www.aiditalia.org

«DSA Lingue straniere: risorse didattiche e buone prassi»

Bergamo 8 Maggio 2017

Associazione Italiana DislessiaPiazza dei Martiri, 1/2 - 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 • 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

Answer the following questions about the text “ A trip to London”

1) How long has Mia been in London ?

2) Why is Mia Lucky ?

3) Where did she decide to go with some friends ?

4) What did they do ?

5) What does she really miss ?

6) Why does she have to stop ?

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 barleycornsand 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."

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 oatmealand 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 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 ROMANTIC POETRY THE ENGLISH ROMANTIC PERIOD WAS DOMINATED BY POETRY BECAUSE EMOTIONS AND

IMAGINATION EXPRESSED BETTER IN POETRY.

THE LANGUAGE WAS ALSO DIFFERENT : IT WAS A SIMPLE LANGUAGE, THE LANGUAGE

SPOKEN BY ODINARY PEOPLE. THE POETIC FORMS USED BY POETS WERE :

BLANK VERSE (= ENDECASILLABO) THE SONNET

THE SPENSERIAN STANZA

THE ITALIAN TERZA RIMA

THE ITALIAN OTTAVA RIMA

THE FOLK BALLAD STANZA

THE CENTRE OF LIFE AND ART WAS THE “INDIVIDUAL”, THE CONCEPT OF “THE MAN IN

SOCIETY” WAS DISREGARDED(IGNORATOTRASCURATO). THE POET IS SEEN AS A “PROPHET”, WHO HAS THE MISSION TO BRING TRUTH (VERITA’) TO MANKIND (UMANITA’). POETRY IS THE EXPRESSION OF THE TRUTH.

THE ROMANTIC POET IS NOT INVOLVED (COINVOLTO) IN POLITICS ; HE IS INTROVERTED

IN INTROSPECTION AND MEDITATION. HE SPEAKS OF HIMSELF, OF HIS EMOTIONS, JOYS

AND FEARS (PAURE), OF HIS PASSIONS AND REBELLIONS.

THIS ATTITUDE HAD DIFFERENT RESULTS; IN SOME POETS LED (PORTO’) TO THE

EXALTATION OF THE IRRATIONAL AND MYSTIC ASPECTS OF LIFE ; IN SOME OTHERS LED

TO THE EXALTATION OF GREEK IDEAL OF BEAUTY, CALLED HELLENISM ; OTHER POETS

FOUND AN ESCAPE FROM REALITY IN THE EXOTIC, FOLLOWING THE INFLUENCE OF THE

EXOTIC NOVELS.

THIS LOVE FOR THE STRANGE LED TO A NEW INTEREST FOR THE HISTORY, ESPECIALLY

FOR THE MIDDLE AGES.

The pet shopCody 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 A dog ❍

A cat ❍

The pet store is very Big ❍

Small❍

The owner of the shop is An old man ❍

An old woman❍

In the shop there are A lot of animals❍

Only two dogs❍

Buster is the name of A big bulldog❍

A cat ❍

Cody wants The bulldog❍

The Chihuahua❍

April Is very angry❍

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 ?

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 ______________

Verifica scritta

Aspetti grafici

1. Ho usato font «sans serif», come Tahoma, Arial,Verdana, Lexia 2. Il corpo del font è adeguato (da 13 a 16, dipende dal tipo di

font). 3. Ho usato un’interlinea sufficiente, pari perlomeno a 1,5. 4. Non ho giustificato il testo. 5. Ho usato lo stampato maiuscolo (nel caso di studenti con

dislessia molto severa). 6. Ho utilizzato il grassetto o il colore per evidenziare le consegne

e le parole-chiave. 7. Se il testo della comprensione scritta è lungo (più di 10 righe),

l’ho suddiviso in paragrafi chiari, inserendo un titolo per ogni paragrafo.

8. Ho inserito immagini, grafici o tabelle significative per favorire la leggibilità del testo.

Aspetti glottodidattici

1. Le tecniche che ho selezionato presentano un alto grado di accessibilità rispetto ai criteri di complessità cognitiva ( no esercizi a riempimento, si per es. a domande a scelta multipla).

2. Ho formulato le consegne degli esercizi in modo chiaro. 3. Ho inserito per ogni consegna un esempio di risposta. 4. Ho sottolineato nella consegna gli aspetti su cui lo studente

deve concentrarsi. 5. Ho ridotto il numero di quesiti

VERIFICA SCRITTA

• Accessibilità della forma• Tipologia delle tecniche selezionate• Consegna (istruzioni)

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VERIFICA SCRITTA

Accessibilità del contenuto

• accertamento della comprensione• produzione• competenza meta-linguistica

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VERIFICA SCRITTA

• Modalità di svolgimento

TempoStrumenti Peso cognitivo

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PROVA ORALE

- Tempo- Strumenti- Modalità di svolgimento

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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

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COMPOSIZIONE PROVA ORALE

• Riscaldamento

• Preparazione

• Produzione

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