CELTA

Text-based guided discovery

Lesson Plan Cover Sheet
Name: Gemma Smith Date 3.8.10 Week 1 2 3 4 Day 1 2 3 4 5

Level: Pre-Intermediate TP No. 3

Lesson Type:* Grammar (text-based) Time: 9.30-10.10 Length: 20 40 60

Class profile (age/nationalities): Materials/Aids: (remember to copyright materials)

8 Argentines 1 Bolivian 1 Chilean Headway Pre-Intermediate U11, p25 and teacher’s
5 Women 3 Men Ages 30-55 resource book 11.2, own visuals

Main Aim: By the end of the lesson SS will be better able to understand and use the past simple passive –
in positive, negative and question forms (e.g. When was Hamlet written?/Coca Cola wasn’t invented in
England).

Secondary aim: Students will also have practised reading for gist and detailed information in the context of
the history of Coke.

Assumptions
Ss will have seen present simple passive before.
Ss will be familiar with the context of Coca Cola.
Ss know the difference between past simple and past participle forms.
Ss know a range of irregular verbs and their three forms.

Teacher/personal aims Criteria

To focus on meaning, pronunciation and form in the correct order and sufficient depth. 2e / 5d

Use effective CCQs. 2e / 5g

Keep the pace high and get to the practice tasks. 5i / 2g

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Text-based guided discovery
Function and Grammar Analysis Sheet
Use this form for function and grammar lessons

1- Analysis: Problems & Solutions

Meaning:
SS might not understand the idea
The passive puts the focus on the object (of the active that the person who did the action is
sentence) to which the action occurs. The agent is not the not important
focus.
Ask CCQs to clarify this:
Do we know who opened the factory?
He opened the factory. (Active)
No.
Do we care? No.
The factory was opened. (Passive).

Like the active, the passive is used in the past simple to

describe complete actions and states in the past. SS might not use the weak forms of
verb ‘to be’.

Model and drill chorally and

Pronunciation: individually and elicit stressed
syllables and weak form phonemes to
the board.
⧭ ⧭ ⧭ ⧭ ⧭⧭
Backchain if necessary.
The factory was opened.
/ðəfæktri:wəzəʊpənd/ SS might add a syllable to regular
past participles.
⧭ ⧭ ⧭ ⧭
Nine drinks were sold Model, drill and elicit stress and
/naɪndrɪŋkswəsɒld/ syllables and rules for pronouncing /-
id/ ending (only after /t/ and /d/.
Form:
SS might omit the auxiliary verb and
Past Simple Passive say ‘The factory opened’.

Board forms clearly and elicit

Subject + (verb to be in past simple) + past participle differences.
Monitor carefully in controlled
The factory was opened. practice exercises and do hot error
correction as necessary.
Nine drinks were sold
SS might use past simple form of
irregular verbs instead of past
participle.

Elicit form clearly to board and elicit

examples with (sung / drunk etc.)
Monitor carefully in controlled
practice exercises and do hot error
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Text-based guided discovery
correction as necessary.

2 - Checking Meaning:
E.g. Concept Check Questions, timelines, examples etc.

Are we focused on the action or the person doing it? The action

Is the action complete? Yes

Is it in the past? Yes

Is the agent / actor important? No

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Text-based guided discovery
Lesson Plan Procedure
Stage Name & Time &
Stage Aims Interaction
Procedure Problems & Solutions
Lead-in 5 mins Teacher shows ss picture of coca cola images Lead-in takes too long
To motivate ss in Whole class SS brainstorm what they know about the product and the company in Set time limit of 2 minutes to ensure time to
the topic of the pairs – get an example from whole class first make notes of their ideas within the five
lesson minutes
Pre-teach vocab 5 mins Teacher elicits vocab: factory Students don’t know word and say Spanish
To help ss Whole class CCQs Once clear they get what I’m looking for, tell
understand Model & drill chorally them
words they need Board vocab with phonemes Students keep saying with 3 syllables.
to do the task Backchain
Set the gist task 5 mins WC Teacher shows prediction questions from the coursebook on board & ss Students don’t have any idea about Coca
To interest ss in pairs predict ideas about the text . Cola.
the text Ss discuss in pairs Ask more specific questions to get them
WC Whole class feedback - Teacher notes students predictions on white going (When / Where / How do you think it
board. was invented? How many countries do you
think it is sold in?)
Reading for gist 5 mins Teacher sets task None of their predictions are in the text.
To help ss WC Ss check predictions with the text Doesn’t matter as long as they read it and
understand the Individually realise this. Move on to detailed task
main ideas of the Pairs Pairs check quickly.
text Teacher monitors for understanding
Whole class Whole class feedback
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Text-based guided discovery
Reading for 5 mins Ss answer T/F questions on handout Students get wrong answers.
detail Do first one together. Ask them to read specific sentences again to
To help ss Pairs Students work alone. get answer. Elicit through CCQs.
understand Whole class Pairs check. Teacher monitors for understanding
details in the text Whole class feedback on answers, with justification from text.
ONLY IF TIME
Focus on target 10 mins Teacher boards examples of TL from the text and asks ss to complete See language analysis.
language Whole class sentences:
To clarify Only 9 drinks a day were sold
meaning, The first factory was opened in 1895
pronunciation Pairs
and form of Ss complete guided discovery work sheet in pairs/groups
target language Teacher monitors
Whole class
To give ss a Whole class feedback- language focus
written record of Teacher elicits meaning and ask CCQs to check (meaning added to board
M/P/F of TL work)
Teacher models and drills chorally
Teacher elicits name of TL ‘past simple passive’ and adds to table on board
(see attached board plan)
Teacher highlights weak form pronunciation of verb to be and marks on
white board
Ss write down written record
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Text-based guided discovery
Extension to T-st Teacher sets task ex 3, doing first two together. See language analysis.
other tenses Ss complete alone.
To help ss notice Pairs Students check in pairs. Behind time.
passive in Whole class feedback Do more examples together / Do as many as
present/past and you can in X minutes.
future
Ahead of time.
Students discuss which sentence is more
natural in each case.

