THE GIFT OR THE CURSE D Y S L E X I A

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THE GIFT OR THE CURSE D Y S L E X I A
THE GIFT OR THE CURSE
D Y S L E X IA
praca z uczniem dyslektycznym na
lekcji języka obcego:
techniki pracy i ocenianie
Opracowały: Iwona Grajner i Olga Przybyła -Kokot
Sławni dyslektycy:
The
butterfly
often
forgets
Hans Christian Andersen
Alexander Graham Bell
Winston Churchill
Leonardo da Vinci
Walt Disney
Albert Einstein
Henry Ford
Whoopi Goldberg
Nelson Rockefeller
W.B.Yeats
Quentin Tarantino
Charles Schwab
that once it
was a
caterpillar
Sposób dostosowania warunków
egzaminacyjnych w gimnazjach
Występujące trudności:
•Pisanie egzaminu w oddzielnej sali, w której
czlonek komisji egzaminacyjnej na poczatku
jeden raz glosno odczyta instrukcje, tekst
wstepny oraz tresc zadan, a uczniowie beda
mogli równoczesnie sledzic wzrokiem tekst
zapisany w arkuszu.
•Problemy z czytaniem i rozumieniem czytanego
tekstu, problemy emocjonalne i trudnosci
z koncentracja uwagi.
•Wolne tempo czytania i pisania.
•Niski poziom graficzny pisma.
•Wydluzenie czasu pisania egzaminu o 50 %
( czas przeznaczony na jednorazowe glosne
odczytanie na poczatku egzaminu instrukcji, •Problemy ze stosowaniem zasad ortografii
tekstu wstepnego oraz polecen nie bedzie i interpunkcji, z uwzglednieniem struktury
róznych form wypowiedzi, z prawidlowoscia
wliczany do czasu rozwiazywania zadan ).
graficzna zapisu obliczen i z zachowaniem
orientacji przestrzennej.
•Pisanie
samodzielnie
formulowanych
odpowiedzi do zadan drukowanymi literami.
•Sprawdzanie samodzielnie formulowanych
przez uczniów odpowiedzi za pomoca
kryteriów dostosowanych do dysfunkcji
uczniów.
Sposoby dostosowania warunków
egzaminacyjnych (matura)
Dysleksja rozwojowa - dysgrafiadysortografia
• mozliwosc pisania literami
drukowanymi lub z uzyciem
komputera. Poziom graficzny pisma
nie jest brany pod uwage
•w zadaniach otwartych nie bierze sie
pod uwage bledów w pisowni, praca
oceniana jest na podstawie tresci
wypowiedzi pisemnej
Problemy z czytaniem i rozumieniem tekstu,
problemy emocjonalne i trudnosci
z koncentracja uwagi
•mozliwosc pisania sprawdzianu w oddzielnej sali,
w której czlonek komisji egzaminacyjnej na
poczatku jeden raz glosno odczyta instrukcje, tekst
wstepny oraz tresc zadan, a uczniowie beda mogli
równoczesnie sledzic wzrokiem tekst zapisany w
arkuszu;
•wolne tempo czytania i pisania-wydluzenie czasu
pisania o 50% (czas przeznaczony na jednorazowe
glosne odczytanie instrukcji, tekstu wstepnego oraz
polecen nie bedzie wliczany do czasu
rozwiazywania zadan);
Niski poziom graficzny pisma
•pisanie samodzielnie formulowanych
odpowiedzi do zadan drukowanymi literami, co
zwieksza czytelnosc pisma;
Problemy z koncentracja uwagi i
spostrzeganiem,
•mozliwosc pracy z arkuszem pisanym
bezszeryfowa czcionka 14 pkt;
Problemy ze stosowaniem zasad ortografii
i interpunkcji, z prawidlowoscia graficzna
obliczen i orientacja przestrzenna
•mozliwosc specjalnego kodowania karty
odpowiedzi, aby zadania, w których uczen
samodzielnie formuluje wypowiedz, mogly byc
sprawdzane za pomoca kryteriów dostosowanych
do dysfunkcji uczniów;
Problemy z koncentracja uwagi i orientacja
przestrzenna oraz zaburzenia percepcji
wzrokowej
•mozliwosc zaznaczania przez uczniów
odpowiedzi do zadan zamknietych bezposrednio
na arkuszach; po zakonczeniu sprawdzianu
czlonkowie komisji egzaminacyjnej przeniosa na
karty odpowiedzi odpowiednie zaznaczenia
uczniów (dotyczy tylko glebokiej dysleksji).
