Guided Discovery – Trainer notes

Time Procedure Aim

(Please follow the timing. Cut off activities if you have to. The idea is for teachers to experience this
type of lesson. They don’t have to fully complete every activity)

Material 2 IWB electronic pens  Teachers will experience

what it is like to be a student
True False worksheet - Handout 1 in a guided discovery lesson.

Photocopies of:  Teachers will take reflect on

More 1 p. 83. Countable and uncountable nouns. the principles of guided
More 2 p. 17 Past Simple Irregular Verbs discovery from their lesson
More 3 p. 47 Relative Pronouns experience.
Adventures Intermediate p. 61 Gerunds and Infinitives
English in Mind 4 p.65 Mixed Conditionals  Teachers will apply these
English in Mind 5 p.92 Alternative ways to refer to the future principles to lesson planning/
activity creation.
1 minute Page 1 of the flipchart – Title and signposting To show structure of the workshop.

Show the teachers the topic and signposting for this workshop. Explain that you will teach a grammar To refer to at end of lesson to show
lesson using the Guided Discovery method. For the next 50 minutes, the teachers will be students. what has been learnt.
2 minutes Page 2 of the flipchart. “True or False” Teachers will experience what it is
like to get input about a language
point without a grammar
Put teacher in pairs and give Handout 1. Pairs discuss the sentences, saying if they are true and presentation.
giving examples.

Elicit by show of hands which sentences were true or false.

Material: Handout 1 (True/False sentences)

Handout 2 (reading text)

4 minutes Page 3 of the flipchart – Famous movie quotes. Teachers will experience what it is
like to process language
Elicit from the teachers if they know the 4 movies shown on the page. (Lord of the Rings, Dirty Harry,
Star Wars, Forest Gump)
 Put teachers in groups of 3 and ask them to finish the sentences on the IWB page, using famous
quotes from these movies.

Call 4 teachers to go to the IWB and write in the rest of the sentence using the electric pen.
Did everyone have the same?

Answers:

1. You shall not pass

2. Do you feel lucky punk
3. Father
4. You never know what you’re going to get.
4 minutes Page 4 of the flipchart – Matching sentences. Teachers will experience what it is
like to process language
Tell the teachers that on the IWB they can see 1 – 10 all the sentences from their True/False
worksheet. They can also see A – J another way to express these sentences.

Ask groups of 3 to match each numbered sentences with a lettered sentence.

Answers:

1. J
2. B
3. D
4. A
5. F
6. H
7. I
8. C
9. G
10. E

5 minutes Page 5 of the flipchart – grouping the sentences by function Teachers will experience what it is
like to make hypotheses about
Tell the teachers that they can now see the sentences in 3 groups. Each group has its own rule about grammar functions, without being
when it is used. told.

Tell teachers (in groups of 3) to think of the rule about when this language is used, for each group of
sentences. (Hint – it’s about when the actions in the first part and second part of the sentences
happen).

Elicit the rule for the first group of sentences. Remove the blue box to reveal the rule. Did everyone
 have something similar to this? Repeat for the second and third groups of sentences.

Answers:

 Actions happening around the same time

 When 1 action happens before another action
 Present/past perfect

3 minutes Page 6 of the flipchart Teachers will experience what it is

like to make hypotheses about
Tell teachers (in groups of 3) to compare the green and purple sentences. What changes happened to grammar forms, without being told.
make the green sentence into the purple sentence?

Give groups 1 minute to discuss this.

Call one teacher to come to the board and, using the electronic pen, change the purple sentence so it
is the same as the green sentence.

Answer:

Because I drank Having drunk too much alcohol on Friday night, I suffered quite badly on Saturday
morning.

3 minutes Page 7 of the flipchart Teachers will experience what it is

like to make hypotheses about
Here are the other sentences from this group. grammar forms, without being told.

Call 2 teachers up to change the purple sentences into green sentences.

Now ask teachers to think what’s the rule for making the green sentences. Give groups 1 minute to
think and then call a teacher to write the sentence on the line in the white box.

Does everyone agree?

Remove the blue box to reveal the rule.

3 minutes Page 8 of the flipchart Teachers will experience what it is

like to make hypotheses about
 Tell teachers (in groups of 3) to compare the blue and yellow sentences. What changes happened to grammar forms, without being told.
make the yellow sentence into the blue sentence?

Give groups 1 minute to discuss this.

Call one teacher to come to the board and, using the electronic pen, change the yellow sentence so it
is the same as the blue sentence.

Answer: I was Going for a walk last week, when I found the footpath blocked by motorbikes.

3 minutes Page 9 of the flipchart Teachers will experience what it is

like to make hypotheses about
grammar forms, without being told.
Here are the other sentences from this group.

