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