{"id":585087,"date":"2026-05-05T03:42:41","date_gmt":"2026-05-05T01:42:41","guid":{"rendered":"https:\/\/www.dynseo.com\/exercices-orthophonie-imprimer-2\/"},"modified":"2026-05-15T23:19:07","modified_gmt":"2026-05-15T21:19:07","slug":"printable-speech-therapy-exercises-15-free-worksheets-organized-by-level","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/printable-speech-therapy-exercises-15-free-worksheets-organized-by-level\/","title":{"rendered":"Printable Speech Therapy Exercises: 15 Free Worksheets Organized by Level"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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}\n}<\/p>\n<\/style>\n<p><script>\nfunction imprimerFiche(elementId) {\n  \/\/ Retire la classe \"printing\" de toutes les fiches\n  document.querySelectorAll('.fiche-printable').forEach(function(f) {\n    f.classList.remove('printing');\n  });\n  \/\/ Ajoute la classe \u00e0 la fiche cible\n  var fiche = document.getElementById(elementId);\n  if (fiche) {\n    fiche.classList.add('printing');\n    setTimeout(function() {\n      window.print();\n      setTimeout(function() {\n        fiche.classList.remove('printing');\n      }, 100);\n    }, 100);\n  }\n}<\/p>\n<p>\/\/ Scroll fluide vers les fiches depuis le sommaire (compense le header WordPress)\ndocument.addEventListener('DOMContentLoaded', function() {\n  document.querySelectorAll('.fiches-index a[href^=\"#fiche-\"]').forEach(function(link) {\n    link.addEventListener('click', function(e) {\n      e.preventDefault();\n      var targetId = this.getAttribute('href').substring(1);\n      var target = document.getElementById(targetId);\n      if (target) {\n        \/\/ Calcule l'offset en tenant compte d'un \u00e9ventuel header fixe\n        var offset = 100;\n        var bodyRect = document.body.getBoundingClientRect().top;\n        var elementRect = target.getBoundingClientRect().top;\n        var elementPosition = elementRect - bodyRect;\n        var offsetPosition = elementPosition - offset;<\/p>\n<p>        window.scrollTo({\n          top: offsetPosition,\n          behavior: 'smooth'\n        });<\/p>\n<p>        \/\/ Met \u00e0 jour l'URL (ancre dans la barre d'adresse)\n        history.pushState(null, null, '#' + targetId);<\/p>\n<p>        \/\/ Effet visuel : surligne la fiche pendant 2 secondes\n        document.querySelectorAll('.fiche-printable').forEach(function(f) {\n          f.classList.remove('fiche-highlight');\n        });\n        setTimeout(function() {\n          target.classList.add('fiche-highlight');\n          setTimeout(function() {\n            target.classList.remove('fiche-highlight');\n          }, 2000);\n        }, 600);\n      }\n    });\n  });\n});\n<\/script><\/p>\n<div class=\"dbi-art-b26db2\">\n<!-- META SEO\nMeta title : Speech Therapy Exercises to Print: 15 Free Worksheets by Level\nMeta description : 15 printable speech therapy exercise worksheets (CTRL+P). Phonological awareness, reading, memory, language, math. Children, adults, seniors.\n--><\/p>\n<article class=\"dynseo-article\">\n<h1>Speech Therapy Exercises to Print: 15 Free Worksheets Sorted by Level<\/h1>\n<div class=\"dynseo-intro\">\n<pee>Whether you are a parent of a young child struggling with reading, a family caregiver of a loved one in post-Stroke rehabilitation, or a speech therapist looking for new materials for your sessions, <strong>printable speech therapy exercises are a fundamental resource<\/strong> to support daily progress. This guide presents 15 worksheets structured by difficulty level and age group, <strong>directly printable with one click<\/strong> thanks to the \u201c \ud83d\udda8 Print this worksheet\u201d button available on each one.<\/pee>\n<\/div>\n<div class=\"fiches-index\">\n<h3>\ud83d\udccb Quick Access to the 15 Worksheets<\/h3>\n<pee style=\"margin-bottom: 0;\"><strong>Level 1 \u2014 Discovery:<\/strong><\/pee>\n<div class=\"index-grid\">\n<a href=\"#fiche-1\">1. Initial sound<\/a><br \/>\n<a href=\"#fiche-2\">2. Categorization<\/a><br \/>\n<a href=\"#fiche-3\">3. Word-image<\/a>\n<\/div>\n<pee style=\"margin: 18px 0 0;\"><strong>Level 2 \u2014 Consolidation:<\/strong><\/pee>\n<div class=\"index-grid\">\n<a href=\"#fiche-4\">4. Reading-image<\/a><br \/>\n<a href=\"#fiche-5\">5. Minimal pairs<\/a><br \/>\n<a href=\"#fiche-6\">6. Visual memory<\/a>\n<\/div>\n<pee style=\"margin: 18px 0 0;\"><strong>Level 3 \u2014 Intermediate:<\/strong><\/pee>\n<div class=\"index-grid\">\n<a href=\"#fiche-7\">7. Comprehension<\/a><br \/>\n<a href=\"#fiche-8\">8. Conjugation<\/a><br \/>\n<a href=\"#fiche-9\">9. Intruder<\/a>\n<\/div>\n<pee style=\"margin: 18px 0 0;\"><strong>Level 4 \u2014 Advanced:<\/strong><\/pee>\n<div class=\"index-grid\">\n<a href=\"#fiche-10\">10. Written production<\/a><br \/>\n<a href=\"#fiche-11\">11. Mental math<\/a><br \/>\n<a href=\"#fiche-12\">12. Anagrams<\/a>\n<\/div>\n<pee style=\"margin: 18px 0 0;\"><strong>Level 5 \u2014 Expert:<\/strong><\/pee>\n<div class=\"index-grid\">\n<a href=\"#fiche-13\">13. Figurative expressions<\/a><br \/>\n<a href=\"#fiche-14\">14. Summary<\/a><br \/>\n<a href=\"#fiche-15\">15. Dual task<\/a>\n<\/div>\n<\/div>\n<pee>In the French speech therapy landscape, printed material remains an essential pillar. Despite the digital revolution, paper sheets maintain a prominent place in practices and at home, because they meet specific needs that digital solutions do not always cover: ease of use, the ability to annotate, absence of screens, easy sharing between professionals and families. This article offers a comprehensive overview of 15 essential exercises, each tailored to a specific level, with an integrated print button to immediately download the sheet in PDF format.<\/pee>\n<h2>Why structure exercises by level?<\/h2>\n<pee>The most common mistake when discovering printable speech therapy exercises is downloading sheets at random, without considering the actual level of the person being supported. This results in a pile of disparate documents, some too easy (boredom, disengagement), others too difficult (failure, discouragement), and ultimately, no progress is made. A structured approach by level solves this problem by allowing everyone to find their appropriate working zone.<\/pee>\n<h3>The zone of proximal development<\/h3>\n<pee>The concept of &#8220;zone of proximal development,&#8221; formulated by Russian psychologist Lev Vygotsky, is essential for understanding the effectiveness of speech therapy exercises. This zone corresponds to what the person cannot do alone but can do with slight assistance. It is in this zone that learning occurs. Below it, one only repeats what they already know; above it, one fails despite help. The challenge is to consistently keep the exercise within this zone, which shifts as the person progresses.<\/pee>\n<pee>This is why the sheets must be organized by progressive levels. One starts slightly below the current level to reassure and establish a success dynamic, then gradually moves up to the active learning zone. This graduated approach avoids abrupt breaks that discourage.<\/pee>\n<h3>The importance of prior diagnosis<\/h3>\n<pee>To correctly position the person on the level scale, one must first know where they stand. A professional speech therapy assessment remains the absolute reference, but there are also more accessible evaluation tools. Our <a href=\"https:\/\/www.dynseo.com\/en\/memory-test\/\">free online memory test<\/a>, our <a href=\"https:\/\/www.dynseo.com\/en\/concentration-and-attention-test\/\">concentration test<\/a>, or our <a href=\"https:\/\/www.dynseo.com\/en\/executive-function-testing\/\">executive functions test<\/a> can serve as useful benchmarks before choosing the right exercise sheets.<\/pee>\n<h2>How to use these printable sheets?<\/h2>\n<pee>Each sheet presented below features a <strong>\u201c \ud83d\udda8 Print this sheet\u201d<\/strong> button at the top right. Click on it, and your browser will open the print window. You can then:<\/pee>\n<ul>\n<li><strong>Print directly<\/strong> to your printer (standard A4 paper, optimized format)<\/li>\n<li><strong>Save as PDF<\/strong> by selecting \u201cSave as PDF\u201d as the printer (ideal for archiving or emailing)<\/li>\n<\/ul>\n<pee>All sheets are designed to fit on a single A4 page, with a clear, spacious, and functional layout for individual or practice work.<\/pee>\n<h2>LEVEL 1 \u2014 Discovery and initial acquisitions<\/h2>\n<pee>The first three sheets are aimed at young children awakening to written language (3 to 6 years old), and more broadly at anyone facing significant initial recovery difficulties (aphasic patients in the acute phase, for example). They work on the foundations of oral and written language.<\/pee>\n<p><!-- ============ SHEET 1 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-1\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b01<\/div>\n<h3>Phonological Awareness \u2014 The Initial Sound<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 1<\/span><span class=\"badge\">3-6 years<\/span><span class=\"badge\">Phonology<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-1')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Circle all the images that start with the sound <strong>[A]<\/strong> like in <strong>\u201cairplane\u201d<\/strong>.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-grid-4\">\n<div class=\"exo-cell\"><span class=\"icon\">\u2708\ufe0f<\/span><span class=\"word\">airplane<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc1d<\/span><span class=\"word\">bee<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc31<\/span><span class=\"word\">cat<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf4e<\/span><span class=\"word\">apple<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd93<\/span><span class=\"word\">donkey<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf33<\/span><span class=\"word\">tree<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc36<\/span><span class=\"word\">dog<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\u2693<\/span><span class=\"word\">anchor<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude97<\/span><span class=\"word\">car<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd92<\/span><span class=\"word\">giraffe<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf47<\/span><span class=\"word\">grape<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf27\ufe0f<\/span><span class=\"word\">downpour<\/span><\/div>\n<\/div>\n<pee style=\"text-align:center; margin-top: 20px; color: #5268c9; font-weight: 600;\">\u270f\ufe0f Now, name 3 other words that start with [A]: ____________________<\/pee>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Clearly vocalize the target sound before the exercise, and have the child pronounce it out loud. Clap your hands for each syllable to anchor the awareness of syllable segmentation.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ SHEET 2 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-2\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b02<\/div>\n<h3>Vocabulary \u2014 Thematic Categorization<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 1<\/span><span class=\"badge\">3-6 years<\/span><span class=\"badge\">Lexicon<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-2')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Color the <strong>animals<\/strong> in BLUE, the <strong>fruits<\/strong> in RED, the <strong>clothes<\/strong> in GREEN.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-grid-4\">\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc18<\/span><span class=\"word\">elephant<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf4c<\/span><span class=\"word\">banana<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc55<\/span><span class=\"word\">t-shirt<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf53<\/span><span class=\"word\">strawberry<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd8a<\/span><span class=\"word\">fox<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc56<\/span><span class=\"word\">pants<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc30<\/span><span class=\"word\">rabbit<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf50<\/span><span class=\"word\">pear<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udde6<\/span><span class=\"word\">sock<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf52<\/span><span class=\"word\">cherry<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc3a<\/span><span class=\"word\">wolf<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udde5<\/span><span class=\"word\">coat<\/span><\/div>\n<\/div>\n<pee style=\"text-align:center; margin-top: 20px; color: #5268c9; font-weight: 600;\">\u270f\ufe0f How many animals? ___ &nbsp;&nbsp;&nbsp; How many fruits? ___ &nbsp;&nbsp;&nbsp; How many clothes? ___<\/pee>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Ask the child to name each image out loud before coloring it. If a word is missing, provide it clearly, have them repeat it, then revisit the image a few minutes later to check memorization.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ SHEET 3 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-3\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b03<\/div>\n<h3>Word-Image Matching<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 1<\/span><span class=\"badge\">All ages<\/span><span class=\"badge\">Reading<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-3')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Connect each image to the corresponding word.