Lesson Plan of Dictation
English Grade V
Students’ Learning Outcomes
· Copy and take dictation of words studied in class.
Information for Teachers
· Dictation: is the transcription of spoken text: one person who is “dictating” speaks and another who is “taking dictation” writes down the words as they are spoken.
· Dictation is one of the oldest language teaching activities.
· When giving dictation ensure that the word list is either from an introduce theme, word class or words are clustered according to introduced spelling patterns e.g. sh, ch, th, words or double consonant words with –ing forms e.g. it (hitting) dig (digging)
· English alphabet comprises vowels (a, e, I, o, u) and consonants (all sounds except vowels) and these join to form words in English language.
· Words are broken into syllables i.e. smaller units of sounds and each syllable has to have a vowel sound in it.
· Some words are monosyllables as ‘girl’ some are disyllable as ‘ta/ble’, syllables help us pronounce and spell words by breaking them into smaller chunks.
· Each syllable has a vowel sound e.g. tri/an/gle, sen/ten/ces, etc.
· In English spellings words are not always spelled according to the sound and many different graphemes (cluster of letters) can represent the same sound e.g. ‘a’ sound can be represented as aero plane, May main.
Material / Resources
Chalk/marker, duster, board, textbook
Worm up activity
· Write the following words on the board and ask the students to copy.
(Variety, stitched, reduced, expensive, crockery, decorated, happily)(Have at least ten words)
· Once the students finish writing, ask the students to tell them meanings of these words.
· Ask the meanings from the students.
· Ask the students to tell the word class of these words.
· Give your input where required.
Development
Activity 1
· Ask students to notice the sound of the word and match it to the spellings of the word.
· Ask students to make note of any silent letters.
· Ask students to break longer words into short parts and then learn the spellings.
· Do the drill of spellings of the above mentioned words or other words taken from the textbook.
· Encourage students to prompt the spellings.
Activity 2
· Then ask the students to get ready for dictation.
· Dictate the words at least twice, to facilitate the students.
· Once they finish writing, ask them to check individually.
· Write the words on the board and ask the students to do self-correction.
· Ask the students to write the wrong or misspelled words for three times in their copies with correct spellings.
Sum up / Conclusion
· Ask the students what they have learned from this activity?
· What are syllables? Ask them to give example of one syllable words, two syllable words and so on.
· Ask them to identify the vowel sounds in each syllable.
· Tell them to note the changes of double consonants.
· Ask them to go over the steps for learning spellings.
Assessment
· Ask the students to exchange and check each other’s work and give feedback.
· Tell the students to make corrections in the light of the feedback given by their peers.
· Ask them to write the wrong spelled words again.
· Take rounds of the class and ask the students’ score.
Follow up
· Ask the students to find out at least five multi-syllable words from their textbook.
· They must learn the spellings of these words.
