Matakuliah : <<Kode>>/<<Nama mtkul>> Tahun : <<Tahun Pembuatan>> Dictation Pertemuan 4.3

DICTATION Advantages : Disadvantages : It is an intensive activity, which makes students concentrate. The teacher can keep good control of the class, so it is a suitable technique for large classes. It helps develop listening as well as writing. Disadvantages : It takes up a lot of time in the class, especially if the dictation is corrected word by word afterwards. It does not really develop writing skills – students do not have to express ideas in a written form, or find ways of constructing sentences. The main skill practised is spelling. It is an unrealistic activity – listening is “word by word” and at an unnaturally slow speed. It can be done quite mechanically, without real comprehension.

An alternative to dictation An activity which develops both listening and writing skills and focusses on meaning, is for the students to listen to a text and then try to reconstruct it from Prompts. An example : 1. Write these prompts on the board: Giovanni – fishing friend’s house – bus – river tree – fishing a few minutes – Giovanni – small fish

2. Read the text. Ask students to listen but not to write anything. Giovanni decided to spend the day fishing. He went to his friend’s house and they took a bus to the river. There, they sat down under a tree and began fishing. After a few minutes, Giovanni caught a small fish. 3. Ask students to write a version of the text, using the prompts on the board (it does not have to be exactly the same as the original). 4. Go through the exercise orally, asking different students to read out sentences.

Writing Activities Pertemuan 4 Matakuliah : <<Kode>>/<<Nama mtkul>> Tahun : <<Tahun Pembuatan>> Writing Activities Pertemuan 4

Intro to Writing activities This technique is for students who are yet not ready to do completely free writing, so focusses on writing skills at elementary to intermediate level. It shows techniques for writing activities which focus students’ attention on meaning and offer them some challenge, but which are sufficiently controlled to avoid serious errors. It deals with : a. Controlled Writing b. Dictation c. Guided Writing

Guided Writing Pertemuan 4.4 Matakuliah : <<Kode>>/<<Nama mtkul>> Tahun : <<Tahun Pembuatan>> Guided Writing Pertemuan 4.4

Problems of free writing : 1. Many students would probably find it quite difficult, and make many mistakes. If so, they would find the task frustrating and probably not learn very much from it. 2. Students would probably approach the task in different ways, and produce a wide variety of different paragraphs. So the only way to correct their work would be individually, book by book; this would be very time-consuming for the teacher. As soon as they have mastered basic skills of sentence writing, students need to progress beyond very controlled writing exercises to freer paragraph writing. However, students will make this transition more easily and learn more if we can guide their writing. There are two main ways of doing this : - By giving a short text as a model. By doing oral preparation for the writing

Writing based on a text Examples of how a text can be used as a model for writing - Students read a short text, and perhaps study particular features of it (e.g. the way sentences are joined, the use of verb tenses, the use of the passive). They then write a paragraph which is similar, but involves some changes. - Examples of texts that could be used: students read a paragraph about a student’s day, then write about their own day; students read a description of a car, then write descriptions of other cars from notes; students read a description of a room, then write a description of a another room shown in a picture

Discuss what difficulties students might have in doing the exercises, and what preparation might be necessary: - The model text might be too limiting, especially if the students’ own town or village has quite different features. This may lead students either to follow the text too closely (and so write something which sounds unnatural) or to move away from it too much ( and so make many mistakes ). If all the students are writing about the same town, it would help to go through the exercise orally with the class first, and ask students to suggest what to include in the description. - The main problem with this kind of exercise is finding a suitable text. It is sometimes possible to adapt a text from the textbook – this can be written on the board before the lesson, or copied onto worksheets.

Advantages of this approach : Oral Preparation Another way of guiding paragraph writing is to do oral preparation beforehand with the whole class; the students make suggestions, and the teacher builds up an outline or a list of key expressions on the board. The students then use this as a basis for their writing. Advantages of this approach : It is flexible : it can be done in different ways according to the interests and ability of the class. Ideas about what to write come from the students themselves; this makes the activity much more interesting and involves the class more It does not require specially – prepared texts or other material.

Controlled Writing Activities Pertemuan 4.2 Matakuliah : <<Kode>>/<<Nama mtkul>> Tahun : <<Tahun Pembuatan>> Controlled Writing Activities Pertemuan 4.2

Controlled Writing Activities A. Gap – filling Listen to the teacher, then write out the complete sentences. Paper……………………wood. It ………………….. The Chinese in ………….. B. Re – ordering words Write the sentences correctly. We/six o’clock/and/tea/drink/get up/at. Then/the patients/wake/go/and/the wards/we/round. Sometimes/medicines/injections/them/we/or/give. C. Substitution Write a true sentence like this about yourself. Samir enjoys playing football and reading adventure stories. D. Correct the facts Re-write the sentences so that they match the picture. At the market, I saw an old woman sitting in a chair. She was selling eggs. It was raining.