Tuesday, April 30, 2013

The Water Horse: Cryptids, Loch Ness Monster




Talking about the mystery that involves the Loch Ness Monster is a common moment in English classes because of its far fetched story.  I edited this scene to make the context more appealing to those who know little about the monsters origin.




In cryptozoology , a cryptid (from the Greek "κρύπτω" (krypto) meaning "hide") is a creature or plant whose existence has been suggested but is unrecognized by scientific consensus and often regarded as highly unlikely.
 http://en.wikipedia.org/wiki/Cryptid






 Source for the next activity: : Great Site - http://www.smashinglists.com/10-most-famous-cryptids


I. Match some famous cryptids with their description:

1. Mothman

2. Giant Anaconda

3. Yeti

4. Chupacabra

5. Loch Ness Monster

6. Lycanthrope

7. Mermaid

8. Dragons

9. Sasquatch



( ) Bigfoot is an ape-like creature that inhabits forests, mainly in the Pacific Northwest region of North America. Bigfoot is usually described as a large, hairy, bipedal humanoid.

( ) A female human head and torso and the tail of a fish. They have been discussed since at least 5000 BC. Their origins are believed to be from the Great Queen Atargatis, who loved a mortal shepherd and unintentionally killed him. Ashamed, she jumped into a lake to take the form of a fish, but the waters would not conceal her divine beauty. Thereafter, she took the form of a human above the waist, fish below.

( ) The most frequent speculation is that the creature represents a line of long-surviving plesiosaurs. It is similar to other supposed monsters in Scotland and elsewhere, though its description varies. Popular interest and belief in the animal has fluctuated since it was brought to the world’s attention in 1933. It is regarded by scientists as a modern-day myth, and explain sightings as wishful thinking.

( ) The Abominable Snowman mythological humanoid creature  said to inhabit the Himalayan region of Pakistan and Nepal. The scientific community largely regards the it as a legend, yet it remains one of the most famous creatures of cryptozoology. It is tall, bipedal creature covered with long white hair and wore no clothes. He had an interesting feature of changing his hair colour in sunlight to fox red.

( ) They are usually shown in modern times with a body like a huge lizard, or a snake with two pairs of lizard-type legs, and able to emit fire from their mouths.

()  It is a legendary cryptid rumored to inhabit parts of the Americas. It is associated more recently with sightings of an allegedly unknown animal in Puerto Rico (where these sightings were first reported), Mexico, and the United States, especially in the latter’s Latin American communities. The name comes from the animal’s reported habit of attacking and drinking the blood of livestock, especially goats. is a reptile-like being, appearing to have greenish-gray skin and sharp spines.

( )  Reports date back as far as the discovery of South America when sightings of this cryptid upwards of 50 meters (150 feet) began to circulate amongst colonists and the topic has been a subject of debate ever since among cryptozoologists and zoologists.

( ) It is a creature reportedly seen in the Point Pleasant area of West Virginia from November 12, 1966, to December 1967. Most observers describe the it as a man-sized creature with large reflective red eyes and large wings. The creature was sometimes reported as having no head, with its eyes set into its chest. It has an unusual shriek that can be heard from a mile away.

( ) A werewolf  is a cryptid  with the ability to shape shift into a wolf or an anthropomorphic wolf-like creature, either purposely, by being bitten or scratched by another werewolf, or after being placed under a curse. This transformation is often associated with the appearance of the full moon. Werewolves are often attributed super-human strength and senses, far beyond those of both wolves or men.

