passive voice lesson plan -deniz gülerçin -updated.doc

8/18/2019 Passive Voice Lesson Plan -Deniz Gülerçin -updated.doc

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SYSTEMS FOCUS-UNASSESSED 1LESSON PLAN

PASSIVE VOICE

DENİZ GÜLERÇİN

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CONTENT

1. Learner Pro!"e ##############################.$ 1.1 T%e &o'r(e##############################.#$ 1.) T%e Learner(############################.#...$ 1.$ Le*e" o +%e Learner(#########################.#..$ 1., Mo+!*a+!on an Gro' D/na0!&(#####################...$ 1. De+a!"( o In!*!'a" S+'en+(#####################.#....,). A!0##################################.... ).1 Ma!n a!0(##############################.... ).) S'2(!!ar/ A!0(############################..$. Lan3'a3e Ana"/(!( ############################...

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1.: LEARNER PROFILE

1.1 T%e &o'r(e

This is a preparatory course at a Turkish university in the city centre of Istanbul. The universityfocuses only on Health Sciences like Medicine, Dentistry, Nursin, !udioloy, Health Manae"ent

and #hysical Therapy. !ttendance to the $nlish classes is re%uisite in order to sit in the final e&a"at the end of the acade"ic year before they start studyin their deree courses. The prep prora""eis on eneral $nlish. !t the beinnin of each acade"ic year a proficiency e&a" is iven to thestudents and the ones 'ho cannot pass the e&a" are iven a place"ent test and the classes arefor"ed as ! level ( $le"entary), * level ( #re Inter"ediate) and + evel (Inter"ediate).

The se"esters are divided into 2 tracks. The tracks last eiht 'eeks and they take a co"prehensivee&a" based on skills and ra""ar at the end of each track. -ithin each track they also take t'o%uies based only on skills. The lessons last /0 "inutes and there are 10 "inutes breaks. Studentsco"e to school 0 days a 'eek. The classes start at /0 and they leave school at 1/10 or 1010dependin on their 'eekly schedule as there are usually portfolio classes in the afternoon sessions.

Three teachers 'ork in this classroo". The "ain course classes that I teach are 1/ hours a 'eek for the pre inter"ediate class. They also have ra""ar and 'ritin classes for 3 hours and readinclasses for 4 hours a 'eek. The teachers have to follo' a syllabus and a te&t book accordin to theschedule iven by the ad"inistration. In "y "ain course classes, at the "o"ent, I have to cover 2units of 5The Ne' Interchane 26 per 'eek. !t the beinnin of each track students start an upper level of the course book.

1.) T%e Learner(

My class consists of 17 "onolinual Turkish students8 10 irls and / boys. They all attend theclasses reularly. Their "other tonue is Turkish. The averae ae is 1 and "ost of the" co"efro" si"ilar cultural backround. !s they do not live in an $nlish speakin environ"ent, their only chance to be e&posed to the lanuae is the school if one of their parents or siblins or friendscannot speak $nlish.

1.$ Le*e" o +%e "earner(

!t the beinnin of the acade"ic year, "y students 'ere in ele"entary level. This is the secondtrack and they are in pre inter"ediate level no'. !lthouh "ost of the students don9t have proble"sabout understandin the lessons so"e of the" still need clarification for so"e topics especially in

ra""ar. Their ra""atical kno'lede is apposite to their present level. Ho'ever, so"e of thestudents still cannot use the lanuae properly 'hile speakin or 'ritin.

1., Mo+!*a+!on an Gro' D/na0!&(

The students in the class are very "uch a'are of the i"portance of learnin $nlish and fro" thefirst day on, they are "otivated and eaer to learn. They al'ays try to do so"e e&tra curricular activities like 'atchin fil"s, listenin to "usic in $nlish or do so"e e&tra listenin at ho"e fro"the internet. Most of the students co"e and ask "e for advice to find different 'ays of i"provinthe"selves. They love to be active in the classroo" rather than :ust to sit and listen to the teacher. Itis easy and en:oyable for the" to 'ork in roups because they all like each other and it is fun 'ith

the" to 'ork 'ith different roups. $ven 'hen so"eti"es there is a co"petitive at"osphere in theclass, they try to their best to be useful for others.

