The teacher reads a passage and the students edit it to help them learn to listen better, discover the meaning of the text when it is read aloud, and develop proofreading and editing skills.

The teacher reads a passage and the students edit it to help them learn to listen better, discover the meaning of the text when it is read aloud, and develop proofreading and editing skills.

• A. Choral Speaking
• B. Imaginative Re-Creation
• C. Dictogloss
• D. DRTA

Answer: (C)

Dictogloss centers on listening to a passage read aloud, taking brief notes, and then working with peers to reconstruct the text as accurately as possible. This process directly targets listening for meaning during oral input and then requires students to compare their reconstruction with the original, noticing and correcting word choice, grammar, and punctuation. Through that collaborative editing step, students practice proofreading and editing skills while reinforcing understanding of the text. This matches the described activity: the teacher reads, students focus on listening and understanding, and the group work culminates in editing or reconstructing the passage. Other activities emphasize different goals—choral speaking focuses on fluency and pronunciation through group recitation, imaginative re-creation centers on creating new text, and DRTA (Directed Reading Thinking Activity) emphasizes predicting and questioning during reading rather than reconstructing and editing from dictation—which is why they aren’t the best fit here.

Dictogloss centers on listening to a passage read aloud, taking brief notes, and then working with peers to reconstruct the text as accurately as possible. This process directly targets listening for meaning during oral input and then requires students to compare their reconstruction with the original, noticing and correcting word choice, grammar, and punctuation. Through that collaborative editing step, students practice proofreading and editing skills while reinforcing understanding of the text.

This matches the described activity: the teacher reads, students focus on listening and understanding, and the group work culminates in editing or reconstructing the passage. Other activities emphasize different goals—choral speaking focuses on fluency and pronunciation through group recitation, imaginative re-creation centers on creating new text, and DRTA (Directed Reading Thinking Activity) emphasizes predicting and questioning during reading rather than reconstructing and editing from dictation—which is why they aren’t the best fit here.