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עמוד:18
repeated practice in a fun, interactive way . Incorporating apps aligned with lesson themes or topics can reinforce vocabulary . Example : In the Moroccan unit, after teaching phrases for daily routines, use an interactive storytelling app where students can select actions based on daily schedules, helping them build a routine vocabulary set in an engaging way . Regular Review and Reinforcement . 3 Students with memory - related learning disabilities benefit from consistent review of language structures . Plan frequent “recap” sessions and integrate past vocabulary in new contexts . Example : At the beginning of each unit, briefly revisit key vocabulary from the previous one . In Thailand, for instance, review nature words from Kenya to build continuity, linking lessons across contexts and reinforcing vocabulary . Breaking Down Instructions and Providing Models . 4 Clear, segmented instructions support students with ADHD and working memory deficits . Providing a model or example before each activity ensures students understand the steps, which can ease anxiety and promote independence . Example : In the Brazil unit, where students learn about sports, give a step - by - step demo on how to say a phrase like “I play soccer . ” Break down the sentence into smaller chunks ( “I,” “play,” “soccer” ) , letting students practice each part before combining them . Incorporating Physical Movement and Activity Breaks . 5 Adding movement can help students with ADHD maintain focus during EFL learning activities . Plan for physical engagement within lessons or schedule movement breaks . Example : When exploring market vocabulary in Kenya, allow students to physically “shop” by setting up a small market area . This keeps the learning dynamic, engages students, and reinforces language in a real - world context . Creating an Inclusive Classroom Culture : An inclusive classroom involves setting a supportive tone where every student’s learning style is respected . Teachers can encourage peer support, use culturally relevant materials, and celebrate diversity in learning . Cooperative group activities that mix different abilities can foster peer learning, where students with LDs work alongside their classmates . Suggestions for Fostering Inclusion in My Way : Peer Learning Partnerships : Pair students for specific activities . During a role - play in the • Japan unit, pair students with different language strengths so they can support each other in dialogue practice . My Way, Teacher's Guide 18
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