Desenvolvimento do speaking na sala de aula

What can be taught with Guided Discovery techniques?
Although guided discovery is generally associated with grammatical rules, it really lends itself to a variety of concepts and aspects of language ranging from grammatical form and usage to pronunciation, spelling and lexis. It is, however, important to make sure that the rules we present fulfill the following guidelines, as outlined by Michael Swan (cited in Thornbury, 1999, p. 32) 1. The rules should be true; 2. The rules should show clearly what limits are on the use of a given form; 3. The rules need to be clear; 4. The rules ought to be simple; 5. The rules need to make use of concepts already familiar to the learners; and 6. The rules ought to be relevant.

This first step allows learners to activate their personal learning strategies in order to understand the language. For example, a lesson for beginners focusing on the use of the articles a vs. an might approach Step 1 like this. Learners are shown a list of occupations like the ones below and are invited to match the occupations with their pictures. At this point the teacher might simply call learners’ attention to the fact that there are two different articles (a and an) which introduce each occupation. a nurse an artist a dentist an engineer a teacher an architect an assistant an electrician a student a journalist a lawyer

An easy step by step methodological framework
Guided Discovery can be easily implemented with any class, at any level, by following these four steps. Step 1: Exposure to language through examples or illustrations The teacher exposes students to the language through illustrations, examples or a combination of both. The examples can be in the form of isolated sentences, although it is always more effective if the language is presented in context. Contextualization of the language makes grammar relevant and alive and can be done through a reading or listening text, illustrations or photos, or real life situations and topics.