IEP in practice at Primary School
Operational materials and activity proposals
A cura di Dario Ianes, Sofia Cramerotti e Flavio Fogarolo
MATERIALS
DIDACTICS
COMMUNICATION DIMENSION AND LANGUAGE
A number of operational worksheets relating to this dimension are proposed here for the four areas of interest:
1. Oral language comprehension
2. Verbal production
3. Communicative use of verbal, alternative or integrative language
4. Modes of communicative interaction.
Specifically, we are going to work on the aspects outlined in the table below. Although the sheets are subdivided in relation to specific areas of work, they are to be understood and used with a view to transversality, mutual complementarity and close interconnection with the main reference dimension.
Fields
Oral language understanding (p. 108)
Verbal production (p. 114)
Communicative use of verbal, alternative or integrative language (p. 119)
Modes of communicative interaction (p. 126)
Objectives/Aims
Developing semantic-lexical skills
Developing verbal comprehension
Understand logical relationships and connections
Increasing semantic-lexical skills
Fostering the development of communicative and pragmatic skills
Improve oral exposition skills and description of complex situations
Enhance effective communication
Work on the vocabulary system
Developing the ability to rework information
Enhance basic language development
Recognising alternative signs/symbols (e.g. related to LIS and CAA languages)
Understanding non-verbal communication
Learning the language of music
Promoting learning through cooperation
Learning to listen to others and to be heard
Fostering positive relationships
Maintaining concentration in interaction
Learning to respect social conventions
Learning social skills
Boards
1. Figurative language
2. Touch game
3. Listen and tidy up 4.Listen for the clue and guess
1. I observe and narrate
2. Description and choice of images
3. The two endings
4. Recall the words
1. At the supermarket
2. Dialogues
3. Silent collaboration
4. Welcoming
1. Focus on interaction
2. Making oneself heard
3. Social history of greeting
4. Barriers to communication
Video di Marco Pontis
LANGUAGE AND COMMUNICATION’S DIMENSIONS
2016, S. Rosati e N. Urbinati, Allenare le abilità socio-pragmatiche, Trento, Erickson
LINGUAGGIO FIGURATO FIGURATIVE LANGUAGE
TALKING TO THE RABBIT, THE TEDDY BEAR TELLS HIM ABOUT MEETING BOBI, A MUTUAL FRIEND. THE RABBIT COMMENTS:”REALLY? I HAVEN’T SEEN HIM IN AGES!”.
Did you know I met Bobi the other day?
Really? I haven’t seen him in ages!
IS IT POSSIBLE THAT IT REALLY HAS BEEN 100 YEARS SINCE THE RABBIT LAST SAW HIS FRIEND BOBI?
WHAT DOES ‘IT’S BEEN AGES SINCE I’VE SEEN HIM’ MEAN?
FIGURATIVE LANGUAGE
THE PIGLET IS HUNGRY AND SAYS TO THE VOLE: ‘I WOULD EAT A MOUNTAIN OF CHIPS’.
I would eat a mountain of chips
WHAT DOES “A MOUNTAIN OF CHIPS MEAN”?
WHAT DID THE FOX UNDERSTAND?
© 2016, S. Rosati e N. Urbinati, Allenare le abilità socio-pragmatiche, Trento, Erickson
«TOUCH IT» GAME
2
Listen to the teacher and touch the right image.
www.erickson.it