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Guided discovery guided discovery

Look at the guided discovery material you've been working with. Discuss these questions.

1

2

3

Which parts: a) clarify meaning? b) focus on form? c) provide controlled practice?

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In what oraer are form and meantng dealt with? Why?

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In what order are questions and examples used? Why?

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4 What happens in a lesson before learners do a guided discovery? Why?

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5 What happens after? Why?

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6 How does presenting language using guided discovery differ from a teacher-led presenta­tion? How is it similar?

7

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What are the advantages of guided discovery for: a) learners? b) teachers?

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What drawbacks can you think of?

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Cambridge Delta Modules course, Teacher Training Dept., Bitovska 3, 140 00 Praha 4, Czech Republic Tel: +420 261 261 638 Fax: +420 261 261 880 E-mail: dana.hankova®akcent.cz Website: www.akcent.cz

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Guided discovery: some ideas and examples

The following list gives some further e!{amples of guided discovery.

• Questions about form

So what word goes in this space? How many words are there in the sentence? How do you spell chat? Is tlzac a verb? W7wt comes after the verb? What's the name of this tense?

• Questions about function

Do they know each ocher? Is chis fonnal or infonnal? Where do you chink they are speaking? Is chis police? W11y does he say that? How does he feel?

• Problems and puzzles

Put these words in the right order. Fill in the spaces. How many sentences can you make from these words? Change this into the past simple tense. Write this sentence again, with exactly che same meaning, but only using seven words. Rewrite the sentence using this word. Put the words in the right list under the rzght heading.

• Reflecting on use

Write down some of the sentences you used. U'/rite down some of the sentences you heard. Why did you use that tense? What was the answer? What was the idea you wanted to express? W11ere was the problem? Which of those two sentences is correct?

• Hypothesizing rules

Is this possible? What will the ending be in this example? Is there a rule? Why is that incorrect? Can you think of another word that could go here? Why is that word not possible in chis sentence?'

• Sentence analysis

Mark all the prepositions. Mark the main stress in the sentence. How many auxiliary verbs are there? Cross out any unnecessary words. What would happen if we moved this word to the beginning? Does the phoneme /-a/ occur in rhe sentence?

• Discussion about language

W7zich sentence do you prefer? H7hy do y~u like chis? What's difficult for you here? What might help you remember chis? What mistakes are you likely to make with chis? Is chis the same in your language?

• Contexts and situations

This is Paul. Where does he work? Tell me what he does every day. Jo's goc a full diary. What's she doing tonight? Look at chis picture. What's going to happen? If I throw chis pen a t the picture on the wall, what'll happen?

Cambridge CEL TA course, Teacher Training Dept., Bitovska 5, 140 00 Praha 4, .czech Republic Tel: +420 261 109 249 Fax: +420 261 109 254 E-mail: ttraining@akcent.cz Webs1te: www.akcent.cz

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Guided discovery- sample

·.

1 Tick (.t) the correct answer. a larsen and Pritchard s5ould have taken a

local ~u(de wjth them.

Does.thls mean:- , It was necessary for them to take a local ; guide with them: a. .

• It was a goad /ilea to take a local guide wit!J them, but they didn't. 0

• they too_k a local guide with them . . o

Write tWo other things that Larsen and Pritchard should I shouldn!t have done.

b Larse~· could have stayed with his friend.

Does this mean: • he stayed with his friend. 0 • he was able to stay with his friend. 0

It was possible for him to stay with his friend, but he didn't. 0

Pronunciation 1 1'-=/ [12.1] Write the sentences

you hear.

2 Notice the weak pronundation of have in the middle of the sentence.

• They should have /av/ taken more water.

Listen again and practise saying the sentences, paying attention to the pronunciation of have.