Answer key: 9, 7, 5, 3, 8, 4, 2, 1, 6



http://www.loch-ness-monster-nessieland.com/loch-ness-monster-facts.shtml

 II. Talk to a friend:

1. Do you know any other cryptids or mythological creatures from your cultures that people claim to have seen it?

2. Why do people believe in cryptids?

3. What do you know about the Loch Ness Monster?

4. Why do people visit Loch Ness so often? Do these people believe it actually exists?



III. Watch the movie segment and discuss the questions that follow.



 

 1. How does the segment explain the origin of the Loch Ness Monster?

2. How different is this animal if compared to the description in exercise I?

3. How far fetched is this story?

4. Read the facts below believers claim to be true about the monster. What can be true about these facts?

The first recorded sighting of the Loch Ness Monster was in 565 AD by St Columba. In fact St Columba saw the monster twice in that year. The monster was first seen in the River Ness before becoming more closely associated with the loch. The next reference to the monster was in 1933 when Mr and Mrs Spicer reported seeing a large animal crossing the road in front of their car. It is a type of carnivorous aquatic, usually marine, reptile, and cannot be a mammal as it does not have to breathe air. If it needed to surface in order to breath air it would most probably have been seen by many before now.  In 1976 an attempt was made to lure Nessie to the surface of the water by throwing bacon out of a hot air balloon on to the loch below. For reasons unknown she did not appear.

5. Is it fair that people who live in that region make money out of this imaginary cryptid? Why?

6. Why do so many people visit Loch Ness every year? 

Monday, April 22, 2013

The 5th Element: Space Tourism

Space tourism is space travel for recreational, leisure or business purposes. A number of companies have sprung up in recent years, hoping to create a space tourism industry. Orbital space tourism opportunities have been limited and expensive, with only the Russian Space Agency providing transport to date.




Read the text below and discuss the questions It was taken form the awesome site Howstuffworks. Check it out. It is worth visiting. :

The space tourism industry is officially open for business, and tickets are going for a mere $20 million for a one-week stay in space. Despite reluctance from NASA, Russia made American businessman Dennis Tito the world's first space tourist. Tito flew into space aboard a Russian Soyuz rocket that arrived at the International Space Station on April 30, 2001. The second space tourist, South African businessman Mark Shuttleworth, took off aboard the Russian Soyuz on April 25, 2002, also bound for the ISS. Greg Olsen, an American businessman, became tourist number three to the ISS on October 1, 2005.
On September 18, 2006, Anousheh Ansari, a telecommunications entrepreneur, became the first female space tourist and the fourth space tourist overall. She was also the first person of Iranian descent to make it into space. Charles Simonyi, a software architect, became the fifth space tourist on April 7, 2007.
These trips are the beginning of what could be a lucrative 21st century industry. There are already several space tourism companies planning to build suborbital vehicles and orbital cities within the next two decades. These companies have invested millions, believing that the space tourism industry is on the verge of taking off.

1. What's your opinion about space tourism?

2. How do you think space tourism will be in the future?

3. Would you like to take a space trip? Why (not)?

4. Watch the movie segment below and decide if you think this kind of trip will be possible? If so, when will it take place?

5. How similar/different is it from our conventional tourism?

6. What's your opinion about this kind of trip?


MOVIE SEGMENTS DOWNLOAD - THE 5TH ELEMENT

Saturday, April 20, 2013

Chernobyl Diaries: Extreme Tourism


I don't recommend this movie, which is a thriller, but it is not as bad as it looks. There are no violent scenes displayed, but it is scary enough. This scene, though, is just fine for adult audiences.



I. Read the definition of extreme tourism below and explain it in your own words:


Extreme tourism (also often referred to as shock tourism, although both concepts do not appear strictly similar) is a niche in the tourism industry involving travel to dangerous places or participation in dangerous events. Extreme tourism overlaps with extreme sports. The two share the main attraction, "adrenaline rush" caused by an element of risk, and differing mostly in the degree of engagement.
While traditional tourism requires significant investments in hotels, roads, etc., extreme tourism requires much less to jump-start a business. In addition to traditional travel-based tourism destinations, various exotic attractions are suggested, such as ice diving  in the White Sea, or travelling across the Chernobyl zone.
Additionally, extreme tourism includes visiting "dangerous" destinations, such as Somalia, Iraq and others.