OCENIANIE
Zamiast "amnestii" na bledy - wymagania dostosowane do wkladu pracy i
mozliwosci. Zamiast oceny sztywnej - elastyczna.
Sposób oceniania postepów w nauce zawsze ma ogromny wplyw na powodzenia
lub niepowodzenia szkolne uczniów. Niewlasciwa ocena wysilku kazdego ucznia,
w szczególnosci dyslektycznego, moze zniechecic go do dalszej pracy, a tym
samym obnizyc jego poczucie wlasnej wartosci ale z drugiej strony trzeba go
mobilizować do dorównania w górę.
W przypadku uczniów dyslektycznych popelniane bledy nie powinny byc
przyczyna obnizania ocen z prac pisemnych. Dyktanda i cwiczenia
ortograficzne nalezy oceniac jakosciowo, stawiajac ocene opisowa.
Ocena, oprócz informowania o efekcie uczenia sie, pelni równiez role nagrody za
wysilek, ma motywowac ucznia do dalszej pracy.
Zastosowanie oceny cyfrowej.
Kryteria te dotycza glównie osób, które wskutek terapii i samodzielnej pracy robia duze
postepy. Wtedy oprócz oceny opisowej uczen otrzymuje dodatkowo zapis cyfrowy.
Ten drugi zapis jest stosowany równiez w dzienniku lekcyjnym np. 10/25 (taka innowacja
musi byc zgodna z Wewnatrz-szkolnym Systemem Oceniania). Oznacza to, ze uczen
popelnil 10 bledów na 25 bledów mozliwych do popelnienia. Wtedy przy kolejnych
pracach mozna w prosty sposób zaobserwowac, czy stosunek tych cyfr do siebie zmniejsza
sie, co swiadczy o coraz lepszej sprawnosci ortograficznej ucznia, zamiany oceny cyfrowej
(10/25) dokonuje na wyrazne zyczenie ucznia, wtedy, gdy jest to dla niego korzystne.
System podoba się uczniom, blyskawicznie wyliczaja sobie stosunek ilosci bledów
popelnionych do mozliwych do popelnienia i natychmiast chwala sie, jesli jest nizszy od
poprzedniego.
Kinezjologia to nauka o wplywie
ruchu na umysł czlowieka
Kinezjoterapia polega na usprawnianiu pracy
umyslu za posrednictwem ruchu.
Kinezjoterapia to „gimnastyka mózgu”
•
Nauka jest naturalna, przyjemna sfera dzialalnosci kontynuowana prze cale zycie.
•
W naszym ciele ukryte sa blokady, które utrudniaja nam nauke, uniemozliwiaja takze
lagodne przejscie przez stresy.
•
Wszyscy, mamy trudnosci w uczeniu sie, aby je usunac ( te blokady moga trwac przez cale
zycie, jesli nie podejmiemy sie zmiany tego stanu rzeczy). Wlasciwie rozpoznane blokady
moga zostac usuniete, pod warunkiem prawidlowo prowadzonego treningu.
ZałoŜenia metody:
KINEZJOTERAPIA
czyli
Wspieranie nauki uczniów poprzez
zastosowanie
cwiczen z zakresu „Gimnastyki Mózgu”
czyli kinezjologii edukacyjnej Paula Dennisona
"Wszelkie dzialanie twórcze zaczyna sie od
ruchu"
Zestaw cwiczen gimnastyki mózgu mozna podzielic na:
I. Podstawowy schemat cwiczen
wprowadzajacych,
II. Cwiczenia na przekraczanie linii srodka,
III. Cwiczenia wydluzajace,
IV. Cwiczenia energetyzujace.
Joseph Zinker
CAUSES OF DYSLEXIA
Genetic factors
•environmental factors
•neurological factors such as brain’s damage, deformation, dysfunction,
backwardness, brain ‘s anatomical differences, the size of hemispheres,
•male sex is affected more often
•disorder in the prenatal period,
•disorders in sensory perception
•motor functions
•hearing problems in early childhood
Dyslexia -
it is disorder marks difficulty in following areas:
vision,
reading,
spelling
hearing,
speaking
writing
balance and movement
memory
•dyslexia can range from mild to severe symptoms, children with dyslexia are not
at all alike, each individual sufferer displays a different set of features
Warning signs:
•changed or reversed shapes and sequences of letters and numbers•F/H/L/G-complicated structure
•l-t-m-n- similar size of letters // p-b-d-g- similar letters formed in different
way // z-s / w-f /d-t / k-g / i-j / phonethic mistakes
•inconsistent and incoherent spelling // skipping words or lines reading
•poor concentration while reading
•word blurring, doubling and size change
•difficulties making some speech words and meaningful answers
•confusion between right and left
•difficulties in judging distances, following directions, remembering
instructions,
•repeating long words or sentences // illegible handwriting
TEACHER’S ROLE AND SUPPORT
•create successful class environment
•collect a great amount of knowledge about dyslextic learners
•child positively recognised by teacher, aware of the fact that the
teacher wants to help him may increase motivation for better
learning
•design the curriculum in the right way to suit dyslexic’s needs
•introduce clear, structured, schematic layout on lessons so that the
student knows what to expect from a particular unit
•choose books not overloaded with lexical items and grammatical
strucures
Teacher’s role and support
•use bigger letters -it makes a dyslexic to perform reading tast
easier
•choose more exercises for dyslectic learners
•change a bit your strategy of teaching not the content
•gradual progress is the key to successful teaching
•spend more time on revising material already familiar rather
than introducing new material
•create positive and encouraging environment in the class and
school
•dyslexic’s achievements depend on teacher’s attitude
MULTI-SENSORY APPROACH
•this kind of teaching is based on a combination of aural, visual,
tactile and kinesthetic aspects to improve learning
•multi sensory teaching emphasizes direct teaching of all new
material, maintaning student-teacher interaction and suggest that
the content ought to be mastered in such a way that a student gives
an automatic response
•making use of all senses in the learning process
•organize’ the right space’ in the classroom well
The
General
Principles of
Instruction
1.Involve the students.
-the goals for the instruction
-the teching methods
-the students progress
2.Use multisensory teaching methods.
3.Teach students to use logic rather than rote memory.
4.Present material sequentially.
5.Present material in small units.
6.Practice, practice, practice and review.
7.Help students organize time and space
-the daily lessons
-the work space
-students daily work
-long-term and complex work assignments
-multiple assignment
8.Individualize instruction.
9.Always be aware of the emotional climate.
10.Laugh a lot.
11.Tips for teacher.
11.Tips for teacher
-provide pencils
-read aloud
-take an occasional break and be more informal
-go to tag sales
-provide legitimate outlets for extra energy
-respond to positive efforts and behaviours
-use a calculator- to check dyslexic’ pupil calculations
and make corrections where necessary.
-make individual worksheets for students.
- simplify word problems so they will not be an obstacle for dyslexics;
customized sheets will allow for success, not failure.
real coins- teaching about money use real coins instead of plastic, this is far
more fun and exciting for the children.
Praise for non-academic achievements
Dyslexic children rarely receive certificates, stars for academic achievements.
To compensate for this, non-academic achievements can be rewarded.
•Helping in class by handing out/collecting in work;
• Demonstrating to rest of class in P.E.;
• Showing good effort (regardless of outcome);
• Keeping desk tidy;
• Being organised with own equipment for lessons;
• Showing kindness to others;
• Willingness to participate in discussions;
• Sitting quietly and attentively;
• Good table manners at lunchtime;
• Helping to put out equipment or tidy up;
• Being polite;
• Setting a good example to younger pupils;
• Willingness to become involved in all aspects of school life
Knowledge of the single sounds made by the 26 letters of the alphabet are the best tool
you can give your child, and this will form the basis of their first successes at reading
The sounds of the letters
and spelling.
apple begins with a
nut begins with n
burger begins with b
octopus begins with o
cat begins with c
penguin begins with p
dog begins with d
queen begins with q
egg begins with e
rabbit begins with r
fish begins with f
sausage begins with s
gun begins with g
tomato begins with t
house begins with h
umbrella begins with u
insect begins with i
video begins with v
jet begins with j
window begins with w
kettle begins with k
fox ends in x
lemon begins with l
yo-yo begins with y
mouse begins with m
zebra begins with z
TEACHING SPELLING
1.FINISH IT! : Students select words from a word list to complete sentences.
2.A GAME OF CATEGORIES :
Students select words from a word list and place them in one of four categories
3.LOOK IT UP!
students look up ten presented words and use these words in sentences.
4.WORD TEAM: Students select pairs of words and then use them in sentences.
5.WRITE IT AGAIN......AND AGAIN!:
Students select individual words and then use each one as many times as they can in
a sentance.
