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Part 1: An Introduction to Dictation Activities. Purposes of Doing Dictation Guiding Principles for Conducting Dictation Strategies to Improve Pupils’ Spelling and Note-taking Skills. 1) Purposes of Doing Dictation. Development of phonics skills - PowerPoint PPT Presentation
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Part 1: An Introduction to Dictation Activities
1) Purposes of Doing Dictation2) Guiding Principles for Conducting Dictation3) Strategies to Improve Pupils’ Spelling and
Note-taking Skills
1) Purposes of Doing Dictation Development of phonics skills Development of listening and note-taking skills Development of writing skills Promoting autonomy in language learning Promoting assessment for learning
Development of phonics skills• Dictation helps
pupils develop phonics skills that facilitate pronunciation and spelling.
CG* p.175
Spelling skills
Phonics skills
Awareness ofletter-sound relationships
1) Purposes of Doing Dictation
*CG stands for English Language Curriculum Guide (Primary 1-6) (CDC, 2004)
• Dictation helps pupils develop a range of listening skills.
• Dictation is a useful tool to develop pupils’ note-taking skills.
Listening skills
Development of listening and note-taking skills
• discriminating sounds, stress and intonation• identifying key words• identifying the main ideas• understanding the connection between ideas
CG pp.51&52
1) Purposes of Doing Dictation
Development of writing skills1) Purposes of Doing Dictation
Applying language knowledge in writing
Writing skills
Note-taking of key words• By using dicto-
comp / dictogloss, pupils can make use of the notes taken during listening to reconstruct texts and develop their writing skills.
CG p.177
• Dictation can be used to promote self-learning.• Pupils should be encouraged to collect more
vocabulary related to the theme / topic they are learning.
Autonomy in learning
Promoting autonomy in language learning
CG pp.176&177
Theme / Topic
Vocabulary taughtin class
Vocabulary collectedby pupils themselves
1) Purposes of Doing Dictation
• Dictation is a useful tool that helps teachers understand pupils’ learning progress.
• Teachers should provide constructive feedback to pupils by analysing their problems and giving suggestions for improvement.
Promoting assessment for learning
Assessment for learning
Identifying and analysingpupils’ mistakes
Giving suggestions for improvement
1) Purposes of Doing Dictation
Providing constructive feedback• Teachers should analyse pupils’ mistakes and
give suggestions for improvement by guiding pupils to make use of - context, - grammar knowledge, and - phonics skills
in writing the words with accurate spelling.• Teachers should design follow-up learning
activities whenever appropriate to consolidate learning.
1) Purposes of Doing Dictation – Promoting assessment for learning
2) Guiding Principles for Conducting Dictation
Design Coverage Frequency Weighting and Marking
Design• Dictation should be contextualised to
illustrate the communicative use of language and help pupils progress towards the Learning Targets.
• Dictation could be conducted in combination with a range of activities to develop pupils’ language skills.
CG pp.176&177
2) Guiding Principles for Conducting Dictation
Coverage• Not every word in the learning materials
must be learnt by heart.
• Pupils should not be asked to study formulaic expressions or classroom instructions for dictation.
• Pupils should not be asked to spell the spoken form of the date in full words.
CG p.175
2) Guiding Principles for Conducting Dictation
Frequency
• Teachers should not overburden pupils with excessive dictation as it may kill their interest in learning English and deprive them of the opportunities to engage in other meaningful English learning activities.
CG p.174
2) Guiding Principles for Conducting Dictation
Weighting and Marking• Dictation should not take up more than 10%
of the subject marks.
• Marks should not be deducted for repeated mistakes.
• Bonus marks can be given to promote autonomy in language learning.
CG pp.175&177
2) Guiding Principles for Conducting Dictation
Note-taking Skills Helping pupils understand the
meanings of key words through demonstration
Listening for key words Identifying main ideas and
supporting details Using headings to organise
ideas Using tables and other graphic
organisers to organise ideas Using short forms,
abbreviations, numbers and symbols to take notes
3) Strategies to Improve Pupils’ Spelling and Note-taking Skills
Spelling Skills Developing pupils’
awareness of letter-sound relationships
Dividing words into small parts
Identifying affixes to root words
Looking for letter patterns Highlighting problem parts Understanding the
meanings of words
Developing pupils’ awareness of letter-sound relationships
• Draw pupils’ attention to the letter-sound relationships and help them develop phonics skills.
• Let them try pronouncing new words using phonics skills instead of telling them the pronunciation right away.
Different sounds for different letters:Examples: boy, toy
Different ending sounds:Examples: foot, food
Different spellings for the same sound:Examples: ‘s’ sound: glass, piece, horselong ‘e’ sound: me, teeth, sea
3) Strategies to Improve Pupils’ Spelling Skills
Dividing words into small parts
Dividing words into ‘small words’:
football = foot + ballbreakfast = break + fastbedroom = bed + roomblackboard = black + board
Dividing words into
syllables:
pan/dacho/co/lateOc/to/berbeau/ti/ful
• Guide pupils to divide words into syllables and identify the ‘small words’ in the word.
3) Strategies to Improve Pupils’ Spelling Skills
Identifying affixes to root words• Develop pupils’ knowledge of word
formation, e.g. adding prefixes and suffixes to the root words.
