Present Perfect Passive


-to practice to use of Present Perfect Passive;

-to develop grammar skills;

-to teach pupils to love English

Supplies: sheets of paper with the tasks, cards, hand out “Jigsaw

Type of the lesson: grammar lesson


I. The beginning of the lesson

1. Greeting.

T: Good morning! How are you getting on?

Ps: We are very well!


Today we’ll get to know new grammar material Present Perfect Passive.

Warming up

Game “ Jigsaw sentences”

Give a set of jigsaw sentences to each pair or group of four pupils. Ask
pupils to make up 3 sentences, read and translate them after that. Which
group will be the first one to make up the sentences.

Jigsaw sentences: ( the card are mixed)

The United Kingdom of Great Britain

on islands

is situated

and Northern Ireland

There are

many countries

by sea

Great Britain

which are connected with


is mild

Great Britain

the climate of

is mild

to the Gulf Stream

II. The main part of the lesson

1. Presenting and practicing Grammar


The Active sentences focus on what the person (subject) does, did, or
will do.

The passive sentences focus on the object of the action:

My Granny bought vitamins for me. (Active Voice.)

Vitamins were bought for me. (Passive Voice.)

We use the Passive Voice if we don’t know, don’t care or don’t want to

who (or what) did the action. The Passive Voice focuses on processes
rather than

on people.

We form the Passive Voice by means of the verb to be and the third form
(Past Participle)

of the main verb.

Changing from Active into Passive

• The object of the active sentence becomes the subject in the passive

The active verb changes into a passive form.

The subject of the active sentences becomes the agent.

The agent is not mentioned when:

-it is unknown;

-it is unimportant;

-it is obvious from the context.

Present Perfect Passive Voice

To be + V3

Positive Negative

They have been visited They have not been visited

It has been built It has not been built

Question Answer

Have the museums been visited by many friends the other days?

Has it been built yet? Yes, they have./ No, they haven’t( have not).

Yes, it has. / No, it hasn’t( has not).

Use Example

When the person or thing that has done the action isn’t important, or
when we don’t know who has done it. Coffee has been grown in Brazil.

Exercise on Passive Voice — Present Perfect

Rewrite the sentences in passive voice

Kerrie has paid the bill. – The bill has been paid by Kerrie.

I have eaten a hamburger. —

We have cycled five miles.

I have opened the present.

They have not read the book.

You have not sent the parcel.

We have not agreed to this issue.

They have not caught the thieves.

Has she phoned him?

Have they noticed us?

Write passive sentences in Present Perfect.

the postcard / send – The postcard has been sent.

the pencils / count

the door / close

the beds / make

the mail / write

the trees / plant

the money / spend

the room / book / not

the rent / pay / not

the people / inform / not

Complete the sentences (Active or Passive Voice). Use Present Perfect

The car (steal) — The car has been stolen.

I (bake) _____________ a cake.

My friends (buy) __________ a house.

The cup (put) ______________ on the table.

Trees (plant) ______________ in the street.

The boy (fall / not) ____________- off his bike.

I (bite / not) __________ by a snake.

He (step) _____________ on my toe.

We (walk) ______________ all the way home.

She (pick up / not) _______________— by a friend.

Show the Passive Voice in the text

The Canterville Ghost

Chapter I

When the American, Mr Otis, bought Canterville Castle, everyone told him
that this was very foolish, as the place was haunted. But Mr Otis
answered, “I come from a modern country, where we have everything that
money can buy. And if there were such a thing as a ghost in Europe, we
would have it at home in one of our museums.”

A few weeks later, on a lovely July evening, Mr Otis, his wife and their
children, Washington, Virginia and the twins, went down to their new
home. When they entered the avenue of Canterville Castle, the sky
suddenly became dark and a spooky stillness was in the air.

Mrs Umney, the housekeeper, led them into the library of the castle,
where they sat down and began to look around. Suddenly, Mrs Otis saw a
red stain on the floor just by the fireplace and said to Mrs Umney, “I
am afraid something has been spilt there.”

“Yes, madam,” said the old housekeeper in a low voice, “blood has been
spilt on that spot.”

“How terrible,” said Mrs Otis; “I don’t want any blood-stains in my
sitting-room. It must be removed at once.”

The old woman smiled and answered, “It is the blood of Lady Eleanore de
Canterville, who was murdered on that spot by her husband, Sir Simon de
Canterville, in 1575. Sir Simon disappeared seven years later. His body
has never been found, but his ghost still haunts the Castle. The
blood-stain is a tourist attraction now and it cannot be removed.”

“That is all nonsense,” said Washington, the eldest son of the Otis
family, “stain remover will clean it up in no time,” and he took a
bottle of stain remover out of his pocket and cleaned the spot. But as
soon as the blood-stain had disappeared, a terrible flash of lightning
lit up the room and a fearful peal of thunder made the whole building

Game ”What’s been changed?”

Present perfect passive group speaking activity


Divide the pupils in two (more or less) equal groups: A and B.

Write up on the board and tell the pupils that this activity is called
«What’s been changed?»

Tell the pupils to memorize the position and state of everything in the
room (allow 2 minutes).

Tell the pupils that group A is going to leave the room for 5 minutes,
and during that time group B will change things in the room. When the
pupils in group A come back, they will have to identify what’s been


Each pupil in group A who uses the target structure to identify a
change gets 1 point.

If the pupil identifies an actual change, they get an additional 1

Points are not awarded to pupils who don’t use the target structure
correctly, on the other hand

any other pupil who catches an error and corrects it gets the point.
This encourages

attentiveness and greater participation by all the pupils.

The pupil with the most points after the time limit / all changes have
been identified wins.

In any case, the dialogue should go something like this:

Pupil A1: «A-ha! The lights have been switched off.

Pupil B: «That’s right. They’ve been switched off.» (pupil A1 = 2

Pupil A2: «And you moved the dictionary.»

Pupil A1: «No, you’re supposed to say the dictionary has been moved.'»

Pupil B: «No, it hasn’t been moved.» (pupil A2 = 0 pt, pupil A1 = 1 pt)

Use these clues:

switch on / off + the lights / television

move + table / chair / rubbish bin or wastebasket / clothes …

open / close + the window / cabinet or cupboard / book / box

wipe or erase + the board

write / draw + on the board

unplug / plug in + the television / cassette or DVD player

put away + pens / pencils / notebooks / books…

turn over + notebooks / books

III. Finishing the lesson

Summarizing. What have we done at the lessons? What grammar have we
learnt at the lesson today? What difficulties did you have? Have you got
any difficulties with the Present Perfect Passive?

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