part 2 - education bureau · 2019-03-06 · dicto-comp / dictogloss in which pupils are required to...
TRANSCRIPT
Part2
56
Teacherscanmakeuseofbothmusicdictationandrunningdictationtoguidepupilstowritekeywords,shortphrasesandsentences.Musicdictationrequirespupilstowritedownkeywordsandphraseswhilelisteningtosongs.Inrunningdictation,pupilswritedownsentencesandshorttextsthroughgroupworkandgames.
Tofurtherdeveloppupils’note-takingandwritingskills,teacherscanconductdicto-comp / dictogloss inwhich pupils are required to reconstruct the textusingkeyphrasesandmainideasnoteddown.
Keywordsdictationprovidesanopportunityforpupilstoapplythevocabularylearntinanewcontext.Italsofacilitatesthedevelopmentofwritingskills.
Part2
57
Inorder toconductmusicdictationsmoothly, teachersshouldselectsongswithlyricsthatareclearlycomprehensibleanddecidehowmuchtextcouldbegivenandhowmuchbeleftblankbasedonthelevelandabilitiesoftheclass.Pupilsareaskedtofillthegapsinthelyricswhilelisteningtothesongs.
Before listeningtothesonganddoingthedictation, teacherscouldprovidesomebackgroundinformationaboutthesongorthesongtitletoactivatepupils’priorknowledgeandexperience.Thiscanalsoenhancepupils’engagementintheactivity.
Part2
58
Runningdictationisanactivityforpupilswhoenjoymovingaroundandworkingin teams.They have to read andmemorise a short text, tell the phrases /sentencestotheothergroupmemberwhowillwritedownthetext.Runningdictationisalsocalledwalldictationsinceashortprintedtextisusuallypostedonthewall.Itcanbeusedtopractisedialogues,role-playsandgrammaticalstructures–anythingpupilswouldfindinteresting.Itprovidesanopportunityforpupilstodeveloptheirreading,speaking,listeningandwritingskills.
Sinceitisarace,pupilstendtogetexcited.Theymayrunveryfastandmakea lotofnoise.Tomaintainclassroomdiscipline,adaptationscouldbemadeandrulescouldbesetbeforehand.Forexample,pupilscouldbeaskedtowalkinstead.Tokeepthenoisedown,noshoutingisallowed.
Part2
59
There are different ways of conducting running dictation. Here are a fewsuggestionsforteachers’reference:
1.Insteadofreadingthetextpostedonthewall,the‘runners’runtotheteacherwhowillreadoutloudasentenceofthetext,i.e.theylistenandremember.
2.Insteadofreadingtexts,picturescanbeused.The‘runners’run,lookatthepictureandthendescribewhattheyseetothe‘writers’whowilldrawthepictureorwriteaboutit.
3. The text is cut into discrete sentences. These cut-up texts are placedaround theclassroom indifferent locations.When thegrouphaswrittendownallthesentences,themembershavetoworktogethertosequencethesentencestomakeacompleteandcoherenttext.
4.Formoreableclasses, the teachercanreadaloud the textonce for theclass to get a general understanding of the text.Then, somenotes arepostedonthewall.The‘writers’jotdownthenotesreadbythe‘runners’.The‘runners’and‘writers’thenworktogethertomakesentencesfromthenotes,andsharetheirsentenceswiththeclass.
Part2
60
Ashortdictationtextispostedonthewallfarawayfromthe‘writers’.Pupilsworkingroups.Eachtimethe‘runner’memorisesaphraseorasentenceofthedictationtextandretellsittothe‘writers’.Theroleofthe‘writers’istowritedownthewholetextbasedonwhattheyhaveheard.Dependingonthepupils’abilities,theteachercoulddecidethenumberoftimesthe‘runner’cangoandreadthetext.The‘writers’of thesamegroupmaycomparewhattheyhavewrittentocomeupwithanagreedversionofthetext.
Part2
61
Teachersshouldpayattentiontothefollowingpointswhenconductingdicto-comp/dictogloss:
1.Allow time for pupils to discuss the topic before the activity. It is helpfulfor themtorevisitoracquiresomevocabularyand language items in theprocess.
2.Readthetextatnormalspeedforpupilstounderstandthemeaningofthetextinthefirstreading.
3.Readthetextagainatnormalspeedforpupilstotakenotes.
4.Askpupilstoworkingroupstoreconstructthetextfromthenotes.
5.Withtheteacherasthefacilitator,pupilscompareanddiscussthetext ingroups,payingattentiontolanguageaccuracy.Throughtheprocess,pupilsareguidedtoapplytheirgrammarknowledgetowritethetext.
Part2
62
Tosuit theprimaryclassroominHongKong,adaptationscouldbemadetodicto-comp/dictogloss.Belowaresomesuggestions:
1.Thetextcanbereadaloudmorethantwicetomakeiteasierforpupils,butnottosuchanextentthatpupilshavetimetowritedowneverysingleword.Teachersshouldmakeitcleartopupilsthattheyarenotexpectedtowriteeveryworddownandtheymayusetheirownwords.
2.Pupilscouldbeaskedtonotedownsentencesreadtotheminajumbledorder and then re-organise the sentences. It provides an opportunity forpupilstobemoreawareoftheorganisationoftexts.
3.Theteacherreadsaloudathought-provokingtext.Afterreconstructingthetextas indicto-comp /dictogloss,pupilsareasked togive theiropinionsabout it by either adding a new paragraph at the end or inserting theiropinionswithinthereconstructedtext.