Source:

http://en.wikipedia.org/wiki/Extreme_tourism



II. Discuss these questions in pairs:


1. Have you ever gone on a extreme tourist adventure? Talk about it.

2. What's your opinion about it? Would you like to do it?

3. What are the advantages and disadvantages of such tours?

4. Where can you go on extreme tourism sites in your country?

5. Should there be any special requirement for one to join one of those tours (age, health condition, etc)?



III. Read some extreme tourist destinations below. They were collected from specialized extreme tour companies. Which ones would you like to take and which ones you wouldn't? Justify your answers.







  • Bungee Jumping into an Active Volcano - Chile.

  • Swimming in Shark Infested Waters - Florida, USA.


  • Volcano watching - Philippines.

  • Volcano Helicopter Tours - Hawaii, USA.


  • War Tourism in Israel or Syria. 


  • Crossing the Sinai desert in Egypt.


IV. Rank these travel destinations from the most interesting to the least attractive. 1 should be the most interesting.


V. Watch the segment from the movie Chernobyl Diaries and discuss the questions:






1. Where did this group of tourist decide to go? Why did they decide to do it?

2. Would you like to go on such a trip? Why?

3. How would you describe the destination?

4. What drawbacks, if any, do you think they might face there?

5. How safe is this trip?

6. Should this kind of trip be allowed to regular tourists? Explain it.


MOVIE SEGMENT DOWNLOAD - CHERNOBYL DIARIES

Wednesday, April 10, 2013

Splice & Jurassic Park: Transgenesis, Genetical Engineering, Gene Modification


Transgenesis: Transgenesis is the process of introducing an exogenous gene – called a transgene – into a living organism so that the organism will exhibit a new property and transmit that property to its offspring. (Wikipedia)



I. Read the article below and discuss the questions that follow: Taken from:
http://www.jesus-is-savior.com/End%20of%20the%20World/Genetics%20Nightmare/spider_goats.htm




Spider Goats:
I never would have believed it unless I had read it myself. Scientists have successfully genetically altered a goats embryo with the DNA of a spider. These genetically altered goats produced (mutated) in a laboratory are presently producing milk that is being used to make bullet-proof vests. The fibers contained in the spider goat's milk are twice as strong as Kevlar!!! Can you imagine?
Though it may seem like a noble invention to save people's lives, the implications of such monstrosities is greatly disturbing. What else can scientists create? Let your imagination run wild and you'll be convinced as I am that the end of the world cannot be far away. If you are wondering if scientists are tampering with human embryos, the answer is horrifyingly "yes." Mankind is savage! Do you think that AIDS just happened, never having existed before until the 1980's? Think again! AIDS is the creation of the U.S. military. A weapon designed to curb the earth's population. If I'm scaring you...GOOD! We need to be scared, scared enough to fall on our knees and beg God to bring revival to churches across America.
What else are scientist's messing with? Will we see people with six legs like an insect? Will we see people that can climb trees like a cat? Will we see men with armor-plated skin like the armadillo? Will we see people that glow in the dark like fireflies? Don't laugh, the frightening possibilities are endless. What genetic monstrosities will the military try to develop? I saw a movie called "The Island of Dr. Moreau" when I was a child about a mad scientist who lived on an abandoned island and had successfully produced multitudes of mutated half animal/half human creatures. I never thought I'd live to see the day when that would become a frightening reality.

1) Summarize the text in your own words.


2) Are we blurring the lines between species by creating transgenic combinations?


3) What ethical, social, and legal controls or reviews should be placed on such research?


4) Are we inflicting pain and suffering on sentient creatures when we create certain types of chimeras?


5) Will transgenic interventions in humans create physical or behavioral traits that may or may not be readily distinguished from what is usually perceived to be “human”?


6) What unintended personal, social, and cultural consequences could result?


7) Will these interventions redefine what it means to be “normal”?


8) Who will have access to these technologies? 9) What is the future of such experiments.


 II. Watch the segment below from the movie Splice and decide whether this scene will be feasible in the future

.



