lesson plan - armed conflict (part4 of 4)

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School name: Faculdade de Letras da Universidade de Coimbra

LESSON PLAN

School Year: 2009-2010 Subject: English

Teacher: Maria Miguel V. Rocha Lesson number: Date: 23rd April, 2010 Time & Length of lesson: 9:15 - 11:45 a.m. 90min.

Course book: Room: 24-25, 7th floor Unit of Work: Form: 9th Grade

Sub-unit: Class: Number of Students: Level: 5

Summary: Exploring the Human Rights: armed conflict. Case study: Martha. The Passive Voice.

Lesson aims:

Understand some of the use and structure of the Passive Voice

Be able to produce accurately sentences in the Passive Voice

Feel involved and motivated to discuss and intervene in favour of the Human Rights

Assumptions:

The vocabulary used/needed throughout the lesson is fairly easy, i.e., Ss are familiar with it.

Ss have mastered main verb tenses: to be (is/are; was/were; been) and the past participle of other verbs.

Ss have mastered modal verbs

Predicted problems:

1. Ss don’t know some past participles

2. Ss don´t know some modal verbs

3. Activities last too long 4. Activities go too fast 5. Ss lack of vocabulary

Possible solutions:

1. Revise some past participles with a small game 2. Hand out a sheet with the meanings of modal verbs 3. Omit parts of the stages that can become

homework 4. Have extra exercises with the Passive Voice (Ws 2) 5. Make sure that enough vocabulary is given during

“Warm-up”

Teaching point:

Lexis: vocabulary of Human Rights and Feelings

Grammar: Passive Voice Target Language:

War, solidarity, peace, hunger, misery, justice, rights, help, child labour, death, racism, protection, education, health, equality, soldiers, weapons, violence, orphans, power, suffering...

To be + PP (+ by...)

Modal V + Be + PP (+ by...)

Evidence:

Ss will freely participate and give answers concerning the passive voice

Accurate performance in drills and in speech

Ss will easily invent new sentences

Personal goals:

Make sure all the Ss understand and produce correctly the passive voice.

Make the lesson interesting

Respect timing

Bibliography:

TEIXEIRA, Isabel; MENEZES, Paula. (2007). Cool Zone: Inglês L.E.INível 5 9ºano. Lisboa: Texto Editores. [to check till what depth they learn the passive voice in level 5 page164]

Teach Unicef: http://youth.unicefusa.org/teachunicef/ [Video, Quiz & Questions on stage 3]

QUIRK, Randolph; GREENBAUM, Sidney. (1973). A university grammar of English. 5th Edition: 1998. Essex: Longman.

http://youth.unicefusa.org/teachunicef/

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) 1. Warm-up (10-15 min.)

Introduce the theme of human rights and armed conflict.

- Show the pictures (slide 2) and encourage the Ss to talk about them.

(Elicit titles or keywords for the pictures if Ss don´t participate)

- Choose one picture and explain why you chose it.

- Talk about feelings (of the people in the picture).

- Indicate the differences between the picture and the Ss reality.

T – Ss Ss - T

Data Projector.

PC. (2-5 min.) Arouse interest on Martha’s

story. - Show the short quiz about armed conflict

(slide 3 to 8). - Try to guess the right answers of the

quiz. - Express feelings towards the results.

2. Focus listening (5 min.)

Understand the content of the video. Practice listening comprehension.

- Explain that Ss are going to watch a video about a young girl named Martha, who is a victim of war in Sierra Leone, and that afterwards we’re going to discuss about it. (slide9)

(Perhaps be prepared with some information about Sierra Leone) - Play the video. - Ask for any doubts in vocabulary. - Play again, if needed.

- Pay attention to what is said and shown in the video, and retain main ideas.

T – Ss

Ss

Video “Sierra Leone”. Data Projector. Pc.

3. Focus speaking – Small discussion (5-10min.) _ Freer Practice

Practice fluency in sharing/exchanging opinions with classmates.

- Pose questions such as (Slide 10): In what ways does Martha’s life seem similar to

that of other children her age? What are the ways that losing her father to

armed conflict affected Martha? What are the qualities that seem to help her

cope with this situation? Why do you think it is so important to Martha

to go to school?

- In pairs, exchange opinions with your partner in order to present in the class.

- Participate in the class discussion with insightful information. Ss – Ss

Data Projector. Pc. Notebooks.

4. Focus grammar (2-3min.)

Learn/revise the use of the passive voice.

- Present the following sentences (slide 11): “Martha’s village was occupied by rebels.” “Over 10,000 children were directly affected

by this war.” “Children recruited as soldiers, are denied an

education and protection.”

- Read the following sentences. - Explain their meaning.

T

Board. Chalk or markers.

(5-10 min.) Deduce the rules of the passive voice.

