Plan the student's day

First, outline the routines and lessons which the students without disabilities are engaged in on a typical day. List the outline for the day on one side of a flip chart, and then, on the other side, identify the supports or adaptations needed to include the student with challenging needs.

There is often no need to make changes, especially to the regular routines. For example, on arrival at school, the student might well find her locker, take off her coat and boots, and sit at her desk the same as all the others.

Perhaps, though, a classmate might be asked to meet the student at the school door to accompany her to the classroom. This helps the student practice the route, and is an opportunity to build a friendship.

Consider whether adaptations or modifications need to be made to the information, the materials, and the instructional process. Decide whether the student will require support to carry out some or all of a lesson or routine, and how the support will be provided.

5. True or False statements.

1. In 1939 November 17th was declared International Students Day by the International Students Council in London which became the starting point of the founding of the International Union of Students - IUS.

2. The courage that was taken by our predecessors in resisting Nazism and fascism, the IUS has maintained the tradition of marking 17th November each year as the International Students Day.

3. Subsequently education is under the thread of being privatized or commercialized to the disadvantage of the majority of people.

4. The HDR does not call for a pro-poor growth where "Education for all" is a key priority.

5. Education has been placed at the centre of the struggle for democracy, the eradication of poverty, human as well as women's rights, sustainable development and peaceful coexistence.

6. Read and act the dialogue.

Make up the dialogues based on the models using as many words as possible dealing with topic "Education."

Oral exams

Jorge: Hey, Marta! Have you finished the exam?

Marta: Yes, I have. Whew!

Jorge: Was it hard?

Marta: Well, yes. It was hard — pretty hard.

Jorge: Did you pass?

Marta: I don't know. Mrs. Nadler didn't tell me.

Jorge: What questions did she ask?

Marta: First she asked me what my name was.

Jorge: That was easy, wasn't it?

Marta: Yes, except I couldn't remember! Then she asked me where 1 came from and how long I'd been studying here at the institute.

Jorge: And what else did she ask?

Marta: She asked when I had begun taking English, and she asked how I would use English in the future.

Jorge: Yes, yes, go on.

Marta: Then she asked me if I liked the institute and if I lived with my parents.

Jorge: Anything else?

Marta: I'm trying to remember, Jorge. Oh, yes! She asked if I spoke any other languages.

Jorge: Is that all?

Marta: Oh, there were a lot of other questions. She asked me what my hob­bies were, and she asked me to tell her about them. Then she gave me a picture and asked me to describe it. Then I was asked to read a passage.

Jorge: What did she say at the end?

Marta: Hm. Let's see... Oh, Yes! She asked me to tell you to go in — right away.

This is the list of questions that the examiner used when she was asking the questions.

1. What's your name?

2. Where are you from?

3. How long have you been studying at the Institute?

4. When did you begin taking English?

5. How will you use English in the future?

6. Do you like the Institute?