101 Ways with Dictation - NATECLA May 2014

101 ways with dictation

101 ways with dictation

www.slideshare.net/jgakonga

One day Kerry celebrated her birthday. Two days later

her older twin brother, Terry, celebrated his birthday.

How?

Why use dictation?

Isn’t it just boring?

NO

WritingSpellingListening

Top Tips

Make it interesting

I am a fruit.

I’m orange but I’m not an orange.

I have seeds but I’m not an apple.

I’m bigger than a pineapple.

You have to cook me before you eat me.

What am I?

Keep it short!

Don’t VerrrOh! N Nun

Sea Ate

Don’t over enunciate

I’m orange

but I’m not an orange.

I’m bigger than a pineapple.

I’ll have finished this

book by the end of the

week – would you like to

borrow it?

I’ll have finished this

book by the end of the

week – would you like to

borrow it?

How to dictate?

Types of dictation

Teacher to learnerLearner to

learner

Independent Collaborative

Computer to learner

Teacher dictation

Easy to doTakes little preparation

eg. use instructions or warmers from your course book...

When you left school, did you study, get a job or do something else. Why?

Do you think it was the best thing to do?

OR:

Introduction to reading text

Title spelling dictation

T-H-E-F-A-M-I-L-Y-T-H-A-T-P-L-A-Y-S

Useful for:

Practice in listening for spelling

A E I O U J-G Y Q X Z

From: New Cutting Edge Pre-Intermediate Pearson/Longman

From: New Cutting Edge Pre-Intermediate Pearson/Longman

Useful for:

Intensive listening practiceRaising awareness of connected speech

Adding variety

Your turn!Think about the materials you use – which parts do you think you could use for dictation?

DictoglossCollaborative dictation

http://www2.klett.de/sixcms/media.php/10/A08105-53990004_EU_Dictogloss_EB.pdf

An Inuit guide

The Arctic Circle

A polar bear

I looked to see what it was,

I kept as still as I could

stick your head out

sure enough

Read it once at normal speed– learners just listen

Read again at normal speed, pausing after each sentence – learners make notes

NOTE: Learners DO NOT write down the whole sentence

In pairs or groups, learners reconstruct the passage

NOTE – this does not have to be the same as the original as long as the meaning is conveyed correctly and accurately.

Learners compare their version with original. Attention can be drawn to the differences.

I was in the Arctic with an Inuit guide, a long way above the Arctic Circle, where I was taking photographs of sealsunderwater. After a few days the weather turned bad and we decided to spend the night on the ice. Early the next morning I was lying in the tent, just waking up, when I felt something moving against my feet. I looked to see what it was, and I could see the shape of a young polar bear which was playing with my feet through the wall of the tent. I kept as still as I could, and very quietly woke the guide and told him what was happening. He said, ‘Don’t worry, just stick your head out of the tent and it will go away.’ So I said. ‘Well, you stick your head out of the tent.’ And that’s exactly what he did – he stuck his head out of the tent, and sure enough the polar bear went away.

Useful for:VocabularyNew vocabulary, Revising vocabularyCollocations, ‘chunks’ and common expressions

Grammar Raising awareness, RevisionAs a context for presentation

Discourse analysis and cohesive devices

Keyword dictation

Similar idea to dictogloss.

Gives a bit more support.

Useful for drawing attention to a range of grammatical structures

earliest memory swimming poolthree years old my parentstakenholidaySpain.playingpool

brother slipped fell watercouldn’t swim father nearby jumped insaved

My earliest memory is of a swimming pool. I was about three years old and my parents had taken me on holiday to Spain. I was playing by the pool with my brother and suddenly, I slipped and fell in the water. I couldn’t swim but luckily, my father was nearby and he jumped in and saved me!

Keyword dictation

My earliest memory is of a swimming pool. I was about three years old and my parents had taken me on holiday to Spain. I was playing by the pool with my brother and suddenly, I slipped and fell in the water. I couldn’t swim but luckily, my father was nearby and he jumped in and saved me!

Keyword dictation

My earliest memory is of a swimming pool. I was about three years old and my parents had taken me on holiday to Spain. I was playing by the pool with my brother and suddenly, I slipped and fell in the water. I couldn’t swim but luckily, my father was nearby and he jumped in and saved me!

2franz6 Lima Peru. slideshare.net

THE WILD DICTATIONDictate a numbered list of descriptions of words, like this: "No.1 the name of a male pop star; No.2 an adjective describing some food; No. 3 a verb of movement, No.4 a kind of animal" etc.

The learners should write down answers to these prompts e.g. "Robbie Williams, salty, swim, kitten" etc.

When the lists are finished dictate a short story you have prepared - but with appropriate gaps (into which the learners will write their own previously chosen words) e.g. "A car drove up to the zoo and stopped suddenly and - No.1 - got out. He looked really - No 2 - as he started to - No 3 - towards the No.4's cage." etc. You'll get some very funny stories.

THE “BAD COLD” DICTATIONExplain that you have a bad cold today (sneeze or cough a bit to prove it!).

Tell the class that you're going to do a normal dictation - but if you have to sneeze or cough (and they can't hear a word) they should write any good word that fits the space. For example you might dictate, "Last Thursday Maria decided to have some cough for breakfast."

The learners could write the sentence with a word like 'eggs' or 'cornflakes' or 'whisky' instead of the cough.

Learner dictation

Gives a real reason to make language intelligible –

But…

Alternate/ info gap dictation

A mother cat was out for a walk with her kittens. Suddenly they saw a big dog. The dog looked at them and said ‘Grrr’. The kittens were afraid and said ‘mew, mew’, but the mother cat looked the dog in the eye and said ‘Grrr’. The dog turned and walked away. ‘Now’ said the mother cat to her kittens’ you see how important it is to learn a second language!’ something, they go to Solihull or Birmingham.

12

3

45

678

Alternate/ info gap dictation

A mother cat was out for a walk with her kittens. Suddenly they saw a big dog. The dog looked at them and said ‘Grrr’. The kittens were afraid and said ‘mew, mew’, but the mother cat looked the dog in the eye and said ‘Grrr’. The dog turned and walked away. ‘Now’ said the mother cat to her kittens’ you see how important it is to learn a second language!’ they go to Solihull or Birmingham.

.

A mother cat was out for a walk with her kittens. Suddenly they saw a big dog. The dog looked at them and said ‘Grrr’. The kittens were afraid and said ‘mew, mew’, but the mother cat looked the dog in the eye and said ‘Grrr’. The dog turned and walked away. ‘Now’ said the mother cat to her kittens’ you see how important it is to learn a second language!’

Running dictation

A mother cat was out for a walk with her kittens. Suddenly they saw a big dog. The dog looked at them and said ‘Grrr’. The kittens were afraid and said ‘mew, mew’, but the mother cat looked the dog in the eye and said ‘Grrr’. The dog turned and walked away. ‘Now’ said the mother cat to her kittens’ you see how important it is to learn a second language!’

called Alice and she

Once upon a tim

e

there was a girl

lived with her father in

called Alice and she

Once upon a tim

e

there was a girl

lived with her father in

Useful for:

Pronunciation practiceListening practice

Increasing energy level in class

Computer dictation

http://www.listen-and-write.com/audio/showt/6628

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jo.gakonga@elt-training.com