- Ask if Ss recognise the tenses or voices. - Help them to recognise which verbs are used

and in what tense. (underline and identify) - Pick first sentence and ask who occupied

Martha’s village. - Elicit to start the sentence by “The rebels...”

- Write down the rules of the passive voice. (Worksheet 1)

- Give examples of several sentences and write it on the board and worksheet 1.

T-Ss

Board. Chalk or markers. Worksheet 1.

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) - Ask which of the sentences are in Active or

Passive Voice. - Help to discover the rules of the passive

voice: Aux. Verb (to be – in the tense of the active voice) +Verb (in Past Participle) Board Plan

- Elicit examples in several tenses. Board Plan

(10 min.) Accurate use of the passive voice.

- Make sure the instructions are understood. - Correct the exercises.

- Practice the use of the passive voice in the worksheet. Ss

Worksheet 1.

(5 min.) Understand the use of modal verbs in the passive.

- Write the following sentence on the board: “Martha should be given the opportunity to study.” - Elicit possible structures and rules of the

- Write down in the Worksheet 1. - Create new sentences.

T

T-Ss

Notebooks. Worksheet. Board.

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) modal verbs in the passive.

Board Plan

- Refer it is also when rules or instructions (in

this case human rights) are present. - Elicit some examples with human rights.

Ss Chalk or markers.

5. Brainstorming (10min.)

Understand and be able to use some vocabulary concerning the human rights.

- Elicit vocabulary related to the expression “Armed Conflict”.

Examples: war, solidarity, peace, hunger, misery, justice, rights, help, child labour, death, racism, protection, education, health, equality, soldiers, weapons, violence, orphans, power, suffering...

Board Plan

- Give vocabulary related to Armed Conflict

- Divide the vocabulary given by the class into positive and negative aspects.

T – Ss Ss - T

6. Activate Civility: planning a demonstration in the school (15-25min.)

Produce accurate sentences in the passive voice. Get involved with specific actions.

- Rise the question about acting in favour of the Human Rights and/or Children’s Rights and elicit ideas from students. Suggest a demonstration in school.

- Check the sentences before the Ss write them on the paper board.

- Give ideas about doing something about what has been talked in class.

- In groups write slogans with the positive and negative words and write it on card board, using the passive voice.

Ss - Ss

Card boards.

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Stage & Time Aim(s) Procedure(s) Task(s) Interaction Material(s) (include the pictures from stage Warm-up in the card boards) - Encourage the use of the modal verbs must

and should. - Examples of slogans with modal verbs in the

passive: “Peace must be given a chance!” “Justice should be elected President!” “Children should be given the right to education!” “Wars should be denied the right to exist!” “Confetti should be used in weapons!” “Bullets should be programmed to self-destruct!” “Bombs should be replaced by rainbows!” “All soldiers should be trained to fail!”

- Examples of slogans in the passive: “Watch out! People are getting killed!” “Eat up! Starvation is unseen by us!” “Miss school! You weren’t given a privilege!” “Spoil children! Solidarity isn’t needed by others!”

- Suggest further activities: selling T-shirts with the slogans to raise funds for a cause; research; interviews...

- Plan a demonstration in a school break: choose how and when.

Possible Homework: research work using the website http://plan-international.org/

http://plan-international.org/

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Voice:

Sentence:

Simple Present Active Voice

Passive Voice

Present Continuous Active Voice

Passive Voice

Present Perfect Active Voice

Passive Voice

Simple Past Active Voice

Passive Voice

Past Continuous Active Voice

Passive Voice

Future (will)

Active Voice

Passive Voice

Future (going to)

Active Voice

Passive Voice

Modal Verbs in Passive Voice


Worksheet 1 – Passive Voice


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A. Are the sentences written in Active or Passive?

1. Martha likes to play with her friends.

Active Passive

6. Martha will be given a better future.

Active Passive

2. Biscuits are sold by Martha.

Active Passive

7. The people were being kept prisoners.

Active Passive

3. Martha was told that her father had died.

Active Passive

8. Martha’s father had been trying to support her.

Active Passive

4. Martha’s grandmother had a stroke.

Active Passive

9. Martha managed to pass the National Primary

School Examination.

Active Passive

5. You should not make anyone your slave.

Active Passive

10. Her stepmother’s new husband is willing to

help.

Active Passive

B. Rewrite into Active.

1. Martha was told that she looked like her mother.

2. The human right aren’t always put into practice.

3. Children were being brought up in the middle of a war.

4. People all over the world are being injured by armed conflicts.

5. The village has been attacked for 2 years.

6. Children’s rights will be taught in every school.

7. A demonstration is going to be carried out.

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Modals Verbs in Passive Voice 1 - Directions: Fill in the blank with the passive voice of the verb in ( ).

