Speaking:
Guess the Process
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will describe and guess common processes using the passive voice.
Materials
• A set of picture cards showing various processes (e.g., making bread, recycling paper, building a house).
• Example sentence prompts on the board:
• Bread is made from flour and water.
• Paper is recycled in large factories.
Preparation
• Prepare picture cards with common processes.
Activity Breakdown
1. One student picks a card and describes the process using the passive voice.
2. Their partner listens and guesses the process.
3. After a few rounds, students share one process with the whole class.
Instructions
1. Pick a card but don’t show it.
2. Describe the process using passive verbs.
3. Your partner guesses what it is.
4. Swap roles and repeat.
5. Share one process with the class.
Concept Checking Questions
• “Does the sentence focus on the action or the person doing it?” (The action).
• “What tense is this: ‘The house was built in 1950’?” (Past simple passive).
• “What tense is this: ‘Chocolate is made from cocoa beans’?” (Present simple passive).
Examples
• Cars are produced in factories.
• The book was written by a famous author.
Extensions/Varations
• Harder: Students describe without using key words from the card.
• Easier: Provide sentence starters.
Error Correction
• Teacher corrects incorrect word order (e.g., Made is cars in factories → Cars are made in factories).
Writing:
Strange Events
Grouping:
Time:
Individual → Pairs
20 minutes
Aim
Students will write short news reports using passive voice.
Materials
• A worksheet with writing prompts such as:
• A UFO was seen over the city last night.
• A rare animal was discovered in the jungle.
Preparation
• Write an example paragraph on the board:
• A rare diamond was found in a river yesterday. It was discovered by a fisherman.
Activity Breakdown
1. Students choose a prompt and write 4-5 sentences using passive voice.
2. They swap with a partner and check for errors.
3. They read one sentence to the class.
Instructions
1. Choose a topic.
2. Write a short news report using passive voice.
3. Swap papers and check your partner’s work.
4. Underline all passive verbs.
5. Share one sentence with the class.
Concept Checking Questions
• “What is the focus of the sentence?” (The action, not the doer).
• “Can we add ‘by + person’ at the end?” (Yes, if necessary).
Examples
• A new species was discovered in the rainforest.
• The building was destroyed by a fire.
Extensions/Varations
• Harder: Students must write their own original news reports.
• Easier: Provide sentence starters.
Error Correction
• Teacher corrects incorrect passive structures (e.g., The cake baked → The cake was baked).
Listening:
What Happened?
Grouping:
Time:
Pairs
15 minutes
Aim
Students will listen to short news reports and identify passive verb structures.
Materials
• Short recorded or teacher-read news reports, such as:
• A famous painting was stolen from the museum last night.
• The new school is built every year in this town.
Preparation
• Write key sentences from the recordings on the board after listening.
Activity Breakdown
1. Students listen to a short report.
2. They take notes on passive structures they hear.
3. They compare with a partner and discuss the meaning.
4. The teacher reviews key sentences together.
Instructions
1. Listen carefully to the report.
2. Take notes on passive sentences.
3. Compare with your partner.
4. Discuss what happened.
5. Check answers with the teacher.
Concept Checking Questions
• “Who stole the painting?” (We don’t know).
• “Is the action or the doer more important?” (The action).
Examples
• A new park was opened last year.
• The company is managed by experts.
Extensions/Varations
• Harder: Students rewrite active sentences into passive.
• Easier: Provide a worksheet with gap-fill sentences.
Error Correction
• Teacher highlights incorrect auxiliary use (e.g., The school build every year → The school is built every year).
Reading:
Fix the Mistakes
Grouping:
Time:
Pairs
15 minutes
Aim
Students will identify and correct passive voice errors in a short text.
Materials
• A short paragraph with intentional errors in passive structures.
• Example:
• The bridge was build in 1900. (Incorrect)
• The bridge was built in 1900. (Correct)
Preparation
• Prepare 6-8 passive sentences with errors.
Activity Breakdown
1. Students work in pairs to read a paragraph.
2. They underline incorrect passive structures.
3. They rewrite the sentences correctly.
4. The class reviews the answers together.
Instructions
1. Read the text carefully.
2. Find mistakes in passive voice.
3. Underline and correct them.
4. Compare answers with a partner.
5. Check with the class.
Concept Checking Questions
• “What is wrong with this sentence: ‘The cake was bake by my mother’?” (Wrong verb form).
• “What auxiliary verb is missing in: ‘A new hospital opened last year’?” (‘was’).
Examples
• The Eiffel Tower was built in 1889.
• The school is cleaned every evening.
Extensions/Varations
• Harder: Students rewrite active sentences into passive.
• Easier: Provide missing words in a word bank.
Error Correction
• Teacher corrects common verb form mistakes.