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7/31/2019 Tutorial W6 (1)
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7/24/12
Tutorial Week 6:
The Teaching andAssessing of
Vocabulary,Spelling and
DictationGroup Members:Teh Sook Hua
Yew Su Jian
(H9)
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Purpose of teaching
vocabulary, spellingand dictation
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Purpose of TeachingVocabulary
Pronounce each word correctly.
Apply pronunciation rules.
Spell each word correctly. Apply spelling rules.
Give the meaning of a word inEnglish.
Give the opposite of a word.
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Give all the words that share the
same meaning. Group related words together.
Give the part of speech of each word.
Give the preposition the followscertain verbs.
Give the verb that is used with aparticular noun.
Recognize phrases that are idiomsand those that are not.
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Identify the word that is different in a
group of words. Fill in the blanks with the correct
preposition.
Fill in the blanks with the correctverb.
Give the plural form of a noun.
Give the singular form of a noun.
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Purpose of TeachingDictation
It is an excellent listening exerciseand can by used to sharpen the skillsof listening and comprehending.
It also helps to develop reading andwriting skills by exposing the studentto the written form of the language
as he listens to the spoken form.
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Students begin to recognize sight
words and to make associations ofsounds with the letters.
The dictations can also be used to
develop spelling skills by leaving ablank in place of the words you wantthe student to practice.
It can help the student to learn thestructure of the language by focusinghis attention of structures that hedoes not yet control.
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Techniques and
activities for teachingvocabulary, spelling
and dictation
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ec n ques anActivities for Teaching
Vocabulary1. Visual Techniques
These include blackboard
drawings, wall charts, photographs,flashcards, maps, mime, signs aswell as real objects or realia.
Visuals are extremely effective inconveying meaning.
Visual are also interesting stimuli
for various language activities to
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2. Verbal Techniques
a) Use of synonyms and definitions- E.g. huge - very big
b) Use of antonyms and contrasts
- E.g. tall short
c) Use of context
- E.g. temperatures of over 40cannot be
called low.
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3. Word Part Clues
The base word or root as well asits affixes could be examined toencourage students to guess the
meaning. E.g. export, import, transport,
porter and portable are related.
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4. Vocabulary Groups
Vocabulary consists of a series ofinterrelated systems. It cantherefore be taught according to
groupings such as word families. E.g. classifications such as fruit,
flowers and vegetables.
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6. Translation
In a bilingual situation, translationcan be used in classroom toeffectively convey meaning.
It can save time by quicklydispensing with the explanation ofthe word.
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uActivities for Teaching
DictationShadow Dictation:1. Choose a writer and a listener.
2. Teacher reads a paragraph (normalspeed).
3. While one writes the other just
listens.
4. Then have both re-construct thestory.
5. Teacher reads the stor a ain so
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Passing the Buck:
1. Teacher dictates one sentence.
2. The students pass the paper to theright.
3. Then everyone underlines the
mistakes they find in the sentence.
4. Teacher dictates the second one.
5.
Students pass the paper to the right.6. Now they underline the mistakes on
the second sentence and correct the
ones in the previous one.
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Word Fields:
1. Teacher dictates.2. One student writes, the other
monitors.
3. Then in pairs you ask them to circleall the words related to a certaintopic.
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Assessing vocabulary,spelling and dictation
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Assessing Dictation
1. Say a word or a sentence two orthree times at normal speed, giving
students enough time to write them.Speaking slowly seems to be morehelpful to students, but they get
used to a slower speed and thenhave trouble later.
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2. Start with single words, then move
on to short sentences as soon aspossible. As students improve, moveon to longer sentences.
3.
Dictations should either come fromnew students or be a little bitdifficult. If not, dictations become amemory exercise rather than a
listening exercise.
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4. Be sure to tell that they do NOT
have to score 100% on a dictation. Itis okay even if they only get 50%.As long as they are listening andtrying their best, they are learning.
5. Watch to make sure students do notcopy from other students.Emphasize that dictations are like
practicing a sport or a musicalinstrument. Each student must dohis or her own practice.
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6. Students should focus on listening,not spelling. Spelling in English is
difficult even for native speakers, soexpecting students to be perfect isnot realistic. Give them the correct
spellings at the end so they areaware of them, but never takepoints away as long as they get theright sounds. (for example,
emphasize and emfasise, areboth okay.)
7. Have students exchange notebooks
with their neighbour for marking.
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