Writing+5


 * Activity:** Dictogloss [[image:dictation.jpg width="112" height="89" align="left"]]


 * Level:** Secondary and Batxillerat

This is a classroom dictation activity where learners are required to reconstruct a short text by listening and taking notes. Therefore, listening and sometimes speaking skills are also practiced. Actually, I find my students prefer this variation of the traditional dictation.
 * Short description: **

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 * Choose an interesting or amusing text, with grammar and vocabulary items that students are quite familiar with. Some new vocabulary is actually good, as they need to try to make sense of the ‘whole’ meaning.
 * The text is read aloud three times. The first time students just listen, the second and third time they can make notes using the worksheet provided. For higher levels, you can just repeat the text once, so they can take notes.


 * In pairs or small groups, students have to share what they remember and attempt to write a version of the text that remains true to the original’s meaning but does not have to be exactly the same. This step can also be carried out individually.


 * Objectives:**
 * To use vocabulary, grammar and discourse markers in order to write a text
 * To develop accurate use of grammar and vocabulary
 * To foster collaboration and discussion among classmates
 * To practise listening, writing and speaking (by working in groups) skills

I normally get students to write their versions on our moodle so that we can look at them together later on in class and decide if they are similar in meaning to the original. Grammar and vocabulary are usually revised, too. When performed as an individual activity, I like to make notes for the students to try to correct their own mistakes.
 * Assessment:**

This is a sample worksheet I use with lower levels.
 * Link:**

= = =Add your comments:=

Nuria

Awsome, Sonia! I agree this is much better than a traditional dictation. It involves cognitive process that go beyond simple listening, __#|word__ recognition and spelling. It also makes the follow up error correction task really meaningful.

You have shared with us a number of extremely interesting activities. You do not need to give a mark for each activity you do, of course, but how do you make them fit into a global assessment programme that gives them direction? This has been an important concern to me for the last couple of years, maybe because I was working with very difficult students.

M Ascension

Nice, Sonia. It is good to check that most of the traditional activities are back again. As for assessing have you tried to do it with a rubric?

This is Glòria, I find this activity very interesting. It is not a common dictation and I agree Núria that involves cognitive processes and it means that it is more... "competencial" than a simple dictation.