Lesson Plan 5

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: María Fernanda Saboy
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: 3er.Año
Cantidad de alumnos: 30
Nivel lingüístico del curso: Intermediate (B1)
Tipo de Planificación: Clase
Unidad Temática: Inventions
Clase Nº: 5
Fecha: 07/6/2019
Hora: 09:00 a 10:20
Duración de la clase: 80’
Fecha de primera entrega: 04/06/2019
 Teaching points: Passive voice.

 Aims or goals: 
- During this lesson, learners will be able to:
. Talk/Speak about inventions.
. Develop their writing and speaking skills.
. Develop their listening and reading skills.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIO
N
Common
verbs.
Write/Talk
about present
and past
actions.
Perfect tenses.
Past participle
of verbs.
NEW Verbs related
to inventions
(discover,
invent, use,
create)
Write/Talk
about
inventions and
inventors
Passive voice
(to be + past
participle)

2.  Teaching approach: Communicative approach.
 Integration of skills: What skills will be integrated and how?
Listening: while the students listen to the recordings.
Reading: they have to read the information in order to do the
activities.
Writing: they have to write sentences using the second conditional.
Speaking: they have to speak in order to do some of the activities.
 Materials and resources: whiteboard, CD player, textbook, OHP, pen
drive, YouTube video.
 Pedagogical use of ICT in class or at home: I will download the video
from the Internet. 
 Seating arrangement: whole class while explaining and listening. Pairs
when checking the activities. Groups when doing the last activity.
 Assessment: what will be assessed and how:
I will pay attention to pronunciation, in order to correct serious
mistakes. I will pay attention to their fluency, and I will take account of
grammar mistakes for the future. 

Routine – 2’
Purpose: To establish rapport with the students.
I will enter the class and greet students:
T: ”Hello everyone, how are you today?”
Ss: “Fine, and you?”, “Very well, thank you”, “I’m OK”
T: “Great. Could you tell me the date, please?”
Ss: “The seventh of June”
T: “Ok, thank you very much.”
(I will write the date on the whiteboard)
Warm up – 5’
T: “Today we are going to talk about some things that we use or see in our
everyday lives. What do you know about the telephone, for example?”
S1: “It was invented by Alexander Graham Bell”
S2: “It’s very useful”
S3: “We use it to communicate”
T: “Very good! You know a lot about it” “OK, now I’ll show you some pictures.
You have to tell me what the object is and, if you know, who invented or created
it, right?”
Ss: “Yes”

3. Pictures:
The Objects are:
wheel – automobile – printing press – Internet/WWW – aeroplane – electric light
bulb – radio – ballpoint pen – batteries – television
I will ask the students if they know who invented the objects. I could stick on the
blackboard the images and name tags with the inventors’ names. Students can
come to the blackboard and match them.
Presentation – 15’
Purpose: To provide a context for the teaching points (Passive voice.) To
develop their reading skills.
I will give students handouts with short texts related to some of the inventions
that I presented before. These are the texts:
INVENTIONS THAT CHANGED THE WORLD
Whenwe think about inventions sometimes we imagine big laboratories and crazy old men
with grey hair. That is not the case; in many occasions inventions are made not only in
laboratoriesorbyoldmen,but alsoby manydifferentpeople.Itis also important to mention
that inventions are made every day, in every part of the world, but not all inventions are
equally important. Here are some of the inventions that changed the world:
The Wheel

4. Thisveryimportantobject wasinvented along time ago. It is believed that it was developed
in the Asian Mesopotamia in 3500 BC. It is not known precisely who invented it, but we are
totallysure of itsimportance tothe developmentof society.The idea of the Wheel is used in
a lot of different everyday objects, and for thousands of different reasons.
The Printing Press
Thisis one controversial invention.It isusually considered thatJohannesGutenberg invented
the printing press around 1430. But the world already knew the paper and block printing,
elementsthatwere developed bythe Chinese in the 2nd and 7th centuries respectively. The
great idea of Gutenberg was to combine the idea of block printing with a screw press. He
revolutionized the process of writing.
The automobile
It is true that the steam engine mobilized industry. But the automobile mobilized people!
Although there were ideas about a personal vehicle to transport people, it was Karl Benz in
1885 whodevelopedaMotorwagen. The greatestthingaboutBenz’sideawas thathisvehicle
was powered by internal combustion.
The Internet and the World Wide Web
Internetallowspeopletogeta lot of informationandtocommunicate anywhere in the world
where there isaninternetconnection. Inthe late 1960s, the first type of internet connection
was developed by the US military for the purpose of military and research services.
Nowadays, we can surf the Net to look for any kind of information.
The World Wide Web (WWW) is an information system, which was invented by the English
scientist Tim Berners-Lee in 1989. This tool is used by millions of people to interact on the
Internet. The Internet is a global network, while the Web is the collection of information
which is accessed via the Internet.
T: “What do you think about these inventions? Were they useful?
Ss: “Yes, of course”
T: “In your opinion, which is the most important invention?”
Ss: “I can’t choose only one” “The wheel” “The Internet” etc
T: “And, tell me, why do you think it is important?”
(Here the students will come up with various reasons for their choice.)
T: “Ok, very well. Now I’d like you to have a look at the underlined words. What
are they?”
Ss: “Verbs”
T: “Very good! And what kinds of verbs?”
Ss: “Verb to Be” “Verbs in the past”
T: “Yes, that’s right” “Well, now we’ll see what this structure is about”
At this point of the lesson, I’m going to draw a table or chart on the board for
students to copy in their notebooks. I will complete the blanks with the help of
students.