Call 2 teachers up to change the yellow sentences into blue sentences.

Now ask teachers to think what’s the rule for making the blue sentences. Give groups 1 minute to think
and then call a teacher to write the sentence on the line in the white box.

Does everyone agree?

Remove the blue box to reveal the rule.

3 minutes Page 10 of the flipchart Teachers will experience what it is

like to make hypotheses about
Tell teachers (in groups of 3) to compare the orange and pink sentences. What changes happened to grammar forms, without being told.
make the pink sentence into the orange sentence?

Give groups 1 minute to discuss this.

Call one teacher to come to the board and, using the electronic pen, change the pink sentence so it is
the same as the orange sentence.

Answer: I hadn’t Not having taught Jumpstart before, so I was quite nervous in my first lesson.

3 minutes Page 11 of the flipchart Teachers will experience what it is

like to make hypotheses about
Here are the other sentences from this group. grammar forms, without being told.
 Call 2 teachers up to change the pink sentences into orange sentences.

Now ask teachers to think what’s the rule for making the orange sentences. Give groups 1 minute to
think and then call a teacher to write the sentence on the line in the white box.

Does everyone agree?

Remove the blue box to reveal the rule.

2 minutes Page 12 of the flipchart - bonus question Teachers will experience what it is
like to make hypotheses about
grammar forms, without being told.
Ask the teachers to look at the 2 yellow sentences. Is the second sentence ok?

Ask the teachers to look at the 2 pink sentences. Is the second sentence ok?

Use the Magic Ink tool to remove the tick and cross to show the answer.

Ask the teachers “Why is the second yellow sentence wrong? Why is the second pink sentence right?”

Answer:

The subject has to be the same in both parts of the sentence.

5 minutes Page 13 of the flipchart - Reading (flooding) Teachers will experience what it is
like to process language
Tell the teachers the reading is taken from “On the Road”. Ask them to read it and find the 10 pieces of
language like the ones they have been studying. Teachers will experience what it is
like to be ‘flooded’ with input.
After a minute tell the teachers to share their findings with their group.

Choose teachers to come to the board and highlight the appropriate words.

Answer:

Then here came a gang of young bop musicians. Carrying their instruments out of car, they piled right
into a saloon and we followed them. Setting themselves up, they started blowin. The leader was slender,
thin of shoulder, with self-indulgence written in his eyes. Picking up his horn, he frowned in it and blew
cool and complex, stamping his foot to catch ideas. Then there was Prez, a husky, handsome blond. He
was sweating, hitching up his horn and writhing into it. The third sax was an alto, eighteen-year-old
 cool, taller than the rest. Raising his horn, he blew into it quietly and thoughtfully, eliciting birdlike
phrases and architectural Miles Davis logics. The young blonde kid was sucking on his mouthpiece,
waiting for the others to finish. When they did he started. You had to look around, trying to see where
the solo was coming from, for it came from angelical smiling lips upon the mouthpiece, playing a soft,
sweet, fairy-tale solo.

Note: if teachers chose other ing words, they are probably reduced relative clauses or present
participles acting as adjectives. This error should become apparent in the next step when they have to
transform their chosen words.
5 minutes Page 14 of the flipchart – Transforming sentences from the reading Teachers will experience what it is
like to explore their hypotheses
Step 2 about language.
Give pairs the handout 2, the text from flipchart p. 13.
Tell pairs to choose 2 of the 'ing' sentences and to transform them into non-'ing' sentences.
Turn to the IWB and show p.14.
"What's under the box?"
Now get pairs 2 minutes to discuss what is under each of the coloured boxes.
Ask teachers to choose a coloured box and guess what is under it. Click on the box to reveal the
answer.

3 minutes Page 15 of the flipchart - Output Teachers will experience what it is

like to use their hypotheses about
Tell teachers they are going to write a paragraph in the style of a Victorian novel, about the ill-fated love language.
between Lord Finklebottom and the scullery maid, Maisie.

Show teachers the first sentence. Give teachers (in groups of 3) 1 minute to think of what will happen
next, using as much of the language they have been studying as possible.

After 1 minute you (the trainer) and the class (the teachers) will co-create the story. The teachers
should call out their ideas, while you sit at the computer and type their sentences into the dark grey
box. When the paragraph is finished, ask the teachers if they want any changes or want to add more –
ing language. Make the changes for them.

As a wrap up, you can get teachers to theatrically read out the sentences in the paragraph.
 (Tell the teachers this is what would happen in a regular lesson, but as a time-saver skip straight to the
co-creation part. Just spend a couple of minutes on this so teachers get the idea)


5 minutes Page 16 of the flipchart - Principles of Guided Discovery (Click on the revealer tool so this page is Teachers will discuss some
covered) principles of guided discovery

Now the Guided Discovery demo lesson is over. Ask teachers to think back on each stage and identify
what was happening. Teachers discuss this in pairs for 1 minute. Elicit ideas.