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-pair\">\n<div class=\"col-img\">\ud83d\udc20<\/div>\n<div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div>\n<div class=\"col-word\">CAT<\/div>\n<\/div>\n<div class=\"exo-pair\">\n<div class=\"col-img\">\ud83c\udf1e<\/div>\n<div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div>\n<div class=\"col-word\">HOUSE<\/div>\n<\/div>\n<div class=\"exo-pair\">\n<div class=\"col-img\">\ud83c\udfe0<\/div>\n<div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div>\n<div class=\"col-word\">FISH<\/div>\n<\/div>\n<div class=\"exo-pair\">\n<div class=\"col-img\">\ud83d\udeb2<\/div>\n<div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div>\n<div class=\"col-word\">SUN<\/div>\n<\/div>\n<div class=\"exo-pair\">\n<div class=\"col-img\">\ud83d\udc08<\/div>\n<div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div>\n<div class=\"col-word\">FLOWER<\/div>\n<\/div>\n<div class=\"exo-pair\">\n<div class=\"col-img\">\ud83c\udf39<\/div>\n<div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div>\n<div class=\"col-word\">BICYCLE<\/div>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> For aphasic patients, start with a maximum of 4 pairs. For children learning to read, you can go up to 10 or 12 pairs depending on their attention capacities.<\/div>\n<\/div>\n<\/div>\n<h2>LEVEL 2 \u2014 Consolidation of Basics<\/h2>\n<pee>Sheets 4, 5, and 6 are suitable for children in CP-CE1 and adult patients in initial recovery. They consolidate the foundations laid in level 1 by introducing the reading of short sentences, fine discrimination, and short-term memory.<\/pee>\n<p><!-- ============ SHEET 4 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-4\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b04<\/div>\n<h3>Reading Simple Sentences with Comprehension<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 2<\/span><span class=\"badge\">CP-CE1<\/span><span class=\"badge\">Reading<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-4')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read each sentence and circle the corresponding image.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>The cat drinks milk from a blue bowl. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc31\ud83e\udd5b &nbsp; \ud83d\udc36\ud83c\udf56 &nbsp; \ud83d\udc30\ud83e\udd55<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>The girl eats a red apple under the tree. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc67\ud83c\udf4c &nbsp; \ud83d\udc67\ud83c\udf4e &nbsp; \ud83d\udc66\ud83c\udf4e<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>The boy runs on the beach with his ball. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc66\u26bd &nbsp; \ud83d\udc67\u26bd &nbsp; \ud83d\udc66\ud83d\udcda<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>Mom reads a book on the couch. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc69\ud83d\udcfa &nbsp; \ud83d\udc69\ud83d\udcd6 &nbsp; \ud83d\udc68\ud83d\udcd6<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>The dog sleeps in front of the fireplace. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc15\ud83d\udca4 &nbsp; \ud83d\udc08\ud83d\udca4 &nbsp; \ud83d\udc15\ud83c\udf56<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>Grandpa gardens and plants flowers. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc74\ud83c\udf37 &nbsp; \ud83d\udc74\ud83d\ude97 &nbsp; \ud83d\udc75\ud83c\udf37<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>The bird sings at the top of the big tree. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc26\ud83c\udf33 &nbsp; \ud83d\udc20\ud83c\udf0a &nbsp; \ud83d\udc26\ud83c\udfe0<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>The children play in the snow with a snowman. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc6b\u26c4 &nbsp; \ud83d\udc6b\ud83c\udfd6\ufe0f &nbsp; \ud83d\udc76\u26c4<\/span><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> If the child has difficulties, ask them to read the sentence out loud and explain what they understood before choosing the image. This verbalization helps clarify their own representations.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ SHEET 5 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-5\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b05<\/div>\n<h3>Auditory Discrimination \u2014 Minimal Pairs<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 2<\/span><span class=\"badge\">5-8 years<\/span><span class=\"badge\">Phonology<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-5')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The speech therapist pronounces a word. Circle the word they said in each line.<\/div>\n<div class=\"fiche-content\">\n<table class=\"exo-table-print\">\n<tr>\n<th>N\u00b0<\/th>\n<th>Word 1<\/th>\n<th>Word 2<\/th>\n<th>Word 3<\/th>\n<\/tr>\n<tr>\n<td><strong>1<\/strong><\/td>\n<td>BAIN<\/td>\n<td>PAIN<\/td>\n<td>MAIN<\/td>\n<\/tr>\n<tr>\n<td><strong>2<\/strong><\/td>\n<td>BOUCHE<\/td>\n<td>B\u00dbCHE<\/td>\n<td>MOUCHE<\/td>\n<\/tr>\n<tr>\n<td><strong>3<\/strong><\/td>\n<td>FOUR<\/td>\n<td>TOUR<\/td>\n<td>JOUR<\/td>\n<\/tr>\n<tr>\n<td><strong>4<\/strong><\/td>\n<td>POULE<\/td>\n<td>BOULE<\/td>\n<td>FOULE<\/td>\n<\/tr>\n<tr>\n<td><strong>5<\/strong><\/td>\n<td>CHAT<\/td>\n<td>JAS<\/td>\n<td>CHAS<\/td>\n<\/tr>\n<tr>\n<td><strong>6<\/strong><\/td>\n<td>VIN<\/td>\n<td>FIN<\/td>\n<td>PIN<\/td>\n<\/tr>\n<tr>\n<td><strong>7<\/strong><\/td>\n<td>RIRE<\/td>\n<td>LIRE<\/td>\n<td>DIRE<\/td>\n<\/tr>\n<tr>\n<td><strong>8<\/strong><\/td>\n<td>SOIR<\/td>\n<td>VOIR<\/td>\n<td>NOIR<\/td>\n<\/tr>\n<tr>\n<td><strong>9<\/strong><\/td>\n<td>GARE<\/td>\n<td>CARE<\/td>\n<td>BARRE<\/td>\n<\/tr>\n<tr>\n<td><strong>10<\/strong><\/td>\n<td>TASSE<\/td>\n<td>CASSE<\/td>\n<td>MASSE<\/td>\n<\/tr>\n<\/table>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Articulate very clearly, without artificial exaggeration. Vary the pace: some words said slowly, others quickly, to exercise discrimination in varied conditions.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ FICHE 6 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-6\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b06<\/div>\n<h3>Short-term visual memory<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 2<\/span><span class=\"badge\">All ages<\/span><span class=\"badge\">Memory<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-6')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Observe the first board for <strong>15 seconds<\/strong>, then hide it and circle the objects you saw on the second board.<\/div>\n<div class=\"fiche-content\">\n<pee style=\"text-align:center; font-weight: 700; color: #5e5ed7;\">\ud83d\udccb BOARD TO MEMORIZE (15 seconds)<\/pee>\n<div class=\"exo-emoji-row\">\n<span class=\"item\">\ud83c\udf4e<\/span><span class=\"item\">\ud83d\ude97<\/span><span class=\"item\">\ud83c\udf38<\/span><span class=\"item\">\ud83d\udc36<\/span><br \/>\n<span class=\"item\">\ud83d\udcda<\/span><span class=\"item\">\u26bd<\/span><span class=\"item\">\ud83c\udf4c<\/span><span class=\"item\">\ud83c\udf88<\/span>\n<\/div>\n<pee style=\"text-align:center; font-weight: 700; color: #e73469; margin-top: 24px;\">\u2702\ufe0f \u2014 \u2014 \u2014 \u2014 HIDE THE BOARD THEN MOVE BELOW \u2014 \u2014 \u2014 \u2014<\/pee>\n<pee style=\"text-align:center; font-weight: 700; color: #5e5ed7; margin-top: 18px;\">\u270f\ufe0f CIRCLE THE SEEN OBJECTS<\/pee>\n<div class=\"exo-emoji-row\">\n<span class=\"item\">\ud83c\udf4e<\/span><span class=\"item\">\ud83d\udc31<\/span><span class=\"item\">\ud83d\ude97<\/span><span class=\"item\">\ud83d\udcda<\/span><br \/>\n<span class=\"item\">\ud83c\udf38<\/span><span class=\"item\">\ud83c\udf55<\/span><span class=\"item\">\u26bd<\/span><span class=\"item\">\ud83c\udf88<\/span><br \/>\n<span class=\"item\">\ud83d\udc36<\/span><span class=\"item\">\ud83c\udfb8<\/span><span class=\"item\">\ud83c\udf4c<\/span><span class=\"item\">\ud83d\udeb2<\/span>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> This exercise is particularly well-suited for working in pairs: a relative shows the board then hides it, and the accompanied person must recall. The relational dimension is valuable.<\/div>\n<\/div>\n<\/div>\n<h2>LEVEL 3 \u2014 Intermediate level<\/h2>\n<pee>Sheets 7, 8, and 9 are suitable for children in CE2-CM2 and adults in advanced recovery. They address fine understanding, structured grammar, and categorical thinking.<\/pee>\n<p><!-- ============ FICHE 7 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-7\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b07<\/div>\n<h3>Short text with comprehension questions<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 3<\/span><span class=\"badge\">CE2-CM2 \/ Adults<\/span><span class=\"badge\">Comprehension<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-7')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the text carefully, then answer the questions below.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-text-zone\">\n<strong>\ud83d\udcd6 The Sunday morning market<\/strong><!\u2013- [et_pb_br_holder] -\u2013><!\u2013- [et_pb_br_holder] -\u2013><br \/>\nEvery Sunday morning, Lucie accompanies her grandmother Marthe to the market at Place du Centre. They leave at 9 o&#8217;clock, after a hearty breakfast. Marthe always buys the same products: three red apples, a country loaf, goat cheese, and a bouquet of yellow roses. Lucie, on the other hand, prefers to choose strawberries when it&#8217;s in season. This week, they met Mr. Bernard, the baker, who offered them a warm croissant. Marthe smiled and thanked him warmly. On the way back, Lucie dropped the strawberries. They had to buy some at the local grocery store before going home.\n<\/div>\n<div style=\"margin-top: 18px;\">\n<pee><strong>1.<\/strong> What time do they leave for the market? <span class=\"exo-blank\"><\/span><\/pee>\n<pee><strong>2.<\/strong> What fruit does Lucie prefer? <span class=\"exo-blank\"><\/span><\/pee>\n<pee><strong>3.<\/strong> How many apples does Marthe buy? <span class=\"exo-blank\"><\/span><\/pee>\n<pee><strong>4.<\/strong> Who offered them a croissant? <span class=\"exo-blank\"><\/span><\/pee>\n<pee><strong>5.<\/strong> Why did they stop at the grocery store? <span class=\"exo-blank\"><\/span><\/pee>\n<pee><strong>6.<\/strong> What feeling does Marthe express when she receives the croissant? <span class=\"exo-blank\"><\/span><\/pee>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Allow re-reading as many times as necessary. The goal is not memorization but understanding. Implicit questions (4, 6) are often more difficult than explicit ones (1, 2, 3).<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ FICHE 8 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-8\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b08<\/div>\n<h3>Conjugation and grammatical agreements<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 3<\/span><span class=\"badge\">CE2-CM2<\/span><span class=\"badge\">Grammar<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-8')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Complete each sentence with the correct form of the verb (in parentheses).<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>Yesterday, I <span class=\"exo-blank\"><\/span> to the park with my friends. <em>(go, past tense)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>Every morning, the postman <span class=\"exo-blank\"><\/span> the mail. <em>(bring, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>When I was little, I <span class=\"exo-blank\"><\/span> football every day. <em>(play, imperfect)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>Tomorrow, we <span class=\"exo-blank\"><\/span> to the sea. <em>(leave, simple future)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>The children <span class=\"exo-blank\"><\/span> very happy with their gifts. <em>(be, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>You <span class=\"exo-blank\"><\/span> a lot of progress this year. <em>(make, past tense)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>While you <span class=\"exo-blank\"><\/span>, I was preparing the meal. <em>(sleep, imperfect)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>If you <span class=\"exo-blank\"><\/span> softly, you will succeed. <em>(speak, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">9.<\/span>The flowers in the garden <span class=\"exo-blank\"><\/span> in all colors. <em>(be, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">10.<\/span>We <span class=\"exo-blank\"><\/span> in France next summer. <em>(come back, simple future)<\/em><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Rather than immediately correcting mistakes, ask the child to read their sentence aloud. The ear sometimes detects what the eye has not seen.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ FICHE 9 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-9\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b09<\/div>\n<h3>Finding the intruder in a category<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 3<\/span><span class=\"badge\">Adults \/ 8+<\/span><span class=\"badge\">Categorical thinking<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-9')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">In each line, circle the <strong>intruder<\/strong> and explain why in one sentence.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>APPLE \u2014 PEAR \u2014 CARROT \u2014 BANANA \u2014 GRAPE \u2014 STRAWBERRY<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>VIOLIN \u2014 TRUMPET \u2014 DRUM \u2014 PIANO \u2014 CHAIR \u2014 GUITAR<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>DOCTOR \u2014 NURSE \u2014 SURGEON \u2014 BAKER \u2014 DENTIST \u2014 PHARMACIST<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>BLUE \u2014 RED \u2014 YELLOW \u2014 FAST \u2014 GREEN \u2014 ORANGE<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>JANUARY \u2014 FEBRUARY \u2014 TUESDAY \u2014 MARCH \u2014 APRIL \u2014 JUNE<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>LION \u2014 TIGER \u2014 DOG \u2014 ELEPHANT \u2014 GIRAFFE \u2014 ZEBRA<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>FORK \u2014 KNIFE \u2014 SPOON \u2014 HAMMER \u2014 PLATE \u2014 GLASS<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>PARIS \u2014 LYON \u2014 MARSEILLE \u2014 TOULOUSE \u2014 BERLIN \u2014 BORDEAUX<!