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SCHOOL: “Henri Coanda” Secondary School Craiova

TEACHER: Ana- Maria Toader
FORM: 8 th
LEVEL: Upper-intermediate
TIME: 50 minutes
LESSON: “How Was It Done?”, High Flyer, Longman
SKILLS: Reading, Grammar: The Passive Voice

Teaching aims To practise reading

To familiarize Ss with the new vocabulary
To explain simple passive structures (Present simple
and past simple)

Learning objectives By the end of the lesson, Ss will get a better awareness
of modern technology
By the end of the lesson, Ss will be able to use simple
passive voice structures

Assumptions Ss are already familiar with reading and pre- reading


Anticipated problems Some students may not feel comfortable working in

groups and accepting different opinions
Some Ss may be reluctant to speak

Classroom interaction Teacher-Student


Classroom management Classroom equipped with movable desks according to

the lesson activities which provide the necessary
physical environment for working in groups. Light and
pictures displayed on the walls create the comfortable
atmosphere which is a very important thing.

Attending strategies Teacher’s role: conductor that is to establish contexts,

give instructions and monitor.
Teacher’s attitude: moves round the class, keeps
eye-contact, but she also encourages Ss to speak and
listen to each other using gestures and facial expression.
If a student is speaking too quietly, T walks further
away forcing, in this way, the quiet speaker to speak
louder and makes positive remarks. T does not interrupt
a student while speaking to correct mistakes
Evaluation Initial: warm-up
Continual evaluation
Final: oral, homework


Procedure: discussion
Class management: whole-class activity
Teaching aids: none
Timing: 2 minutes
Description of the activity: T greets the Ss and asks them questions about their mood to
encourage speaking

Activity one
Procedure: speaking
Class management: whole class
Teaching aid: Whiteboard
Timing: 5 min
Interaction: T-Ss, Ss- Ss
Description of the activity:
 With Ss’ book closed, T asks the Ss to elicit names of gadgets they use in everyday
life. Write suggestions on the board : tin opener, television, pocket calculator, laptop,
mobile phone, etc
 T asks Ss which are most important to them and why.
 Ss open the books on page 78 and describe the objects they see on the page. T asks
the Ss to read the questions and to answer them on their own but to consult in groups
for question 4.
 Now Ss answer question 4 as part of the activity No 2, after having scanned the text
for the answer

Activity two
Procedure: reading
Class management: whole-class
Teaching aids: text book
Timing: 15 minutes
Interaction: Ss- Ss(pair work)
Description of the activity:
 T allows the Ss to read the text called “Music on the Move” so that the Ss make an
idea of what the text is about. They read the instructions and the T emphasizes that Ss
should simply scan the text and not worry about the details at this stage.
 While Ss work, T writes a simplified version of the notes on the board. As Ss finish,
T asks them to complete the notes on the board.
 T corrects them with the whole class when everyone has finished.
Activity three
Procedure: Grammar in focus: passive structures
Class management: pair-work
Teaching aids: worksheets, text book
Timing: 15 minutes
Description of the activity:
 With books closed, T writes the following sentences on the board:

The Walkman could be taken everywhere.

The components had to be made very small.
More than 100 million Walkmans have been sold worldwide.

Underline the verb forms and T asks Ss what the three sentences on the board have in
common.(they all contain a form of BE followed by past participle), in order to
elicit that they are in the passive.

 Now T writes the form of the passive on the board, discussing the agent by asking
further questions about the above examples such as:
Who could take the awlkman everywhere?
Who had to make the components very small?
Who has sold more than 100 million Walkmans?
The T writes the conclusion as explanatory notes.
 T hands out worksheets for Ss to study more examples with the passives, and then do
a set of exercises.

Activity four: Feed- back

Aim: to allow Ss consolidate simple passive structures
Procedure: T hands out worksheets for Ss to study more examples with the passive in pairs,
and then do a set of exercises.
Class management: pair work
Teaching aids: text book
Timing: 10 minutes
Description of the activity: T asks Ss to do the exercises and share the answers with the rest
of the Ss.

Timing:3 minutes
Task: T asks Ss to write a short paragraph about the benefits of modern gadgets.