converting active sentences into passive visualizer sentences. Individual work: Ss take notes on the skeleton Teacher-developed material. material, p. 2-4 Learners co-construct 10 minutes Teacher-developed Practice new language through Pair work: In pairs, Ss material, p.5-6 socially-mediated complete exercises of interaction (Vygotsky, creating passive voice 1987). sentences with gradually decreasing support. Delivery mode tailored to T monitors. learning students’ visual style. (Kaufman, 2013) Goal-directed practice develops greater fluency, automaticity and mastery. Questioning, 5 minutes Production experimentation, Group work: Ss choose a application, finding and dish that they can cook Teacher-developed solving problems promote using the given material, p. 7-8 inquiry-driven learning. ingredients. Ss write some (Kaufman, 2013) sentences to talk about the ingredient in passive Comprehensible voice. Group mates guess output (CO) hypothesis the dish. “…is used” suggests that Group work: Ss ask and ‘forcing’ learners to produce answer questions about language is important so food using the passive “Fork is invented they can notice gaps in voice. in…”; “Pizza was their production and test eaten by…” T monitors. out hypothesis (Swain, 1995). 5 minutes Consolidation Misconceptions should be T <-> class: T provides eliminated as soon as
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