\u2013- [et_pb_br_holder] -\u2013><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Always ask to justify the choice of the intruder. This verbalization is often more instructive than simple identification: it reveals reasoning and enriches conceptual vocabulary.<\/div>\n<\/div>\n<\/div>\n<h2>LEVEL 4 \u2014 Advanced level<\/h2>\n<pee>Sheets 10, 11, and 12 are suitable for teenagers and adults. They mobilize more complex skills: structured written production, logical-mathematical reasoning, and mental flexibility.<\/pee>\n<p><!-- ============ FICHE 10 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-10\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b010<\/div>\n<h3>Guided written production<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 4<\/span><span class=\"badge\">Teens \/ Adults<\/span><span class=\"badge\">Production<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-10')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Based on the described situation, answer the guided questions to construct a complete story.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-text-zone\" style=\"background: #ffeca7;\">\n<strong>\ud83c\udfac Situation:<\/strong> A man is waiting alone at the station. He is looking at his watch. He has a large bouquet of flowers in his hand. A young woman arrives running.\n<\/div>\n<pee style=\"margin-top: 18px; font-weight: 700; color: #5e5ed7;\">\ud83d\udcdd Build your story by answering the 5 questions:<\/pee>\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>Describe the scene at the station in 2 sentences (time, atmosphere, weather, train):<!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>Who is this man? Who is he waiting for? Why does he have flowers?<!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>What does he feel before the arrival of the young woman?<!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>Imagine their dialogue upon arrival (minimum 3 exchanges):<!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>How does the scene end? What do they do next?<!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><!\u2013- [et_pb_br_holder] -\u2013><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Accept corrections and reformulations. Written production is a process, not a finished product. What matters is the progressive richness of the content.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ FICHE 11 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-11\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b011<\/div>\n<h3>Mental calculation and problem solving<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 4<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Logic<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-11')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Solve each everyday problem. Write your calculation and then the answer.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>Marie buys 3 baguettes at \u20ac1.20 each and a croissant for \u20ac1.50. She pays with a \u20ac10 bill. How much change does she receive?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>The train leaves at 2:35 PM. The journey lasts 2 hours and 45 minutes. What time does it arrive?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>A recipe for 4 people requires 200g of flour. How much is needed for 6 people?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>A sweater cost \u20ac80. It is discounted by 25%. What is its new price?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>In a class of 28 students, there are 16 girls. What percentage of boys?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>It takes 1L 800ml of water for a recipe. I have already added 950ml. How much more do I need to add?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>A book has 320 pages. I have read 3\/8 of the book. How many pages have I read?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>My subscription costs \u20ac12.50 per month. How much do I pay for the year?<!\u2013- [et_pb_br_holder] -\u2013><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Encourage the verbalization of reasoning before the calculation. Understanding how to approach it is more important than arriving at the correct result.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ SHEET 12 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-12\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b012<\/div>\n<h3>Anagrams and word games<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 4<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Vocabulary<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-12')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Put the letters in the correct order to find the word. Hint: all the words on this sheet are <strong>animal names<\/strong>.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>P A C N H I \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">7.<\/span>R F E A G I \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>\u00c9 P E \u00c9 H L N T \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">8.<\/span>R O P S A I N \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>A G I L E A \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">9.<\/span>M A L A R D O N E \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>A B I L E P N \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">10.<\/span>T O R N P A H E \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>U R E I C \u00c9 R E \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">11.<\/span>I N R E A \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>C O T O R O D I E L \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">12.<\/span>S U R O O T \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<pee style=\"background: #ffeca7; padding: 12px; border-radius: 8px; margin-top: 18px; font-size: 0.9em;\"><strong>Solutions:<\/strong> 1.CHIPAN-PHACIN&#8230; (to be discovered!) \u2014 The solutions are intentionally hidden: let the person search independently.<\/pee>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> For patients in difficulty, start with words of 4-5 letters with a given theme. For advanced patients, launch anagrams of 7-9 letters without an explicit theme.<\/div>\n<\/div>\n<\/div>\n<h2>LEVEL 5 \u2014 Expert level<\/h2>\n<pee>Sheets 13, 14, and 15 are the most demanding. They engage pragmatic language, complex synthesis, and dual cognitive tasks \u2014 skills often impaired in autism, frontal lesions, or advanced neurodegenerative diseases.<\/pee>\n<p><!-- ============ SHEET 13 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-13\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b013<\/div>\n<h3>Understanding figurative expressions<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 5<\/span><span class=\"badge\">Teens \/ Adults<\/span><span class=\"badge\">Pragmatic<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-13')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">For each expression, check the correct meaning among the three propositions.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span><strong>\u201cTo have a heart on the hand\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To have heart problems &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To be very generous &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To have a medical examination\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span><strong>\u201cTo fall into the apples\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To slip in the orchard &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To faint &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To eat too much fruit\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span><strong>\u201cTo strike while the iron is hot\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To take advantage of the right moment to act &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To do some cooking &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To iron the laundry\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span><strong>\u201cTo put the cart before the horse\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To work the land &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To do things in the wrong order &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To raise cattle\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span><strong>\u201cTo give one&#8217;s tongue to the cat\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To have a pet &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To give up finding an answer &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To kiss someone\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span><strong>\u201cTo have a wolf&#8217;s hunger\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To love wolves &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To be very very hungry &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To eat meat\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span><strong>\u201cTo have a hair in the hand\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To be lazy &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To be very hairy &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To have a hand pain\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span><strong>\u201cTo split hairs\u201d<\/strong><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<span class=\"exo-checkbox\"><\/span> To go to the hairdresser &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To complicate things unnecessarily &nbsp;&nbsp;<br \/>\n<span class=\"exo-checkbox\"><\/span> To have long hair\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> If the person fails, explain the historical or cultural origin of the expression. This contextualization helps to understand the underlying logic and facilitates learning by association.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ SHEET 14 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-14\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b014<\/div>\n<h3>Text synthesis and summary<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 5<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Synthesis<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-14')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the text, identify the 3 key ideas, then write a summary of 60 to 80 words maximum.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-text-zone\">\n<strong>\ud83d\udcf0 The Secret Life of Trees<\/strong><!\u2013- [et_pb_br_holder] -\u2013><!\u2013- [et_pb_br_holder] -\u2013><br \/>\nFor a long time, scientists believed that trees were solitary organisms, competing against each other for light and resources. Recent research has overturned this view. Thanks to complex networks of underground fungi, called mycorrhizae, trees actually communicate with each other. They exchange sugars, nutrients, and even alarm signals when a parasite threatens the forest. Adult trees nourish their young shoots, sometimes even those of other species. This forest solidarity was completely unknown thirty years ago. It profoundly changes our perspective on nature: the forest is not a juxtaposition of trees but a true collective organism, where each individual contributes to the health of the whole. The consequences for forest management are considerable: cutting down a tree means breaking invisible links that have taken years to build.\n<\/div>\n<pee style=\"margin-top: 18px; font-weight: 700; color: #5e5ed7;\">\ud83d\udcdd Step 1 \u2014 What are the 3 key ideas?<\/pee>\n<div class=\"exo-line\"><span class=\"num\">A.<\/span><span class=\"exo-blank\" style=\"min-width: 100%;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">B.<\/span><span class=\"exo-blank\" style=\"min-width: 100%;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">C.<\/span><span class=\"exo-blank\" style=\"min-width: 100%;\"><\/span><\/div>\n<pee style=\"margin-top: 18px; font-weight: 700; color: #5e5ed7;\">\ud83d\udcdd Step 2 \u2014 Write your summary (60-80 words):<\/pee>\n<div style=\"background: #fff; border: 1px solid #e8eaf3; border-radius: 8px; padding: 18px; min-height: 130px; line-height: 2.2;\">\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span><br \/>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span><br \/>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span><br \/>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span><br \/>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block;\"><\/span>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Proceed step by step: first identify the main theme, then highlight three key pieces of information, and finally write the summary. This structuring helps patients with executive dysfunction.<\/div>\n<\/div>\n<\/div>\n<p><!-- ============ SHEET 15 ============ --><\/p>\n<div class=\"fiche-printable\" id=\"fiche-15\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b015<\/div>\n<h3>Dual Task \u2014 Calculation and Memory<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 5<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Executive Functions<\/span><\/div>\n<\/div>\n<p><button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-15')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\"><strong>Step 1:<\/strong> Memorize the list of 5 words below (30 seconds). <strong>Step 2:<\/strong> Perform the 6 calculations. <strong>Step 3:<\/strong> Recall the 5 words in order, without looking.