The document provides suggestions for adapting activities from an English textbook for a student with dyslexia. It describes pre-reading activities using visual aids to introduce vocabulary. For the reading, a student will read aloud with support. Exercises will be adapted, such as using a cardboard with pictures and capitalized words. Comparative adjectives and sentence ordering activities are rearranged for clarity. The adaptations aim to help the student learn at their own pace through multi-sensory tasks and clear instructions.

1. Práctica Docente III
2020
Tutora: Prof. Aurelia Velázquez
Assignment: Unit 2
Deadline: April 27
Aromando, Milagros - Redondo, Luis
In pairs, suggest different ways of adapting the activities taken from WETZ, Ben
(2016) English Plus 1.
Student´s Book. Second Edition. Oxford University Press.
Remember you may differentiate:
● the content/topic
● the process/activities
● the product (outcome)
● by manipulating the environment or through accommodating individual learning
styles, e.g. using laptops, computers, recording in different ways, visual
resources.
Describe activities thoroughly and include supporting materials you would implement.
Go back to the tips in this document and to the materials you have consulted in
Didactics.
You should include both names in your assignment, but upload it individually.

2. As we have learnt in Didactics for secondary level, having a student with
special needs (SEN) in our classroom is very common nowadays, so we, as
teachers, should be prepared to adapt the activities to help those pupils to
learn the same content thanof the rest of the group but at a different pace
and in a different way. So first of all, it is really important to have knowledge of
what kind of impairment our student suffers from; second, we should get to
know them and create the conditions for learning carefully, for example by
generating a collaborative culture in the classroom, providing multi-sensory
tasks and activities, setting clear and manageable instructions and adapting
the materials.
For example, if we are thinking to work with some of the activities of unit 1 of
English Plus 1 Student Book, and we have a dyslexic student in our class we
should consider to adapt them.
As we can see, the first activity on page 14 is a reading one, something that is
really difficult for a kid who suffers from dyslexia. So, first of all we are going to
a do a pre-reading activity to help the student to focus on what the reading is
going to be about.
The teacher will also help them with visual aids. She /He will sticks on the board
big posters, and each one will have the name of what it is, with a big font.
Before beginning with the pre-reading task the teacher will point at the
pictures saying what each one is.
Comentado [A1]: Always?

4. After showing the posters on the board, the teacher will ask the students:
Where do you think is a good place for a holiday? Why?
While the pupils express their opinions, the teacher will copy on the board key
words. For example, hotel, food, etc. with a big and a clear script.
When the student finished with the speaking, the teacher will ask them to look
at the pictures on the book and he/she will ask the students: Can you predict
the content of the text we are going to work on? The teacher will copy again
keywords on the board.
After that, the teacher will ask three different students to read out the text
aloud. Each one should read one paragraph. After that the teacher will move
next to the student and she/he will read it again.
For exercise number 1 and number 2 on page 14 the teacher will give the kid
a cardboard previously prepared by him/her with the following adaptations:
1) According to what you heard and the photos of the book,
circle yes or no:
1- Is there a school on the ship ?
YES - NO
Comentado [A2]: handwriting
Comentado [A3]: Expected answers? What may they say?
Comentado [A4]: As it is a rather long text, you may
anticipate it the previous lesson, so that the student reads it at
home at his/her own pace.

5. library on the ship ?2- Is there a
YES - NO
3- Are there any swimming pools ?
YES - NO
4- How many cafées and restaurants
are there on the ship ?
5 – 20

6. 2) Answer the questions:
1- What is the N A M E of the S H I P?
__________________________________________________
2- How many P E O P L E W O R K on the S H I P?
__________________________________________________
3- How many C H E F S are there on the S H I P?
__________________________________________________
4- Is it the only S H I P with a P A R K?
__________________________________________________
5- What is in the S P O R T A R E A?
__________________________________________________
The teacher will give the instruction of each exercise and he/she will also help
the student to read both exercises.
The teacher will point at the images of the cardboard while mentioning that
words and also she/he will emphasizes the red words in capital letters of the
second exercise.
After that the pupil will be ready to do the exercises. However the teacher will
be near to support the student in case he/she needs it.
As analyzing and completing a chart like the one on page 17 exercise 1 could
be really confusing for a dyslexic student, the teacher will divide the table in
three charts: short, long and irregular adjectives. The teacher will allow the
pupil to use her/his laptop (in case they have one) to do this exercise, and
he/she will also stick three posters (one for each chart) on the board as a guide

