Associazione Italiana Dislessia Piazza dei Martiri, 5 - 40121 Bologna tel. 051242919 - fax 0516393194

Comprensione del testo scritto

• Anticipare all’allievo il testo che si analizzerà in classe perché ?

• La lettura anticipata del testo deve essere accompagnata da un’attività di comprensione guidata ( ad es. leggi ed identifica i luoghi e i personaggi, identifica le parole chiave ed il tema trattato dal testo)

• A casa lo studente può leggere con l’aiuto della sintesi vocale ( ad es. «Leggi x me») e tradurre con il dizionario multimediale

Comprensione del testo scritto

• Attività di «warm up», consegnando ai ragazzi una scheda con vocaboli specifici contenuti nel testo o relativi all’argomento

• Non è utile far leggere ad alta voce gli alunni a meno che non si tratti di un esercizio di pronuncia

• Lettura silente più efficace assegnando un tempo adeguato e abbinandola ad un’attività da completare

Comprensione del testo scritto

• In alternativa può leggere l’insegnante ad alta voce o un narratore digitale

• Momento di analisi collettiva del testo• Non offrire subito la traduzione !• Invitare ad osservare la forma ( è un verbo, un

aggettivo, un sostantivo ?)• Lasciare il dizionario come ultima possibilità!

Comprensione del testo scritto

• Abituate i ragazzi a leggere sempre la frase intera

• Il contesto è un elemento fondamentale per la comprensione, in particolare per lo studente con dsa: è bene che si abitui a analizzare la frase/ il testo nella sua totalità.

“My Trip in London”Well, I have been here in London for exactly three months. It is hard to believe, because so much has happened. I was quite nervous before we left the States to come here, but it has been fine since my first day. I think I am lucky – I have made friends with a girl at school called Polly. We do a lot of the same subjects and we have got on really well since we met. It feels as if I have known her for years! She has introduced me to other people, too, and that makes a big difference. Last week a bunch of us decided to go to the West End- that is where all the really big London shops are. We did not buy anything, but we did some window shopping. Then we got on a tourist bus. Here is a photo to give you an idea. It is great here, but there is one thing I really miss. I have not heard any baseball news for a long time. Can you do me a favor and tell me the scores ? Ok, I have to stop and do my science homework. My books have been in my bag since Friday and I have done nothing for my test tomorrow ☺ . Mia MY BLOG - SUNDAY 1ST SEPTEMBER 2011, 8 P.M. (UK TIME !) - www.myblog.com/mia

A Town Mouse and A Country Mouse

A Town Mouse and a Country Mouse were friends. The Country Mouse one day invited his friend to come and see him at his home in the fields. The Town Mouse came and they sat down to a dinner of barleycorns and roots the latter of which had a distinctly earthy flavour. The flavour was not much to the taste of the guest and presently he broke out with “My poor dear friend, you live here no better than the ants. Now, you should just see how I fare! My larder is a regular horn of plenty. You must come and stay with me and I promise you shall live on the fat of the land." So when he returned to town he took the Country Mouse with him and showed him into a larder containing flour and oatmeal and figs and honey and dates. The Country Mouse had never seen anything like it and sat down to enjoy the luxuries his friend provided. But before they had well begun, the door of the larder opened and someone came in. The two Mice scampered off and hid themselves in a narrow and exceedingly uncomfortable hole. Presently, when all was quiet, they ventured out again. But someone else came in, and off they scuttled again. This was too much for the visitor. "Good bye," said he, "I'm off. You live in the lap of luxury, I can see, but you are surrounded by dangers whereas at home I can enjoy my simple dinner of roots and corn in peace.“ Moral : Safety is the first importance.

A Town Mouse and a Country Mouse were friends. The Country Mouse one day invited his friend to come and see him at his home in the fields. The Town Mouse came and they sat down to a dinner of barleycorns and roots the latter of which had a distinctly earthy flavour. The flavour was not much to the taste of the guest and presently he broke out with “My poor dear friend, you live here no better than the ants. Now, you should just see how I fare! My larder is a regular horn of plenty. You must come and stay with me and I promise you shall live on the fat of the land."