Use the revealer to reveal the descriptions in the pink box on the left-hand side of the screen. Get
pairs to discuss what these are, and when they experienced them in the model lesson.

Pull the revealer all the way back to reveal the principles in the green boxes.

Tell pairs to match a pink description with a green principle.

Elicit and use the connector tool to match.

Click back through pages 2 – 14 and elicit from teachers what principle was happening in each step.

(Click off the revealer tool)

Ask teachers how was this lesson different to a PPP lesson?

Answer: More learner autonomy, the teacher doesn’t ‘own’ the language, less use of metalanguage,
the students are not told the rules (at least initially) but are given the chance to make their own rules,
the language is presented through lots of examples.

5 minutes Give teachers (in groups of 3) a photocopy of a grammar page from a Senior book (see Materials). Teachers will think of ideas for a
Give teachers 3 minutes to look at the grammar and think of 2 Guided Discovery ideas. guided discovery lesson.

Put teachers into new groups and share their ideas. Teachers will share ideas.

Teachers write their ideas on the back page of the Teachers’ Handout.
 Handout 1
True or False
Have any of these statements been true for you?
1. Having drunk too much alcohol on Friday night, I suffered quite badly
on Saturday morning.
2. Stepping out onto the road, I saw 1000 motorbikes heading towards
me.
3. Having lived in Vietnam for more than 6 months, I now have a strong
command of the language.
4. Going for a walk last week, I found the footpath blocked by
motorbikes.
5. Having come from a hot country, I didn’t suffer in summer like some of
my colleagues.
6. Having arrived in Vietnam, I found myself bewildered by many things.
7. Having got my first monthly salary, I immediately went to the nearest
bia hoi place.
8. Sitting in this workshop, I’m really worried about how my Junior class
went on their test last week.
9. Not having taught Jumpstarts before, I was quite nervous in my first
lesson.
10. Having learnt some of the basic language, I can now joke with the TAs
in Vietnamese.
True or False
Have any of these statements been true for you?
1. Having drunk too much alcohol on Friday night, I suffered quite
badly on Saturday morning.
2. Stepping out onto the road, I saw 1000 motorbikes heading
towards me.
3. Having lived in Vietnam for more than 6 months, I now have a
strong command of the language.
4. Going for a walk last week, I found the footpath blocked by
motorbikes.
5. Having come from a hot country, I didn’t suffer in summer like
some of my colleagues.
6. Having arrived in Vietnam, I found myself bewildered by many
things.
7. Having got my first monthly salary, I immediately went to the
nearest bia hoi place.
8. Sitting in this workshop, I’m really worried about how my Junior
class went on their test last week.
9. Not having taught Jumpstarts before, I was quite nervous in my
first lesson.
10. Having learnt some of the basic language, I can now joke with
the TAs in Vietnamese.
 Handout 2

Then here came a gang of young bop musicians, carrying Then here came a gang of young bop musicians, carrying

their instruments out of cars. They piled right into a saloon their instruments out of cars. They piled right into a saloon

and we followed them. Setting themselves up, they started and we followed them. Setting themselves up, they started

blowin. The leader was slender, thin of shoulder, with self- blowin. The leader was slender, thin of shoulder, with self-

indulgence written in his eyes. Picking up his horn, he indulgence written in his eyes. Picking up his horn, he

frowned in it and blew cool and complex, stamping his foot to frowned in it and blew cool and complex, stamping his foot to

catch ideas. Then there was Prez, a husky, handsome blond. catch ideas. Then there was Prez, a husky, handsome blond.

He was sweating, hitching up his horn and writhing into it. He was sweating, hitching up his horn and writhing into it.

The third sax was an alto, eighteen-year-old cool, taller than The third sax was an alto, eighteen-year-old cool, taller than

the rest. Raising his horn, he blew into it quietly and the rest. Raising his horn, he blew into it quietly and

thoughtfully, eliciting birdlike phrases and architectural Miles thoughtfully, eliciting birdlike phrases and architectural Miles

Davis logics. The young blonde kid was sucking on his Davis logics. The young blonde kid was sucking on his

mouthpiece, waiting for the others to finish. When they did he mouthpiece, waiting for the others to finish. When they did he

started. You had to look around, trying to see where the solo started. You had to look around, trying to see where the solo

was coming from, for it came from angelical smiling lips upon was coming from, for it came from angelical smiling lips upon

the mouthpiece, playing a soft, sweet, fairy-tale solo. the mouthpiece, playing a soft, sweet, fairy-tale solo.