Write two other tj11ngs that larsen and

Pritchard c~;iuld ~ave done, ·:' , 1

: ~.. " • ··-

... . . ' ..... ;~ '· ·. I . 'ld ,;.~ - . .• .d h ,_, - - . ..,. ,. ' c ·wou uave staye :w ere·l was. . ~- · ... · -

. -- ._. ~ ·7!1 • ~'.: • "- • . .: .• ) D9es this sentence refik to: · r ,,_ • 8 .

t r · :- · ,. · \:, '·- .... ... •. an ~m~~fnary sltu~!.~?~.lt:J;t!J_e_.f![.tt§e}J.~7 0 i. 1

• an Imaginary situation In the post? 0 • ~ ·-<'( . ~ ' 1 ,. ..

Write two btt-ie~ things you ...;auld I wouidn't have d~ne In Larsen. a~ ,P'ritchard's P.9sltlo~~

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:a simllar•constru~i~n. !=QITJplete ttie g~ps,,_ :-· below. • - #•· .... , - .•. !.J.::; ...

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3 Do the underlined sentences above refer to: · - Ct • ;.;...,.•o -1 \

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I " . • • -

Now read Language ~u~ingry A on)fii~~ 1S1 • • · . ' . . - .

fi'om Cutting Edge Intermediate, Longman

Cambridge Delta Modules course, Teacher Training Dept. , Bitovska 3, 140 00 Praha 4, Czech Republic Tel: +420 261 261 638 Fax: +420 261 261 880 E-mail: catherine.bowden@akcent.cz

Website: www.akcent.cz

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Guided discovery - an example

Second conditional Look at John's sentence from the conversation and answer the questions below.

If I had a car, I'd drive to work!

1 Does John have a car? Does he drive to work?

2 Is John thinking about: • the past? • the present I future?

3 Does John think that his having a car is: • a possible situation? • an imaginary situation?

4 Now look at two more examples.

(1) If/ became President, I'd spend more money on hospitals.

Who might say this? A presidential candidate, or a student who's interested in politics? How do you know?

(2) If I won that race, I'd become the world number one.

Who might say this? An Olympic athlete, or an amateur runner? How do you know?

5 Fill in the boxes:

If/ had

If+ ._I ----'

a car, I' d drive to work , 1...__ _ __,1 + l.______.l

Alex Tilbury for Cambridge Delta Modules course, Teacher Training Dept., Bitovska 3, 140 00 Praha 4, Czech Republic

Tel: +420 261 261 638 Fax: +420 261 261 880 E-mail: dana.hankova@akcent.cz Website : www.akcent.cz

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Guided discovery- a summary

This approach is based on the principle that people learn better if they are involved in working things out for themselves.

To organise a guided discovery, you need to:

1 Decide what the learners need to know about the target language in order to understand and I or use it correctly. As always, think about: meaning form pronunciation appropriacy

2 Expose learners to the target language in a context where the meaning is clear or can be worked out without too much difficulty. Reading texts (or listening transcripts) are particularly useful because learners can study the target language at their own pace.

3 Devise a series of questions which learners can work out on their own or in pairs or groups, and which will lead them to 'discover' the points you identified in stage 1 above. You can use: • concept questions • rules with gaps for learners to fill in • rules with options for learners to choose from • matching activities • sentences with parts for learners to underline • tables which learners have to complete etc.

4 Ask learners to attempt the guided discovery. Monitor closely and unobtrusively.

5 Run a whole-class feedback slot, checking answers and helping with any problems.

6 Move on to practice.

Advantages of guided discovery:

• learners work things out for themselves, which should assist learning

• learners are challenged

• learners have opportunities for learn from their peers

• learner independence and habits of analysing language are encouraged

• learner confidence is encouraged

• learners can work at their own pace without getting lost

• if learners already 'know' the language point, they're less likely to be bored

• most teachers find it less stressful that teacher-led presentation

• the teacher is protected from forgetting important points

• the teacher can monitor and see areas in which learners need further support

Cambridge Delta Modules course, Teacher Training Dept. , Bitovska 3, 140 00 Praha 4, Czech Republic Tel: +420 261 261 638 Fax: +420 261 261 880 E-mail: catherine.bowden@akcent.cz

Website: www.akcent.cz

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