converting active sentences into passive sentences. Individual work: Ss take notes on the skeleton material. visualizer Teacher-developed material, p. 2-4 10 minutes Practice Pair work: In pairs, Ss complete exercises of creating passive voice sentences with gradually decreasing support. T monitors. Teacher-developed material, p.5-6 Learners co-construct new language through socially-mediated interaction (Vygotsky, 1987). Delivery mode tailored to students’ visual learning style. (Kaufman, 2013) Goal-directed practice develops greater fluency, automaticity and mastery. 5 minutes Production Group work: Ss choose a dish that they can cook using the given ingredients. Ss write some sentences to talk about the ingredient in passive voice. Group mates guess the dish. Group work: Ss ask and answer questions about food using the passive voice. T monitors. Teacher-developed material, p. 7-8 “…is used” “Fork is invented in…”; “Pizza was eaten by…” Questioning, experimentation, application, finding and solving problems promote inquiry-driven learning. (Kaufman, 2013) Comprehensible output (CO) hypothesis suggests that ‘forcing’ learners to produce language is important so they can notice gaps in their production and test out hypothesis (Swain, 1995). 5 minutes Consolidation T <-> class: T provides Misconceptions should be eliminated as soon as
feedback on Ss strengths and weaknesses. Ss read aloud sentences in the passive voice. possible, as implied by ACT-R model (Anderson, 1983). Increase attention to the accurate use of linguistic form 5 minutes Presentation Ss watch the video clips from some TV shows and fill in the blanks with the passive construction. Individual work: Ss also recognize the voice of the sentences, and make preliminary and scaffolded explorations about passive voice usage. T <-> whole class: T discuss answers with whole class. Video clips Teacher-developed materials, p. 9 Awareness-raising: noticing is the essential starting point for acquisition (Schmidt, 1990) Stimulate prior knowledge: Students’ prior knowledge can provide a strong foundation for building new knowledge. Provide input as exposure and comprehensible input (CI) (Krashen, 1977). Discovery learning: deeper engagement Note taking: Learners construct their own representation of knowledge, rather than passively reproduce what is presented to them (Vygotsky).
10 minutes Practice Pair work: Ss, in pairs, discuss passive voice usage, effect, and intention through partially scaffolded activity. T monitors. T <-> whole class: T discuss answers with whole class. Teacher-developed materials, p. 10-12 Focus on form through collaborative dialogue Learners co-construct new language through socially-mediated interaction (Vygotsky, 1987). Delivery mode tailored to students’ visual learning style. (Kaufman, 2013) Goal-directed practice develops greater fluency, automaticity and mastery. 10 minutes Consolidation Group work: Ss, in groups, analyze authentic language samples, including those from other subjects, and discuss the suitable voice and reason. T monitors. T <-> whole class: T discuss answers with whole class. Teacher-developed materials, p. 13-16 Questioning and application promote inquiry-driven learning. (Kaufman, 2013) Group work: promotes learning community and learner esteem (Slavin) 10 minutes Production Pair-work: Ss discuss current new events in passive voice. T monitors. S <-> whole class: Ss report their opinions to the Teacher-developed materials, p. 17 Comprehensible output (CO) hypothesis suggests that ‘forcing’ learners to produce language is important so they can notice gaps in their production and test out