Present Perfect Passive
Objectives:
-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
sentences”
Type of the lesson: grammar lesson
Procedure
I. The beginning of the lesson
1. Greeting.
T: Good morning! How are you getting on?
Ps: We are very well!
Aim
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
Thanks
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 PASSIVE VOICE
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
say
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
sentence.
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
Simple.
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
shake.
Game ”What’s been changed?”
Present perfect passive group speaking activity
Procedure:
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
changed.
Scoring:
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
point.
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
points)
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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