<\/div>\n<div class=\"fiche-content\">\n<pee style=\"text-align:center; font-weight: 700; color: #5e5ed7;\">\ud83d\udccb STEP 1 \u2014 Memorize these 5 words (30 seconds)<\/pee>\n<div class=\"exo-words-list\" style=\"justify-content: center;\">\n<span>BICYCLE<\/span><br \/>\n<span>CLOUD<\/span><br \/>\n<span>PAN<\/span><br \/>\n<span>CLOCK<\/span><br \/>\n<span>VOLCANO<\/span>\n<\/div>\n<pee style=\"text-align:center; font-weight: 700; color: #e73469; margin-top: 24px;\">\u23f1 STEP 2 \u2014 Now, perform these calculations<\/pee>\n<div class=\"exo-numbers\">\n<div>17 + 28 = ?<\/div>\n<div>54 &#8211; 19 = ?<\/div>\n<div>8 \u00d7 7 = ?<\/div>\n<div>72 \u00f7 9 = ?<\/div>\n<div>13 + 47 = ?<\/div>\n<div>91 &#8211; 36 = ?<\/div>\n<\/div>\n<pee style=\"text-align:center; font-weight: 700; color: #5e5ed7; margin-top: 24px;\">\ud83d\udcdd STEP 3 \u2014 Without looking, recall the 5 words<\/pee>\n<div style=\"display: grid; grid-template-columns: repeat(5, 1fr); gap: 10px;\">\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>1.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>2.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>3.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>4.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>5.<\/strong><\/div>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Start with the simple task (just memorizing, or just calculating). Then gradually introduce the dual requirement. Monitor fatigue: the dual task is very cognitively costly.<\/div>\n<\/div>\n<\/div>\n<h2>How to progress between levels?<\/h2>\n<pee>The challenge is not just to complete the exercises of one level, but to progress harmoniously to the next level. This progression requires method, patience, and careful observation of the person being supported. Here are the essential principles for effectively managing the increase in difficulty.<\/pee>\n<h3>The mastery criterion<\/h3>\n<pee>Before moving to the next level, it is important to ensure that the current level is solidly mastered. The usual criterion is 80 to 90% success over three consecutive sessions. Below this, weaknesses persist and may compromise more advanced acquisitions. Above this, the exercise has become too easy and no longer provides progression.<\/pee>\n<pee>Systematically document performances to objectively assess this mastery. Our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking table<\/a> allows for precise cataloging of acquisitions and their stabilization levels. This structuring tool is particularly useful for long-term programs.<\/pee>\n<h3>The gradual transition<\/h3>\n<pee>Rather than abruptly moving from one level to another, it is better to make gentle transitions. For one or two weeks, alternate between sheets from the acquired level (which maintain confidence) and sheets from the higher level (which establish new skills). This mix avoids discouraging breaks.<\/pee>\n<h3>The role of consolidation stages<\/h3>\n<pee>At certain points in the journey, it is useful to pause and consolidate the acquired skills before increasing difficulty. These stages allow the brain to integrate new skills durably, automate processes, and free up resources for future learning. A consolidation period of two to three weeks after each level jump is often beneficial.<\/pee>\n<h2>The key role of regularity in progression<\/h2>\n<pee>Beyond the choice of sheets and their level, the regularity of use is a determining factor for achieving results. In speech therapy as in any learning, the brain needs spaced repetition to durably consolidate new skills. This temporal dimension is often overlooked by enthusiastic families who start with a bang and quickly exhaust themselves.<\/pee>\n<h3>The principle of spaced repetition<\/h3>\n<pee>Neuroscience has long shown that it is better to space repetitions over time than to concentrate them. Learning ten new vocabulary words spread over five days will be much more effective than learning them all on the same day. This principle applies perfectly to speech therapy exercises: three short sessions per week will produce better results than a single long session.<\/pee>\n<pee>In practical terms, this means it is better to plan 15 to 20 minutes of exercises per day, six days a week, than a long weekly session of an hour and a half. The brain works better when given time to integrate learning between two sessions.<\/pee>\n<h3>Building a stable routine<\/h3>\n<pee>Routine is the friend of regularity. When exercises are linked to a specific time of day and an identified place, engagement becomes almost automatic, almost like brushing teeth. No conscious choice is necessary each time, which saves willpower and preserves long-term motivation.<\/pee>\n<pee>The most effective routines are those that are anchored to an already ritualized event: after breakfast, just before snack time, after the evening bath. This association with an existing event greatly facilitates the establishment of the new habit.<\/pee>\n<h3>Managing periods of discouragement<\/h3>\n<pee>Any regular program goes through phases of discouragement. The patient (or family) becomes weary, doubts progress, wonders what the purpose is. These moments are part of the normal process and should not lead to abandonment.<\/pee>\n<pee>Several strategies help to get through them. First, visualizing progress: regularly noting performances allows for an objective assessment of evolution. Next, changing the medium: alternating between paper sheets and digital applications breaks the monotony. Our <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT Brain Coach<\/a> app can take over when the sheets become repetitive. Finally, voluntary breaks: taking a week off, rather than exhausting oneself, often helps to regain motivation.<\/pee>\n<h2>Adapting materials to different types of patients<\/h2>\n<pee>Beyond the level of difficulty, the sheets must be adapted to the specific profile of each patient. The needs of a child with ADHD are not the same as those of a senior in the early stages of Alzheimer&#8217;s disease; the materials for an aphasic adult do not correspond to those for a dysorthographic teenager.<\/pee>\n<h3>For children with ADHD<\/h3>\n<pee>Children with attention deficit disorder require particular materials: short sheets (never more than one exercise per page), very visual instructions, generous graphic spacing. Avoid dense sheets that quickly lose their attention. A particularly effective tip: present each sheet as a mini-mission with a specific goal and a set time.<\/pee>\n<h3>For children with autism spectrum disorder<\/h3>\n<pee>Autistic children appreciate very clear structures, predictable routines, and visual exercises. The sheets that suit them contain short instructions, illustrated with a pictogram indicating the nature of the task, without decorative overload. Progression should be very gradual, without surprises.<\/pee>\n<h3>For patients with severe aphasia<\/h3>\n<pee>For patients with severe aphasia, the sheets must be radically simplified. One instruction per page, large and clear images, limited choices of 2 or 3 options. Frustration is the main enemy of aphasia rehabilitation: it is better to have an exercise that is too easy, which restores confidence, than one that is just a little too difficult, which awakens feelings of incapacity. The use of the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">emotion thermometer<\/a> before and after each session is particularly valuable for these patients.<\/pee>\n<h3>For seniors in the early stages of cognitive disorders<\/h3>\n<pee>For seniors showing early signs of Alzheimer&#8217;s disease or mild cognitive impairment, the sheets should enhance without ever causing failure. Favor exercises with a strong autobiographical anchoring: recognizing songs from the past, identifying historical figures, completing traditional proverbs. These tasks rely on old memory, which is generally well preserved. Our <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">SCARLETT Memory Coach<\/a> app is designed precisely according to these principles: no score, no timer, no failure.<\/pee>\n<h2>Digital supplements to printed sheets<\/h2>\n<pee>To enrich paper sheets, digital applications provide a valuable complementary dimension. They offer what paper cannot give: immediate feedback, automatic adaptation of difficulty, statistical tracking, playful dimension, accessibility anywhere.<\/pee>\n<pee>For children aged 5 to 10, our <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO THINKS and COCO MOVES<\/a> app offers more than 30 educational games and 10 physical activities. Its unique feature: mandatory sports breaks every 15 minutes, which refresh attention and prevent screen addiction. It is a natural complement to printed sheets for children struggling in school.<\/pee>\n<pee>For adults, the <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT Brain Coach<\/a> app covers all cognitive functions with a sober and professional adult interface. Its automatic adaptation of difficulty makes it an intelligent complement to printed sheets: when they have become too easy, the app maintains the optimal cognitive challenge.<\/pee>\n<h2>Frequently asked questions<\/h2>\n<div class=\"dynseo-faq\">\n<h4>How to print a sheet from this page?<\/h4>\n<pee>Simply click on the button \u201c \ud83d\udda8 Print this sheet\u201d located at the top right of each sheet. Your browser will then open the print window: you can print directly on paper or save as a PDF by selecting \u201cSave as PDF\u201d as the printer.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>How to know at which level to start?<\/h4>\n<pee>The simplest way is to offer a sheet at level 2 or 3 and observe the reaction. If the person succeeds easily, move up a level. If they struggle significantly, move down. The goal is to find the level where they succeed 70 to 85% of the exercise: enough to stay motivated, challenging enough to progress.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>How long does it take to move from one level to the next?<\/h4>\n<pee>There is no universal rule. For some patients, two to three weeks are enough to master a level. For others, two to three months are necessary. The pace depends on the pathology, the regularity of practice, and individual recovery abilities. Accept individual variations without comparing them.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Do I need to do the 15 sheets in order?<\/h4>\n<pee>Not necessarily. Depending on the person&#8217;s profile, some sheets are more relevant than others. A child with ADHD will particularly benefit from attention sheets. An aphasic patient from language sheets. A senior post-Stroke from a personalized combination. The speech therapist following the person can guide the choice.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can I print in black and white to save ink?<\/h4>\n<pee>For most sheets, yes. For visual discrimination or color categorization exercises, color printing is necessary. For others, black and white with good contrast is sufficient.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can I modify the sheets before printing them?<\/h4>\n<pee>Not directly from the web page. But once saved as a PDF, you can open them with software like Adobe Acrobat or a free PDF editor to annotate, add personalized remarks, or complete them with the patient&#8217;s name before printing.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>What to do if the person is bored with these exercises?<\/h4>\n<pee>Boredom can signal that the exercises are too easy (move up a level), or that the paper format is no longer suitable (introduce digital supplements), or that regularity has killed motivation (take a one-week break and resume with a new type of exercise). Boredom is always a signal to listen to, not to fight against.<\/pee>\n<\/div>\n<h2>To go further with DYNSEO<\/h2>\n<pee>These 15 sheets structured by level provide an excellent starting point for structuring a coherent and progressive speech therapy pathway. But they are just part of the ecosystem of resources that can really make a difference.<\/pee>\n<pee>At DYNSEO, we have been designing comprehensive tools for cognitive stimulation for thirteen years: fun mobile applications for all ages (COCO, CLINT, SCARLETT), free online cognitive tests, certified Qualiopi professional training, tracking tools for speech therapists and caregivers. Our belief: it is by intelligently combining free resources, digital tools, and professional support that the best results are achieved.<\/pee>\n<div class=\"dynseo-cta-box\">\n<h3>\ud83c\udfaf Evaluate for free before starting<\/h3>\n<pee>Before choosing your cards, accurately identify the initial level with our free online cognitive tests. This will allow you to target the right exercises from the start.<\/pee>\n<a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">Discover our free cognitive tests \u2192<\/a>\n<\/div>\n<pee>To explore our entire offering, visit our <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">complete DYNSEO tools page<\/a> or explore our <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">professional training<\/a>. The brain, at any age and in all situations, retains a remarkable capacity for learning and recovery. With the right cards, the right level, and the right method, significant progress is accessible to everyone. Download the 15 cards that correspond to your situation, structure your approach over time, and observe the changes day by day.<\/pee>\n<\/article>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Combien de fiches d'exercices d'orthophonie sont propos\u00e9es et comment sont-elles organis\u00e9es ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"15 fiches d'exercices d'orthophonie sont propos\u00e9es, structur\u00e9es par niveau de difficult\u00e9 et par tranche d'\u00e2ge. 