Tutorial Week 6:

The Teaching and Assessing of Vocabulary, Spelling and Dictation Members: Group
Click to edit Master subtitle style 7/24/12

Teh Sook Hua Yew Su Jian (H9)

Purpose of teaching vocabulary, spelling and dictation

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Purpose of Teaching Vocabulary

Pronounce each word correctly. Apply pronunciation rules. Spell each word correctly. Apply spelling rules. Give the meaning of a word in English. 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 follows certain verbs. Give the verb that is used with a particular noun. Recognize phrases that are idioms and 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 correct verb. Give the plural form of a noun. Give the singular form of a noun.

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Purpose of Teaching Dictation

It is an excellent listening exercise and can by used to sharpen the skills of listening and comprehending. It also helps to develop reading and writing skills by exposing the student to 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 of sounds with the letters. The dictations can also be used to develop spelling skills by leaving a blank in place of the words you want the student to practice. It can help the student to learn the structure of the language by focusing his attention of structures that he does not yet control.
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Techniques and activities for teaching vocabulary, spelling and dictation

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Techniques and Activities for Teaching Vocabulary

1.

Visual Techniques

These include blackboard drawings, wall charts, photographs, flashcards, maps, mime, signs as well as real objects or realia. Visuals are extremely effective in conveying meaning.

Visual are also interesting stimuli 7/24/12 for various language activities to

2.

Verbal Techniques
a)

Use of synonyms and definitions - E.g. huge - very big Use of antonyms and contrasts - E.g. tall short Use of context - E.g. temperatures of over 40 cannot be called low.

b)

c)

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3.

Word Part Clues The base word or root as well as its affixes could be examined to encourage 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 of interrelated systems. It can therefore be taught according to groupings such as word families. E.g. classifications such as fruit, flowers and vegetables.

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5.

The Use of Dictionary

A student who is able to use the dictionary will be able to continue learning outside the classroom. It is also useful as a means of confirming contextual guesswork. It can be used as a source to clarify uncertainty in areas of word meaning, pronunciation, grammar and spelling.

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6.

Translation

In a bilingual situation, translation can be used in classroom to effectively convey meaning. It can save time by quickly dispensing with the explanation of the word.

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Shadow Dictation:
1. 2.

Techniques and Activities for Teaching Dictation

Choose a writer and a listener. Teacher reads a paragraph (normal speed). While one writes the other just listens. Then have both re-construct the story. Teacher reads the story again so

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Passing the Buck:

1. 2.

Teacher dictates one sentence. The students pass the paper to the right. Then everyone underlines the mistakes they find in the sentence. Teacher dictates the second one. Students pass the paper to the right. Now they underline the mistakes on the second sentence and correct the ones in the previous one.

3.

4. 5. 6.

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Word Fields:
1. 2.

Teacher dictates. One student writes, the other monitors. Then in pairs you ask them to circle all the words related to a certain topic.

3.

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Assessing vocabulary, spelling and dictation

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Assessing Dictation
1.

Say a word or a sentence two or three times at normal speed, giving students enough time to write them. Speaking slowly seems to be more helpful to students, but they get used to a slower speed and then have trouble later.

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2.

Start with single words, then move on to short sentences as soon as possible. As students improve, move on to longer sentences. Dictations should either come from new students or be a little bit difficult. If not, dictations become a memory exercise rather than a listening exercise.

3.

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4.

Be sure to tell that they do NOT have to score 100% on a dictation. It is okay even if they only get 50%. As long as they are listening and trying their best, they are learning. Watch to make sure students do not copy from other students. Emphasize that dictations are like practicing a sport or a musical instrument. Each student must do his or her own practice.

5.

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6.

Students should focus on listening, not spelling. Spelling in English is difficult even for native speakers, so expecting students to be perfect is not realistic. Give them the correct spellings at the end so they are aware of them, but never take points away as long as they get the right sounds. (for example, emphasize and emfasise, are both okay.)

7.

Have students exchange notebooks 7/24/12 with their neighbour for marking.

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