7. for them. The teacher will give the students a pendrive to download the charts
in their notebooks.
The three tables (pendrive/notebook):
1- Complete the three tables with the missing words:
CLEAN -NICE - FRIENDLY - BIG - DANGEROUS - GOOD Comentado [A5]: The options should be the adjective in their
comparative forms.

8. We think that exercise 2 on page 17,
about comparative adjectives; it is quite complicated for a student with
dyslexia. In order to help him or her to do it, we can rearrange the sentences
in order to make them clearer and more legible. For instance:
2) Complete the sentences with the correct comparative
form of the adjectives in brackets.
Example: New York is BIGGER than
Washington. ( B I G )
1. It is ________________________________ than in my
country. ( E X P E N S I V E )
2. My mum’s pizzas are ____________________ than
your mum’s pizzas. ( B A D )
3. Why is this class _________________ than the
other class? ( Q U I E T )

9. 4. Are the buildings in New York
_______________________ than the buildings in Oxford
? ( M O D E R N )
5. This house is ___________________ than my
house. ( P R E T T Y )
Writing the words they have to use to write the comparative form in bold and
capital letters will help them to focus their attention on them and also by
leaving more space between words. These modifications, will aid students with
their difficulties in organizing and sequencing thoughts and ideas in order to
complete the sentences correctly.
On page 19 we can make some modifications to exercise 2 such as providing
the words or/ and also the pictures of the words they have to use to complete
each sentence:
2- Complete the key phrase
OLD - CASTLE - SOUTH - SEA - 500.000 -
SCOTLAND - ZOO - KILOMETRES
1- It is in the___________________ centre of
______________________.

10. 2- It is an ____________________ city .
3- It has got a population of about
__________________________.
4- My favourite places are __________________
and ____________________.
5- It is only a few ______________________ from
the _____________________.
Exercise 4 on page 19 would be also quite difficult or troublesome for a dyslexic
pupil, so we will help him/her by giving some clues. We will write the different
Comentado [A6]: I loved the way you adapted this activity.

11. parts of speech with a different colour to help them to identify each one and
also we will write the first word of the sentence with capital letter, and we will
avoid contractions, we will write complete words (for example: instead of it´s
we will write It is):
4. Order the words to make sentences
noun - verb - adjective - quantifier -
personal pronoun - articles -
demonstrative determiner - adverb
1- old / a lot of / There / are / buildings
__________________________________________________
2- friends / have got / I / nice / some
__________________________________________________
3 - shop / expensive / quite / This / is
__________________________________________________
4- is not / library / very / The / big
__________________________________________________
5- a / castle / old / really / It / is
__________________________________________________
Comentado [A7]: This classification might be misleading for
students, since they might not be so familiar with parts of
speech, not even in Spanish.
You can give a sentence as an example, with this colour code.
Instead of focusing on ALL parts of speech, you may decide to
focus on some of them and draw students´ attention to ADJ +
NOUN, for instance.

12. To conclude, we strongly believe that having a learning disability doesn’t need
to be a disadvantage; it’s just a different learning style. As we have worked
with dyslexia in this assignment, we can say that dyslexic people have a lot of
strengths, and for instance there are a lot of famous people who suffers from
dyslexia like Albert Einstein, Thomas Edison, Walt Disney, George Patton, etc.
It is really important to know what kind of learning disorder our students have
in order not only to support their needs using different strategies and materials
but also to help them to develop a high self esteem.
● Note: We would like to share the following handbook with you as we
found it really interesting:
https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
References:
● Didactics for secondary level Unit 1 and 2
● English Plus 1 SB
● Práctica Docente III Unit 2
● Práctica Docente III Challenge Accepted (Power point)
Comentado [A8]: THANK YOU!!! 
Código de campo cambiado
Con formato: Inglés (Estados Unidos)