TEFL 5: Grammar Lesson Plan on Passive Grammar Forms for Thai Students

This document presents a TEFL 5 grammar lesson plan designed for B1/B2 level Thai students. The lesson aims to enhance students' understanding and application of passive grammar forms. The 50-minute lesson incorporates various stages, including a lead-in to introduce the topic, warmer activities for engagement, pre-teaching of grammar concepts, detailed teaching of passive forms with examples, practice and feedback sessions using assignments, and a follow-up activity for assessment. The lesson plan emphasizes interactive activities, group discussions, and practical exercises to reinforce learning. It includes clear objectives, timing for each stage, interaction types, and detailed teacher and student activities. The plan also references key educational resources and provides a plenary to assess student comprehension, ensuring a comprehensive and effective approach to teaching passive grammar. The lesson plan is structured to facilitate active participation and practical application of grammar rules, promoting a deeper understanding of passive voice usage.

Running Head: TEFL 1
GRAMMAR LESSON PLAN
Name:
Institution:
Course:

TEFL 2
GRAMMAR LESSON PLAN
(Harmer, 2007)
Lesson Type: Grammar lesson
Lesson Aims: By the end of the lesson,
students will be able to fully understand
grammar and be able to do corrections.
They will also be able to show the
application of passive grammar forms
Level of Class: B1/B2 Number of students:
20 Thai students,
12M, 8F, aged 19 to
24
Length of lesson:
50 minutes
Materials: writing
board, practice
activities, pens, visual
aids
Stage Aim Timin
g
Interaction Teacher Activity Student Activity
Lead- in To introduce the grammar
lesson broadly (Bigelow &
Ranney, 2005).
To explain well about
passive forms.
To set the context for the
lesson and create interest to
students.
5mins Teacher and
students
Greetings. Summarizing
points on use of
grammar and its
features.
Outlining what passive
grammar forms entails.
Asking students if they
have had any experience
Students take notes on grammar.
Students should reflect on what they
are about to learn and try figuring out
about past situations and how it applies
to t heir learning of passive grammar
forms.
Make a list of all past events done
during childhood stage.

TEFL 3
in any passive sentences
and asking each one to
note some things they
did at their childhood.
Warmer: free
conversation
Students to discuss which
sentences they learned from
the listening lesson.
Discuss on them and see if
they can correct grammar
on their own
8mins Groups Make 5 groups each
with 4 students to
discuss on their
experiences from lesson
1.
Students should identify
the passively-formed
sentences in the story.
Students should be able
to socialize well now
that they are not young
children.
Students do as per instructions given
and be free to share their views with
one another.
Pre-teach
grammar
Do introduction on some
words with different
grammar forms.
8min Teacher and
student
Give examples on the
sentences with grammar
forms from the listened
Students keen on the examples and
taking note of the differences.
Students feedback on the questions

TEFL 4
Explain the passive forms
and give examples
Identify sentences in the
listened story
6min Pairs
text.
Ask if they can identify
the passive forms in the
sentences
Ask students to discuss
more on grammar forms
Students work in pairs to discuss more
on different grammar forms
Teaching Give notes on the grammar
forms and how it is applied
Highlighting some
examples from the listened
story to show the
application of passive
forms
5min Teacher and
students
Explain each form of
passive grammar.
Passive is used when the
object is the point of
interest. A passive form
sentence is formed from
active sentence which
has an object, for
example, “Peter builds a
house”...., becomes, “A
house is built by
Peter”...which is a
sentence in simple
Students take notes on the passive
grammar forms and looking at
examples given to show different
passive forms.
Students looking for examples of
passive sentences from the listened
story to help them understand the
passive forms .

TEFL 5
present passive form.
Highlighting examples
from the listened story
to show the grammar
forms
Practice&
feedback
Giving assignments to
prepare students on use of
passive grammar forms and
enable them use past tenses
to understand imaginary
situations.
To help them know how to
correct their grammar
mistakes.
Giving more examples for
practice.
5min
5min
Students to
teacher
Groups
Give examples and
questions to work out to
gauge their
understanding.
Guide the students on
correct grammar use to
help them avoid
mistakes
Students to choose a
specific example form
Students to practice on grammar
examples and do assignments given
Practice more on grammar and be able
to identify mistakes and hence correct
them. Students to discuss more on
what has been taught and trying
imagining the chosen example in past
tense and perfect forms.

TEFL 6
the listened story and
create passive sentences.
Follow-up
activity
To help access a student on
the topic taught, whether
they have understood. It
allows teaching extension
and/or repeat of the lesson.
To show knowledge and
skills acquired from the
lesson.
To know the meanings of
new words learned
5mins Groups Divide students to
groups and each group
should know the need
for this follow-up
activity.
Should aim at perfection
and no grammar errors.
To determine whether
new vocabularies are
listed well and their
meanings well noted.
Students in different groups to put into
practice whatever knowledge and skills
learned.
Each group to list all new vocabularies
learned and their meanings and discuss
them.
Plenary To determine the level of
understanding of the lesson
by the students in
attendance.
3min Teacher and
students
To find out whether the
lesson was well
comprehended by those
in attendance
Doing more work to understand the
topic well especially those who are
slow in understanding the information

TEFL 7
References
Books:
Bigelow, M. H., & Ranney, S. E. (2005). Pre-service ESL teachers’ knowledge about language and its transfer to lesson
planning. Applied linguistics and language teacher education, 179-200.
Harmer, J. (2007). The practice of English language teaching.