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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 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. 67
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 13 (8 th grade) 1. Pre listening activity: Teacher pre-teaches the vocabulary needed to complete the song. Students separate the words which are in the “word snake”. They find 13 words defining various jobs. 2. Students listen to the song for the first time and they get familiar with the song´s lyrics. During the second listening students fill the gaps with the words from the previous exercise. 3. Teacher prints out the playing cards, cut them and shuffle them on the desk. Students match the name of the job with its description and with the place where the job is done. They practise the usage of the vocabulary connected with professions and they also practise the question words: Who, What, Where. 4. Students read the job interview. After reading, print out the dialogue shuffle it and ask students to put it into the correct order. Students prepare their own dialogue. 5. Students mime or describe a job while others make their guesses. Use the six jobs given below. When you use all six jobs given, each person writes down three more jobs on small piece of paper and places them in the middle of the table. Continue to play with your own choices of jobs. 6. Students circle the personal traits which a lawyer needs to have. Then they choose another job and discuss about personal traits required for that job. 7. Students put the unscrambled letters into the correct order to make 6 adjectives. 8. Play Bingo. Students write 9 random jobs into the squares and then play the bingo with teacher. The teacher announces several randomly selected jobs. If the player has the announced job written on the Bingo card, he crosses it out. The first player having crossed out all the jobs is the winner. 68
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