Part2
63
Dicto-comp / dictoglossmaybe challenging to somepupils during the firstlistening. The teacher could provide support (e.g. pictures) to help pupilsunderstand the story. Through arranging the pictures in the correct order,pupilscanhaveabetterunderstandingofthesequenceofeventsbeforetheystarttakingnotes.
Part2
64
Duringthesecondlistening,pupilsareguidedtotakenotesusingasequencechart.TheyonlywritedownthekeywordsastheylistentoAndrew’sstory.
Pupils should be reminded to use short forms, abbreviations and symbolswhere appropriate. To cater for learner diversity, less familiar words (e.g.rushed)couldbeprovidedtopupils.Theteachercouldalsoplaytherecordingonemoretimeforthelessablepupils.
Part2
65
PupilsareaskedtoworkinpairstosharethenotestakeninPart3.Itfacilitatesthedevelopmentofcollaborativelearningskillsandallowspupilstolearnfromeachother.Thentheyfinishthewritingindependently.
PleaserefertoLT3.1inAppendixAforthedictationworksheets.
Part2
66
Pupils listen to an oral presentation about a teacher called Miss Lee. Toprepare pupils for the dicto-comp / dictogloss, a table is provided for themtotakenotes.Pupilshavetonotedownthemainideas(i.e.thequalitiesthatmakeheragoodteacher)andthesupportingdetails(i.e.thereasons).
Part2
67
Pupils use the originalwording or their ownwords to reconstruct the text.Finally,theyareaskedtohelpeachotherrevisetheirwork.
PleaserefertoLT3.2inAppendixAforthedictationworksheets.
Part2
68
Pupilslistentoaproceduraltext(e.g.cookingscrambledeggs)inajumbledordertwice.Theytrytounderstandthetextduringthefirstlisteningandwritedownthekeywordsduringthesecondlistening.
Part2
69
InPart3,pupilswritethesentencesaboutcookingscrambledeggswiththehelpofkeywords.
In Part 4, pupils compare their notes with their partner / group membersand discuss the correct order of the sentences by considering the logicaldevelopmentofthetextandthecohesivedevicesused.It isagoodwaytodeveloppupils’organisationskillsandimprovetheirwritingskills.
PleaserefertoLT3.3inAppendixAforthedictationworksheets.
Part2
70
Pupils listen to the story about the Fox and the Crow twice. They get anunderstanding of the story during the first listening andwrite down the keywordsduringthesecondlistening.
Part2
71
Pupils compare their notes ingroupsand reconstruct the story individuallyin the spaces provided. After reconstructing the text, pupils are asked tocommentonthebehaviouroftheanimals,usingadjectivestheyhavelearnt,e.g.‘Ithinkthefoxiscunningandthecrowisfoolish.’
PleaserefertoLT3.4inAppendixAforthedictationworksheets.
Part2
72
Theideaofkeywordsdictationisthatsomekeywordsorphrases(about15–20)arechosenfromaninterestingtextorashortstory.Theteacherdictatesthesewordstopupilsinexactlythesameorderandtheoriginalformwithoutshowingthemthetext.Basedonthesekeywords,pupilswriteanewtextwhichtheywillsharewiththeclass.Keywordsdictationisagoodwaytoencouragepupils tousethevocabulary inanewcontextandtheycan learnfromtheirpeerswhentheysharetheirwork.
Thedictationactivitycanbeadaptedtosuittheabilityofprimarypupils.Forinstance, pupils could be taught the target language and vocabulary itemsrelated to the topic in advance.For the lessableandaveragepupils, theycanusesomeorallthekeywordsorphrasestowriteaboutthesametopic.Asforthemoreablepupils,theycouldbeencouragedtowriteaboutanewtopicusingthekeywordsprovided.Toprovidemoreflexibility,pupilscouldbeallowedtochangethewordformsifnecessary.
Part2
73
AfterintroducingthetextaboutStanleyMarketandlearningthetopicoftouristattractionsinHongKong,theteacherdictatesfifteenkeywordsandphrasesrelatedtothetexttopupils.Basedonthekeywordsprovided,pupilshavetowriteaboutatouristattractiontheylikemost.
ReferenceReadingTextStanleyMarketHongKong is a nice place for tourists. I am amazed by the big shoppingcentresandbeautifulbeaches.Among themanyattractions inHongKong,I thinkStanleyMarket isamust-goplacebecause themarket town isveryinterestingandtheseaviewiswonderful.
LastSunday,IvisitedStanleyMarket.Itwascrowdedwithmanytouristsandshoppers. I bought some Chinese paintings and souvenirs at reasonableprices.ThenIenjoyedadeliciousseafoodmealonthewaterfront.Ilookedatpeopleplayingwatersports.Ialsotookphotosofthebeautifulbeachandtheoldbuildings.
Stanleyiscertainlythebestplacetospendarelaxingday.
(Thekeywordsandphrasesselectedfromthetextareunderlined.)
Part2
74
Tohelppupilsmakegooduseofthekeywords,awritingframeworkcouldbeprovided.Someguidingquestionsaregivenforthemtowriteeachparagraphwithaclearfocus.Pupilsshouldthinkaboutwhentousethekeywords,e.g.intheopeningparagraph,thebodyortheendingparagraph.
Part2
75
After drafting their ideas, pupilswrite about a visit to a tourist attraction inHongKong.TheycouldwriteaboutStanleyMarketoranytouristattractiontheylikeusingthekeywordsprovided.
Pupilsshouldberemindedtoproofreadtheirwritingbeforesubmissionasthewordformsofthekeywordsprovidedmayneedtobechangedtosuitthenewcontext.
PleaserefertoLT3.5inAppendixAforthedictationworksheets.