WORD LIST
One syllable word ’e’ dropped
One syllable word’e’ remains
baked//driving//faded//framed//
apes//blameless//cuteness//graceful//
bravest//hated//hiked//hoped//joking
grateful//homeless//hopeful//hopeless//
chased //dining//making//named//ripest
jokes//hugeness//lateness//likeness//miles
Saved//shining//smiled//taking//
muteness//pavement//plateful//rudeness//
traded//voted//waved//widest//
rules//shameful//spiteful//statement//
themes//timeless//tireless//wakeful
Multisyllable words ‘e’ is dropped
Multisyllable words ‘e’ remains
accusing//admired//dictated//disliked//
Athletes//bagpipes//basement//cupcakes//
engaged//escaped//escaping//excited//
Engagement//flagpoles//gemstones//
exploded//invading//invited//misplaced//
Hillsides//hotcakes//placement//potholes//
stampeded
Trombones//vapires//wishbones
Finish it! Fill in the blanks with words from the words list
1.The little girl..............................her friend around the schoolyard.
2.The townspeople.....................................the mayor for his honestyand courage.
3.’I am still.....................................that I will be able to come to the party’.
4.On election day ,Fred left home early and ..................before he went to work.
5.Ben...............................his best hat and could not find it.
6.’You are .................if you wear your seat belt,’ Mike said.
7.Peg has been ...................horses in shows since she ‘s been eight years old.
8.At the Halloween costume party,there were several.......................
9.On Saturday ,Tom................................ten loaves of bread.
10.They went to the.................................room for supper.
Word list: hopeful // misplaced // vampires// admired// dining// voted// riding//
baked// chased// safest
Write it again....and again....
„The
train was fast because the train had been made in
a train factory that made fast trains.”
Can you beat this record of using
a word four times ? Good luck!
A game of categories:
choose words from your word list that belong in each category
Relating to fire and heat
Relating to movement
......................................
....................................
Relating to happy feelings
Words that describe food
..........................................
........................................
Word list:
Fires, admired, flames, hoping, riding, stalest, blazing, smiled, sliding, ripest, smoked,
hiked, boneless, baked, excited, biked, glazed, driving
SAMPLE LESSON
THE ‘e’ RULE
chase+ed = chased
home+less = homeless
vote +ing = voting
like +ness = likeness
brave+est = bravest
plate+ ful = plateful
Rule: when a suffix that begings with a vowel is added to w word ending in’e’
,the ‘e’ is dropped when a suffix begins with a consonant is added to a word
ending in ‘e’ ,the ‘e’ remains.
JOINING SYLLABLESto make eight words
•
•
•
•
•
•
•
•
CON
POW
BIS
MEN
LET
MES
MID
MEA
•
•
•
•
•
•
•
•
TER
SURE
TION
TAIN
DLE
CUIT
SAGE
DER
Answer:
•
•
•
•
•
•
•
•
CONTAIN
POWDER
BISCUIT
MENTION
LETTER
MESSAGE
MIDDLE
MEASURE
Divide the words into syllables. Say the word three
times in syllable. When writing it, say the word in
syllables again.
El / e / phant
In / for / ma /tion
In / de/ pen /dence
Ra /di / a / tion
kan-/go/roo
Ex/am/in/a/tion
Hip/po/pot/a/mus
Mnemonic
loose - lose
‘loose’ has two ‘o’s as in ‘loose tooth’
waist – waste
‘I have a waist ‘ but it is ‘waste paper’
Currant-current
1.Currants are found in cakes. // 2. The river has many
currents. Do you know the current price of this car.
Here is a place to stay
There is a place I told you about.
Where is the place you just mentioned.?
Mnemonic
1.You can ..........this button on your shirt because it is
getting.........
/ loose - lose /
2.Don’t .......... time on thinking about your ........because you are
slim enough.
/ waist – waste /
3.Kate’s .........boyfriend doesn’t like ............ in the cake .
/Currant-current /
Counting to 100
Have a dyslexic child arrange 100 counters in a long line on the floor. Have her
place a marker after each ten. The child can then practice counting all the way
through to 100. Teach tens by using a different colored counter in place of the
tens number so that they easily stand out.
After that, they can learn to count by fives. The counting of numbers by ten
and five will help the child immensely when it comes to multiplication and time
telling skills.
Have the child count forwards until they can do so fluently, then they
can start to count backwards. Practicing counting can be done in any
situation, counting cars as they pass by, or stairs as they
climb up them.
Look at these two
pictures. What
things are missed
in the second
picture:
Find the described
picture.
A shepherd’s looking
after the cows.
