In the Practice Stage, Ss, in pairs, discuss passive voice usage, effect, and intention through partially scaffolded activity. In the Consolidation Stage, Ss, in groups, analyze authentic language samples, including those from other subjects, and discuss the suitable voice and reason. Ss’ oral and written engagement are facilitated in all stages. Assessment: The lead-in can help T initially gauge Ss’ prior knowledge. Through questioning, T can check if Ss understand the prerequisite grammar knowledge, which would be important in the upcoming stages. If not, some adjustments or re-teaching may be necessary. In the Practice and Production stage, by observing Ss’ answers, T can assess if the students can use the form accurately. Procedures Time Procedure Materials/ Purpose Classroom language Noticing is the essential 5 minutes Lead-in starting point for T <-> class: T talk about “Mr Wong takes acquisition (Schmidt, some classroom Eric’s pen; Eric’s 1990) activities using passive pen is taken by Mr and active voice. Wong”, etc. Co-define target Ss explore the learning performance level to goals promote metacognition. (Kaufman, 2013) 5 minutes Individual work: Ss Teacher-developed Students’ prior complete a chart of verbs material p. 1 knowledge can provide a to be and past strong foundation for participles. building new knowledge. 5 minutes Presentation Computer, T <-> class: T presents the projector, sound Provide input as exposure form of passive equipment and comprehensible input construction. (CI) (Krashen, 1977). T demonstrates
In the Practice Stage, Ss, in pairs, discuss passive voice usage, effect, and intention through partially scaffolded activity. In the Consolidation Stage, Ss, in groups, analyze authentic language samples, including those from other subjects, and discuss the suitable voice and reason. Ss’ oral and written engagement are facilitated in all stages. Assessment: The lead-in can help T initially gauge Ss’ prior knowledge. Through questioning, T can check if Ss understand the prerequisite grammar knowledge, which would be important in the upcoming stages. If not, some adjustments or re-teaching may be necessary. In the Practice and Production stage, by observing Ss’ answers, T can assess if the students can use the form accurately. Procedures Time Procedure Materials/ Classroom language Purpose 5 minutes Lead-in T <-> class: T talk about some classroom activities using passive and active voice. Ss explore the learning goals “Mr Wong takes Eric’s pen; Eric’s pen is taken by Mr Wong”, etc. Noticing is the essential starting point for acquisition (Schmidt, 1990) Co-define target performance level to promote metacognition. (Kaufman, 2013) 5 minutes Individual work: Ss complete a chart of verbs to be and past participles. Teacher-developed material p. 1 Students’ prior knowledge can provide a strong foundation for building new knowledge. 5 minutes Presentation T <-> class: T presents the form of passive construction. T demonstrates Computer, projector, sound equipment Provide input as exposure and comprehensible input (CI) (Krashen, 1977).