Students write their own sentences for each

verb form.
Controlled 10 mins Teacher sets task – first question as example together See language analysis.
practice Pairs Ss complete alone.
To focus on Students check in pairs. Behind time.
written accuracy Teacher monitors carefully to check ss understanding Do more examples together / Do as many as
of TL Wholeclass Whole class feedback you can in X minutes.

Ahead of time.
Students write their own questions as well.
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Text-based guided discovery
Freer practice 20 mins Teacher sets task – example with whole class on the board There isn’t sufficient time for the freer
To give freer Whole class Explain points system, 2 points if can answer question, one point if given 3 practice
spoken practice options.
of TL Pairs Take away choice between giving options or
Ss continue in pairs not (will save a few minutes)
Monitor carefully – check ss speaking not writing
To provide Teacher – listen and write down any errors made with TL for error Cut the activity down – only 3 questions per
feedback on Whole class correction later team (will save 5 - 10 minutes).
content and then
language use of Feedback on content – what new things did you find out? Extra time left at the end
task Feedback on language – focus on passive use
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Text-based guided discovery

Things go better with

Coca-Cola is enjoyed all over the world. 1.6 billion gallons are sold every
year, in over one hundred and sixty countries. The drink was invented by
Dr John Pemberton in Atlanta on 8 May, 1886, but it was given the name
Coca-Cola by his partner, Frank Robinson. In the first year, only nine drinks
a day were sold.

The business was bought by a man called Asa Candler in 1888, and the
first factory was opened in Dallas, Texas, in 1895. Coca-Cola is still made
there. Billions of bottles and cans have been produced since 1895.

Diet Coke has been made since 1982, and over the years many clever
advertisements have been used to sell the product. It is certain that Coca-
Cola will be drunk far into the twenty-first century.
“Coca-Cola” and “Coke” are registered trademarks which identify the same product of The Coca-Cola Company.

Exercise 1
Do you think these facts about Coca-Cola are true (√) or False (X)?

1 1.6 billion gallons are sold every day.

2 Coca-Cola is drunk in every country in the world.
3 It was invented in the USA.
4 It is nearly 100 years old.

Source: Material adapted by Kate French from

Headway Pre-Int by John and Liz Soars, OUP.
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Text-based guided discovery
Guided Discovery
Using the text to help you, answer the following questions.

Exercise 2
Look at the following sentences and answer questions 1-5:

The first year only nine drinks a day were sold

The first factory was opened in 1895.

1 Are we interested in who did the actions in these two sentences (e.g. who sold the bottles or
who opened the first factory), or only interested in the action?

2 Are they finished actions?

3 Say the sentences. Which is the important word in the sentence? Where is the stress? What
happens to the words were & was?

4 How do we form the structure?

Subject + the verb ‘to ___’ in the past simple + the _____ ________ (e.g. sold, opened)

5 Delete the wrong word: This structure is called the Past Simple Active / Passive

Exercise 3

Active Passive
1 They make Rolls Royce cars in England. Rolls Royce cars are made in England.
2 They ________ rice in China. Rice is grown in China.
3 Bell invented the telephone in 1876. The telephone _____________ by Bell in 1876.
4 Thieves ________ two pictures from the museum last Two pictures were stolen from the museum last
night night
5 They have built three new factories this year. Three new factories __________ this year.
6 They ________ the picture for $3,000. The picture has been sold for $3,000.
7 The factory will produce 10,000 cars next year. 10,000 cars ______________ next year.
8 _______ they _______ many cars last year? Were many cars made last year?
9 Bell didn’t invent the television. The television _______________ by Bell.
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Text-based guided discovery

Board work plan

Past Simple Passive

Subject + (verb to be in past simple) + past participle

⧭ ⧭ ⧭ ⧭ ⧭⧭
The factory was opened.
/wəzəʊpənd/
⧭ ⧭ ⧭ ⧭
Nine drinks were sold
/wəsɒld/

● action is finished in the past

● ‘who’ did the action not important

● we are interested in ‘what’ happened

Board work of a grammar structure should include:

Title
Example sentence (taken from the context of the lesson)
Meaning
Pronunciation
Form

Remember:

● your board work is the written record ss are going to take home with them in
their notebooks.
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Text-based guided discovery
● To make a plan of your board work before your lesson and include this with
your lesson plan.