1. What were the main objectives of the research?

 2. What were the drawbacks?

 3. What should happen to the scientists?

 4. Was this a worth trying experiment?

5. Is Genetic Engineering a good resource in such cases?


 III. Watch the segment from the movie Jurassic Park and discuss the questions.

 

 1. Do you agree with this kind of experiment? Why (not)?

 2. Is is a good idea to bring extinct animals back to the environment? Explain it.

 3. What are the moral issues involved in such experiment? What are the possible consequences?

 4. What sorts of regulations do you think still need to be implemented in order for this procedure to be totally accepted by society?

MOVIE SEGMENT DOWNLOAD - SPLICE 

MOVIE SEGMENT DOWNLOAD - JURASSIC PARK

Saturday, March 30, 2013

Bangkok Dangerous & Big Fish: Urban Violence




 I love the movie Big Fish, but Bangkok Dangerous is not a recommendation. These scenes are very nice, though, for the topic urban violence.
 





















 I. Discuss these questions in pairs:


1. How safe is it to live in your neighborhood?

2. How do you compare your neighborhood to others in your city?

3. Is urban violence a problem where you live? Talk about it.

4. Have you ever been to a place where there is a lot of urban violence? How did you deal with it?:

5. Have you ever been a victim of urban violence? Would you like to talk about it?

6. What are the causes of urban violence?

7. What can be done to stop or reduce crime rates where you live?


II. Match the following urban crimes and their definitions.


1. Bank robbery

2. Robbery

3. Stalk

4. Sex Tourism

5. Mugging

6. Express Kidnapping

7. Kidnap

8. Malfeasance

9. Rape

10.  Drug dealing

11. Smuggle

12. Arson

13. Murder

14. Domestic Violence


 ( ) The victim is abducted, then forced to withdraw their own ransom from a bank or ATM. If all goes well, the victim is released afterwards, generally after having been relieved of all valuables on their person (and occasionally in their residence).

( ) Stealing money from a bank, usually with the use of weapons

( ) to attack a person in a public place and steal their money:
 

( )  the crime of intentionally starting a fire in order to damage or destroy something, especially a building

( ) the crime of intentionally killing a person

( ) an example of dishonest and illegal behaviour, especially by a person in authority

( ) behaviors used by one person in a relationship to control the other. Partners may be married or not married; heterosexual, gay, or lesbian; living together, separated or dating

( )  the crime of stealing from somewhere or someone

( )  to illegally follow and watch someone, usually a woman, over a period of time

( ) to force someone to have sex when they are unwilling, using violence or threatening behaviour

( ) to take things or people to or from a place secretly and often illegally

( ) when someone travels to another country for the purpose of paying to have sex, especially with children or under aged citizens

( ) when someone travels to another country for the purpose of paying to have sex, especially with children

( ) Selling forbidden drugs illegally

Answer key: 6, 1, 5, 12, 13, 8, 14, 2, 3, 9,  11, 4, 7, 10, 



III. Can you think of other urban crimes? What are they?




IV. Which of the crimes above is the most serious problem where you live? And which ones do you think are not recurrent in your neighborhood?


V. Watch the segment from the movie Bangkok Dangerous and discuss the questions.








1. Describe  the scene.

2. What urban crimes did you manage to see in the segment? How serious is this situation in Bangkok, accordingto the segment?

3. Do these crimes take place in your country too? How different is the situation in Bangkok and in your city?

4. What can the government do toprevent these crimes from happening?


VI. Watch the segment from the movie Big Fish and discuss the questions:





1. Describe the scene.

2. This scene takes place in the 50's. How different are bank robberies nowadays?

3. What should happen to the robber.

4. How professional is he?

5. How dangerous is he?

6. Have you ever experienced a situation like the ones in the segments? Talk about it.

MOVIE SEGMENT DOWNLOAD - BIG FISH

Wednesday, March 20, 2013

The Lorax & The Bay: Activism

The Lorax is a great movie. Its message is constructive and inspiring. I used this scene to talk about activism. The Bay is a thriller and is advisable just for adults.







