TESOL Certificate Programs

Lesson Plan Format

NAME:
MAMI ABE
COURSE: GRAMMAR A
INSTRUCTOR: JOHN
MORAN
DATE: 3/4/2015

CONTEXT
Subject: Grammar
Student Level: Intermediate
Teaching Location (Country, School): USA, UCR Extension
Class Size & Age Range of Students: 15 students

Ages: 18-

25

OBJECTIVES
-

Students will be able to identify the form of a passive sentence and its
affirmative, negative, and question forms.
Students will be able to write passive sentences in different tenses.
Students will be able to create a passage about their favorite sport using
passive sentences.

SOURC
ES

1. Grammar Links 3. Zante, Janis van. et al. Houghton Mifflin

Company, 2000. p. 296-297.299-300.305.307.
2. Grammar in Context 2. Elbaum, Sandra N. Thomson Heinle, 2005. p. 417.

MATERIALS
-

4 handouts (Pattern in context, Formal explanation, Mechanical exercise,

and Meaningful Exercise)
Markers

TESOL Certificate Programs

Lesson Plan Format

1. Present the Pattern in Context (3 mins.)

T passes out the attached article The World of Sports to the class. T reads the article out loud to
the class while Ss follow along on the handout.
2. Comprehension Check (3 mins.)
T asks the following True/False questions to ensure Ss understood the article. Ss write their
answers on the handout. T reads these statements twice.
1. Many athletes have broken old records.
2. Most professional athletes receive large salaries.
3. Everyone agrees that the sport industry should spend much money on new stadiums.
4. Fans can always afford tickets to sports events.
5. The sports industry may face problems in the future.
T asks Ss to give their answers and indicates how the answers are led.
Answer key for True/False questions
1. T The fifth line in the first paragraph.
2. F The fourth line in the fourth paragraph.
3. F The sixth line in the fourth paragraph.
4. F The twelfth line in the fourth paragraph.
5. T The sixth line in the last paragraph.
3. Identify the Pattern (6 mins.)
T writes the first sentence in the article on the board (Sports are being played all over the world.),
underlines the verb phrase are being played, and put being in parentheses. Moreover, T
writes two more sentences in the article on the board (Great strides have been made in
recent years. / Such large salaries shouldnt be paid to professional
athletes.), underlines the verb phrase have been made and shouldnt be
paid, and put have and shouldnt in parentheses. T then instructs Ss to find
other verb phrases that look similar and gives 2 minutes. T asks Ss to pay attention to modals,
too. Ss circle them on the handout. T calls on Ss for examples and reads the sentence and the
verb phrases.
Passives in the article
- were set - are being broken
- havent been broken - will be
broken
- can be found
- are played
- are being built - will be
constructed
- are being spent - are paid - is being spent - be expected
4. Formal Explanation (8 mins.)
Pointing out the sentence (Sports are being played all over the world.), T asks Ss Can sports
play? Ss say No. T writes another sentence on the board (Such large salaries shouldnt
be paid to professional athletes.) and asks Ss Who pays salaries? Can salary
pay salary by itself? Ss say No. T writes another sentence on the board

(Can fans be expected to support the costs?) and asks Ss Who expects fans
to support the costs? Can fans expect themselves to support the costs? Ss
say No.
T explains the subjects in these sentences are not doers but the recipients of the actions. T then
asks Ss what these verb phrases have in common ((modal) + (have/has) + BE-verb + (being) +
p.p.). T asks Ss what this form is called (Passive). T notes that most tenses can be used in
passives. T passes out the attached handout Form of Passive Sentences and gives 2 minutes to
look at it.
5. Mechanical Exercise (4 mins.)
T passes out the attached handout Mechanical Exercise to the class. T reads the example
sentence loud and asks Ss if T can say Him was chosen. Ss answer No. T says Right, and
explains that the object pronoun him needs to be changed to a subject pronoun he because
the position was changed. T gives 2 minutes for Ss to do the exercise. T calls on Ss for answers.
Answer key for mechanical exercise
1. He will be chosen.
2. He is always chosen.
3. He cannot be chosen.
4. We have never been chosen.
5. She wasnt chosen.
6. She shouldnt be chosen.
6. Functional Explanation (5 mins.)
T shows her muffin, writes the example sentence on the board (Half of my muffin was eaten.),
and asks Ss Do you know who ate my muffin? Ss answer We dont know. T says Thats
right and asks Ss What is the subject? Doer or Receiver? Ss say Receiver. T writes
receiver of the action above Half of my muffin. T calls on Fifi, a students name, says I can
see something on your lips, and writes another example sentence on the board (Fifi ate half of
my nuffin.) and asks Ss Then, in this sentence, who ate my muffin? Ss answer Fifi. T
responses Great, and asks Ss What is the subject? Ss answer Doer. T says Good job, and
writes doer above Fifi. T asks Ss Why do we use passives? Ss say nothing. T answers We
use passives when we dont have to or we dont want to say the doer. We can use passives even
when we dont know the doer.
7. Meaningful Exercise (7 mins.)
T hands out the attached handout Meaningful Exercise to the class. T gives 4 minutes for Ss to
do the exercise.
After 4 minutes, T calls on Ss for the answers.
Answer key for meaningful exercise
(1): is held
(2): liked
(3): was given

(4): was
(5): stood up
(6): was (being) encouraged
(7): was (being) given
(8): won
(9): have been motivated / were motivated
(10): can be expected
(11): will be won
8. Communicative Exercise (14 mins.)
T passes out the attached handout Communicative Exercise to the class. T asks Ss to read the
example paragraph and guess what the sport is. Ss answer Swimming, and T says Good job.
Then, T asks Ss to write a paragraph about their favorite sports. Each S chooses one sport and
writes a paragraph explaining the sport with as many passive sentences as possible. Ss are asked
to not write the exact name of the sport in their paragraphs. Ss just write the sport instead of
writing the name of the sport that they will write about. T notes that Ss end their paragraphs with
the question What is this sport? T gives Ss ideas like where the sport is played, what kind of
equipment is used in the sport, and the sport is played individually or not. T gives the rest of the
class time for Ss to write paragraphs. In the end, T assigns Ss to finish their paragraphs at home.
In the following lesson, T asks Ss to make pairs and read their paragraphs loud to their partners.
Partners will guess the sport after listening to their partners presentation. T calls on Ss for
reading their paragraphs.