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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 Figure 1: The Monster in the Closet (Bailey, 2015) Predicting a story The second example is a factual article from the Time for Kids magazine. This magazine is children´s version of the Time magazine and it is full of serious and factual articles. The activity is suitable for secondary grade gifted pupils, whose English is on B1-B2 level. The title, starting sentence of the article and points for reference are given. Pupils work in groups and predict what could refer to the given points. Pupils should be given sufficient time to discuss and write their predictions. Groups present their predictions in front of the class and discuss them. The teacher presents pupils the full article from the magazine. They discuss the real information and their predictions. The article is about children and technologies. Information in the article is based on research done on tweens (8-12 years old children) and teens (13-18 year old teenagers). The Truth About Kids and Tech A new study reveals some surprises about kids and technology... (http://www.timeforkids.com/news/truth-about-kids-and-tech/304976) The points of reference are: 1. How many hours a day children spend looking at screens. 2. Is reading affected by computers? 3. Connection between boys/ girls and playing video games/social media. 4. Is watching TV and listening to music affected by technology? 5. Playing PC games and going out? Figure 2: The Truth About Kids and Tech (Jones, 2015) 121
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 Mock Trial The activity Mock Trial addresses pupils personal qualities, attitudes, values and feelings. The activity is suitable for secondary school students, whose command of English is B1-B2. Gifted students are sensitive and enjoy expressing opinions on moral and controversial issues. Mock trials give a chance for the whole class to get involved. This activity takes more than one class. Students are taught needed vocabulary: court, judge, jury, trial, attorney, prosecution, defense, evidence, argument, cross examination, verdict, sentence, etc. They are divided into three groups (numbers in each group can vary depending on number of students): jury, prosecution group A defense group B and the judge. The groups are given information with their roles beforehand with the aim to prepare arguments for the court. The Mock trial lesson should be arranged as a court room - judge being in the middle, next to him a witness box, A and B groups being on opposing sides of a room facing the judge and the jury should be on the side. Both groups give their arguments defending their cases. Judge controls the discussions. Discussions should not take more than 30 minutes. After all the evidence is presented, the judge and jury leave the room (10 minutes before the end of the class) to decide on the verdict. Once the jury has decided which attorney group is innocent, the judge reads the verdict. The best topics for Mock trials are known and contemporary criminal cases, which students are aware of from news, blogs, newspapers or magazines. The disadvantage of this activity is difficult preparation, which cannot be reused much, as the topics should always be contemporary. However, students always enjoy Mock trials especially if they are given props to help them to get into characters. Concerning English language learning, students develop fluency and public speaking skills in a foreign language. Figure 3: Courtroom (S.J. Quinney College of Law, n.d) To conclude, the above were mentioned principles, strategies, techniques and teaching tips can be followed and applied to teaching gifted children. However, gifted children are individuals who require individual approach and it is more the matter of approach rather than methods, techniques and activities when it comes to working with gifted pupils. Activities should arouse interest and challenge intellectual abilities of gifted children. Working with gifted children requires proficient teachers in language pedagogy with a high degree of tolerance, patience, flexibility to adjust to the fast and demanding pupils. 122
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