Activism is action on behalf of a cause, action that goes beyond what is conventional or routine. The action might be door-to-door canvassing, alternative radio, public meetings, rallies, or fasting. The cause might be women's rights, opposition to a factory, or world peace. Activism has played a major role in ending slavery, challenging dictatorships, protecting workers from exploitation, protecting the environment, promoting equality for women, opposing racism, and many other important issues. Activism can also be used for aims such as attacking minorities or promoting war.



There are many different forms of activism; "activism" isn't synonymous with "radical." Nor does activism mean violence or the destruction of property. Boycotting is a form of activism as are silent candlelight vigils. Gandhi was an activist as was Mother Teresa.

Work in pairs:

1. According to the information above, what are some ways one can be an activist?

2. What are some famous causes for activists?

3. What are other ways to be an activist in your neighborhood or city, for example?

4. Have you ever been an activist? Talk about it.

5. What are some activism victories you have have knowledge of. 


II. Watch the movie segment from the movie The Lorax and discuss the questions:




1. How is activism portrayed in the segment?

2. What is the cause defended by the main character?

3. How important is his cause?

4. Do you think he is an activist? List a few characteristics of an activist.



III. Watch the segment from the movie The Bay and discuss the questions.






1. How is activism portrayed in the segment?

2. What are the causes defended?

3. How important is the cause?

4. What are the consequences of this environmental issue?

5. Would you join the cause? Which side would you join?

6. What environmental consequences have already taken place and what do you think will probably happen next?


MOVIE SEGMENT DOWNLOAD - THE BAY

MOVIE SEGMENT DOWNLOAD - THE LORAX 

Sunday, March 10, 2013

The Best Exotic Marigold Hotel: Misleading Ads

I simply love this movie. It was certainly one of 2012 best films. This scene is wonderful to talk about advertising and misleading ads.




False advertising, misleading advertising or deceptive advertising is the use of false or misleading statements in advertising. As advertising has the potential to persuade people into commercial transactions that they might otherwise avoid, many governments around the world use regulations to control false, deceptive or misleading advertising. "Truth" refers to essentially the same concept, that customers have the right to know what they are buying, and that all necessary information should be on the label.
False advertising, in the most blatant of contexts, is illegal in most countries. However, advertisers still find ways to deceive consumers in ways that are legal, or technically illegal but unenforceable.

 http://en.wikipedia.org/wiki/False_advertising


 I. Discuss the questions:

 1. Have you ever purchased anything that did not correspond to what had been advertised or promised? Share this experience.

2. What do you do when you feel deceived by a product or store?

3. What do you do to be compensated for the damage?

4. How can certain companies mislead the consumer to buy their products?

5. What do your country laws say about misleading ads?

6. Misleading advertising occurs when a claim about a product or service is materially false or misleading, in an attempt to persuade the consumer to buy it. What should the consequences be to a company/product whose ads are misleading?



 II. Watch the segment form the movie The Best Exotic Marigold Hotel and discuss the questions:






 1. What is being promised and what is being offered?

2. How misleading is the ad?

3. What would you do if you were one of those tourists?

4. What sort of punishment, if any, should the hotel owner receive? Explain your answer.

5. Would you like to go the Marigold Hotel? Why (not)?

6. Have you ever experienced anything similar when you traveled? Talk about it.


MOVIE SEGMENT DOWNLOAD - THE BEST EXOTIC MARIGOLD HOTEL

Friday, March 1, 2013

Madagascar 3: Life-Changing Events







This is a wonderful scene with a touching and inspiring message. It is a great to tool to help your students share moments or happenings that changed their lives or personality.



I. Work with a partner. Rank the events below from 1 to according to how drastically they can change someone's life. Make sure you explain your choices (1 not drastically at all / 5 very drastically)

OR

I. OPINION DICTATION:

Your teacher will dictate some events. Use a blank sheet of paper and divide it into 3 columns with the headings below. Write them down in in the column you believe applies to you. Don't show your answers to your peers. Then group up with a few partners, share and compare your list, and say why and how your life would change (have changes) under those circumstances.



