Learn Vocabulary with Dictation

Students listen to a story and fill blanks with words from a vocabulary list.

Procedure

1. Generate a short story using the target word list (ChatGPT works well).
2. Replace target words with blanks in the script.
3. Use a natural TTS to produce the audio.
4. Students listen and fill in the blanks with appropriate words from the list.

Tips

• Before playing the audio, display the word list and give students 60–90 seconds to read through it silently. Don't explain the words yet; the goal is to activate the items in short-term memory so students recognise them when they appear in the audio, rather than guessing cold.
• Play three times with a different purpose each round: (1) listen for gist only, no writing; (2) fill in as many blanks as possible; (3) check and complete remaining gaps. This prevents the panic-driven transcription that happens when students try to write and process simultaneously from the start.
• Keep the story under 200 words for this slot. Test the TTS pace before class; if the default speed is too fast for your level, generate a second version at 80% speed and use that for the first two plays.
• Print the word bank on the handout in randomised order. Without it, the task becomes a spelling and recall test rather than a vocabulary task. Remove the word bank for higher levels, or replace it with definitions as the only clue.
• Before opening to the class for checking, give students 2 minutes to compare answers with a partner. This surfaces ambiguous cases, activates discussion about meaning, and reduces the number of blank-answer moments in plenary.
• After revealing the full transcript, use it as a springboard: students rewrite the story with a different ending, using at least three of the target words. This turns a one-shot listening exercise into a production task that consolidates form–meaning links.

Example

Story using vocabulary from 08. B Part 2 - Elaboration:

Sophie faced a new challenge when she decided to attend a rock climbing course. She was nervous about it, but she was determined to learn and face her fears. Rock climbing meant a lot to Sophie as it was a way for her to test her abilities.

During the course, Sophie met a group of climbers who were popular among the community. They were known for their incredible skills and achievements.

Sophie's progress was slow, but she was patient. She fell many times, but she got back up every time. One day, she finally made it to the top of the wall. It was an incredible feeling.

Sophie decided to purchase her own climbing gear and continue climbing on her own. Rock climbing had allowed her to discover a new passion and push her limits in ways she never thought possible. It had become a precious memory that she would always cherish.