Picture Dictation

WHY

·  Uses all the language modes

·  Listening carefully to the statements

·  Transforming that information into visuals

·  Orally putting the visuals back into words

·  Writing captions to match the visuals

·  Reading the captions

·  Sequencing

·  Focusing on key ideas

HOW

·  Select a clearly sequenced text (for example, a list of instructions or the steps in a process or story)

·  Divide it up into eight or ten basic stages, sentences etc.

·  Ask the students to each draw up a page with numbered boxes (eight or ten) – one box for each statement. Space for a caption underneath.

·  Number the boxes.

1 / 2 / 3 / 4
5 / 6 / 7 / 8

·  Read out each of the sections in turn, and ask the students to each draw their own simple visual for that section/statement. (Remind the students that a perfect picture is not required and they don’t have much time to draw.) They can record a single word in a frame if they wish to help memory – if they can’t draw what they need to.

·  In pairs, the students take it in turns to translate each visual back to words.

·  Individually, the students write a caption for each visual and then read their caption to their partner.

SAMPLE TASK

Using the Short Story “A Lot to Learn” by R.T.Kurosaka

1.  Draw eight squares, numbering them 1- 8 . They should be big enough to draw in – about a half page in depth.

2.  I’m going to read a short story to you. I want you to listen carefully because I’m going to read it in sections. When I pause, I want you to draw something to remember what ever I have told you .You can use a word or two, if you want.

3.  Read story pausing at indicated numbers- students draw to record

4.  When the story has been read, get students in pairs to re-read their versions/compare together (1-2 minutes)

5.  In pairs, discuss what the main idea of the story might be, and decide on a suitable title (1-2 minutes). Share.

Further ideas:

Discuss the structure of short story (as per overleaf)

Glenda Pearce

TEAM solutions

Gene Splicing

Bacteria cells contain Plasmids – small, donut shaped molecules of DNA, in additions to their main chromosomes.

Plasmids can be removed from bacteria, altered, and replaced back into the cell.

It is possible to use restriction enzymes which act as ‘chemical scissors’ to cut the DNA in a specific place and remove a gene.

Another type of enzyme acts as a ‘chemical glue’ to join a new gene into the plasmid.

When the plasmid is replaced into the cell and the bacteria reproduces, the new gene is reproduced too.

This is how bacteria are used to produce insulin.