NOT DRASTICALLY AT ALL - MODERATELY - VERY DRASTICALLY




LIFE-CHANGING EVENTS

- Getting married


- Having  a baby


- Moving to another city


- Changing schools


- Divorce


- Falling in love for the first time


- College


- Changing jobs


- Unemployment


- Suffering urban violence


- The first kiss


- Going to your favorite band (singer)'s concert


II. Work individually:



Write down 5 events that changed your life.


III. Work in groups.


Share your lists. Explain how/why each event changed your life, how difficult/fantastic/sad/scary/etc it was, and whatever you consider relevant.



IV. Watch the movie segment and answer the questions that follow. Read the questions before watching the segment.






1 - What events changed Vitaly's life? How and why did they change it?


2 - How did those events change his personality?


3 - What about the other characters? Have their lives changed too? Which events changed their lives?


MOVIE SEGMENT DOWNLOAD - MADAGASCAR 3

Thursday, February 28, 2013

Mirror Mirror: Sacrifices to Be Beautiful





This movie is not a master piece, but I enjoyed it. This scene is wonderful to talk about the sacrifices people make to look attractive.

I. Work in small groups:

1. What sacrifices do you make for beauty? 

2. How would you define the cultural standard of beauty where you live? (Some locals value tanning, Botox, teeth whitening; others a more athletic standard; still more a curvaceous silhouette.) 

3. Do you give much thought as to the things you give up to attain attractiveness? 

4. Would you trade a year (or more) of your life for a slimmer, more 'ideal' shape? 

5. Are men as concerned about their appearance as women are? Explain it.

6. Is it OK for men to go to beauty salons, spas, or to have a concern about their looks? Why (not)?

7.  What's your opinion about metro sexual men, heterosexual males who spend a lot of time and money on shopping for their appearance? Is there a limit to it?

8. Do women want  to look beautiful to attract the opposite sex or to impress other women? Explain it. What about men?


 II. Which of these procedures or behavior would you consider doing in the future (or have you already gone through) in order to look younger or more beautiful? If you are a man, what's your opinions about the items below?



a. ( ) Botox injections

b. ( ) Liposuction

c. ( ) Cosmetic surgery

d. ( ) Use makeup to cover acne

e. ( ) Exercise more than 3 hours every day


f. ( ) Wearing mud masks on the face


g. ( ) Experimenting new untested rejuvenating products

h. ( ) Cosmetics 

i. ( ) Wearing high heels that are 12 cm tall

j. ( ) Operation of silicon

k. ( ) Wearing "complicated" clothes that make you look thin

 l. ( ) Wearing hair extensions (mega hair extensions)

m. ( ) Sleeping with cucumbers or steaks on the eyes

n . ( ) Going to a beauty salon twice (or more times) a week.


III. What other procedures or behaviors can one do to look younger or more beautiful?

IV. Watch the movie segment from the movie Mirror Mirror and discuss the questions.






1. What are some of the procedures that Ravenna, Snow White's stepmother, did in order to look beautiful.

2. What items is II did she experiment?

3. Are you not familiar with any of the things she did?

4. Are the procedures effective? Explain it.

5. Have you ever done any of those things to yourself? Dis they work?

MOVIE SEGMENT DOWNLOAD - MIRROR MIRROR

Wednesday, February 20, 2013

The Hunger Games: Altruism

I really thought I would not like this blockbuster, but I was totally wrong. I love the plot and how it is conducted. I also thought it was original and appealing. I truly recommend it. I used this scene to talk about altruism, not using a very obvious segment.

Altruism (also called the ethic of altruism, moralistic altruism, and ethical altruism) is an ethical doctrine that holds that individuals have a moral obligation to help, serve, or benefit others, if necessary, at the sacrifice of self interest. An action is morally right if the consequences of that action are more favorable than unfavorable to everyone except the agent

Discuss:
1. Based on the definition alone, brainstorm several people who demonstrate this word.  These people can be famous or individuals in your life.  What do they do to show altruism?

II. Decide if you agree or disagree with these statements:

( ) Altruism is human nature. We all are altruist.

( ) Altruism is hereditary.


( ) Even animals sometimes  have altruistic behavior.
 
