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Tutorial Week 6:

The Teaching andAssessing of

Vocabulary,Spelling and

DictationGroup Members:Teh Sook Hua

Yew Su Jian

(H9)

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Purpose of teaching

vocabulary, spellingand dictation

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Purpose of TeachingVocabulary

Pronounce each word correctly.

Apply pronunciation rules.

Spell each word correctly. Apply spelling rules.

Give the meaning of a word inEnglish.

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 followscertain verbs.

Give the verb that is used with aparticular noun.

Recognize phrases that are idiomsand 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 correctverb.

Give the plural form of a noun.

Give the singular form of a noun.

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Purpose of TeachingDictation

It is an excellent listening exerciseand can by used to sharpen the skillsof listening and comprehending.

It also helps to develop reading andwriting skills by exposing the studentto 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 ofsounds with the letters.

The dictations can also be used to

develop spelling skills by leaving ablank in place of the words you wantthe student to practice.

It can help the student to learn thestructure of the language by focusinghis attention of structures that hedoes not yet control.

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Techniques and

activities for teachingvocabulary, spelling

and dictation

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ec n ques anActivities for Teaching

Vocabulary1. Visual Techniques

These include blackboard

drawings, wall charts, photographs,flashcards, maps, mime, signs aswell as real objects or realia.

Visuals are extremely effective inconveying meaning.

Visual are also interesting stimuli

for various language activities to

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2. Verbal Techniques

a) Use of synonyms and definitions- E.g. huge - very big

b) Use of antonyms and contrasts

- E.g. tall short

c) Use of context

- E.g. temperatures of over 40cannot be

called low.

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3. Word Part Clues

The base word or root as well asits affixes could be examined toencourage 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 ofinterrelated systems. It cantherefore be taught according to

groupings such as word families. E.g. classifications such as fruit,

flowers and vegetables.

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6. Translation

In a bilingual situation, translationcan be used in classroom toeffectively convey meaning.

It can save time by quicklydispensing with the explanation ofthe word.

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uActivities for Teaching

DictationShadow Dictation:1. Choose a writer and a listener.

2. Teacher reads a paragraph (normalspeed).

3. While one writes the other just

listens.

4. Then have both re-construct thestory.

5. Teacher reads the stor a ain so

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Passing the Buck:

1. Teacher dictates one sentence.

2. The students pass the paper to theright.

3. Then everyone underlines the

mistakes they find in the sentence.

4. Teacher dictates the second one.

5.

Students pass the paper to the right.6. Now they underline the mistakes on

the second sentence and correct the

ones in the previous one.

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Word Fields:

1. Teacher dictates.2. One student writes, the other

monitors.

3. Then in pairs you ask them to circleall the words related to a certaintopic.

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Assessing vocabulary,spelling and dictation

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Assessing Dictation

1. Say a word or a sentence two orthree times at normal speed, giving

students enough time to write them.Speaking slowly seems to be morehelpful to students, but they get

used to a slower speed and thenhave trouble later.

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2. Start with single words, then move

on to short sentences as soon aspossible. As students improve, moveon to longer sentences.

3.

Dictations should either come fromnew students or be a little bitdifficult. If not, dictations become amemory exercise rather than a

listening exercise.

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4. Be sure to tell that they do NOT

have to score 100% on a dictation. Itis okay even if they only get 50%.As long as they are listening andtrying their best, they are learning.

5. Watch to make sure students do notcopy from other students.Emphasize that dictations are like

practicing a sport or a musicalinstrument. Each student must dohis or her own practice.

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6. Students should focus on listening,not spelling. Spelling in English is

difficult even for native speakers, soexpecting students to be perfect isnot realistic. Give them the correct

spellings at the end so they areaware of them, but never takepoints away as long as they get theright sounds. (for example,

emphasize and emfasise, areboth okay.)

7. Have students exchange notebooks

with their neighbour for marking.

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