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1. De+a!"( o In!*!'a" S+'en+(

ST;D$NTS #I$

?eynep, @ey"a,Merve, *eria,ABbra

They are the "ost 'illin students to be active in the classroo". They?eynep and *eria love participatin in class discussions and theyal'ays have a 'ord to say. So"eti"es they do"inate the class thouh.

@ey"a is also an active participant. Ho'ever, she is so "uch afraid of"akin "istakes . -henever she realies one "istake she says 5sorry6Merve is the "ost fluent and accurate speaker in the classroo".ABbra is another accurate speaker, but she doesn9t participate as "uch as?eynep, *eria or Merve.They prefer to 'ork thins out 'ith the"selves instead of especially thera""ar bein presented to the".

Melek She is one of the active students in the class, but she is not very fluentand accurate. -hile tryin to avoid "akin "istakes, she loses thefluency. She is also very interested in different for"s of the lanuae'hich have not been tauht yet. She asks %uestions about the"

'henever she co"es across 'ith one.Sena and Casin Sena is one of the "ost hard'orkin students in the class, but she is not

very active. She is fluent and EF accurate and she has self confidence, but she prefers to be %uiter. Casin is a student 'ho so"eti"es does notattend the classes. He so"eti"es prefer to be %uiet :ust like Sena. Heusually tries to sho' hi"self by usin ne' 'ords 'hile speakin or'ritin. They both like 'orkin thins out 'ith the"selves.

Ildeni She is the uni%ue character of the class. She is different fro" otherstudents 'hen her personality is concerned. She has so "uch selfconfidence. She tries to speak all the ti"e. She is not accurate or fluentthouh. She :ust speaks brinin 'hatever she has in her "ind toether

because of this it is so"eti"es i"possible to uess 'hat she is tryin to

"ean. Surprisinly, she is ood at 'ritin accurately. She is into learninthins by bein told.

+ansu, CaG"ur,*etBl, Cusuf , TuGba,


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).: AIM

).1 Ma!n A!0

*y the end of the lesson learners 'ill be able to

• identify the difference bet'een the active and passive voice• use the correct for" of present si"ple and past si"ple passive structures.

).) S'2(!!ar/ A!0

*y the end of the lesson students 'ill have

• revised the past participle for"s of the verbs

$. LANGUAGE ANALYSIS

$.1 For0

• #assive structures are for"ed si"ply as the verb 5to be6 follo'ed by a past participle for"of the verb. (Third for"). The verb 5to be6 is chaned accordin to the tense intended to beused.

• -hile 5a"areis6 are used in present si"ple passive, in the past si"ple passive 5'as6 and5'ere6 are used 'ith a past participle verb.

Example These cars are "anufactured in factories in Japan.The "an 'as taken to the hospital i""ediately.

• -hen the aent is to be "entioned, it is added to the sentence by usin the preposition 5by6.

Example The bank 'as robbed by a "an 'ith lon hair.!ntibiotics 'ere invented by !le&andre >le"in.

$.) Mean!n3 an U(e

• The passive voice chane the focus in the sentence fro" the sub:ect to the ob:ect and in suchcases, as the aent is not i"portant, obvious or unkno'n, 'e do not need to "ention it.

•

The use of the aent in a passive structure is needed 'hen the doer of the action is i"portant.

Example The photocopier can be used only by the teachers.+hocolate 'as first "ade by the !tecs.

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• Pro2"e0 ,> Students "ay et confused about the use of the verb 5to be6 and a past participle for" of the verb toether especially in present si"ple passives as they find the useof a present and a past participle verb toether irrelevant.So"'+!on ,> The proble" can be resolved by ivin a clear e&planation of the for"ation of

passive structures 'hich are different fro" the ones they have learnt before.

