Presentation number 2,3,4

Practice

• Put students into pairs to answer the question about the passive voice.

The underground __________ by millions of Londoners every day (use)

The first buses ____________by horses (pull)

Exam results ____________________to students next week (email)

The book _________________ by an expert on trains (write)

_______ the light bulb really invented by Edison? ( Am is are was were will)

_________ is the most coffee drunk in the world? ( Am is are was were will)

The bread is baked every morning

Paper is made from wood

These rooms are cleaned every day

Bread is cut with a knife

The pictures are drawn with a pencil

His car was stolen last month

The documents were lost

The work was finished yesterday

This house was built by Tom

The articles were written by Mary

The letter will be sent tomorrow

This work will be done on time

He will be invited

The documents will be sent by his secretary

Will my problem be solved?

Give out cards

Method: Irregular verb

Choose one verb and make a sentence

Fall Fell Fallen Falling

Fly Flew Flown

Cut Cut Cut

Draw Drew Drawn

Choose Chose Chosen

Build Built Built

Shake Shook Shaken

Give Gave Given

Sit Sat Sat

Smell Smelled Smelt

Sing Sang Sung

Sleep Slept Slept

Wear Wore Worn

Write Wrote Written

Optional activity

Tongue Twisters 

The first person says the tongue twister once. The next person has to say it twice, the third person tree times and so on.

1. Mix a box of mixed biscuits with a boxed biscuit mixer.

2. The boot black brought the black boot back.

3. A big black bug bit a big black bear made the big black bear bleed blood.

4. Five frantic frogs fled from fifty fierce fishes.

5. A synonym for cinnamon is a cinnamon synonym.

6. Three fluffy feathers fell from Phoebe’s flimsy fan.

Homework

Exercises 2, 4 on page 75

Additional Information

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

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?