5. PASSIVES (or Passive voice)
Use
When the action/object is more important than the person/thing that does the
action.
Form
Positive/Negative
To BE
Presente Simple:
am / is / are (not)
Past Simple:
was / were (not)
Future:
_______/_______ be
PAST PARTICIPLE
( -ed endings or
3rd.Column of Irregular
verbs)
made
invented
created
found
known
BY
(the person or thing that
did/does/will do the action)
by Karl Benz.
by the government.
by Thomas A.Edison
We don’t mention the agent or “doer” of the action when it is not known or not
important, or when it is obvious.
I will give some examples on the WB:
- Thomas Edison invented the electric light bulb.
- The electric light bulb was invented by Thomas Edison.
- Tim Berners-Lee developed the WWW.
- The WWW was developed by Tim Berners-Lee.
- The Chinese developed paper and block printing.
- Paper and block printing were developed by the Chinese.
I will explain how the object of the Active sentence becomes the subject of the
Passive sentence. I will give some examples of the passive voice, in which we
do not mention the agent, for instance:
- Coffee is grown in Colombia and Brazil (by…?….)
- Mercedes cars are made in Germany (by….?....)
Transition: “Well, now we’re going to listen to two people talking about
gadgets.”
Development:

6. Activity 1 – 15’
Purpose: To develop students’ listening skills. To provide a context for the new
structure (Passive voice.)
Link to the Listening (3:24’)
https://drive.google.com/file/d/1Y5Yld2l82eZwz807SBDeZ5gOuzsyXRC0/view
Announcer:Good morning, London. Welcome to Techno Talk. This morning our guest is Kenneth
Grey. He’s got four new gadgets toshow us.
Good morning, Kenneth. I see the gadgets on the table, but I don’t know what theyare.
Let’s look at this gadget. It looks like a watch but Idon’t think it’s a watch. What is it?
Kenneth: It’s a watch phone: a watch, a mobile phone, a camera, an MP3 and a video. It was
developed by LG Electronics.
Announcer: Wow, it’s like something from a James Bondfilm! How much does it cost?
Kenneth: It’s quite expensive – 500 pounds.
Announcer: Well, I guess I won’t buy it just yet. What’s this?Isee pieces ofglass ona metalbase. Is it
a picture frame?
Kenneth: Sorry, you won’t see this inthe livingroom, but you will see it inthe kitchen.
Announcer: What’s it usedfor?
Kenneth: It’s a glass toaster. It allows you to see the bread while it’s gettingbrown.
Announcer: A glass toaster – that’s great! You’ll never have burnt toast again. Who was it invented
by?
Kenneth: This toaster was invented by a company called Inventables. They’re developing a lot of
interesting new products with glass, plastic and aluminium.
Announcer: And what’s this?Isee two bigwheels. Ican’t imagine what they’re used for.
Kenneth: These big wheels are the latest in sports equipment. They’re called Chariot Skates.
They were designed by Australian inventor Michael Jenkins. You wear them like

