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Transcript of Dictogloss
Skills collaborative learning grammar
autonomy short (one or two paragraphs)
mostly familiar vocabulary
at or below overall proficiency level
new or problematic grammar point? open class discussion
questions and answer elicitation
predicting text from pictures, etc. at normal pace
focus on overall form/flow Read the whole text aloud a second time again, normal pace
impossible to write down all info
just main ideas, key words Ss get together to reconstruct
the whole text pairs or small groups
meaning and form Even if they can't get the exact form, they should focus on meaning and on grammatical accuracy of their reconstruction. Check and feedback Questions for reflection and discussion: 1. For what age groups and levels might the dictogloss technique be useful and why?
2. How might your integrate this technique into your classes? warm-up? review? at what stage in your course? what might you focus on?
3. What are some possible extension activities? What can you do with the text after the dictogloss activity? What are the steps? Model them for students! and curriculum too! diverse
learning styles higher
thinking 1. Reading comprehension:
5. Translation: Extension Activities Central Park in New York City was the first urban park in the United States. It was created to compete with the many city parks in Europe. 840 acres of land were acquired in the center of Manhattan. Construction began in 1857 and more than 1,000 people had to be removed from their homes due to the future location of the park. This location was chosen because the land was not suitable for commercial building. Central park is 2.5 miles long and half a mile wide. Today, the park receives 25 million visitors each year. Jacobs, G. & Small, J. (2003). Combining dictogloss and cooperative learning to promote
language learning. The Reading Matrix, 3(1), 1-10.
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press British Council
My friend, Hannah. Sources Let's Try It! Follow-up comprehension-check questions can be provided to focus on meaning of text. Students can also write their own questions and exchange with others. Continuation of text; what came before or after, reflective questions appropriate for content. Analyze words/parts of speech based on affixes, understanding meaning from context. Discussion questions based on text. Text in L2 and once original version has been analyzed with the teacher, students can work to translate text into L1 (advanced level students; translation as 5th skill). Step 1 Step 2 Step 3 Step 4 Step 5 Preparation The Bermuda Triangle, also known as the Devil's Triangle, is a region in the western part of the North Atlantic Ocean where a number of aircraft and surface vessels allegedly disappeared under mysterious circumstances. Popular culture has attributed these disappearances to the paranormal or activity by extraterrestrial beings. Documented evidence indicates that a significant percentage of the incidents were inaccurately reported or embellished by later authors, and numerous official agencies have stated that the number and nature of disappearances in the region is similar to that in any other area of ocean. What trends or
best practices in ELT
are present in this
technique? Who am I?
My name is Ned.
I do not like my little bed.
This is no good.
This is not right.
My feet stick out of bed all night.
And when I pull them in,
My head sticks out of bed up here! Remember:
1: Nobody writes anything!
2: Everyone takes notes!
3: Only the SCRIBE from each
group writes! With the teacher’s help, students identify similarities and differences in meaning and form between their text and the original