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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?
ot' doej, a 1:t '}_ f .. - t.J r two t> tt-. V
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In what oraer are form and meantng dealt with? Why?
M e OV"l ,., r f v s t I r W'\ I s ( r 'p,., e t I y .)-o lA c e J_
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0
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f /'-tl d'-' Ce,... i:,t:\.>e J. 0 n fl,.,e. tr tAl\ c! '- .J,.""' J 11-;- ,
In what order are questions and examples used? Why?
1. the..,
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1.> d?b'itP 1.4.$ e.Vlt-\
4 What happens in a lesson before learners do a guided discovery? Why?
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fl.e. D c. c. hv' l--1e5
5 What happens after? Why?
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f roll M" 'i\f 'tJ IJ
-...
6 How does presenting language using guided discovery differ from a teacher-led presenta-
tion? How is it similar?
7
8
What are the advantages of guided discovery for:
a) learners? b) teachers?
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Mere,. M{/fY'Ipt-.blc.....
What drawbacks can you think of?
- Le.-t'\ r ,e.r) )cMe -l-1
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.hankovaakcent.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 ~ 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
at the picture on the wall, what'll happen?
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Guided discovery- sample
.
1 Tick (.t) the correct answer.
a larsen and Pritchard s5ould have taken a
local 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 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 done, :' ,
1
: " -
... . . ' ..... ' .
I
. 'ld - . . .d h ,_, - - . ..,. ,. '
c wou uave staye :w erel was. . ... -
. -- ._. "- . .: . )
D9es this sentence refik to: r ,,_ 8 .
t r :- ,. \:, ' - .... ...
. an 0 i.
1
an Imaginary situation In the post? 0
-<'( . ' 1 ,. ..
Write two things you ...;auld I wouidn't
have In Larsen. ,P'ritchard's
' . ; :. :1 ! I' .f1 .. :
All ofttl)e underline_d
:a !=QITJplete ttie
:- below. - # .... , - .. !. J.::; ...
. -
+ '! .. have -t: .:.... :
I ' l!:lo
3 Do the underlined sentences above refer to:
- Ct ;.;...,.o -1 \
a time? 0 c futl,!re . ,
.- ::1 b' .presept time? o :: d; p
I " . -
Now read Language A 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
}I-'S-\ {
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Delta Modules
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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