In the shelter somebody
keeps pheasant.
The hunter is going with
dogs to hunt.
The painter’s painting.
The lady wearing a hat
is walking between
flowers.
Draw a line joining all
the pointed numbers.
What does the picture
show?
Answer: a dog
EXERCISE:
1.ON
-WNOK
f.ex. no - know
2.UDLOW -ODOW
3.ESE
-AES
4.EICEP
- APECE
5.WLEB
- UBEL
6.ERTIW
- THIRG
7.ILAS
- ESLA-
NOT THE SAME = THE SAME
CHANGE THE ORDER OF THE LETTERS AND FIND SEVEN PAIRS OF WORDS THAT ARE
SPELT DIFFERENTLY BUT ARE PRONOUNCED IN THE SAME WAY
Answer:
1 NO-KNOW
2. WOULD-WOOD
3. SEE-SEA
4. PIECE-PEACE
5. BLEW-BLUE
6. WRITE-RIGHT
7. SAIL-SALE
Anagrams:
1.Change EAT into something to drink.
2.Change ACT into an animal.
3.Change DANGER into a piece of land with
flowers.
4.Change EARN into the opposite of far.
5.Change MEAN into Tom or John.
Anagrams
are new words formed from using all of the letters from another word in a different
order:
Act-cat
limes-miles-slime-smile
Ant-tan
Ate-eat-tea
Cons-icons-sonic
Horse-shore
Lemons-melons-solemn
Reward-warder-drawer
Ones-rose-sore
Mate-meat-tame
LET PRACTISE: Lamp // post// sword // panel // now // charm // cars // brake // battle
Answer:
Lamp—palm
Post-pots-spot
Sword-words
Panel-plane
Now-own-won
Cars-scar
Brake-break
battle-tablet
Charm-march
-ice is used for noun endings
-iseis used for the verbs
1.practise // 2.advise // 3.devise // 4.license // 5.prophesy //
1.practice// 2.advice // 3.device // 4.licence // 5.prohecy //
1.I have finished my piano........
..............what you preach.
2.That is sound.........................
Please ............me what to do.
3.He has invented a useful .........
He must ......a foolproof scheme.
4.You must renew your dog’s........
Have you..................your car?
5.The Bible ...................has come to pass.
6.The gypsy will .....................your future.
Exercise:
WE
RECOGNIZE
CH//TCH
SOUNDS.
1.A Fren- - tea- - er had lun- - on the ben- -.
2.The - - ild had a - - ance to - - eck how - - eap was the - - eese.
3.Have you wa- - - ed the ma--- ?
4.A coa - - gave a spee -- on the bea - - .
5.It is hard for a wi- - - to swi - - - on TV and wa- - - a ma - - - .
6.Could you fe- - - the ske - - that the Du- - - man made?
7.The - - apel and the --ur-- are over the - - annel.
10.Do you have any - - ange?
8.I have five sti- - - es on my head and a few scra- - - es on my arms after the accident.
9.Ea- - of us sear- - ed for pea- - but there were only apples.
10.Do you have any - - ange?
/t∫/
beginning
end
‘ch’
‘ch’
‘tch’
Exercise:Listen the words .Write them down in the right place:chop, bench, watch, charm,
French, switch, catch, march, teach, chest, change stitch, channel, crunch ,stretch.
/t∫/ sound
beginning
‘ch’
end
‘ch’
‘tch’
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
patterns.
chance
chop
Dutch
beach
bench
change
church
match
each
lunch
check
witch
fetch
reach
march
child
catch
scratch
speech
branch
choice
sketch
switch
teach
French
China
stitch
watch
touch
search
.
.
.
.
.
.
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
...
...
...
...
...
...
...
...
...
...
...
..
Exercise: Match the words with their graphic
Exercise:
Put the letters in the correct order to form words.Write down
and read the words.
1.ecnahc
2.hceeps
3.hcaer
............
4.hcaeb
...........
5.pohc
............
6.anihc
............
7.dlihc
chance
............
Decode the words.The key is a letter before in the alphabet. Check with the list of words
below if it is necessary.
1.ufbdi = teach
2.dijob
3.mvodi
4.fbdi
5.upvdi
6.sfbdi
7.dibohof
8.dijme
9.txjudi
10.divadi
a b c d e f g h i j k l mn o p q r s t u v wx y z
/ teach / lunch / touch /....................................................................................................
COMPLETE NONSENSE by Edward Lear
Use: gong,law, long, nose, nose
There was an Old Man with a ........... ,
Who said, If you choose to suppose
That my nose is too ...........