7. MATERIALS

-hiteboard and *oard "arkers

Handouts of Ju"bled -ords

#ictures of Inventions and #ieces of !rt

8.COMMENTARY

Ra+!ona"e or +%e "e((on>

I chose to teach passive structures because the students are in preinter"ediate level and in t'o'eeks they 'ill start their inter"ediate classes. They 'ill read and listen to upper level te&t in'hich they 'ill co"e across passive structures "ore often. In order for the" to understand and usethe passive sentences correctly, this is the best ti"e for the" to teach it. !lthouh 'e 'ill onlyfocus on present si"ple and past si"ple passive, they 'ill et used to usin the" and in the future'hen they need to learn the other for"s or uses, they 'ill not have difficulty raspin the".

T%e Pro&e're>

The reason 'hy I prefer to start the class by askin %uestions to students is "ost of the" en:oy thelessons, especially the ra""ar, 'hen they are also active instead of :ust sittin and listenin to theteacher. *y askin the" the %uestions about active and passive sentences iven, I 'ould like the"to focus on tryin to discover the for" and use the"selves. I believe this is one 'ay that thestudents learn and use thins "ore efficiently. My role in this stae is to "ake the students enaein the learnin process rather than presentin the topic "yself.

In the presentation phase, I have a precise and clear e&planation of the use of the structure as itshould be treated carefully as I "entioned in the introduction part of "y backround assin"ent

because passive is a structure that students do not prefer to use 'hile usin the lanuae.

My ai" in ivin a handout full of :u"bled 'ords and "akin the" 'ork as a roup is tryin tocreate an encourain at"osphere. -hile students are co"petin 'ith each other, they are "uch"ore 'illin to participate in the activity and all students are active. It is preferable activity for thelearners 'ho are 'eaker than the others as they feel safer 'hen 'orkin in a roup rather than'orkin individually.

The activity 'ith the pictures in the production part 'ill ive students a ood chance of producintheir o'n passive sentences. This part 'ill also be a bit challenin as they have to deal 'ith theverbs they are oin to use 'hile talkin about the pictures. This is also ood for the visual learners

'hen they associate the pictures to the verbs they use. Makin each student pick one picture andtalk about it is a better 'ay than sho'in the pictures to the students, so I prefer the for"er one asall the students 'ill be active and have a chance to speak.

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The lesson 'ill resolve so"e of the proble"s one of 'hich is the confusion about the use of theverb 5to be6 'ith a past participle verb. !t the end of the lesson, students 'ill have a betterunderstandin of usin the lanuae structures in different 'ays 'ith a clear instruction and enouhe&ercises and e&a"ples. They 'ill also be sure of the "eanin iven to the sentence 'hen it ischaned into passive for" 'hich I also "entioned in "y backround assin"ent. (#art 2.2)

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T!0e S+a3e ?S+a3e A!0 Pro&e're In+era&+!on Ma+er!a"(

1E/01E/3(1 "in)1E/3 1E01(0"ins)

reetins

-ar" OupTo arise the interest inthe topic

The T asks the students ho' they are.

The T 'rites t'o active sentence on the board.5#eople ro' banana in !na"ur6

Then the T asks a %uestion 5-ho ro's the bananaK6!s the Ss ans'er, the T 'rites a passivesentence this ti"e.5*anana is ro'n in !na"ur.6 and asks thesa"e %uestion.!fter the Ss ive the ans'er the T asks thene&t %uestion. 5Is it i"portantK6 -ith thestudentsL ans'ers, the T clarifies the issue bysayin 5in this second e&a"ple action is"ore i"portant than the sub:ect.6The T asks the students to focus on thedifference of these t'o sentences in"eanin. The Ss ive their opinions.

TPS

T QS

SQ T

-hiteboard and *oard"arkers

1E01 1111( 2E "inutes)

#resentation 1To "ake the studentsidentify thedifferences bet'eenactive and passiveverbs.The students 'ill beable to identify the useof passive voice in present si"ple and past si"ple.