GLOSSARIO

Fields : campi/pratiSat (sit sat sat)sedersiBarleycorns : chicchi d’orzoRoots : radiciFlavour : saporeTaste : gustoGuest : ospiteAnts : formicheLarder : dispensa

So when he returned to town he took the Country Mouse with him and showed him into a larder containing flour and oatmeal and figs and honey and dates.

Flour : farinaOatmeal : farina d’avenaFigs : ficheHoney : mieleDates : datteri

The Country Mouse had never seen anything like it and sat down to enjoy the luxuries his friend provided. But before they had well begun, the door of the larder opened and someone came in. The two Mice scampered off and hid themselves in a narrow and exceedingly uncomfortable hole. Presently, when all was quiet, they ventured out again.

Luxury : lussoProvide : fornire/procurareScamper off : scappare di corsaNarrow : strettoHole : buco

This was too much for the visitor. "Good bye," said he, "I'm off. You live in the lap of luxury, I can see, but you are surrounded by dangers whereas at home I can enjoy my simple dinner of roots and corn in peace."

Surround : circondareDanger : pericoloWhereas : mentreSimple : semplice

The Country Mouseinvites his friend to come and see him

They return to town together

While they are eating someone comes in

The Country Mouse says goodbye and returns home

Guided questions

• Where did the Country Mouse invited his friend?

• What did they have for dinner ?

• Did the Town Mouse enjoy the dinner ?

• Why ?

• What did he say ?

• What did they find in the Town Mouse larder ?

• What happened during their dinner ?

• What did the Country Mouse think ?

• What did he do ?

THE WINE MAKING PROCESS

Enology is the science of wine making. Probably wine was discovered by accident.

The process of winemaking has remained the same for ages, but the creation of new sophisticated machinery and technology have

helped to increase the production of wine. These machinery includes harvesters, grape crushers, wine presses, temperature-controlled

tanks and centrifuges.

Timing is a universal factor for the production of wine : picking grapes, removing the must, monitoring and regulating

fermentation ,storing the wine; all must be done at the right time.

The traditional harvesting is hand-picking but modern mechanized methods are employed for mass production. The harvested grapes

are put into bins, the stems are removed by a machine called de-stemmer and the grapes are pressed. The juice and the skins

macerate for a certain period of time, then the juice is separated from the skins, stems , pulps and seeds by gravity or pressing and is

pumped into stainless steel temperature-controlled vat. Yeast is added to begin fermentation, that is the natural process of

transforming sugar into alcohol and carbon dioxide. Quality wine is pumped into wooden barrels to complete fermentation and to

age : during the ageing the wine is racked. in mass production wine filtration and centrifuge are used to pull out solids, then the clear

juice is pumped into a clean barrel. Fining is the introduction of elements, like egg whites or casein, to draw the solids down to the

bottom of the barrel. The maturing of the wine can take place in tanks, vat or wooden barrels.

The difference between making red and white wine is in the fermentation phase. In white wine the grapes are pressed with their

stems and are discarded immediately after pressing together with pips and skins. The juice is fermented in stainless steel tanks for 10-

14 days. Fermentation temperatures are between 16-20 C° (degrees), lower than for red wines. In red winemaking the juice and stems

go into vats together; fermentation begins through the action of the yeast and can take up 2-3 weeks, at temperatures between 25-30

C° (degrees).

