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Printable one-to-one lesson plan
Full passive (all tenses, passive reporting)
Control passive forms across aspect, tense, and modality and use impersonal or personal passive reporting structures to package information formally.
Use after the complete B2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read weak auxiliaries, been-being contrast, active-passive contrast, reduced by, and reporting thought-group listening check · Next-day auxiliary-system, agent-responsibility, heavy-chain, reporting-time, and evidence-calibration 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
Control passive forms across aspect, tense, and modality and use impersonal or personal passive reporting structures to package information formally.
What must become clear
Can-do: By the end, you can build simple, progressive, perfect, future, and modal passives; recover every auxiliary; recast grammatical but overloaded chains; decide whether an agent is unknown, obvious, irrelevant, informative, or being concealed; distinguish event, result-state, and conversational get -passives; use two-object and prepositional passives; switch between impersonal and personal reporting; locate simultaneous, ongoing, earlier, and earlier-passive reported events; hear reduced U.S. forms; and deliver a sourced institutional briefing.
High-value friction points
- The application is being reviewed now.Present progressive passive uses present be plus being plus the past participle.
- Three candidates have been selected for interview.Have carries present perfect aspect; been realizes passive be; selected is the lexical participle.
- The director is reported to have resigned. Alternatively: It is reported that the director resigned.Keep the personal subject plus infinitive frame separate from impersonal it plus a that-clause.
Protect these lesson moments
- Reactivate the B1 passive foundation
- Discovery check: recover the meaning carried by each chain
- Build the passive without losing time or aspect
- Focus and responsibility decisions
- Use the full system, then edit for processing load
Learner production
Auxiliary audit: Mark future, perfect, progressive, modal, passive be , and lexical participle in one long chain. Remove any layer only if the meaning changes appropriately.
- Camera choice: Retell one event with the affected participant as topic, then with the documented agent as topic. Explain which version better serves the paragraph.
- Responsibility challenge: Your partner asks, Do we know who did this, and does that identity matter? Restore the agent, keep it unknown, or state the evidence limit.
- Reporting-time ladder: Use one current state, one ongoing event, one earlier completed action, and one earlier passive event after a personal reporting passive.
- Register edit: Recast one heavy grammatical chain for a public briefing without losing its time, aspect, modality, or certainty.
Carry this language into the next session
Retrieve Full passive (all tenses, passive reporting) 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 the B1 passive foundation” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can build simple, progressive, perfect, future, and modal passives; recover every auxiliary; recast grammatical but overloaded chains; decide whether an agent is unknown, obvious, irrelevant, informative, or being concealed; distinguish event, result-state, and conversational get -passives; use two-object and prepositional passives; switch between impersonal and personal reporting; locate simultaneous, ongoing, earlier, and earlier-passive reported events; hear reduced U.S. forms; and deliver a sourced institutional briefing.
- What needs to change in this repair, and why: The application is being reviewed now.
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 Full passive (all tenses, passive reporting) 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 the B1 passive foundation and Discovery check: recover the meaning carried by each chain 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 weak auxiliaries, been-being contrast, active-passive contrast, reduced by, and reporting thought-group listening check · Next-day auxiliary-system, agent-responsibility, heavy-chain, reporting-time, and evidence-calibration retrieval, then repeat the communication task with a new situation or stricter success criteria.
70–80 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 the B1 passive foundation · Discovery check: recover the meaning carried by each chain · Build the passive without losing time or aspect.
- 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 build simple, progressive, perfect, future, and modal passives; recover every auxiliary; recast grammatical but overloaded chains; decide whether an agent is unknown, obvious, irrelevant, informative, or being concealed; distinguish event, result-state, and conversational get -passives; use two-object and prepositional passives; switch between impersonal and personal reporting; locate simultaneous, ongoing, earlier, and earlier-passive reported events; hear reduced U.S. forms; and deliver a sourced institutional briefing.
- 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 application is being reviewed now. Present progressive passive uses present be plus being plus the past participle.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate the B1 passive foundation · Discovery check: recover the meaning carried by each chain · Build the passive without losing time or aspect · Focus and responsibility decisions. 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: Auxiliary audit: Mark future, perfect, progressive, modal, passive be , and lexical participle in one long chain. Remove any layer only if the meaning changes appropriately.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Full passive (all tenses, passive reporting) 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 weak auxiliaries, been-being contrast, active-passive contrast, reduced by, and reporting thought-group listening check
- Clip 1
Read: The permit has been approved.
Supports: Tutor line 1: Clip 1 Recover the complete perfect passive: listen .
- Clip 2
Read: The notice should have been sent Monday.
Supports: Tutor line 2: Clip 2 Recover the missed past obligation: listen .
- Clip 3
Read: The application is being reviewed.
Supports: Tutor line 3: Clip 3 The word that preserves progressive aspect belongs in listen .
- Clip 4
Read: They’ve been reviewing the files.
Supports: Tutor line 4: Clip 4 The subject performs an ongoing active process, so the chain is listen .
- Clip 5
Read: The certificate was signed by engineer Lena Ortiz , not the contractor.
Supports: Tutor line 5: The certificate was signed by ENGINEER LENA ORTIZ, not the contractor. The contrastively important new agent is listen .
Delivery and evidence notes
- Read each line once at a natural pace. Repeat once if requested. Then contrast has been approved , is being reviewed , and has been reviewing while the learner identifies the meaning of every small auxiliary.
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
B2 · Full passive (all tenses, passive reporting)
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 build simple, progressive, perfect, future, and modal passives; recover every auxiliary; recast grammatical but overloaded chains; decide whether an agent is unknown, obvious, irrelevant, informative, or being concealed; distinguish event, result-state, and conversational get -passives; use two-object and prepositional passives; switch between impersonal and personal reporting; locate simultaneous, ongoing, earlier, and earlier-passive reported events; hear reduced U.S. forms; and deliver a sourced institutional briefing.
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?
Control passive forms across aspect, tense, and modality and use impersonal or personal passive reporting structures to package information formally.
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.