Animals/Passive Voice

Aiko Harman

OBJECTIVES:

1. To practice listening, writing, reading, speaking.

2. To practice new grammar point: passive voice.

3. To review animals.

PROCEDURE:

1. Start by playing the line-races game. Reviewed animal words; teach them corresponding animal sounds for each animal. I had made flashcards with the animal sound (“buzz buzz”) on one side, and a picture/the name of the animal on the other side (“bee”). For the line game, each row is a team, first row to sit wins (honor). I showed the kids the “buzz buzz” side of the card, and had them say the animal name (could easily work the other way as well). 10mins.

2. Next we did a TPR thing I swiped from Brett Daviau at MYC. I used it for “Aiko’s trip to the zoo.” My JTE posted sentences (written in passive voice) around the class. The students, in groups of 4, had to memorize the sentences and tell them to the designated “writer” in the group (who had to stay seated). The first team to finish retrieving all the sentences from around the room, won (this time, candy). 15mins.

3. Then we use the sentences to practice in pairs. The students changed the sentences to apply to themselves (“Aiko is interested in animals” became “I am interested in sports,” etc). 10mins.

4. Finally, we did a speaking exercise. In the same groups, students get a worksheet and must make a dialogue that uses a passive voice somewhere, and the highlighted verb. They must do the dialogue for ALT or JTE to get a signature on their paper. Whoever gets all the signatures first, wins. I let there be 3 winning teams, but usually we just go until the end of the period.

NOTES:

• The pair-practice should probably be substituted with something else. I just used it to utilize the text (per request of JTE). Most of the kids couldn’t be bothered to do it for more than a couple minutes, so to those who finished, I gave a worksheet to practice writing and identifying passive/active voice sentences.

WORKSHEETS and HANDOUTS:

The handouts for this lesson are here