The independent-user threshold. Learners deal with most situations while traveling, produce connected text on familiar topics, and explain their opinions, plans and experiences.
Printable one-to-one lesson plan
Passive voice (present & past simple)
Choose active or passive focus, build present and past simple passives, decide whether an agent matters, and report processes or incidents responsibly.
Use after the complete B1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read present process, past event, negative passive, linked time question, and agent-versus-instrument listening check · Next-day passive form, verb eligibility, and accountable agent-choice retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Choose active or passive focus, build present and past simple passives, decide whether an agent matters, and report processes or incidents responsibly.
What must become clear
Can-do: By the end, you can identify the agent and affected participant; choose active or passive according to the intended topic; form present and past simple passive statements, negatives, and questions; use accurate regular and irregular participles; decide whether a by -phrase is informative; distinguish an agent from an instrument or source material; recognize which verbs can form a passive; interpret state-like participles from context; hear weak forms and contractions in U.S. speech; and give a clear, responsible service report.
High-value friction points
- The bicycles are inspected every morning.The plural subject bicycles requires are, and inspected remains the participle.
- The replacement cable was installed on May 7.Install is regular, so its participle is installed.
- The fault happened at noon.Remove was and keep Past Simple happened because no affected object can become a passive subject.
Protect these lesson moments
- Reactivate be and one participle
- Discovery check: recover the information choices
- Form check: let be carry time and agreement
- Participle check: complete the verb family
- Information check: keep only the details that serve the report
Learner production
Routine process: Explain how Model R bicycles are inspected, tested, and prepared. Use at least two present simple passives.
- Finished incident: Report what was discovered, removed, sent, or replaced on May 6 and May 7. Use at least two past simple passives.
- Responsible focus: Omit an obvious or unknown agent once, keep one meaningful agent with by , and name a responsible decision maker actively when accountability requires it.
- Follow-up: Ask one passive question and answer it from the fictional case.
Carry this language into the next session
Retrieve Passive voice (present & past simple) in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Reactivate be and one participle” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can identify the agent and affected participant; choose active or passive according to the intended topic; form present and past simple passive statements, negatives, and questions; use accurate regular and irregular participles; decide whether a by -phrase is informative; distinguish an agent from an instrument or source material; recognize which verbs can form a passive; interpret state-like participles from context; hear weak forms and contractions in U.S. speech; and give a clear, responsible service report.
- What needs to change in this repair, and why: The bicycles are inspected every morning.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Passive voice (present & past simple) in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Reactivate be and one participle and Discovery check: recover the information choices for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read present process, past event, negative passive, linked time question, and agent-versus-instrument listening check · Next-day passive form, verb eligibility, and accountable agent-choice retrieval, then repeat the communication task with a new situation or stricter success criteria.
60–70 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Reactivate be and one participle · Discovery check: recover the information choices · Form check: let be carry time and agreement.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can identify the agent and affected participant; choose active or passive according to the intended topic; form present and past simple passive statements, negatives, and questions; use accurate regular and irregular participles; decide whether a by -phrase is informative; distinguish an agent from an instrument or source material; recognize which verbs can form a passive; interpret state-like participles from context; hear weak forms and contractions in U.S. speech; and give a clear, responsible service report.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: The bicycles are inspected every morning. The plural subject bicycles requires are, and inspected remains the participle.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate be and one participle · Discovery check: recover the information choices · Form check: let be carry time and agreement · Participle check: complete the verb family. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Routine process: Explain how Model R bicycles are inspected, tested, and prepared. Use at least two present simple passives.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Passive voice (present & past simple) in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read present process, past event, negative passive, linked time question, and agent-versus-instrument listening check
- Clip 1
Read: Every UNIT is TESTed TWICE.
Supports: What does the first line say about testing?
- Clip 2
Read: The PACKAGE was SENT on MONday.
Supports: Which finished event does the second line report?
- Clip 3
Read: The BATteries WEREN’T rePLACED.
Supports: What does The batteries weren’t replaced state directly?
- Clip 4
Read: WHEN was it deLIVered?
Supports: What information does the linked question request?
- Clip 5
Read: The FRAME was rePAIRED by MAYa with a TORQUE WRENCH.
Supports: In the final line, what do the by -phrase and with -phrase identify?
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
B1 · Passive voice (present & past simple)
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can identify the agent and affected participant; choose active or passive according to the intended topic; form present and past simple passive statements, negatives, and questions; use accurate regular and irregular participles; decide whether a by -phrase is informative; distinguish an agent from an instrument or source material; recognize which verbs can form a passive; interpret state-like participles from context; hear weak forms and contractions in U.S. speech; and give a clear, responsible service report.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Choose active or passive focus, build present and past simple passives, decide whether an agent matters, and report processes or incidents responsibly.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.