7. skates, but they’re better than skates. You canride Chariot Skates onthe pavement, ina
field or on the ground.
Announcer: Wow, so you can ride Chariot Skates anywhere! CanIbuy these for my son’s birthday?
Kenneth: Sorry, Chariot Skates aren’t inthe shops yet, but they will be in June.
Announcer: What’s this? It looks like a computer mouse.
Kenneth: This isn’t a mouse, it’s a hand warmer.
Announcer: A hand warmer!
Kenneth: Yes, Sanyo have invented this new hand warmer to keep your hands warm on cold
days. It’s perfect for winter sports. You put them in your
pockets andthey can keepyour hands warm for uptofour hours.
Announcer: Great – nomore gloves for me. Well, thank you, Kenneth. Next week ...
Photographs of the gadgets:
Before listening I will pre-teach some words, for example:
gadget – pounds – glass (material) – chariot – mouse – hand warmer
T: “Well, at the beginning we were talking about inventions, right”
Ss: “Yes””
T: (I’ll show the students the photographs of the gadgets) Look at these photos.
Do you know what the gadgets are?”
Ss: “No idea” “Skates” “A watch” “Toaster” “Mouse”
T: “Well, now we are going to listen to two people talking and see if you were
right. It is a radio programme. The announcer is talking to Kenneth. They are
talking about four new gadgets.” “Are you ready?”
Ss: “Yes”

8. After listening:
T: “How did you do? Could you hear the names of the gadgets?”
Ss: “Yes” “No” (in this last case, I could play the podcast a second time.)
T: “What is number 1?”
Ss: “Skates” “Chariot skates”
T: “Very well” “And the second picture?”
Ss: “A watch phone”
T: “Very good! And what functions does it have?”
Ss: “Video, camera, phone, watch, MP3”
T: “Excellent” “Now I’ll give you some sentences. I want you to tell me if the
sentences are in the active or the passive voice, OK?”
Ss: “Yes”
(I could give handouts to students or I could copy the sentences on the WB)
Say which sentences are in the Active voice and which are in the Passive
voice:
1) The watch phone was developed by LG Electronics.
2) The glass toaster allows you to see the bread.
3) The Chariot skates were designed by Michael Jenkins.
4) Your hands are kept warm by the hand warmer.
5) The watch phone costs 500 pounds.
6) The toaster is made of glass.
7) You can use the skates on the pavement or on the ground.
8) The hand warmer was designed by Sanyo.
9) The toaster was invented by a company called “Inventables”.
After finishing this activity:
T: “Perfect. Now we’re going to do a writing activity.”
Transition: “Are you ready?”
Activity 2 – 10’
Purpose: To develop students’ writing skills. To do controlled practice of the
new structure.
T: “Now, you’re going to do an activity in which you have to complete a short
text about Jerry. Are you ready?”
Ss: “Yes”
T: “You have to complete the text with the verbs in the passive, right?”
Ss: “Right, teacher”
T: “You have to use the present and the past tense, OK?”
Ss: “OK”

9. I will give students handouts with this text for them to complete with the verbs in
the passive:
Jerry was given (give) an MP3 player for his birthday last week and he's really
excited about it. CD players 1…………………………… (use) by many people
but they aren't as modern as MP3s. They are also much smaller than CD-
players, which means that an MP3 2…………………………………………
(easily/carry) everywhere. Also, you don't need to have CDs with you because
all the songs 3………………………………… (save) directly on the MP3. Jerry's
MP3 4…………………………………. (design) by a famous German
designer and it 5……………………………… (manufacture) in China.
Activity 3 – 10’
Purpose: To develop their writing skills. To further expose the learners to the
structure.
T: “OK, now we’re going to do an activity to practise the passive a bit more”
“You have to change these sentences into the passive”
Change these sentences from the active to the passive:
1 - They grow coffee in Kenya.
2 - They publish “The Times” newspaper in London.
3 - The shark ate the man.
4 - The arsonist started the fire.
5 – The police took him away.
6 – Thomas and his brother built that house.
7 – The Australians speak English.
8 - A snake bit him.
9 – Leonardo painted the Mona Lisa.
Activity 4 – 10’
Purpose: To consolidate the structure. To develop their speaking skills.
T: “OK. You’re doing very well. Now I want you to do the last activity. You’re
going to do this. First, you have to choose an invention that you consider very

10. important. Then you have to investigate in the Web to look for information in
order to answer some questions. Right?”
Ss: “Yes, right”
I will write the questions (or instructions) on the WB:
1) The invention you chose.
2) Why did you choose this invention?
3) Who invented it? When? Where?
4) Do we use it nowadays? How much?
5) Why do you think this invention is important for people?
6) Do you think life would be different if that object/thing/gadget had not been
invented? How would our lives be different without it?
T: “After you have the answers to all the questions, you have to tell your mates
about it. Do you understand?”
Ss: “Yes” “Oh, no, do we have to speak?”
Closure – 2’
T: “Well, that is all for today. You were really very good.”
Homework – 10’
As homework, the local observer always gives them the corresponding
exercises from the workbook. I will explain what they have to do for the next
class.