Examples of prefixes:un – unclear, unkindre – replay, reuseim – impolite, impatientmis – misuse, misunderstand
Example of suffixes: ed – interested, boreding – exciting, amazingful – helpful, beautifulcian – magician, musicianness – happiness, sadnessment – excitement, amusement
3) Strategies to Improve Pupils’ Spelling Skills
Looking for letter patterns• Draw pupils’ attention to
the letter patterns, i.e. groups of letters that often appear together, in lots of English words.
• Remind pupils to learn letters as a group or pattern instead of as an individual letter on its own.
Pattern: oughExamples: tough, rough, enough
Pattern: ightExamples:light, fight, night
Pattern: ouldExamples:should, would, could
3) Strategies to Improve Pupils’ Spelling Skills
Highlighting problem parts• Draw pupils’ attention to the silent letters in
some words.
• Highlight that some contractions and words sound the same / similar.
Examples of silent letters:Silent d – sandwich, badgeSilent k – knife, knowSilent h – honest, hourSilent w – whole, wrong
Examples of contractions and words with the same / similar sounds: it’s vs. itsyou’re vs. yourwe’re vs. werewho’s vs. whosethey’re vs. their / there
3) Strategies to Improve Pupils’ Spelling Skills
Understanding the meanings of words• Guide pupils to understand the meanings of the
words learnt.
• Draw pupils’ attention to the confusing words, i.e. words with the same / similar pronunciation but different meanings.
Pronunciation vs. Meaning
son?sun?
It is very hot. The son / sun is shining.
pan?
pen?
I use a pen / pan to fry an egg.
3) Strategies to Improve Pupils’ Spelling Skills
3) Strategies to Improve Pupils’ Note-taking Skills
Note-taking Skills Helping pupils understand the meanings of key words through demonstration
Listening for key words
Identifying main ideas and supporting details
Using headings to organise ideas
Using tables and other graphic organisers to organise ideas
Using short forms, abbreviations, numbers and symbols to take notes
• Read a short text with the whole class.
• Underline the key words, which carry the important messages in the text
• Explain to pupils that function words are less important.
3) Strategies to Improve Pupils’ Note-taking Skills
Helping pupils understand the meanings of key words through demonstration
Dear Mark,
How are you? I am going to visit Hong Kong with my parents at Christmas! We will stay for four days.
On the first day, we are going to do some shopping. At night, we are going to watch the beautiful lights in Tsim Sha Tsui. Over the next few days, we can visit the theme parks and the Peak together.
We will be in Hong Kong on 23 December. The plane leaves Beijing at a quarter past eight in the morning and arrives at around eleven o’clock.
See you soon.
Leo
• Divide the text into smaller parts and read aloud the text bit by bit.
• Use guiding questions to help pupils jot down the relevant information.
• Read aloud the text several times if necessary.
• Allow time for pupils to tidy up their work.
Listening for key words
3) Strategies to Improve Pupils’ Note-taking Skills
Guiding questions
Part 1
1. When will Leo visit Hong Kong?
2. How many days will he stay in Hong Kong?
Part 2
1. What will he do on the first day?
2. What will he do over the next few days?
Part 3
1. When will he be in Hong Kong?
2. What time will the plane arrive?
Identifying main ideas and supporting detailsMr Chan is my favourite teacher. He’s a great teacher in many ways. First, he’s humorous. He looks funny and has many interesting topics to talk about, so we like him very much. Mr Chan is also helpful. When we tell him our troubles, he gives us useful advice. We’re lucky to have such a good teacher. Lastly, Mr Chan is a healthy person. He doesn’t get sick easily. He’s good at water sports. He’s been my PE teacher for many years.
What makes Mr Chan a good teacher?
1. Humorous- looks funny- has many interesting topics
2. Helpful- tell him our troubles- gives us useful advice
3. Healthy- does not get sick easily- good at water sports
3) Strategies to Improve Pupils’ Note-taking Skills
3) Strategies to Improve Pupils’ Note-taking Skills
Using headings to organise ideas
Hi! My name is Judy. I’m a primary two pupil and I’m studying at Green Tree School. Let me tell you more about myself. I was born on 20 February 2004. I love swimming and playing badminton. My favourite subject is English. My telephone number is 7345 1237. My address is Room A, eleventh floor, Lucky Street, North Point, Hong Kong.
Using tables and other graphic organisers to organise ideas
3) Strategies to Improve Pupils’ Note-taking Skills
A shopping list for Christmas party:A spider web to show the topic, main ideas and examples:
Different uses of smart cards
To borrow booksin libraries To enter schools
e.g.
e.g.e.g.
To make payments
Things to buy
Food • fish balls
• chicken wings
• sausages
Drink • cola
• fruit juice
• water
Others • paper cups
• paper plates
• forks
Using short forms, abbreviations, numbers and symbols to take notes
• Using short forms / abbreviations for units of measurements, places and subjects
• Writing numbers (e.g. telephone number, date, time)
• Using symbols (e.g. for increase, for decrease)
• Creating own abbreviations and symbols (e.g. 6 sandwiches 6 )
3) Strategies to Improve Pupils’ Note-taking Skills
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