1. Traffic regulations _______________________ by drivers as well as pedestrians. (must/obey)

2. A driver _______________________________ by the police. (might/stop)

3. A driver _______________________________ to get out of the car. (could/ask)

4. A driver _______________________________ to the police station. (might/take)

5. Drunk drivers ___________________________ a sobriety test. (may/give)

6. Drivers ________________________________ of their rights. (must/inform)

7. A traffic accident ________________________ to the police. (must report)

2 - Directions: Change the following sentences to the passive voice.

1. You must put out all smoking materials.

_____________________________________________________

2. You must fasten the seat belt.

_____________________________________________________

3. They will demonstrate safety precautions.

_____________________________________________________

4. You should read the safety instructions.

______________________________________________________

5. You can store small packages in the overhead compartment.

______________________________________________________

6. When the seatbelt light goes off, you may remove the seatbelt.

________________________________________________________

7. They may serve a meal.

________________________________________________________

8. They might show a movie.

________________________________________________________

9. They will serve coffee.

________________________________________________________

3 - Directions: Fill in the blanks with the active or the passive voice of the verb in ( ). Use modals.

1. Safety precautions ____________________________________. (will/demonstrate)

2. Flight attendants _________________________________ meals. (will/serve)

3. Passengers ________________________________ their seatbelts. (must/fasten)

4. Passengers ________________________________ coffee. (will/serve)

5. Passengers __________________________ the safety precautions. (should/read)

6. Passengers __________________________ to put out smoking materials. (will/tell)

7. Passengers ___________________________ the safety rules. (should/obey)

8. A movie _____________________________ on some flights. (might/show)

9. Some movies ____________________________ sex and violence. (may contain)

10. Some viewers ____________________________ by sex and bad language. (might/offend)

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A - What tense are the following Passive sentences? 1) The new computer chip will be produced in Dresden.

a) Simple Present b) Simple Past c) Present Perfect d) will-future

6) The president will be elected. a) Conditional I b) will-future c) Simple Present d) Present Continuous

2) The old vessel was being towed into harbour.

a) Simple Past b) Past Continuous c) Present Perfect Continuous d) Past Perfect

7) The dog is being taken to the vet’s. a) Simple Present b) Present Perfect c) Present Perfect Continuous d) Present Continuous

3) A song is going to be sung. a) will-future b) Present Continuous c) Past Continuous d) going to-future

8) The tiger is kept in the zoo. a) will-future b) Simple Present c) Present Continuous d) Conditional ll

4) I’m being watched.

a) Present Continuous b) Past Continuous c) will-future d) going to-future

9) The people had not been warned by the coastguards. a) Present Perfect b) Simple Past c) Past Perfect d) Simple Present

5) My car was broken into yesterday.

a) Simple Past b) Present Perfect c) Conditional I d) Present Perfect

10) The patient is being prepared for the major operation. a) Simple Present b) Present Perfect c) Present Perfect Continuous d) Present Continuous

B - Make Passive forms from the given phrases. Mind the tenses in brackets. 1) the car - to repair (Present Perfect)

2) computers - to replace (Past Continuous)

3) eggs - to boil (Simple Present)

4) the table - to lay (going to-future)

5) classrooms - to use (Past Continuous)

6) penguins - to feed (Present Continuous)

7) my house - to break in (Present Perfect)

8) children - to see in the park (Simple Past)

9) astronauts - to send to the moon (will-future)


Worksheet 2 – Passive Voice


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C - Rewrite the Active sentences into Passive. 1) We must write to her.

2) People said that the President is ill.

3) The lady gave me the keys.

4) The professor is going to show the students an old bone.

5) Jack has installed a new computer software.

6) They develop a new type of washing powder.

7) Who said it?

8) Rick told Sue to give up smoking.

9) They expected us to build the road.

10) Snow covered the mountains.

D - Choose the correct Passive form. 1) The first computer a) was invented in the 1940’s.

b) is invented c) will be invented

2) I a) was let go.

b) was let to go. c) was let go to.

3) Yesterday a boy a) will be injured in an accident in High Street.

b) has been injured c) was in lured

4) She a) are invited to Jack’s birthday party.

b) has been invited c) have been invited

5) The homework a) must be done by tomorrow.

b) was done c) will be made

6) The manager a) should has been told about the problem.

b) should have been told c) should been told

7) a) I was given the books. b) I were given the books. c) The books were me given.

8) a) With what was the note written?

b) What was the note written with? c) The note was written what with?

9) The project of form 8 a) is said to have failed.

b) is said to be failed. c) is said to fail.

1O) a) She is supposed to being in New Orleans.

b) She is supposed be in New Orleans. c) She is supposed to be in New Orleans.

lesson plan - armed conflict (part4 of 4)

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