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}\n.dbi-art-b26db2 .fiche-printable.printing .fiche-tip-pro { display: none !important; }\n.dbi-art-b26db2 .fiche-printable.printing .fiche-header {\n    background: #5e5ed7 !important;\n    -webkit-print-color-adjust: exact;\n    print-color-adjust: exact;\n  }\n.dbi-art-b26db2 .fiche-printable.printing .fiche-content {\n    border: 1px solid #ccc;\n    background: #fff;\n  }\n.dbi-art-b26db2 .fiche-printable.printing .exo-cell, .dbi-art-b26db2 .fiche-printable.printing .exo-pair, .dbi-art-b26db2 .fiche-printable.printing .exo-line, .dbi-art-b26db2 .fiche-printable.printing .exo-text-zone { background: #fff !important; }\n@page { margin: 1.5cm; }\n}\n@media (max-width: 700px) {\n.dbi-art-b26db2 .exo-grid-4 { grid-template-columns: repeat(2, 1fr); }\n.dbi-art-b26db2 .exo-grid-3 { grid-template-columns: repeat(2, 1fr); }\n.dbi-art-b26db2 .fiche-header { flex-direction: column; align-items: flex-start; }\n.dbi-art-b26db2 .fiche-body { padding: 20px 18px; }\n.dbi-art-b26db2 .exo-numbers { grid-template-columns: repeat(3, 1fr); }\n}\n\n<\/style>\n<script>\nfunction imprimerFiche(elementId) {\n  \/\/ Retire la classe \"printing\" de toutes les fiches\n  document.querySelectorAll('.fiche-printable').forEach(function(f) {\n    f.classList.remove('printing');\n  });\n  \/\/ Ajoute la classe \u00e0 la fiche cible\n  var fiche = document.getElementById(elementId);\n  if (fiche) {\n    fiche.classList.add('printing');\n    setTimeout(function() {\n      window.print();\n      setTimeout(function() {\n        fiche.classList.remove('printing');\n      }, 100);\n    }, 100);\n  }\n}\n\n\/\/ Scroll fluide vers les fiches depuis le sommaire (compense le header WordPress)\ndocument.addEventListener('DOMContentLoaded', function() {\n  document.querySelectorAll('.fiches-index a[href^=\"#fiche-\"]').forEach(function(link) {\n    link.addEventListener('click', function(e) {\n      e.preventDefault();\n      var targetId = this.getAttribute('href').substring(1);\n      var target = document.getElementById(targetId);\n      if (target) {\n        \/\/ Calcule l'offset en tenant compte d'un \u00e9ventuel header fixe\n        var offset = 100;\n        var bodyRect = document.body.getBoundingClientRect().top;\n        var elementRect = target.getBoundingClientRect().top;\n        var elementPosition = elementRect - bodyRect;\n        var offsetPosition = elementPosition - offset;\n\n        window.scrollTo({\n          top: offsetPosition,\n          behavior: 'smooth'\n        });\n\n        \/\/ Met \u00e0 jour l'URL (ancre dans la barre d'adresse)\n        history.pushState(null, null, '#' + targetId);\n\n        \/\/ Effet visuel : surligne la fiche pendant 2 secondes\n        document.querySelectorAll('.fiche-printable').forEach(function(f) {\n          f.classList.remove('fiche-highlight');\n        });\n        setTimeout(function() {\n          target.classList.add('fiche-highlight');\n          setTimeout(function() {\n            target.classList.remove('fiche-highlight');\n          }, 2000);\n        }, 600);\n      }\n    });\n  });\n});\n<\/script>\n<div class=\"dbi-art-b26db2\">\n<!-- META SEO\nMeta title : Speech Therapy Exercises to Print: 15 Free Worksheets by Level\nMeta description : 15 printable speech therapy exercise worksheets (CTRL+P). Phonological awareness, reading, memory, language, math. Children, adults, seniors.\n-->\n\n\n\n<article class=\"dynseo-article\">\n\n<h1>Speech Therapy Exercises to Print: 15 Free Worksheets Sorted by Level<\/h1>\n\n<div class=\"dynseo-intro\">\n<p>Whether you are a parent of a young child struggling with reading, a family caregiver of a loved one in post-Stroke rehabilitation, or a speech therapist looking for new materials for your sessions, <strong>printable speech therapy exercises are a fundamental resource<\/strong> to support daily progress. This guide presents 15 worksheets structured by difficulty level and age group, <strong>directly printable with one click<\/strong> thanks to the \u201c \ud83d\udda8 Print this worksheet\u201d button available on each one.<\/p>\n<\/div>\n\n<div class=\"fiches-index\">\n<h3>\ud83d\udccb Quick Access to the 15 Worksheets<\/h3>\n<p style=\"margin-bottom: 0;\"><strong>Level 1 \u2014 Discovery:<\/strong><\/p>\n<div class=\"index-grid\">\n<a href=\"#fiche-1\">1. Initial sound<\/a>\n<a href=\"#fiche-2\">2. Categorization<\/a>\n<a href=\"#fiche-3\">3. Word-image<\/a>\n<\/div>\n<p style=\"margin: 18px 0 0;\"><strong>Level 2 \u2014 Consolidation:<\/strong><\/p>\n<div class=\"index-grid\">\n<a href=\"#fiche-4\">4. Reading-image<\/a>\n<a href=\"#fiche-5\">5. Minimal pairs<\/a>\n<a href=\"#fiche-6\">6. Visual memory<\/a>\n<\/div>\n<p style=\"margin: 18px 0 0;\"><strong>Level 3 \u2014 Intermediate:<\/strong><\/p>\n<div class=\"index-grid\">\n<a href=\"#fiche-7\">7. Comprehension<\/a>\n<a href=\"#fiche-8\">8. Conjugation<\/a>\n<a href=\"#fiche-9\">9. Intruder<\/a>\n<\/div>\n<p style=\"margin: 18px 0 0;\"><strong>Level 4 \u2014 Advanced:<\/strong><\/p>\n<div class=\"index-grid\">\n<a href=\"#fiche-10\">10. Written production<\/a>\n<a href=\"#fiche-11\">11. Mental math<\/a>\n<a href=\"#fiche-12\">12. Anagrams<\/a>\n<\/div>\n<p style=\"margin: 18px 0 0;\"><strong>Level 5 \u2014 Expert:<\/strong><\/p>\n<div class=\"index-grid\">\n<a href=\"#fiche-13\">13. Figurative expressions<\/a>\n<a href=\"#fiche-14\">14. Summary<\/a>\n<a href=\"#fiche-15\">15. Dual task<\/a>\n<\/div>\n<\/div>\n\n<p>In the French speech therapy landscape, printed material remains an essential pillar. Despite the digital revolution, paper sheets maintain a prominent place in practices and at home, because they meet specific needs that digital solutions do not always cover: ease of use, the ability to annotate, absence of screens, easy sharing between professionals and families. This article offers a comprehensive overview of 15 essential exercises, each tailored to a specific level, with an integrated print button to immediately download the sheet in PDF format.<\/p>\n\n<h2>Why structure exercises by level?<\/h2>\n\n<p>The most common mistake when discovering printable speech therapy exercises is downloading sheets at random, without considering the actual level of the person being supported. This results in a pile of disparate documents, some too easy (boredom, disengagement), others too difficult (failure, discouragement), and ultimately, no progress is made. A structured approach by level solves this problem by allowing everyone to find their appropriate working zone.<\/p>\n\n<h3>The zone of proximal development<\/h3>\n\n<p>The concept of \"zone of proximal development,\" formulated by Russian psychologist Lev Vygotsky, is essential for understanding the effectiveness of speech therapy exercises. This zone corresponds to what the person cannot do alone but can do with slight assistance. It is in this zone that learning occurs. Below it, one only repeats what they already know; above it, one fails despite help. The challenge is to consistently keep the exercise within this zone, which shifts as the person progresses.<\/p>\n\n<p>This is why the sheets must be organized by progressive levels. One starts slightly below the current level to reassure and establish a success dynamic, then gradually moves up to the active learning zone. This graduated approach avoids abrupt breaks that discourage.<\/p>\n\n<h3>The importance of prior diagnosis<\/h3>\n\n<p>To correctly position the person on the level scale, one must first know where they stand. A professional speech therapy assessment remains the absolute reference, but there are also more accessible evaluation tools. Our <a href=\"https:\/\/www.dynseo.com\/test-memoire\/\">free online memory test<\/a>, our <a href=\"https:\/\/www.dynseo.com\/test-concentration-attention\/\">concentration test<\/a>, or our <a href=\"https:\/\/www.dynseo.com\/test-des-fonctions-executives\/\">executive functions test<\/a> can serve as useful benchmarks before choosing the right exercise sheets.<\/p>\n\n<h2>How to use these printable sheets?<\/h2>\n\n<p>Each sheet presented below features a <strong>\u201c \ud83d\udda8 Print this sheet\u201d<\/strong> button at the top right. Click on it, and your browser will open the print window. You can then:<\/p>\n<ul>\n<li><strong>Print directly<\/strong> to your printer (standard A4 paper, optimized format)<\/li>\n<li><strong>Save as PDF<\/strong> by selecting \u201cSave as PDF\u201d as the printer (ideal for archiving or emailing)<\/li>\n<\/ul>\n<p>All sheets are designed to fit on a single A4 page, with a clear, spacious, and functional layout for individual or practice work.<\/p>\n\n<h2>LEVEL 1 \u2014 Discovery and initial acquisitions<\/h2>\n\n<p>The first three sheets are aimed at young children awakening to written language (3 to 6 years old), and more broadly at anyone facing significant initial recovery difficulties (aphasic patients in the acute phase, for example). They work on the foundations of oral and written language.<\/p>\n\n<!-- ============ SHEET 1 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-1\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b01<\/div>\n<h3>Phonological Awareness \u2014 The Initial Sound<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 1<\/span><span class=\"badge\">3-6 years<\/span><span class=\"badge\">Phonology<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-1')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Circle all the images that start with the sound <strong>[A]<\/strong> like in <strong>\u201cairplane\u201d<\/strong>.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-grid-4\">\n<div class=\"exo-cell\"><span class=\"icon\">\u2708\ufe0f<\/span><span class=\"word\">airplane<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc1d<\/span><span class=\"word\">bee<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc31<\/span><span class=\"word\">cat<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf4e<\/span><span class=\"word\">apple<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd93<\/span><span class=\"word\">donkey<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf33<\/span><span class=\"word\">tree<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc36<\/span><span class=\"word\">dog<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\u2693<\/span><span class=\"word\">anchor<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\ude97<\/span><span class=\"word\">car<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd92<\/span><span class=\"word\">giraffe<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf47<\/span><span class=\"word\">grape<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf27\ufe0f<\/span><span class=\"word\">downpour<\/span><\/div>\n<\/div>\n<p style=\"text-align:center; margin-top: 20px; color: #5268c9; font-weight: 600;\">\u270f\ufe0f Now, name 3 other words that start with [A]: ____________________<\/p>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Clearly vocalize the target sound before the exercise, and have the child pronounce it out loud. Clap your hands for each syllable to anchor the awareness of syllable segmentation.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ SHEET 2 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-2\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b02<\/div>\n<h3>Vocabulary \u2014 Thematic Categorization<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 1<\/span><span class=\"badge\">3-6 years<\/span><span class=\"badge\">Lexicon<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-2')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Color the <strong>animals<\/strong> in BLUE, the <strong>fruits<\/strong> in RED, the <strong>clothes<\/strong> in GREEN.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-grid-4\">\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc18<\/span><span class=\"word\">elephant<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf4c<\/span><span class=\"word\">banana<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc55<\/span><span class=\"word\">t-shirt<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf53<\/span><span class=\"word\">strawberry<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udd8a<\/span><span class=\"word\">fox<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc56<\/span><span class=\"word\">pants<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc30<\/span><span class=\"word\">rabbit<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf50<\/span><span class=\"word\">pear<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udde6<\/span><span class=\"word\">sock<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83c\udf52<\/span><span class=\"word\">cherry<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83d\udc3a<\/span><span class=\"word\">wolf<\/span><\/div>\n<div class=\"exo-cell\"><span class=\"icon\">\ud83e\udde5<\/span><span class=\"word\">coat<\/span><\/div>\n<\/div>\n<p style=\"text-align:center; margin-top: 20px; color: #5268c9; font-weight: 600;\">\u270f\ufe0f How many animals? ___ &nbsp;&nbsp;&nbsp; How many fruits? ___ &nbsp;&nbsp;&nbsp; How many clothes? ___<\/p>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Ask the child to name each image out loud before coloring it. If a word is missing, provide it clearly, have them repeat it, then revisit the image a few minutes later to check memorization.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ SHEET 3 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-3\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b03<\/div>\n<h3>Word-Image Matching<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 1<\/span><span class=\"badge\">All ages<\/span><span class=\"badge\">Reading<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-3')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Connect each image to the corresponding word.