to Learners with Special Educational Needs

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
Model exercises for students at the age of 10 (5 th grade)
1. Students label the house. They can use the words below to help them.
2. Students listen to the recording and draw the house described in the recording.
3. Students describe their own house using the vocabulary that they practised in previous two
exercises.
These exercises are suitable for dysgraphic students because they can see all the new
vocabulary written on the paper and they have to practise this vocabulary in various ways. At
first they only choose the correct words from the table then they circle the words, they write
them down and then they use them in the speaking activity. In this way they learn new
vocabulary and they also practise the writing of the given words.
4. Students circle the equipment which they can see in Amanda´s bedroom.
5. They write down the things which they have in their own bedrooms.
6. Students fill the missing words into the short article about John´s bedroom.
Within 3 exercises they use the same vocabulary in various types of exercises. The words
constantly repeat so they write them several times and this way, they practise their writing
skills.
7. Students match the pictures with the definitions. They write down the correct answers into to
table below the exercise.
8. Students circle the housework which they do at home and then they write this housework into
the exercise.
Students with dysgraphia remember better if they have visual input, therefore the picturedefinition
matching exercise is suitable for them and makes their learning easier.
9. Students match the halves of the sentences. They match the activities which we usually do in the
bedroom. After matching they write the number of the sentence next to the correct picture
which describes that activity.
10. Students fill the missing adverbs of frequency into the sentences. After completing the exercise,
teacher can ask the questions about the housework they do at home and how often they do it.
They can lead pair or group discussion
11. Students fill in the crossword and then they find the hidden word which defines the part of the
house. Below the crossword there is a table with the words which students have to fill in the
crossword.
They see all the words to be used in the crossword, so they have to write them down, to practise
the writing of these words. After all exercises, the teacher can lead discussion with students
because it is said that dysgraphic students learn better by listening and speaking.
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