4. General Accommodations
give more time
give short, concise, linear instructions,
one task at a time
give handout of whiteboard work
materials should be well-structured /
clear / linear with logical, predictable
progression
involve a minimum of jumping about
(eg backwards and forwards, from box
A to box B etc)
5. have sentences on single lines where
possible
keep new language to a minimum
provide review and consolidation
avoid too much contrastive word input (eg
their / there / they’re )
avoid tasks designed to ‘catch out’ or
‘test’
be multi-sensory and multi-media where
possible
have larger, dyslexic-friendly font / larger
spacing / darker background:
dyslexiefont.com
8. Basic principles of teaching
vocabulary
Limit amount of new items per lesson
(5 to 8)
Contextualised teaching: vocab in text
and topic
Multisensory presentation and
practice: hear, see, touch
Extensive practice
Frequent revision: 3 consecutive
lessons, fornightly revision and
integration
Words that sound the same introduced
separately
9. Colour coding
Blue words (people)
Red words (actions)
Pilot
Firefighter
Fly
Doctor
heal pilot
doctor
firefighter
fly
heal
A pilot flies a plane
16. Principles for teaching
grammar
Grammar in context: text and topic
From presentation to practice
Clear and concise explanations
Avoid terminology
Colour coding
From controlled to freer oral practice
Avoid tasks that imply choosing
Use grammar games
17. PPP with a twist
Lead-in/warm-up
Presentation (contextualization)
Highlighting
Controlled practice (manipulative
practice)
Semi controlled practice
Freer practice
Recycling
18. Practising language
■ Orally first, then in writing if necessary
■ Manipulative practice: drills, find somene
who, dominoes, sort out sentences (for
syntax and structures), bingos
(prepositions)
■Semi controlled practice: role plays,
surveys
■Freer practice: problem-solving,
personalization tasks
21. Teaching Reading
Give practice on word recognition
From sentence to paragraph
From paragraph to text
Break text down into smaller units
Pre-reading phase essential
Text should contain few unfamiliar
words
Don’t ask sts to read aloud
26. Principles for teaching
writing
Pre writing phase: key for content
(brainstorming) and organisation
(outline)
The need to work with model
texts, colourcoding different
features
Revision of key vocabulary and
structures for each particular text
type
29. Generating ideas
What do you remember about our discussion of the issue of bullying? Make
notes on the ideas you remember.
Now, do you have all the necessary information to write a fully informed article?
You can use the following file to order your ideas:
https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk-
SXCDtVk1gnU/edit
(Remember to make a copy in your drive, change its name when you open it)
On the next slide you will find links to explore the topic more thoroughly and
complete your notes. Remember you need to include: what bullying is, its
characteristics and consequences. Explore the links freely.
Making a good and clear article requires the use of precise vocabulary. Include
the key terms you encounter in the shared glossary below:
https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQW
P2oNOu2yY35TizA/edit#gid=0
32. Or you may want to explore this
General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying
Long-term of effects of bullying: http://www.bbc.com/news/health-27063715
33. You can also get information from these infographics:
39. Important to remember
■ Preparation activities are essential to
cope with listening and Reading texts
■ Frequent and varied practice and
periodic revision help learners anchor
language items
■ Multisensory techniques (color coding,
drawing, acting) aid learning
■ Accommodations are essential to help
sts succeed in learning the language