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-pair\"><div class=\"col-img\">\ud83d\udc20<\/div><div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div><div class=\"col-word\">CAT<\/div><\/div>\n<div class=\"exo-pair\"><div class=\"col-img\">\ud83c\udf1e<\/div><div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div><div class=\"col-word\">HOUSE<\/div><\/div>\n<div class=\"exo-pair\"><div class=\"col-img\">\ud83c\udfe0<\/div><div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div><div class=\"col-word\">FISH<\/div><\/div>\n<div class=\"exo-pair\"><div class=\"col-img\">\ud83d\udeb2<\/div><div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div><div class=\"col-word\">SUN<\/div><\/div>\n<div class=\"exo-pair\"><div class=\"col-img\">\ud83d\udc08<\/div><div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div><div class=\"col-word\">FLOWER<\/div><\/div>\n<div class=\"exo-pair\"><div class=\"col-img\">\ud83c\udf39<\/div><div class=\"col-line\">\u2501\u2501\u2501\u2501\u2501<\/div><div class=\"col-word\">BICYCLE<\/div><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> For aphasic patients, start with a maximum of 4 pairs. For children learning to read, you can go up to 10 or 12 pairs depending on their attention capacities.<\/div>\n<\/div>\n<\/div>\n\n<h2>LEVEL 2 \u2014 Consolidation of Basics<\/h2>\n\n<p>Sheets 4, 5, and 6 are suitable for children in CP-CE1 and adult patients in initial recovery. They consolidate the foundations laid in level 1 by introducing the reading of short sentences, fine discrimination, and short-term memory.<\/p>\n\n<!-- ============ SHEET 4 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-4\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b04<\/div>\n<h3>Reading Simple Sentences with Comprehension<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 2<\/span><span class=\"badge\">CP-CE1<\/span><span class=\"badge\">Reading<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-4')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read each sentence and circle the corresponding image.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>The cat drinks milk from a blue bowl. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc31\ud83e\udd5b &nbsp; \ud83d\udc36\ud83c\udf56 &nbsp; \ud83d\udc30\ud83e\udd55<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>The girl eats a red apple under the tree. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc67\ud83c\udf4c &nbsp; \ud83d\udc67\ud83c\udf4e &nbsp; \ud83d\udc66\ud83c\udf4e<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>The boy runs on the beach with his ball. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc66\u26bd &nbsp; \ud83d\udc67\u26bd &nbsp; \ud83d\udc66\ud83d\udcda<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>Mom reads a book on the couch. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc69\ud83d\udcfa &nbsp; \ud83d\udc69\ud83d\udcd6 &nbsp; \ud83d\udc68\ud83d\udcd6<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>The dog sleeps in front of the fireplace. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc15\ud83d\udca4 &nbsp; \ud83d\udc08\ud83d\udca4 &nbsp; \ud83d\udc15\ud83c\udf56<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>Grandpa gardens and plants flowers. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc74\ud83c\udf37 &nbsp; \ud83d\udc74\ud83d\ude97 &nbsp; \ud83d\udc75\ud83c\udf37<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>The bird sings at the top of the big tree. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc26\ud83c\udf33 &nbsp; \ud83d\udc20\ud83c\udf0a &nbsp; \ud83d\udc26\ud83c\udfe0<\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>The children play in the snow with a snowman. &nbsp;&nbsp; <span style=\"float:right;\">\ud83d\udc6b\u26c4 &nbsp; \ud83d\udc6b\ud83c\udfd6\ufe0f &nbsp; \ud83d\udc76\u26c4<\/span><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> If the child has difficulties, ask them to read the sentence out loud and explain what they understood before choosing the image. This verbalization helps clarify their own representations.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ SHEET 5 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-5\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b05<\/div>\n<h3>Auditory Discrimination \u2014 Minimal Pairs<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 2<\/span><span class=\"badge\">5-8 years<\/span><span class=\"badge\">Phonology<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-5')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The speech therapist pronounces a word. Circle the word they said in each line.<\/div>\n<div class=\"fiche-content\">\n<table class=\"exo-table-print\">\n<tr><th>N\u00b0<\/th><th>Word 1<\/th><th>Word 2<\/th><th>Word 3<\/th><\/tr>\n<tr><td><strong>1<\/strong><\/td><td>BAIN<\/td><td>PAIN<\/td><td>MAIN<\/td><\/tr>\n<tr><td><strong>2<\/strong><\/td><td>BOUCHE<\/td><td>B\u00dbCHE<\/td><td>MOUCHE<\/td><\/tr>\n<tr><td><strong>3<\/strong><\/td><td>FOUR<\/td><td>TOUR<\/td><td>JOUR<\/td><\/tr>\n<tr><td><strong>4<\/strong><\/td><td>POULE<\/td><td>BOULE<\/td><td>FOULE<\/td><\/tr>\n<tr><td><strong>5<\/strong><\/td><td>CHAT<\/td><td>JAS<\/td><td>CHAS<\/td><\/tr>\n<tr><td><strong>6<\/strong><\/td><td>VIN<\/td><td>FIN<\/td><td>PIN<\/td><\/tr>\n<tr><td><strong>7<\/strong><\/td><td>RIRE<\/td><td>LIRE<\/td><td>DIRE<\/td><\/tr>\n<tr><td><strong>8<\/strong><\/td><td>SOIR<\/td><td>VOIR<\/td><td>NOIR<\/td><\/tr>\n<tr><td><strong>9<\/strong><\/td><td>GARE<\/td><td>CARE<\/td><td>BARRE<\/td><\/tr>\n<tr><td><strong>10<\/strong><\/td><td>TASSE<\/td><td>CASSE<\/td><td>MASSE<\/td><\/tr>\n<\/table>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Articulate very clearly, without artificial exaggeration. Vary the pace: some words said slowly, others quickly, to exercise discrimination in varied conditions.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ FICHE 6 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-6\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b06<\/div>\n<h3>Short-term visual memory<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 2<\/span><span class=\"badge\">All ages<\/span><span class=\"badge\">Memory<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-6')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Observe the first board for <strong>15 seconds<\/strong>, then hide it and circle the objects you saw on the second board.<\/div>\n<div class=\"fiche-content\">\n<p style=\"text-align:center; font-weight: 700; color: #5e5ed7;\">\ud83d\udccb BOARD TO MEMORIZE (15 seconds)<\/p>\n<div class=\"exo-emoji-row\">\n<span class=\"item\">\ud83c\udf4e<\/span><span class=\"item\">\ud83d\ude97<\/span><span class=\"item\">\ud83c\udf38<\/span><span class=\"item\">\ud83d\udc36<\/span>\n<span class=\"item\">\ud83d\udcda<\/span><span class=\"item\">\u26bd<\/span><span class=\"item\">\ud83c\udf4c<\/span><span class=\"item\">\ud83c\udf88<\/span>\n<\/div>\n<p style=\"text-align:center; font-weight: 700; color: #e73469; margin-top: 24px;\">\u2702\ufe0f \u2014 \u2014 \u2014 \u2014 HIDE THE BOARD THEN MOVE BELOW \u2014 \u2014 \u2014 \u2014<\/p>\n<p style=\"text-align:center; font-weight: 700; color: #5e5ed7; margin-top: 18px;\">\u270f\ufe0f CIRCLE THE SEEN OBJECTS<\/p>\n<div class=\"exo-emoji-row\">\n<span class=\"item\">\ud83c\udf4e<\/span><span class=\"item\">\ud83d\udc31<\/span><span class=\"item\">\ud83d\ude97<\/span><span class=\"item\">\ud83d\udcda<\/span>\n<span class=\"item\">\ud83c\udf38<\/span><span class=\"item\">\ud83c\udf55<\/span><span class=\"item\">\u26bd<\/span><span class=\"item\">\ud83c\udf88<\/span>\n<span class=\"item\">\ud83d\udc36<\/span><span class=\"item\">\ud83c\udfb8<\/span><span class=\"item\">\ud83c\udf4c<\/span><span class=\"item\">\ud83d\udeb2<\/span>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> This exercise is particularly well-suited for working in pairs: a relative shows the board then hides it, and the accompanied person must recall. The relational dimension is valuable.<\/div>\n<\/div>\n<\/div>\n\n<h2>LEVEL 3 \u2014 Intermediate level<\/h2>\n\n<p>Sheets 7, 8, and 9 are suitable for children in CE2-CM2 and adults in advanced recovery. They address fine understanding, structured grammar, and categorical thinking.<\/p>\n\n<!-- ============ FICHE 7 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-7\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b07<\/div>\n<h3>Short text with comprehension questions<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 3<\/span><span class=\"badge\">CE2-CM2 \/ Adults<\/span><span class=\"badge\">Comprehension<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-7')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the text carefully, then answer the questions below.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-text-zone\">\n<strong>\ud83d\udcd6 The Sunday morning market<\/strong><br><br>\nEvery Sunday morning, Lucie accompanies her grandmother Marthe to the market at Place du Centre. They leave at 9 o'clock, after a hearty breakfast. Marthe always buys the same products: three red apples, a country loaf, goat cheese, and a bouquet of yellow roses. Lucie, on the other hand, prefers to choose strawberries when it's in season. This week, they met Mr. Bernard, the baker, who offered them a warm croissant. Marthe smiled and thanked him warmly. On the way back, Lucie dropped the strawberries. They had to buy some at the local grocery store before going home.\n<\/div>\n<div style=\"margin-top: 18px;\">\n<p><strong>1.<\/strong> What time do they leave for the market? <span class=\"exo-blank\"><\/span><\/p>\n<p><strong>2.<\/strong> What fruit does Lucie prefer? <span class=\"exo-blank\"><\/span><\/p>\n<p><strong>3.<\/strong> How many apples does Marthe buy? <span class=\"exo-blank\"><\/span><\/p>\n<p><strong>4.<\/strong> Who offered them a croissant? <span class=\"exo-blank\"><\/span><\/p>\n<p><strong>5.<\/strong> Why did they stop at the grocery store? <span class=\"exo-blank\"><\/span><\/p>\n<p><strong>6.<\/strong> What feeling does Marthe express when she receives the croissant? <span class=\"exo-blank\"><\/span><\/p>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Allow re-reading as many times as necessary. The goal is not memorization but understanding. Implicit questions (4, 6) are often more difficult than explicit ones (1, 2, 3).<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ FICHE 8 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-8\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b08<\/div>\n<h3>Conjugation and grammatical agreements<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 3<\/span><span class=\"badge\">CE2-CM2<\/span><span class=\"badge\">Grammar<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-8')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Complete each sentence with the correct form of the verb (in parentheses).<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>Yesterday, I <span class=\"exo-blank\"><\/span> to the park with my friends. <em>(go, past tense)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>Every morning, the postman <span class=\"exo-blank\"><\/span> the mail. <em>(bring, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>When I was little, I <span class=\"exo-blank\"><\/span> football every day. <em>(play, imperfect)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>Tomorrow, we <span class=\"exo-blank\"><\/span> to the sea. <em>(leave, simple future)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>The children <span class=\"exo-blank\"><\/span> very happy with their gifts. <em>(be, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>You <span class=\"exo-blank\"><\/span> a lot of progress this year. <em>(make, past tense)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>While you <span class=\"exo-blank\"><\/span>, I was preparing the meal. <em>(sleep, imperfect)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>If you <span class=\"exo-blank\"><\/span> softly, you will succeed. <em>(speak, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">9.<\/span>The flowers in the garden <span class=\"exo-blank\"><\/span> in all colors. <em>(be, present)<\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">10.<\/span>We <span class=\"exo-blank\"><\/span> in France next summer. <em>(come back, simple future)<\/em><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Rather than immediately correcting mistakes, ask the child to read their sentence aloud. The ear sometimes detects what the eye has not seen.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ FICHE 9 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-9\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b09<\/div>\n<h3>Finding the intruder in a category<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 3<\/span><span class=\"badge\">Adults \/ 8+<\/span><span class=\"badge\">Categorical thinking<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-9')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">In each line, circle the <strong>intruder<\/strong> and explain why in one sentence.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>APPLE \u2014 PEAR \u2014 CARROT \u2014 BANANA \u2014 GRAPE \u2014 STRAWBERRY<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>VIOLIN \u2014 TRUMPET \u2014 DRUM \u2014 PIANO \u2014 CHAIR \u2014 GUITAR<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>DOCTOR \u2014 NURSE \u2014 SURGEON \u2014 BAKER \u2014 DENTIST \u2014 PHARMACIST<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>BLUE \u2014 RED \u2014 YELLOW \u2014 FAST \u2014 GREEN \u2014 ORANGE<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>JANUARY \u2014 FEBRUARY \u2014 TUESDAY \u2014 MARCH \u2014 APRIL \u2014 JUNE<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>LION \u2014 TIGER \u2014 DOG \u2014 ELEPHANT \u2014 GIRAFFE \u2014 ZEBRA<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>FORK \u2014 KNIFE \u2014 SPOON \u2014 HAMMER \u2014 PLATE \u2014 GLASS<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>PARIS \u2014 LYON \u2014 MARSEILLE \u2014 TOULOUSE \u2014 BERLIN \u2014 BORDEAUX<br><em>Why? <span class=\"exo-blank\" style=\"min-width: 350px;\"><\/span><\/em><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Always ask to justify the choice of the intruder. This verbalization is often more instructive than simple identification: it reveals reasoning and enriches conceptual vocabulary.