( ) All human beings are 100% self-interested.  In other words, even if someone helps another, they are doing it for their own interest and essentially for the wrong reasons.

( ) You do not need money to be altruistic.  You simply need to sacrifice your time. 

( ) Altruism does not have to be for poor needy people you don't know. It can be a small act to help someone in your family, for example.

( ) Helping someone in the family is not altruism. It is obligation. Only helping people you don't know is altruism.



Watch the segment from the movie The Hunger Games and discuss the questions:




1. Describe the scene.

2. Is the main character's decision an act of altruism? Why (not)?

3. She is volunteering to help her sister. Do you think she would do the same for a stranger? Does it make her less altruistic?

4.  Many believe this is not altruism, but moral obligation.  What's your opinion about it?

4. Would you act the same way the main character did? Why (not)?

5. What else could she have done? 

MOVIE SEGMENT DOWNLOAD - THE HUNGER GAMES

Sunday, February 10, 2013

Temple Grandin: Learning Disabilities, Autism

This movie is a must. Teachers will love it. Temple Granding is autistic and eventually managed to become a Master. I learned a lot watching it. I strongly recommend it.



 Read the text below about Learning Disabilities:


A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.(http://www.ldonline.org/ldbasics/whatisld)



In pairs, tell each other what you understood, using your own words. Don't miss visiting the site above to learn more on the subject. It is informative and serious. Match the learning disability below with their definitions.

1. Dyslexia

2. Dyscalculia

3. Dysgraphia

 4. Auditory and Visual Processing Disorder

5. Nonverbal Learning Disabilities

 6. Attention Deficit Disorder 7. Autism


( ) It is a developmental disability characterised by impairments in social skills, language, and behaviour. However, these difficulties occur at different levels so some individuals have no verbal communication or eye contact with others, while others have limited speech and cope in a social setting. It is neurologically based and has been shown to be strongly genetically determined.http://www.open.ac.uk/inclusiveteaching/pages/understanding-and-awareness/what-are-specific-learning-difficulties.php


( ) a writing disability in which a person finds it hard to form letters or write within a defined space.

( ) a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder.

 ( ) sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.

( ) a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.

 ( ) a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.

( ) it is characterized primarily by inattention, easy distractibility, disorganization, procrastination, and forgetfulness.


 Key: 7, 3, 1, 4, 2, 5, 6


You are going to watch a scene about Temple Grandin, an autistic learner who actually managed to successfuly have a Master's Degree. Next, discuss the questions with a partner.







1. Describe Temple's, her mother's and the doctor's behavior.

2. What's your opinion about the doctor? And the mother?

3. What would you do if you were Temple's mother?

4. What would you do if you were her teacher? What strategies would you make use of?

5. How does the doctor describe autistic people? Here is a list of do's and don'ts when teaching autistic learners.


Write DO if you think this is a right procedure and DON"T if it is not, Source - great site - http://www.letstalksls.com/resource-library/autism/dos-and-donts-teaching-children-autism


 1. ( ) Make sure you understand what he likes and doesn't like. Know how the child typically responds to the environment.

2. ( ) avoid "confrontation" whenever possible.

3. ( ) ask a question if you're not sure the child knows the answer.

4. ( ) use real objects and toys for teaching as much as possible.

 5. ( ) keep a ratio of 80% "easy" responses (maintenence targets) to 20% "hard" responses (acquisition targets).

 6. ( ) try to become as knowledgeable as you can about all aspects of autism.

7. ( ) Use visual and colored information.

8. ( ) Touch the student to get his/her attention.

9. ( ) Exploring word-processing, and computer-based learning for literacy.

10. ( ) Change routines every time you can.

11. ( ) Explain clearly the purpose of all work assignments, presentations, multimedia materials, or other learning tasks.

12. ( ) Use special interests as motivators to help students engage in new and/or difficult material



 Answer k ey:
 1. do 2. do 3. don't 4. do 5. do 6. do 7. do 8. don't 9. do 10. don't 11. do 12. do


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