Creative Dictation Techniques for English Language Learners, Resúmenes de Inglés

¡Descarga Creative Dictation Techniques for English Language Learners y más Resúmenes en PDF de Inglés solo en Docsity! ICPNA ASOCIACIÓN CULTURAL PERUANO. NORTEAMERICANO REGIÓN CENTRO IS <= Education ES 4 USA Date: Tuesday, July 13th. Objective: Trainees will be able to… 1.- Examine ways to use dictation. 2.- Examine ways to use sound-effects recordings. Ms. Leslie Lam – MET6 There was very little water in the pot. Thirsty Crow l byiahtOT<amoj.com E There was a crow which was very thirsty. He searched for water every where. At last he saw a water pot near a well. He looked inside the pot. | The crow saw some stones nearby. He thought of a plan. He picked up some stones. | He put them one by one into the pot. The water level in the pot came e and flew away happily.. [2 The crow drank the water 2.- Collocation dictation  Prepare a list of between 10 – 20 useful two-word collocations (fast food).  For the dictation, read out one word from each collocation (fast).  Ss do not write this word, but instead write a collocation – a word that goes with it.  Ss work in small groups to compare their answers, deciding if their collocations are good or not. 3.- Wall dictation  Choose a short printed text.  Divide the class into “readers” and “writers.”  Pair each reader with a writer; writers sit down, readers stand.  Stick the texts on the Wall far away from the writers.  Readers walk to the text, reads and memorises part of it and then goes to their writer to dictate it.  The writer writes the information down asking questions about words, spelling, punctuation, etc.  The pair is aiming to write the most accurate text they can.  Set rules: no running, no shouting https://www.youtube.com/watch?v=o9l2uzjGnOQ 7.- Living tape recording  Draw some tape recording controls on the board.  Introduce yourself as a “living tape recorder.”  Get two Ss to stand near the board to control the “tape recorder” while you read the dictation.  Members of the class can call out to ask the “controllers” to “press” the buttons. 8.- Sound-effects recordings  These are recordings that have hardly any words on, but instead contain a sequence of noises such as crashes, bumps, whistles, screams, etc.  Heard together, they may add up to a story. https://www.youtube.com/watch?v=8nrPoI-Kyvc 1.- Making your own “sound sequence” tape  Plan a sequence of between 7 and 10 distinctly different easy-to-make sounds.  Choose noises that will be loud and easy to record (a set of plates being dropped)  Do some test recordings.  Example: o Someone says Shhhhhh! o Noisy footsteps. o Something breaking. o Someone moving with difficulty. o Someone rapidly opening and closing a number of boxes, drawers, etc. o Someone saying Oh! 7.- Tense focus  Prepare a story.  In clas, tell it like a football commentary using continuous tense: The burglar is getting into the house. He is climbing the walls…  Use a recording to provide exciting sound effects at various points.  Afterwards, ask the class to write down the story as a news ítem about the past. https://www.youtube.com/watch?v=UdEasleUc54 Le ASOCIACIÓN CULTURAL PERUANO NORTEAMERICANO REGIÓN CENTRO www.icpnarc.edu.pe