Speaking:
Transform the Headlines
Grouping:
Time:
Pairs
25 minutes
Aim
Students will transform active-voice news headlines into advanced passive structures.
Materials
• A set of active-voice news headlines
• A model transformation of a headline
Preparation
• Prepare 8–10 short news headlines in the active voice (e.g., Scientists discover a new planet).
• Create a few example transformations into advanced passive structures (e.g., A new planet is reported to have been discovered by scientists).
Activity Breakdown
1. The teacher explains how passive structures are used in formal reporting.
2. Pairs receive a set of headlines and transform them into passive structures.
3. Students compare their rewritten headlines with another pair.
4. The teacher provides feedback on accuracy and style.
Instructions
1. Read the headline carefully.
2. Identify the subject, verb, and object.
3. Rewrite the headline using an advanced passive structure.
4. Compare with a partner and refine your sentence.
5. Share one rewritten headline with the class.
Concept Checking Questions
• Does the passive voice focus on the action or the doer? (The action)
• How do we form a passive with a reporting verb? (Use it is said that… or is reported to have…)
Examples
• Experts believe that AI will replace many jobs. → AI is believed to replace many jobs.
• They say she wrote the book anonymously. → She is said to have written the book anonymously.
Extensions/Varations
• Harder: Students write their own active headlines before swapping with a partner to transform them.
• Easier: Provide a list of verbs commonly used in reporting passives (e.g., say, report, believe, claim).
Error Correction
• The teacher focuses on correct passive verb forms and collocations.
Writing:
Formal Rewrite
Grouping:
Time:
Individuals
30 minutes
Aim
Students will rewrite an informal paragraph using advanced passive structures.
Materials
• A short informal text
• A model rewrite in formal passive voice
Preparation
• Write a short informal passage that overuses active voice (e.g., They expect the company to release a new product).
• Provide a rewritten version using passive voice (e.g., A new product is expected to be released by the company).
Activity Breakdown
1. Students read the informal text.
2. They rewrite it using advanced passive structures.
3. They exchange work with a partner for peer review.
4. The teacher provides final corrections.
Instructions
1. Read the informal paragraph.
2. Identify where passive voice could be used.
3. Rewrite it using advanced passive structures.
4. Exchange with a partner and discuss changes.
5. Share one strong sentence with the class.
Concept Checking Questions
• Why is passive voice preferred in formal writing? (It sounds objective)
• Does using passive voice always improve formality? (Not always—it must be used appropriately)
Examples
• They will announce the results tomorrow. → The results will be announced tomorrow.
• Experts believe climate change is worsening. → Climate change is believed to be worsening.
Extensions/Varations
• Harder: Students write a report using only passive voice.
• Easier: Provide a list of suggested passive structures.
Error Correction
• The teacher corrects awkward passives and maintains clarity.
Listening:
Causative Chain Reaction
Grouping:
Time:
Small groups
30 minutes
Aim
Students will use causative passive structures in a storytelling activity.
Materials
• A list of everyday tasks that could be done by someone else (e.g., fix a car, design a website).
Preparation
• Prepare a set of task prompts for students to use.
Activity Breakdown
1. The teacher introduces the causative passive with examples.
2. Students sit in small groups and take turns building a chain story.
3. Each student adds a sentence using a causative passive (e.g., He had his car repaired, but then…).
4. The group builds a short, logical story together.
Instructions
1. Read the task prompt.
2. Think of a way to use a causative passive in a sentence.
3. Say your sentence and continue the story.
4. Listen to your group and build on their ideas.
5. Share your story with the class.
Concept Checking Questions
• Does the person do the action themselves in a causative passive? (No, someone else does it)
• What’s the difference between “I repaired my car” and “I had my car repaired”? (In the second, someone else repairs it)
Examples
• He got his house painted last week.
• We had our website redesigned by a professional.
Extensions/Varations
• Harder: Students write a full story incorporating three causative passive structures.
• Easier: Provide sentence starters like I had my… or She got her….
Error Correction
• The teacher ensures correct causative verb structures and natural storytelling.
Reading:
Passive Detective
Grouping:
Time:
Pairs
25 minutes
Aim
Students will analyze complex passive structures in formal writing.
Materials
• A short text from an academic or news source with long passive sentences
• A worksheet with comprehension questions
Preparation
• Select a passage with long passive constructions (e.g., The law is expected to have been reviewed by the committee by next year).
• Prepare questions that prompt students to analyze structure.
Activity Breakdown
1. Students read the passage and highlight passive structures.
2. They rewrite some sentences in active voice to compare.
3. They discuss why the passive was used.
4. Groups summarize key points in their own words.
Instructions
1. Read the passage carefully.
2. Highlight all passive structures.
3. Rewrite one sentence in the active voice.
4. Discuss why the author used the passive.
5. Summarize key points.
Concept Checking Questions
• Why is the passive used in formal writing? (To focus on the action, not the doer)
• What happens when a passive has multiple auxiliary verbs? (It shows different time references)
Examples
• The project is expected to have been completed by next year.
• It is believed that the new policy will be implemented soon.
Extensions/Varations
• Harder: Students write their own formal paragraph using long passives.
• Easier: Provide multiple-choice options for passive rewriting.
Error Correction
• The teacher corrects passive accuracy and awkward phrasing.