101 Ways with Dictation - NATECLA May 2014
•Download as PPTX, PDF•
5 likes•2,647 views
Slides from the NATECLA Day Conference at Leicester College 10th May 2014. Free, voiced-over presentation available at www.elt-training.com
Recommended
More Related Content
What's hot
What's hot (20)
Similar to 101 Ways with Dictation - NATECLA May 2014
Similar to 101 Ways with Dictation - NATECLA May 2014 (20)
More from Jo Gakonga
More from Jo Gakonga (20)
Recently uploaded
Recently uploaded (20)
101 Ways with Dictation - NATECLA May 2014
- 1. 101 ways with dictation
- 2. 101 ways with dictation www.slideshare.net/jgakonga
- 3. One day Kerry celebrated her birthday. Two days later her older twin brother, Terry, celebrated his birthday. How?
- 6. Top Tips
- 9. 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?
- 11. Keep it short!
- 14. I’m orange but I’m not an orange. I’m bigger than a pineapple.
- 15. I’ll have finished this book by the end of the week – would you like to borrow it?
- 16. I’ll have finished this book by the end of the week – would you like to borrow it?
- 17. How to dictate?
- 18. Types of dictation Teacher to learnerLearner to learner Independent Collaborative Computer to learner
- 20. Easy to do Takes 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?
- 21. 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
- 22. Useful for: Practice in listening for spelling A E I O U J-G Y Q X Z
- 23. From: New Cutting Edge Pre-Intermediate Pearson/Longman
- 24. From: New Cutting Edge Pre-Intermediate Pearson/Longman
- 25. Useful for: Intensive listening practice Raising awareness of connected speech Adding variety
- 26. Your turn! Think about the materials you use – which parts do you think you could use for dictation?
- 28. 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
- 29. 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
- 30. 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.
- 31. Learners compare their version with original. Attention can be drawn to the differences.
- 32. I was in the Arctic with an Inuit guide, a long way above the Arctic Circle, where I was taking photographs of seals underwater. 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.
- 33. Useful for: Vocabulary New vocabulary, Revising vocabulary Collocations, ‘chunks’ and common expressions Grammar Raising awareness, Revision As a context for presentation Discourse analysis and cohesive devices
- 34. Keyword dictation Similar idea to dictogloss. Gives a bit more support. Useful for drawing attention to a range of grammatical structures
- 35. earliest memory swimming pool three years old my parents taken holiday Spain. playing pool brother slipped fell water couldn’t swim father nearby jumped in saved
- 36. 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!
- 37. 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!
- 38. 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!
- 39. 2franz6 Lima Peru. slideshare.net
- 40. Dictate 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.
- 41. Explain 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.
- 43. Gives a real reason to make language intelligible – But…
- 44. 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. 1 2 3 4 5 6 7 8
- 49. 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.
- 50. . 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
- 51. 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!’
- 54. Useful for: Pronunciation practice Listening practice Increasing energy level in class
- 59. Any questions? Find these slides on SlideShare.net (search JGakonga)