Domande guida per lo studio del testo § What is enology ?§ What does the new winemaking machinery include ?§ What is the main factor that affects wine making ?§ What are the four main steps ?§ Describe harvesting and further steps before

fermentation§ What is fermentation ?§ What is wine ageing ?§ What is different in making white or red wine ?§ Give e short description of both processes

THE PET SHOP

Cody and his sister April decide they want a dog. They head down to the local pet store and have a look around._____________________________________________________________________________It is a very small pet store that doesn't have many animals. The owner of the shop is a nice old man named Mr. Smith. He walks over and greets Cody and April."How can I help you?" he asks. "We would like to buy a dog," April responds."Ah, well, we are not a big pet shop," Mr. Smith tells her. "So we only have two dogs to hoose from.“_____________________________________________________________________________They ask Mr. Smith to show them the dogs.Mr. Smith leads them to the back of store where the two dogs are. One of them is a very big bulldog named Buster. The other is a very tiny Chihuahua named Teacup. _____________________________________________________________________________April wants Teacup. Cody wants Buster. They walk outside to discuss.They can’t agree on a dog. April suggests they race home for it. The winner of the race chooses the dog. _____________________________________________________________________________Cody agrees, then tells April her shoelace is untied. When April looks down, he runs off and gets a head start. Cody runs as hard as he can. He really wants that bulldog. He looks back. April is so far behind he can’t even see her._____________________________________________________________________________Cody finally gets home. He is tired but he is happy. He knows he is the winner.April arrives a few minutes after Cody. She congratulates him. They return to the pet store to purchase Buster the bulldog.

Cody and April want to buy q A dog q A cat

The pet store is very q Big q Small

The owner of the shop is q An old man q An old woman

In the shop there are q A lot of animalsq Only two dogs

Buster is the name of q A big bulldogq A cat

Cody wants q The bulldogq The Chihuahua

April q Is very angryq Congratulates with Cody

1) What do Cody and April want to buy ?

2) How is the pet store ?

3) Who is the owner of the shop ?

4) How many animals are there in the shop ?

5) What’s the name of the bulldog ?

6) What does Cody want ?

7) What does April do ?

L’insegnamento della grammatica

• Attivare la «grammatica dell’anticipazione» (expectancy grammar)

• Creare contesto (mostrare immagini o video)• Prima del video assegnare un micro-compito

per sollecitare un atteggiamento attivo e partecipativo

Difficoltà maggiori

• Carenze nel metalinguaggio• Astrazione• Fissazione e memorizzazione delle regole• Limitata consapevolezza fonologica• Deficit di automatizzazione• Problemi nel noticing• Apprendimento implicito• Demotivazione

RIPASSO: LA STRUTTURA DELLE DOMANDE IN INGLESE

28

WHAT

WHAT

WHEN

WHEN

WHERE

WHERE

WHY

WHY

WHOWHO

WHICH

WHICH

D OY O U

L I V E ?

W H E R E

30

WHERE DO YOU LIVE ?

1 2 3

AFFERMATIVA

.I LIVE IN LONDON

INTERROGATIVA

31

D O YOU GO

W H E N

TO THE SEASIDE?

32

WHEN DO YOU GO ?

1 2 3

.I GO IN SUMMER

INTERROGATIVA

TO THESEASIDE

4

TO THESEASIDE

AFFERMATIVA

33

D O YOU DO

W H AT

ON THE BEACH?

34

WHAT DO YOU DO ?

1 2 3

.I PLAY FOOTBALL

INTERROGATIVA

ON THEBEACH

4

AFFERMATIVA

35

D O YOU PLAY

W H Y

FOOTBALL

36

WHY DO YOU PLAY ?1 2 3

.I LIKE PLAYING FOOTBALL

INTERROGATIVA

FOOTBALL

4

AFFERMATIVA

BECAUSE37

D O YOU PLAYW H O

FOOTBALLWITH ?

38

WHO DO YOU PLAY

1 2 3

.I PLAY FOOTBALL

INTERROGATIVA

FOOTBALL

4

AFFERMATIVA

MY FRIENDS

WITH ?