You are certainly wrong!!
That remarkable man with a ............
There was an old man with a ............
Who bumped at it all the day long
But they called out -Oh, ..........!
You’ re a horrid old bore
So they smashed that Old Man with a ...........
Tongue twisters
1.Write the following tongue twister on the blackboard.Fat frogs flying past fast.
2.Ask students to repeat.Tell them this is a tongue twister.
3.Give out worksheet and ask students to connect the two halves of the tongue
twisters.
4.Correct the twisters.
5.Play the recording, compare, reapeat.
6.Play the next recording while students write the words in the right columns.
7.Correct the exercise. [s /sh
/b/
th ]
8.Ask the sudents to read the text exercise 3.
9.Play the recording and fill the gaps.
1.SIX SHORTS
a) YELLOW LORRY
2.CHEEKY CHILDREN
b) AND TED FED FRED BREAD
3.RED LORRY
4.QUICK KICK
5.FRED FED TED BREAD
c) QUICKER KICK
d) CHEW CHEWING GUM
e) SLOW SHEPHERD
Exrcise:Read the sentences.Look at the picture and guess who is who.
READING:
Exercise : Podziel na wyrazy i zastosuj interpunkcje.
sevenmenweremissingpresumeddrownedlastnightafterthemysterydisappe
pearanceofthe fishingboatfrompeterheadaircraft
searchingfortheboatyesterdaysawfishboxesbobbinginthe
seanearthespotwheretheboatwaslastseen.
anaturetrailforblindpeopleinsherwoodforestistobeofficiallyopenedtomorr
owthetrailincludesstopswhereblindandpartiallysightedvisitorscanstoptoto
uchdifferenttreesandflowers.
asecondattempttoraisethewreckageofahelicopterwhichcrashedinthenorthseakill
ing13menwasabandonedyesterdaythewessexthelicoptercarringrigworkerscrash
edoffthenorfolkcoastinaugust.
•
Exercise: Lewis Carroll ’Alice’ s
Adventures in Wonderland’
–read and translate
Fury said to a
mouse, That he
met in the
house
‘Let us
both go to
law:I will
prosecute
you-Come,
I’ll take no
denial; We
must have a
trial: For
really this
mornig I’ve
nothing
to do”
Said the
mouse to the cur ,”Such a trail
dear Sir,
with
no jury
or judge
would be wasting
our breath”.
”I’ll be the
judge, I’ll be jury ‘.
Said cunning
old Fury:
’I’ll try the
whole cause
and
condemn you
to death” .
1.
NONE
Nine
Mine
mane
MANY
2
LOT
3.
WHAT
FEW
THIS
4.
.MINE
5.
ANY
HERS
ALL
6
MORE
MOST
5.CLUES
Exercise:Word ladder:-special kind of puzzle.Change the first word
into the last by changing only one letterat a time
a small insect
painting for example
we were and we still...
kind of drink
5.CLUES
a very small hole
a sort of harbour
mail, letters
one
1.CLUES
2.CLUES
3. CLUES
4CLUES
more than eight
not high
not this!
weather can be wet or dry
not yours
at this time
better......
this is hot
a lion has one
not old
opposite of fat you can....a car if you haven’t
Exercise:
Dokoncz porównania:My wife is as busy as an ant.
hunter/ ice/ ABC/ lightening/ lion/ gorilla/ needle/ grave/ owl/ weather/ honey/ hatter
/king / grass/ clock/ lead/ feather/ church mouse/ bat/ ghost
as blind as..............
as quick as............
as poor as..........
as happy as.........
as mad as............
as wise as.............
as white as...........
as easy as...............
as cold as...............
as silent as.............
as light as...........
as green as........
as heavy as.................
as brave as.....
as hairy as..........
as hungry as.........
as changeable as....
as regular as...............
as sharp as..........
as sweet as........
THROW
A DICE
AND
PLAY
SAY
A FEW
SENTENCES
ON
THE
TOPIC
YOU
STOP.