The T e&plains 'hat type of sentences arethe ones that she 'rote on the board.T 5The first sentence is an active sentenceand 'e kno' the sub:ect, but in the secondsentence 'e do not kno' the sub:ect and itis not a necessary infor"ation for us.6The T 'rites a fe' "ore passive sentenceson the board as e&a"ples.5 The table is "ade of 'ood6.5+o"puters are used for sendin e"ails6.5 $nlish is spoken all over the 'orld.6

TQS -hiteboard and *oard"arkers

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The teacher asks the students to look at thesentences and tell her ho' are the sentencesfor"ed.Then T e&plains the 5to be6 Rpast participlerule. Then the T ives e&a"ples of passivesentences for"ed in past si"ple ande&plains that they are the actions in the past.5The roo"s 'as cleaned yesterday.65The hotel 'as built here 1E years ao65 !ll the tickets 'ere sold last 'eek.6

SQTSQT

TQS

-hiteboard and board"arkers

11111121(1E "ins)

#ractice 1To "ake the studentsuse the passive for"scorrectly by usin theiven 'ords.To revise the past participle for"s of theverbs

The T ives so"e handouts to the studentsin 'hich there are :u"bled 'ords afterdividin the class into roups of 4/students. The T asks the" to 'rite as "anysentences as they can in 0 "inutes. Then theSs read so"e e&a"ples fro" the sentencesthey have "ade and the others Ss 'ill try tofind their "istakes

S QS

SQS

Ju"bled 'ords handout

11211120(/ "ins.)

#resentation 2To "ake the studentsidentify the use ofaents by usin the preposition 5by6

The T sho's so"e pictures of inventions or pieces of art to the Ss and ask the" the%uestions5-ho invented the telephoneK65-ho painted Mona isaK6!fter ettin the ans'ers the T ives one ofthe ans'ers by usin a passive sentence andaddin 5by6 at the end of the sentence like5Mona isa 'as painted by eonardo Dainci6 and e&plains the" that as the person'ho is doin the action is also i"portant inthis conte&t , 'e also "ention the person byusin 5by6.

TQS

SQT

TQS

#ictures of Inventions and#ieces of !rt

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11201140(1E "in)

#roductionTo "ake the students"ake sentences byusin the passivestructures.

The T "ake each pick one picture and "akea passive sentence by usin the aent 'iththe preposition 5by6

SQT #ictures of Inventions and#ieces of !rt.

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APPENDI@ 1 Ju"bled -ords Handout

break speak kill makeof

Everybody

read

yesterday

the bike German

Theshoes

arrest Tenquestion

s

In theexam

everyday twodaysago

build In197!

leather

thesenewspap

ers

steal to theparty

the oldman

ask "t night

give thethieves

thebridge

in"ustria

thewindow

invite

break speak kill makeof

Everybody

read

yesterda

y

the bike Germa

n

The

shoes

arrest Ten

questions

In theexam

everyday twodaysago

build In197!

leather

thesenewspap

ers

steal to theparty

the oldman

ask "t night

give the

thieves

the

bridge

in

"ustria

the

window

invite

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APPENDI@ ) #ictures of Inventions and #ieces of !rt.

GRAAM


14/23

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TH$ S;N >=-$! +;# !!T!S!

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S;$CM!NIC$ M=S;$

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17/23

TH$ !M$


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IST!N*; OS;T!N M$HM$T

M=N! IS!

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Director Ja"es +a"eron

Son So"eone like youSiner !dele

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-hite ;nifor"s Doctors

The $iffel To'er ustave $iffel

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Director #eter Jackson

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Mark ?uckerber Developer of >acebook

Son My ady DarbanvilleSiner +at Stevens

ladi"ir Aos"a

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T SeriesHouse+reater David Shore

+o"pass The +hinese

Mustafa Ae"al !tatBrk>ounder of Turkish

passive voice lesson plan -deniz gülerçin -updated.doc

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