WITH 39

LA FORMA NEGATIVA

I DON’T LIKE MEAT

TOM DOESN’T LIKE CHEESE

YOU DON’T PLAY TENNIS

THEY DON’T GO TO SCHOOL TODAY

WE DON’T WATCH TV IN THE EVENING

JENNY DOESN’T WALK TO SCHOOL

RIFLESSIONI SULLA LINGUA

COSTRUZIONE 1 2 3 4SOGG + DON’T/DOESN’T + VERBO + COMPLEMENTO

( I – YOU-WE-YOU -THEY) (HE – SHE – IT)

WE DON’T DRINK WINE TOM DOESN’T STUDY FRENCH THEY DON’T LIKE MEAT

COMPONIAMO FRASI

BOB LIKE A CATWE DRINK MEATMARY AND I GO SCHOOLMY BROTHER STUDY FRENCHMY FRIENDS LIVE LONDONYOU SPEAK GERMANJENNY HAVE ALCOHOL

DON’TDOESN’T

VERBI IRREGOLARI IN ORDINE ALFABETICO INGLESE – ITALIANO

BE WAS/WERE BEEN ESSEREBEAT BEAT BEATEN BATTEREBECOME BECAME BECOME DIVENTAREBEGIN BEGAN BEGUN COMINCIAREBEND BEND BENT PIEGARE/PIEGARSIBET BET BET SCOMMETTEREBITE BIT BITTEN MORDERE BLEED BLED BLED SANGUINAREBLOW BLEW BLOWN SOFFIAREBREAK BROKE BROKEN ROMPEREBRING BROUGHT BROUGHT PORTAREBUILD BUILT BUILT COSTRUIREBURN BURNT/BURNED BURNT/BURNED BRUCIAREBURST BURST BURST SCOPPIAREBUY BOUGHT BOUGHT COMPRARECATCH CAUGHT CAUGHT PRENDERE/AFFERRARECHOOSE CHOSE CHOSEN SCEGLIERECOME CAME COME VENIRECOST COST COST COSTARECUT CUT CUT TAGLIAREDO DID DONE FARE

VERBI IRREGOLARI IN ORDINE ALFABETICO ITALIANO - INGLESE

LIGHT LIT/LIGHTED LIT/LIGHTED ACCENDERESINK SANK SUNK AFFONDARERISE ROSE RISEN ALZARSI/SORGEREGO WENT GONE ANDARERIDE RODE RIDDEN ANDARE A CAVALLO/IN

BICICLETTAHANG HUNG HUNG APPENDERESTICK STUCK STUCK APPICCICAREHAVE HAD HAD AVEREBEAT BEAT BEATEN BATTEREDRINK DRANK DRUNK BEREBURN BURNT/BURNED BURNT/BURNED BRUCIAREFALL FELL FALLEN CADERESING SANG SUNG CANTAREUNDERSTAND UNDERSTOOD UNDERSTOOD CAPIRESHUT SHUT SHUT CHIUDEREHIT HIT HIT COLPIRESTRIKE STRUCK STRUCK COLPIREFIGHT FOUGHT FOUGHT COMBATTEREBEGIN BEGAN BEGUN COMINCIARESPELL SPELT/SPELLED SPELT/SPELLED COMPITARE/SILLABAREBUY BOUGHT BOUGHT COMPRARELEAD LED LED CONDURREKNOW KNEW HNOWN CONOSCERERUN RAN RUN CORRERECOST COST COST COSTARE

PARTE FINALE DEL NOME

FORMAZIONE DEL PLURALE

ESEMPI

-s -sh -ch -x -z -o si aggiunge -ES tax-taxesboss-bosses

consonante + y si cambia Y in Ie si aggiunge -ES

fly-fliesbaby-babies

maggior partedegli altri

si aggiunge -S cat-cats;day-days

Esercizio di completamento guidato

Complete the passage about Blake’s conception of the poet and imagination using the following words

(Completa il passaggio sulla concezione del poeta e dell’immaginazione di Blake, utilizzando le parole seguenti)

LIFE - WORLD - SEER - “DIVINE VISION” – PROPHET

The poet is a …………………………………. and a ………………………………….. His task is to lead his generation into the world of the imagination.Imagination, and not sense perceptions, is the means through which man can know the …………………………………. .Imagination or …………………………………. means “to see more, beyond material reality, into the …………………………………. of things”.

