This is an engaging learner-centered ESL dictation lesson plan for listening and writing skills.
Table of Contents
Activity Name: Play-Stop-Go-Back Dictation
Level: Suitable for learners of all levels Materials Needed: Sheets of paper, pens, or pencils Objectives:
- To enhance listening skills by actively engaging students in the dictation process.
- To improve writing skills by accurately transcribing the dictated text.
- To promote learner autonomy and control by allowing students to dictate the pace and progression of the activity.
- To reinforce language recognition and production through listening and writing.
- To encourage error identification and correction through self-checking and peer collaboration (variation).
- To provide an opportunity for students to practice specific language points targeted in the dictation text.
- To foster active participation and engagement in the learning process.
- To develop confidence in language learning through successful completion of the dictation task.
- To encourage collaborative learning and peer support during text comparison and error correction (after the dictation).
- To facilitate reflection on language usage and promote self-improvement through error analysis (variation).
Introduction
Dictation is an age-old activity often misconceived as outdated and teacher-centered. However, it still holds value in English Language Teaching (ELT). In this article, we will explore a variation of traditional dictation called “Play-Stop-Go-Back Dictation.” Discover the benefits of this activity and learn how to implement it effectively in your classroom. If you’re interested in more variations of dictation, refer to our previous post on the importance of using dictation in English language teaching.
Activity Overview
The Play-Stop-Go-Back Dictation activity offers students an opportunity to actively engage in both listening and writing while allowing them to take control of the dictation process. What sets this activity apart from traditional dictation is that students themselves control the pace and progression of the dictation. Additionally, learners of all levels can participate and benefit from this activity. The best part is that it requires minimal materials—just sheets of paper and pens or pencils.
Dictation lesson plan: Play-Stop-Go-Back
Play-Stop-Go-Back Dictation is an engaging dictation activity where students take control of the dictation process. They actively listen and transcribe a short text, requesting the teacher to play, stop, or go back as needed.
This learner-centered dictation activity promotes active participation, improves listening and writing skills, and allows for individual pacing and error correction. Minimal materials are required, making it easily adaptable for learners of all levels.
Implementation Steps
- Before starting the dictation, engage students with a short discussion or lead-in related to the topic of the text. This will activate their prior knowledge and generate interest.
- Prepare a short text that includes specific language points students need to work on.
- Write “play,” “stop,” and “go back” on the board.
- Elicit the meanings of these terms from the students, ensuring everyone understands their purpose.
- Introduce the concept of functioning like a dictation machine (similar to an audio player).
- Explain that you will read a short text and students should write it down as accurately as possible.
- Emphasize that at any point, students can request you to stop or go back to a specific part of the text.
- When students are ready, stand still at the front of the class and wait for a student to shout “play.”
- Read the text at a slow-normal speed, avoiding excessive pauses between words.
- Allow the class to take complete control, pausing only when they ask by saying “stop, go back.”
- Continue the dictation until all students feel satisfied with their written text.
- If students wish to hear the text again, they simply need to shout “play” once more.
- Give students a few minutes to compare their texts with their peers.
- Distribute copies of the original text for them to self-check their work.
Tips for dictation improvements
Here two more tips to improve the above dictation activity:
- Collaboration: After the initial dictation, encourage students to work together to compare and correct their texts. This promotes collaboration and peer learning.
- Follow up with a speaking or writing activity: Once students have checked their texts, design a follow-up activity that integrates the vocabulary or grammar points covered in the dictation. For example, students could engage in a discussion or write a short paragraph using the target language.
Variation of this dictation activity
As a variation of the dictation lesson plan, before providing the original text for students to check against, have them re-dictate the text to you. During this process, make note of any mistakes they make. Once the dictation is complete, guide the students in identifying and correcting the mistakes they made. This approach encourages learners to reflect on their errors and enhances their language acquisition.
Why is this dictation activity learner-centered?
This dictation lesson plan is considered learner-centered because it shifts the control and responsibility from the teacher to the students. Here’s how the activity embodies learner-centered principles:
- Student Control: In this dictation variation, students themselves control the dictation process. They have the authority to request the teacher to play, stop, or go back to specific parts of the text. This autonomy allows students to actively engage and take charge of their own learning.
- Active Participation: The activity encourages all learners of all levels to actively participate. Each student is actively listening to the dictation and writing down the text. They are not passive recipients of information but rather active contributors to their learning process.
- Language Recognition and Production: By listening attentively and transcribing the text, students are actively recognizing and processing language. They are not solely relying on the teacher for correct language usage but are engaging with the language themselves.
- Individual Pace: Since students have control over the dictation, they can work at their own pace. They can ask the teacher to stop or go back if they need more time to process or write down the text accurately. This flexibility accommodates individual learning styles and preferences.
- Error Identification and Correction: In the variation suggested, students have the opportunity to re-dictate the text to the teacher. This process allows them to identify and correct their own mistakes with the guidance of the teacher. It promotes self-reflection and empowers students to take ownership of their language development.
This lesson dictation lesson plan aligns with learner-centered principles because it provides students with control, autonomy, and active involvement in the dictation process. It thus fosters a more engaging and empowering learning experience.
Conclusion
The Play-Stop-Go-Back Dictation activity offers a dynamic and learner-centered approach to dictation in English language teaching. By empowering students to control the dictation process, this activity enhances listening and writing skills, promotes autonomy, and encourages active engagement. With its minimal materials requirement and adaptability to different proficiency levels, it provides an effective tool for language practice and development in the classroom.
More dictation resources
Related Resources: To explore further variations of dictation, you may be interested in reading about “Dictogloss,” another engaging dictation activity. Additionally, discover why dictation remains an important tool for developing vocabulary and structural competence. Check out our article on the significance of dictation in language learning. Lastly, we offer seven picture activities designed specifically for English learners to enhance their language skills.