Dictogloss In a Dictogloss, students practice multiple skills, plus use grammar and vocabulary to reconstruct a text that is read to them. Preparation
Select appropriate text.
Procedure
1. Introduce the topic and key vocabulary. Review grammar points, if necessary. 2. Read the chosen text once, allowing students to simply listen. Read it again and have students take notes. The point is not to get every word, but the main ideas, so don’t read it as slowly as you would a dictation. 3. In pairs/small groups, have students work together to reconstruct the text, paying attention to punctuation, spelling, and the main ideas. The focus is on communication. 4. Have pairs/small groups share their versions with other pairs/ small groups. 5. Compare students’ texts with the original and discuss the differences between them (for more information, go to: www.carla. umn.edu/cobaltt/modules/strategies/Dictogloss.pdf ).
When to Use It • •
To build vocabulary and written fluency To introduce/highlight new lexical items or grammatical forms
Level
High beginning and above, depending on text chosen (choose one of interest to students, with the grammar or vocabulary on which you want to focus)
Skills
Practice Materials
Writing paper
Preparation Time 10 minutes
Activity Time
15–45 minutes, depending on length of text
Contributor: Elizabeth Crockett Hixon, English teacher, Florence RE-2, Florence, Colorado; English Language Fellow, Brazil, 2011
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