EXERCISE:
Grammar poems:
The Sea
Smiling, frowing, laughing
Angry, joyful
The sea
It comes
It goes
It never sleeps
The sea
Angry, joyful
Smiling, frowing, laughing
1.article+noun
2.participle, participle, participle
3.adjective,adjective
4.repeat 1
5.pronoun +verb
6.pronoun+verb
7.pronoun+always/never/still+verb
8.repeat 1
9.repeat 3
10.repeat 2
Exercise:
One group of spellings causes particular difficulties for dyslexic writers:
any ('eny')
many ('meny')
does ('dus')
said ('sed')
they ('thay')
because ('becos')
island ('iland')
eyes('ies')
Friend ('frend')
enough ('enuff')
These tricky words can be learned as a 'mnemonic' by dyslexic children. 'Because', for
example, can be remembered from the first letters of the 'silly' sentence: 'Big Elephants
Can Add Up Sums Easily'. The word 'any' can be remembered by using the 'silly
sentence 'Ants Never Yawn'. A useful book which provides mnemonics for these
words is 'Mnemonics' from Tregear Books.
Sequencing ideas
Telling a story in the right order or explaining what happened can cause problems. Dyslexic
children, teenagers and students are often unaware of the need to sketch out a rough outline of an
essay before actually writing it. This can look like this:
1. Introduction - how we decided to go on a trip.
2. What we took with us.
3. Journey to the mountains.
4. Setting up camp by a lake.
5. Getting lost on the first day.
6. Two million mosquitoes at night!
6. Cooking a meal on the camp fire.
7. Singing songs on our journey home.
8. Conclusion - like to go again, but with a mosquito net!
With this plan on a sheet of paper, a dyslexic child can then write a paragraph about each part of the
story, confident in the knowledge that each section of the story will be in the right order. Although
time-consuming at first, thus procedure leads to confident essay-writing over the years.
EXERCISE:
All about koalas.
A day in the life of Jane Goodall.
1.Koalas look like cute, cuddly teddy bears but in fact they are wild animals and do
not make good pets. Like kangaroos, they carry their young in a pouch.Being no
bigger than a jellybean when they are born, fully mature types measure
about 65-80 cm. Breeding time is during summer and usually one
baby is produced each year while a lifespan ten to fifteen years.They are not very friendly
to each other.They do not interact except in territorial disputes and to mate.Each koala
regulary uses everal’home trees’ in his territory.Although eucalyptus leaves are poisonous
to most animals, our ‘dear’ creatures have special bacteria in their intestines that break up
the toxic oils.They are nocturnal animals and eat about half to one kilogram of leaves per
night.They need a lot of energy to digest their food and can sleep for 20 hours per day.They
are at risk from some predators.However, they mainly are threatened by the loss of their
habitat.
I’m going to watch the chimps un-nest. Un-nesting means that you clamber to where you
left them the night before, sit beneath the nest and wait for movement.They get up slowly
one after the other, sit for a while, then wander off and start to feed. Having spent a lot of
time in the bush you feel very weary.But living under the skies, the forest is a temple for me,
a cathedral made of trees and dancing light, especially when it’s raining and quiet.
At dust, when they nest i can pick my way home. People make a lot of money using them as
guinea pigs testing different medicine or chemicals in laboratories. It is awful.Those tiny
ones in tiny prisons though the have committed no crime. Once you’ve seen it .you can’t
forget.
Read the sentences and seperate them into two stories one about koalas and the other about Jane
Goodall.
1. Koalas look like cute, cuddly teddy bears but in fact they are wild animals and do
2. not make good pets. Like kangaroos, they carry their young in a pouch.Being no
3. I’m going to watch the chimps un-nest. Un-nesting means that you clamber to where you left
4. them the night before, sit beneath the nest and wait for movement.They get up slowly one
5. bigger than a jellybean when they are born, fully mature types measure
6. after the other, sit for a while, then wander off and start to feed. Having spent a lot of time in
7. about 65-80 cm. Breeding time is during summer and usually one
8. baby is produced each year while a lifespan ten to fifteen years.They are not very friendly to
9. the bush you feel very weary.But living under the skies, the forest is a temple for me,
10. a cathedral made of trees and dancing light, especially when it’s raining and quiet.
11. each other.They do not interact except in territorial disputes and to mate. Each koala regulary
12. At dust, when they nest i can pick my way home. People make a lot of money using them as
13. uses everal’home trees’ in his territory. Although eucalyptus leaves are poisonous to most
14. animals, our ‘dear’ creatures have special bacteria in their intestines that break up the toxic
15. guinea pigs testing different medicine or chemicals in laboratories. It is awful.Those tiny
16. oils.They are nocturnal animals and eat about half to one kilogram of leaves per night.They
17. need a lot of energy to digest their food and can sleep for 20 hours per day.They are at risk
18. ones in tiny prisons though the have committed no crime.
19. from some predators. However, they mainly are threatened by the loss of their habitat.