<\/div>\n<\/div>\n<\/div>\n\n<h2>LEVEL 4 \u2014 Advanced level<\/h2>\n\n<p>Sheets 10, 11, and 12 are suitable for teenagers and adults. They mobilize more complex skills: structured written production, logical-mathematical reasoning, and mental flexibility.<\/p>\n\n<!-- ============ FICHE 10 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-10\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b010<\/div>\n<h3>Guided written production<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 4<\/span><span class=\"badge\">Teens \/ Adults<\/span><span class=\"badge\">Production<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-10')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Based on the described situation, answer the guided questions to construct a complete story.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-text-zone\" style=\"background: #ffeca7;\">\n<strong>\ud83c\udfac Situation:<\/strong> A man is waiting alone at the station. He is looking at his watch. He has a large bouquet of flowers in his hand. A young woman arrives running.\n<\/div>\n<p style=\"margin-top: 18px; font-weight: 700; color: #5e5ed7;\">\ud83d\udcdd Build your story by answering the 5 questions:<\/p>\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>Describe the scene at the station in 2 sentences (time, atmosphere, weather, train):<br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>Who is this man? Who is he waiting for? Why does he have flowers?<br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>What does he feel before the arrival of the young woman?<br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>Imagine their dialogue upon arrival (minimum 3 exchanges):<br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>How does the scene end? What do they do next?<br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><br><span class=\"exo-blank\" style=\"min-width: 100%; height: 25px;\"><\/span><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Accept corrections and reformulations. Written production is a process, not a finished product. What matters is the progressive richness of the content.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ FICHE 11 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-11\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b011<\/div>\n<h3>Mental calculation and problem solving<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 4<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Logic<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-11')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Solve each everyday problem. Write your calculation and then the answer.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>Marie buys 3 baguettes at \u20ac1.20 each and a croissant for \u20ac1.50. She pays with a \u20ac10 bill. How much change does she receive?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>The train leaves at 2:35 PM. The journey lasts 2 hours and 45 minutes. What time does it arrive?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>A recipe for 4 people requires 200g of flour. How much is needed for 6 people?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>A sweater cost \u20ac80. It is discounted by 25%. What is its new price?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>In a class of 28 students, there are 16 girls. What percentage of boys?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>It takes 1L 800ml of water for a recipe. I have already added 950ml. How much more do I need to add?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span>A book has 320 pages. I have read 3\/8 of the book. How many pages have I read?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span>My subscription costs \u20ac12.50 per month. How much do I pay for the year?<br><em>Calculation: <span class=\"exo-blank\" style=\"min-width: 200px;\"><\/span> Answer: <span class=\"exo-blank\"><\/span><\/em><\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Encourage the verbalization of reasoning before the calculation. Understanding how to approach it is more important than arriving at the correct result.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ SHEET 12 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-12\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b012<\/div>\n<h3>Anagrams and word games<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 4<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Vocabulary<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-12')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Put the letters in the correct order to find the word. Hint: all the words on this sheet are <strong>animal names<\/strong>.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span>P A C N H I \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">7.<\/span>R F E A G I \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span>\u00c9 P E \u00c9 H L N T \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">8.<\/span>R O P S A I N \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span>A G I L E A \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">9.<\/span>M A L A R D O N E \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span>A B I L E P N \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">10.<\/span>T O R N P A H E \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span>U R E I C \u00c9 R E \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">11.<\/span>I N R E A \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span>C O T O R O D I E L \u2192 <span class=\"exo-blank\"><\/span> &nbsp;&nbsp;&nbsp; <span class=\"num\">12.<\/span>S U R O O T \u2192 <span class=\"exo-blank\"><\/span><\/div>\n<p style=\"background: #ffeca7; padding: 12px; border-radius: 8px; margin-top: 18px; font-size: 0.9em;\"><strong>Solutions:<\/strong> 1.CHIPAN-PHACIN... (to be discovered!) \u2014 The solutions are intentionally hidden: let the person search independently.<\/p>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> For patients in difficulty, start with words of 4-5 letters with a given theme. For advanced patients, launch anagrams of 7-9 letters without an explicit theme.<\/div>\n<\/div>\n<\/div>\n\n<h2>LEVEL 5 \u2014 Expert level<\/h2>\n\n<p>Sheets 13, 14, and 15 are the most demanding. They engage pragmatic language, complex synthesis, and dual cognitive tasks \u2014 skills often impaired in autism, frontal lesions, or advanced neurodegenerative diseases.<\/p>\n\n<!-- ============ SHEET 13 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-13\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b013<\/div>\n<h3>Understanding figurative expressions<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 5<\/span><span class=\"badge\">Teens \/ Adults<\/span><span class=\"badge\">Pragmatic<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-13')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">For each expression, check the correct meaning among the three propositions.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-line\"><span class=\"num\">1.<\/span><strong>\u201cTo have a heart on the hand\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To have heart problems &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To be very generous &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To have a medical examination\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span><strong>\u201cTo fall into the apples\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To slip in the orchard &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To faint &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To eat too much fruit\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span><strong>\u201cTo strike while the iron is hot\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To take advantage of the right moment to act &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To do some cooking &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To iron the laundry\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span><strong>\u201cTo put the cart before the horse\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To work the land &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To do things in the wrong order &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To raise cattle\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span><strong>\u201cTo give one's tongue to the cat\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To have a pet &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To give up finding an answer &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To kiss someone\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span><strong>\u201cTo have a wolf's hunger\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To love wolves &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To be very very hungry &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To eat meat\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span><strong>\u201cTo have a hair in the hand\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To be lazy &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To be very hairy &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To have a hand pain\n<\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span><strong>\u201cTo split hairs\u201d<\/strong><br>\n<span class=\"exo-checkbox\"><\/span> To go to the hairdresser &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To complicate things unnecessarily &nbsp;&nbsp;\n<span class=\"exo-checkbox\"><\/span> To have long hair\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> If the person fails, explain the historical or cultural origin of the expression. This contextualization helps to understand the underlying logic and facilitates learning by association.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ SHEET 14 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-14\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b014<\/div>\n<h3>Text synthesis and summary<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 5<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Synthesis<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-14')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read the text, identify the 3 key ideas, then write a summary of 60 to 80 words maximum.<\/div>\n<div class=\"fiche-content\">\n<div class=\"exo-text-zone\">\n<strong>\ud83d\udcf0 The Secret Life of Trees<\/strong><br><br>\nFor a long time, scientists believed that trees were solitary organisms, competing against each other for light and resources. Recent research has overturned this view. Thanks to complex networks of underground fungi, called mycorrhizae, trees actually communicate with each other. They exchange sugars, nutrients, and even alarm signals when a parasite threatens the forest. Adult trees nourish their young shoots, sometimes even those of other species. This forest solidarity was completely unknown thirty years ago. It profoundly changes our perspective on nature: the forest is not a juxtaposition of trees but a true collective organism, where each individual contributes to the health of the whole. The consequences for forest management are considerable: cutting down a tree means breaking invisible links that have taken years to build.\n<\/div>\n<p style=\"margin-top: 18px; font-weight: 700; color: #5e5ed7;\">\ud83d\udcdd Step 1 \u2014 What are the 3 key ideas?<\/p>\n<div class=\"exo-line\"><span class=\"num\">A.<\/span><span class=\"exo-blank\" style=\"min-width: 100%;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">B.<\/span><span class=\"exo-blank\" style=\"min-width: 100%;\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">C.<\/span><span class=\"exo-blank\" style=\"min-width: 100%;\"><\/span><\/div>\n<p style=\"margin-top: 18px; font-weight: 700; color: #5e5ed7;\">\ud83d\udcdd Step 2 \u2014 Write your summary (60-80 words):<\/p>\n<div style=\"background: #fff; border: 1px solid #e8eaf3; border-radius: 8px; padding: 18px; min-height: 130px; line-height: 2.2;\">\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block; margin-bottom: 12px;\"><\/span>\n<span class=\"exo-blank\" style=\"min-width: 100%; display: block;\"><\/span>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Proceed step by step: first identify the main theme, then highlight three key pieces of information, and finally write the summary. This structuring helps patients with executive dysfunction.<\/div>\n<\/div>\n<\/div>\n\n<!-- ============ SHEET 15 ============ -->\n<div class=\"fiche-printable\" id=\"fiche-15\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">SHEET N\u00b015<\/div>\n<h3>Dual Task \u2014 Calculation and Memory<\/h3>\n<div class=\"badges\"><span class=\"badge\">Level 5<\/span><span class=\"badge\">Adults<\/span><span class=\"badge\">Executive Functions<\/span><\/div>\n<\/div>\n<button class=\"fiche-print-btn\" onclick=\"imprimerFiche('fiche-15')\">\ud83d\udda8 Print this sheet<\/button>\n<\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\"><strong>Step 1:<\/strong> Memorize the list of 5 words below (30 seconds). <strong>Step 2:<\/strong> Perform the 6 calculations. <strong>Step 3:<\/strong> Recall the 5 words in order, without looking.