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Unit 6 KEY

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SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 1 SS 2017 Unit 6 - KEY SPECIFIC LEARNING DIFFICULTIES TEACHING PUPILS WITH SLD SPECIFIC LEARNING DIFFICULTIES READING 1 Read the text and match the headings with the paragraphs. 1 E One or two weak points A child with a specific learning difficulty is as able as any other child, except in one or two areas of their learning. For instance, they may find it difficult to recognise letters, or to cope with numbers or reading. 2 D Problems with what’s written There are many different types of specific learning difficulties, but the best known is probably dyslexia. In dyslexia, the child has difficulty with written symbols. Although these children are generally intelligent, they have difficulty with reading and spelling. 3 G When easy tasks are a real challenge Other areas causing a great difficulty include arithmetic, understanding and following instructions, remembering what they have just been told, telling left from right, e.g. confusing “25” with “52”, “b” with “d”, or “on” with “no”, coordination or clumsiness, e.g. in using a pencil, doing but ons, tying shoe-laces or in sports, their idea of time, e.g. confusing `yesterday', `today' and `tomorrow'. 4 F Not easy to find out It may be difficult for parents and teachers to realise that a child has this sort of problem, especially if their development has appeared quite normal in the early years. Often, the child will appear to understand, have good ideas, and join in storytelling and other activities as well as other children and bet er than some. Sometimes it can take years for adults to realise that a child has a specific difficulty. 5 C Feeling “behind the others” Specific difficulties can make lessons hard for a child to understand. They will have a hard time keeping up with classmates, and may come to see themselves as stupid, or no good. They find it hard to concentrate on lessons and, because they cannot follow them properly, they find lessons “boring”. The child will often search for other ways to pass the time and to succeed. They may try to avoid doing schoolwork because they find it impossible to do it well. If they don't get suitable help, the problems may get worse. Older children may drop out, fail exams or get into serious trouble - both at school and outside. SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 2 SS 2017 6 B Effects of low self-esteem Doing badly in school can undermine children’s self-confidence. This can make it harder for the child to get along with other children and to keep friends. They may become the clown of the class because it is bet er than being “stupid”. Children with specific reading difficulties often become angry and frustrated, so behavioural problems are common. 7 H Providing for an appropriate remedy The child's difficulties should be taken into account, which means that all education authorities should identify which children have special educational needs and make sure that they get the remedial help they require. Schools should adopt a new “Code of Practice” to help them to recognise and help children with this type of problem. Cooperation with the parents is also essential. 8 A Careful assessment Children with learning difficulties should have their needs properly assessed by their school. The first step is to talk to the teacher. If problems continue, the child may need to be assessed by an educational psychologist. If the learning problem seems to be associated with hyperactivity, behavioural problems or problems with coordination, extra help may be needed. When necessary, you can refer to a local child and adolescent mental health service. This service includes child psychiatrists, psychologists, social workers, psychotherapists and specialist nurses who will be able to of er help and support. (Adapted from: ht p://www.rcpsych.ac.uk/mentalhealthinformation/mentalhealthandgrowingup/11learningdifficulties.aspx) A Careful assessment B Effects of low self-esteem C Feeling “behind the others” D Problems with what’s written E One or two weak points F Not easy to find out G When easy tasks are a real challenge H Providing for an appropriate remedy 2 Identify this vocabulary in the text and get the meaning from the context. List the synonyms, explanations etc. below next to the words and phrases. If you get stuck, you may use: ht p://dictionary.cambridge.org/ 1) to recognise = to identify as already known, to realize 2) confusing = not clear, mixed up 3) clumsiness = awkwardness 4) to keep up with classmates = to stay equal with, to not fall behind 5) to drop out = to leave or stop taking part in sth. before you have completely finished 6) to undermine children’s self-confidence = to sap, to ruin, to not encourage, to not support 7) to get along with = to get on well with sb., to be on good terms with sb. 8) to take into account = to consider with other mat ers in a decision 9) essential = necessary, needed 10) to assess = to evaluate, to give marks 3 Make sure that you know how to pronounce the three words highlighted in the last paragraph: psychiatrists psychologists psychotherapists Which sound in the group “psy-” is silent? psychology /saɪˈkɒl.ə.dʒi/ SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 3 SS 2017 TEACHING PUPILS WITH SLD LISTENING 1 Listen and complete the definition of specific learning disabilities (SLDs) below. (You’l hear the recording twice.) (0:49 – 1:11) SLDs = unexpected underperformance by someone of average to above intelligence in one or more key learning areas such as reading, spelling, writing or maths, despite normal schooling and good teaching. 2 You’ll now hear the entire talk where the speaker gives basic information about specific learning disabilities. As you listen, note down the most important points he makes, so that you can later report them to your partner. (0:00 – 2:40) READING and SPEAKING: What do you know about SLD? 3 Are the following statements true or fa

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