20. Once you’ve seen it, you can’t forget.
Exercise: read and choose the right form:
First of all,meet Olga and (I/me/myself).That’s (we/us/ourselves) at the English summer school
barbecue last week. That’s (she/her/herself) on the left. I’m on the right. My name’s Sulejman.
Well Minoji and Gudren decided to hold a party and they asked (she/her/herself) and
(I/me/myself) to help (they/them/themselves)with it. Olga said (she/her/herself?) and( I?me?
Myself ) would both bring some food.
In fact we took lots of bread and sausages. Marie said it was no trouble for ( she/her/herself) to
make some cakes.She makes much better cakes than ( I /me/myself) can. Everybody brought
bottles or cans of soft drink. Stephan brought more than (I/me/myself) then he drinks more too !
Tom cooked the sausages but unfortunately he hurt (he/him/himself)-he burnt his finger.Poor
Tom. I am afraid that he had nobody but ( he/him/himself to blame, because he put his hand too
near the flames. But luckily Sofia had her first–aid-box with (she /her/herself) and she soon
bandaged Tom’s finger.
Between you and ( I/me? myself) I think Tom rather likes Sofia. She and (I/me /myself) are good
friends too.Everyone made new friends at the summer school.
Exercise:
Put the sentences in the correct order:
1.Having eaten the delicious meal,they fed the cat with what was left on the
plates.
2.After that unpleasant experience the family returned home.
3.At ome they dined on mushroom soup and a mushroom omlet.
4.Not looking at the cat any longer the alarmed father rounded up the family
and rushed to the nearby hospital.
5.A nice suprise was waiting for them at there.
6.They all had their stomach pumped at once.
7.A short time later the cat began to act strangely.
8.A family picked a basketful of mushrooms while on outing in the woods.
9.They were greeted by the cat-and three kittens she had had in their
absence.
10.She ran widely around in circles until finally she collapsed in distress.
A
P
P
R
E
C
I
A
T
E
A
R
T
Exercise: Tricks with matches
1.Can you make four triangles out of only 6
matchesticks?
2.Can you form two triangles with 5
matchsticks?
3.Can you form 3 triangles with just 7
matchsticks?
4.Can yo make a mouse trap out of nine
matchsticks?
What's a... duh... Droodle?
A droodle is a doodle riddle. Or a riddle doodle. You have to guess what it is.
Is it a butterfly climbing up a piece of string?
Or a vain triangle kissing its reflection in a mirror?
Chef hanging off a cliff
Close-up of pig looking at book titles in a
library.
Here is a selection of old English and British jokes:
A man walks into a doctor's office. He has a cucumber up his
nose, a carrot in his left ear and a banana in his right ear.
"What's the matter with me?" he asks the doctor. The doctor
replies, "You're not eating properly."
What's the definition of a pessimist?
A pessimist is a well-informed optimist.
How did the blonde try to kill the bird?
She threw it off a cliff.
Q: Why did the blonde get on the roof?
A: She heard that the drinks were on the house.
Doctor, doctor. Every time I stand up quickly, I see Mickey Mouse, Donald Duck and
Goofy.
Ok, how long have you been having these Disney spells?
Doctor, doctor, I feel like a 10 Dollar note
Well go and buy something then, the change will do you good.
Bibliografia:
•‘Dar Dysleksji’, Ronald D.Davis,Zysk& S-ka Wyd.1997
•‘Teaching English to Children,’, WendyA.Scott, Lisbeth H.Ytreberg
•‘Primary Pronunciation Box’,Caroline Nixon,Michael Tomlinson,Cambridge,
•‘Spelling Essentials’, Elizabeth Tucker, UK,
•‘Crosswords and other puzzles in English”,Adam Sumera,Wyd.Szk.& Ped.,Warszawa 198
•‘Nauka czytania krok po kroku, Jak przeciwdziałać dysleksji,’ Jadwiga Cieszyńska,
Wyd.Naukowe, Akademia Pedag., Kraków, 2001
Pictogramy:
Ćwiczenie funkcji wzrokowych
Ćwiczenia funkcji słuchowych
Ćwiczenia funkcji wzrokowych i słuchowych
Ćwiczenie funkcji kinestetyczno-ruchowych
Ćwiczenie koordynacji wzrokowo-ruchowej
Ćwiczenie orientacji w kierunkach
Ćwiczenie koncentracji uwagi
Ćwiczenie pamięci
Ćwiczenie logicznego myślenia
Ćwiczenie wzbogacające słownictwo i wiadomości uczniów