Accessible exercises

Complete the Countries and Nationalities

Holland Moroccan Greek Spain British Albanian

Country Nationality

Britain British

Morocco M- - cc - -

S – a - - Spanish

Albania A – b - n - - -

H – ll - - d Dutch

Greece G – e - -

Completa le nazionalità. Usa gli aggettivi del riquadro

Dutch Spanish Moroccan British Greek Albanian

Country Nationality

Britain British

Morocco M …………………

Spain S …………………..

Albania A …………………..

Holland D……………………

Greece G …………………..

Accessible exercises

Match the subject pronouns to the people

The teacher you

Pauline he

The pen they

You and I she

You and your friends they

Peter we

The book it

Abbina il pronome soggetto corretto alle persone

He she we it you they

Es : the teachers are at school : they

The pen is red __________________

The bikes are cool _______________

My friend and I are from Rome _____

Peter is English _________________

You and Mary are friends__________

Pauline is a student ______________

SCRIVI SE LE AFFERMAZIONI SEGUENTI SONO VERE (T) O FALSE (F)

1. He talked about the contemporary world describing its beauty in a realistic way. T F

2. He thought that “Art is creative vision”. T F

3. He was against slavery. T F

4. He supported the role of the Church in the English society. T F

5. He thought that Reason was superior to the Spirit. T F

6. He only wrote long and complex poems. T F

7. He explained his philosophy in his “prophetic works”. T F

8. He drew inspiration from the Bible and the Divina Commedia. T F

9. He was influenced by Milton and Newton. T F

10. He was against deism and atheism of the Enlightenment philosophers. T F

Compare the characteristics of Augustan and Romantic poetry by filling in the following table with the phrases here below

(Confronta le caratteristiche della poesia Augustea e Romantica completando le tabelle con le espressioni nel riquadro)

IMPORTANCE OF REASON – POWER OF IMAGINATION – CONTROL OF EMOTIONS – LANGUAGE OF

COMMON USAGE – EXPRESSION OF PERSONAL FEELINGS – SOPHISTICATED LANGUAGE – CELEBRATION OF

FREEDOM – OBSERVATION OF NATURE AND EVERY DAY LIFE

AUGUSTAN POETRY ROMANTIC POETRY

Name and surname ………………………………………….. class ………… date …………………………..

ENGLISH GRAMMAR TEST Sottolinea l ’alternativa corretta, tra il past simple , il past perfect , past continuous

1) They hadn’t visited their parents for a long time They hadn’t been visiting their parents for a long time They weren’t visiting their parents for a long time.

2)They had stood outside for hours when the results were announced.They had been standing outside for hours when the results were announced They stood outside for hours when the results were announced.

3)The restaurant was packed last night, luckily I booked a table in advanceThe restaurant was packed last night, luckily I have booked a table in advance The restaurant was packed last night, luckily I had booked a table in advance

SOGLIA DI ATTIVAZIONE DELLA LINGUA

L’energia necessaria per attivare una lingua immagazzinata nel cervello è tanto maggiore quanto minore è l’utilizzo che se

ne fa quotidianamente

59

COMPOSIZIONE PROVA ORALE

• Riscaldamento

• Preparazione

• Produzione

60

CARATTERI “SANS SERIF”

TahomaGiustizia non è dare a tutti le stesse cose. Giustizia è dare ad ognuno ciò di cui ha bisogno. GautamiGiustizia non è dare a tutti le stesse cose. Giustizia è dare ad ognuno ciò di cui ha bisogno. ArialGiustizia non è dare a tutti le stesse cose. Giustizia è dare ad ognuno ciò di cui ha bisogno