2. Dictation is seen by many teachers as somewhat old- fashioned, a relic of the grammar-translation method that dominated language teaching until the last couple of decades of the 20th century. For many people it brings back unhappy memories of dull, uncommunicative and often difficult lessons, where the focus was fairly and squarely on accuracy of language.

3. However, if we reflect for a moment on what dictation actually does, then we will see that it can be an extremely versatile activity. It practises first and foremost listening and writing skills and within the latter a range of sub-skills from letter formation to spelling, punctuation and lay-out. It can also be argued that it practises vocabulary, syntax, grammar and, when the writer reviews his or her work, reading. In short, it gives practice in almost everything. The one skill absent from this list is the speaking skill, but this too can be practised if the dictation is approached in a slightly different way.

4. Running dictation 1. Take a short text that is appropriate to the level, rich in vocabulary and/or illustrative of a grammar point you are working on. (Some teachers like to use the opening paragraph of a text they intend to work on, using this technique as a means of introducing the topic). 2. Make two or three copies of the text and stick them to the notice-board or on the classroom wall in such a way that the students cannot read them from their desks.

5. 3. Divide the students into groups and ask each group to nominate a messenger. It is then the task of the messenger to go up to the text, read it and memorize a chunk of the text. 4. He or she then returns to his or her group and dictates the chunk. The others write it down. 5. The messenger then repeats this process until the whole text has been written down. You can turn this activity into a race, which adds to the fun, but be careful it can be dangerous if the students get carried away! When all the groups have completed the dictation, they can check their versions with the original text.

6. dictogloss Dictations can be carried out in the form of a “dictogloss”. 1. choose or write a text 2. read it once or twice while the students are only listening 3. read it slowly (e.g. phrase by phrase) and ask students to note down key words 4. ask the students to reconstruct the text so that it has the same meaning as the original text although perhaps not exactly the same form.

7. Fill-in-the-gaps or cloze-dictation 1. Choose or write a text 2. Delete intended words 3. Write it on the boards and let students copy it 4. Read the whole text aloud while the students fill in the gaps

8. Amir and Reza are talking about their families. Listen to their conversation and fill in the blanks. Amir: This is my father. Reza: Nice! What’s he like? Amir: Well! Um he is very kind and ……………. He is also.............. Reza: Good. Is that your mother? Amir: Yeh, she is. She is very ………. and ………... And this boy is my brother. Reza: I think he is very …………... Amir: [ Yeh Reza: and a bit … a bit ………..

9. Acting Out the Story 1. Choose a short story no longer than half a page, that lends itself to acting out or pantomime. 2. Read the story slowly and clearly, acting it out as you read, and pausing between sentences. 3. Ask a student to volunteer to do the acting out, while you read the story a second time. 4. Next, distribute copies of the story, so the students can read along with you the third time. This time, all the students may try to act it out, too. 5. Now have the students turn the page over. This time, pantomime the story, (acting it out without reading it). Ask the students to write one sentence for each action. 6. Have individual students read their sentences aloud or put them on the board for correction and discussion.

10. Life objective: Prospect 3, Lesson 1 Emotional intelligence EI is the ability to perceive emotions, to access and generate emotions to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions to promote emotional and intellectual growth (Mayer and Salovey 1997). EI allows a person to assimilate emotions into the thought process and to regulate emotions both in the self and in others in relation to the opportunities and demands of a given environmental situation (Karafyllis 2008, 221).

11. Self-awareness The ability to recognise what you are feeling, to understand your habitual emotional responses to events and to recognise how your emotions affect your behaviour and performance. When you are self-aware, you see yourself as others see you, and have a good sense of your own abilities and current limitations.

12. Managing emotions The ability to stay focused and think clearly even when experiencing powerful emotions. Being able to manage your own emotional state is essential for taking responsibility for your actions, and can save you from hasty decisions that you later regret.

13. Motivating oneself The ability to use your deepest emotions to move and guide you towards your goals. This ability enables you to take the initiative and to persevere in the face of obstacles and setbacks.

14. Empathy The ability to sense, understand and respond to what other people are feeling. Self-awareness is essential to having empathy with others. If you are not aware of your own emotions, you will not be able to read the emotions of others.

15. Social Skill The ability to manage, influence and inspire emotions in others. Being able to handle emotions in relationships and being able to influence and inspire others are essential foundation skills for successful teamwork and leadership.

16. Some tasks for nurturing EI Visualization followed by dialogue Arts-based activities (drama, drawing, etc.) Podcasts or clips