CandidaManjate CandidaManjate

Elementary level


In this lesson students will develop their integrated skills, including the receptive skills of reading and listening, and the productive skills of speaking and writing; also, they will revise the indefinite article. Since this grammar topic has been taught, I thought this lesson would be helpful to refresh students' minds about it. I think it is important to bringing old topics and integrate them into what is been done currently in class. I also thought that students would benefit from this lesson because dictogloss is a co-operative activity; it is challenging without being threatening and it gives learners a chance to discuss language and to learn from each other. This is a quite active and cooperative class and students like working together and interact and this activity will cater for this. The lesson starts with the teacher explaining to the class what they are going to do and how. Then she will demonstrate it with short sentences. After that she conduct the dictogloss procedure by reading the first time and having students listening only without making notes. After the teacher has read out the text, the students make any notes they want. After this, they compare their notes with their partners. Once again, pens down and listen to the second reading. The students then edit their own versions and then compare again with partners, editing their versions where necessary. Finally, the teacher displays the original version for feedback and comparison. I have done some listening activities with this class and students did not show a lot of difficulties with picking specific information. However, this is the first time I do dictogloss which is different, therefore, I am not sure about how well they will handle it.


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Main Aims

  • To develop students' integrated skills by practising the receptive skills of reading and listening and the productive skills of speaking and writing through the context of study life.

Subsidiary Aims

  • To provide revision of the Indefinite article


Warmer (3-5 minutes) • To give students an interesting way of filling their time while late comers arrive.

T writes the word HIPPOPOTAMUS on the board in vertical and asks ss to make two lines and the last ss in the line should whisper a word that starts with the first letter of the word on the board to the person in front of him/her. The word should pass on until it reaches the first person in the line who is going to write it on the board. This ss goes to the last position in the line and repeats the process. This goes on until one of the lines has completed the word on the board. This will be run as a competition.

Lead in (2-5 minutes) • To set lesson context and engage student

T tell ss that they'll do dictation and explains how it is going to happen.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks

T writes on the board the sentence: 'What time do you have breakfast?' and highlights 'what' 'do' 'have' in the sentence. Then she asks students whether these words help reconstruct the question or not. Then she asks about the remaining ones 'time', 'breakfast' and tells ss that these are helpful because these are the key words. T experiments the dictogloss with the lead in paragraph of the text to see if ss struggle with it or not. T checks and feedback.

Receptive task(s) (8-10 minutes) • Provide students with the listening stages of the dictogloss

T asks ss to put pens down and listen carefully. T reads the 1st time and ss listens only. Then T gives ss 2 min to write key words T reads 1 more time and ss listen only. Then T gives ss 2 min for them to add to their notes. T assesses whether a 3rd reading is necessary and does it or not. At this stage, ss work individually and they should not consult with their peers.

Productive Task(s) (13-18 minutes) • To provide an opportunity to practice target productive skills

T puts ss in pairs and ask them to look at their notes and try to build up the text.The pair will have one strong and one weak student. Since this activity is new for them, pairing them up this way will strengthen them and the stronger ss will support the weaker one and help him/her do the task and give them a sense of achievement. T then asks in each pair to join another pair and form a group of four and compare their texts, discuss and make changes/improvements to their final versions. Grouping students will reinforce this way will reinforce what they'll have done and give them more confidence on their performance too. They will also have the change to do peer correction and enhance interaction.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production

T hands out copies of the original text and asks ss to read both and compare content and accuracy.

Controlled practice (4-6 minutes) • To check whether students included all relevant information as in the original text

After that, T asks ss some questions about the information in the original text to see whether ss have included all relevant information.

Language focus (4-6 minutes) • Clarify grammar and revise the indefinite article.

T asks ss to underline the indefinite articles in the original text and compare to the ones in their versions. T then quickly explains how the indefinite article works and clarifies any mistakes ss might have made in their texts.

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