<\/div>\n<div class=\"fiche-content\">\n<p style=\"text-align:center; font-weight: 700; color: #5e5ed7;\">\ud83d\udccb STEP 1 \u2014 Memorize these 5 words (30 seconds)<\/p>\n<div class=\"exo-words-list\" style=\"justify-content: center;\">\n<span>BICYCLE<\/span>\n<span>CLOUD<\/span>\n<span>PAN<\/span>\n<span>CLOCK<\/span>\n<span>VOLCANO<\/span>\n<\/div>\n<p style=\"text-align:center; font-weight: 700; color: #e73469; margin-top: 24px;\">\u23f1 STEP 2 \u2014 Now, perform these calculations<\/p>\n<div class=\"exo-numbers\">\n<div>17 + 28 = ?<\/div>\n<div>54 - 19 = ?<\/div>\n<div>8 \u00d7 7 = ?<\/div>\n<div>72 \u00f7 9 = ?<\/div>\n<div>13 + 47 = ?<\/div>\n<div>91 - 36 = ?<\/div>\n<\/div>\n<p style=\"text-align:center; font-weight: 700; color: #5e5ed7; margin-top: 24px;\">\ud83d\udcdd STEP 3 \u2014 Without looking, recall the 5 words<\/p>\n<div style=\"display: grid; grid-template-columns: repeat(5, 1fr); gap: 10px;\">\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>1.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>2.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>3.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>4.<\/strong><\/div>\n<div style=\"background: #fff; padding: 14px; border-radius: 6px; border: 2px dashed #a9e2e4; text-align: center;\"><strong>5.<\/strong><\/div>\n<\/div>\n<\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip:<\/strong> Start with the simple task (just memorizing, or just calculating). Then gradually introduce the dual requirement. Monitor fatigue: the dual task is very cognitively costly.<\/div>\n<\/div>\n<\/div>\n\n<h2>How to progress between levels?<\/h2>\n\n<p>The challenge is not just to complete the exercises of one level, but to progress harmoniously to the next level. This progression requires method, patience, and careful observation of the person being supported. Here are the essential principles for effectively managing the increase in difficulty.<\/p>\n\n<h3>The mastery criterion<\/h3>\n\n<p>Before moving to the next level, it is important to ensure that the current level is solidly mastered. The usual criterion is 80 to 90% success over three consecutive sessions. Below this, weaknesses persist and may compromise more advanced acquisitions. Above this, the exercise has become too easy and no longer provides progression.<\/p>\n\n<p>Systematically document performances to objectively assess this mastery. Our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking table<\/a> allows for precise cataloging of acquisitions and their stabilization levels. This structuring tool is particularly useful for long-term programs.<\/p>\n\n<h3>The gradual transition<\/h3>\n\n<p>Rather than abruptly moving from one level to another, it is better to make gentle transitions. For one or two weeks, alternate between sheets from the acquired level (which maintain confidence) and sheets from the higher level (which establish new skills). This mix avoids discouraging breaks.<\/p>\n\n<h3>The role of consolidation stages<\/h3>\n\n<p>At certain points in the journey, it is useful to pause and consolidate the acquired skills before increasing difficulty. These stages allow the brain to integrate new skills durably, automate processes, and free up resources for future learning. A consolidation period of two to three weeks after each level jump is often beneficial.<\/p>\n\n<h2>The key role of regularity in progression<\/h2>\n\n<p>Beyond the choice of sheets and their level, the regularity of use is a determining factor for achieving results. In speech therapy as in any learning, the brain needs spaced repetition to durably consolidate new skills. This temporal dimension is often overlooked by enthusiastic families who start with a bang and quickly exhaust themselves.<\/p>\n\n<h3>The principle of spaced repetition<\/h3>\n\n<p>Neuroscience has long shown that it is better to space repetitions over time than to concentrate them. Learning ten new vocabulary words spread over five days will be much more effective than learning them all on the same day. This principle applies perfectly to speech therapy exercises: three short sessions per week will produce better results than a single long session.<\/p>\n\n<p>In practical terms, this means it is better to plan 15 to 20 minutes of exercises per day, six days a week, than a long weekly session of an hour and a half. The brain works better when given time to integrate learning between two sessions.<\/p>\n\n<h3>Building a stable routine<\/h3>\n\n<p>Routine is the friend of regularity. When exercises are linked to a specific time of day and an identified place, engagement becomes almost automatic, almost like brushing teeth. No conscious choice is necessary each time, which saves willpower and preserves long-term motivation.<\/p>\n\n<p>The most effective routines are those that are anchored to an already ritualized event: after breakfast, just before snack time, after the evening bath. This association with an existing event greatly facilitates the establishment of the new habit.<\/p>\n\n<h3>Managing periods of discouragement<\/h3>\n\n<p>Any regular program goes through phases of discouragement. The patient (or family) becomes weary, doubts progress, wonders what the purpose is. These moments are part of the normal process and should not lead to abandonment.<\/p>\n\n<p>Several strategies help to get through them. First, visualizing progress: regularly noting performances allows for an objective assessment of evolution. Next, changing the medium: alternating between paper sheets and digital applications breaks the monotony. Our <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT Brain Coach<\/a> app can take over when the sheets become repetitive. Finally, voluntary breaks: taking a week off, rather than exhausting oneself, often helps to regain motivation.<\/p>\n\n<h2>Adapting materials to different types of patients<\/h2>\n\n<p>Beyond the level of difficulty, the sheets must be adapted to the specific profile of each patient. The needs of a child with ADHD are not the same as those of a senior in the early stages of Alzheimer's disease; the materials for an aphasic adult do not correspond to those for a dysorthographic teenager.<\/p>\n\n<h3>For children with ADHD<\/h3>\n\n<p>Children with attention deficit disorder require particular materials: short sheets (never more than one exercise per page), very visual instructions, generous graphic spacing. Avoid dense sheets that quickly lose their attention. A particularly effective tip: present each sheet as a mini-mission with a specific goal and a set time.<\/p>\n\n<h3>For children with autism spectrum disorder<\/h3>\n\n<p>Autistic children appreciate very clear structures, predictable routines, and visual exercises. The sheets that suit them contain short instructions, illustrated with a pictogram indicating the nature of the task, without decorative overload. Progression should be very gradual, without surprises.<\/p>\n\n<h3>For patients with severe aphasia<\/h3>\n\n<p>For patients with severe aphasia, the sheets must be radically simplified. One instruction per page, large and clear images, limited choices of 2 or 3 options. Frustration is the main enemy of aphasia rehabilitation: it is better to have an exercise that is too easy, which restores confidence, than one that is just a little too difficult, which awakens feelings of incapacity. The use of the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\">emotion thermometer<\/a> before and after each session is particularly valuable for these patients.<\/p>\n\n<h3>For seniors in the early stages of cognitive disorders<\/h3>\n\n<p>For seniors showing early signs of Alzheimer's disease or mild cognitive impairment, the sheets should enhance without ever causing failure. Favor exercises with a strong autobiographical anchoring: recognizing songs from the past, identifying historical figures, completing traditional proverbs. These tasks rely on old memory, which is generally well preserved. Our <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">SCARLETT Memory Coach<\/a> app is designed precisely according to these principles: no score, no timer, no failure.<\/p>\n\n<h2>Digital supplements to printed sheets<\/h2>\n\n<p>To enrich paper sheets, digital applications provide a valuable complementary dimension. They offer what paper cannot give: immediate feedback, automatic adaptation of difficulty, statistical tracking, playful dimension, accessibility anywhere.<\/p>\n\n<p>For children aged 5 to 10, our <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO THINKS and COCO MOVES<\/a> app offers more than 30 educational games and 10 physical activities. Its unique feature: mandatory sports breaks every 15 minutes, which refresh attention and prevent screen addiction. It is a natural complement to printed sheets for children struggling in school.<\/p>\n\n<p>For adults, the <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT Brain Coach<\/a> app covers all cognitive functions with a sober and professional adult interface. Its automatic adaptation of difficulty makes it an intelligent complement to printed sheets: when they have become too easy, the app maintains the optimal cognitive challenge.<\/p>\n\n<h2>Frequently asked questions<\/h2>\n<div class=\"dynseo-faq\">\n<h4>How to print a sheet from this page?<\/h4>\n<p>Simply click on the button \u201c \ud83d\udda8 Print this sheet\u201d located at the top right of each sheet. Your browser will then open the print window: you can print directly on paper or save as a PDF by selecting \u201cSave as PDF\u201d as the printer.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>How to know at which level to start?<\/h4>\n<p>The simplest way is to offer a sheet at level 2 or 3 and observe the reaction. If the person succeeds easily, move up a level. If they struggle significantly, move down. The goal is to find the level where they succeed 70 to 85% of the exercise: enough to stay motivated, challenging enough to progress.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>How long does it take to move from one level to the next?<\/h4>\n<p>There is no universal rule. For some patients, two to three weeks are enough to master a level. For others, two to three months are necessary. The pace depends on the pathology, the regularity of practice, and individual recovery abilities. Accept individual variations without comparing them.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Do I need to do the 15 sheets in order?<\/h4>\n<p>Not necessarily. Depending on the person's profile, some sheets are more relevant than others. A child with ADHD will particularly benefit from attention sheets. An aphasic patient from language sheets. A senior post-Stroke from a personalized combination. The speech therapist following the person can guide the choice.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Can I print in black and white to save ink?<\/h4>\n<p>For most sheets, yes. For visual discrimination or color categorization exercises, color printing is necessary. For others, black and white with good contrast is sufficient.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Can I modify the sheets before printing them?<\/h4>\n<p>Not directly from the web page. But once saved as a PDF, you can open them with software like Adobe Acrobat or a free PDF editor to annotate, add personalized remarks, or complete them with the patient's name before printing.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>What to do if the person is bored with these exercises?<\/h4>\n<p>Boredom can signal that the exercises are too easy (move up a level), or that the paper format is no longer suitable (introduce digital supplements), or that regularity has killed motivation (take a one-week break and resume with a new type of exercise). Boredom is always a signal to listen to, not to fight against.<\/p>\n<\/div>\n\n<h2>To go further with DYNSEO<\/h2>\n\n<p>These 15 sheets structured by level provide an excellent starting point for structuring a coherent and progressive speech therapy pathway. But they are just part of the ecosystem of resources that can really make a difference.<\/p>\n\n<p>At DYNSEO, we have been designing comprehensive tools for cognitive stimulation for thirteen years: fun mobile applications for all ages (COCO, CLINT, SCARLETT), free online cognitive tests, certified Qualiopi professional training, tracking tools for speech therapists and caregivers. Our belief: it is by intelligently combining free resources, digital tools, and professional support that the best results are achieved.<\/p>\n<div class=\"dynseo-cta-box\">\n<h3>\ud83c\udfaf Evaluate for free before starting<\/h3>\n<p>Before choosing your cards, accurately identify the initial level with our free online cognitive tests. This will allow you to target the right exercises from the start.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Discover our free cognitive tests \u2192<\/a>\n<\/div>\n\n<p>To explore our entire offering, visit our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">complete DYNSEO tools page<\/a> or explore our <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">professional training<\/a>. The brain, at any age and in all situations, retains a remarkable capacity for learning and recovery. With the right cards, the right level, and the right method, significant progress is accessible to everyone. Download the 15 cards that correspond to your situation, structure your approach over time, and observe the changes day by day.<\/p>\n\n<\/article>\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Combien de fiches d'exercices d'orthophonie sont propos\u00e9es et comment sont-elles organis\u00e9es ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"15 fiches d'exercices d'orthophonie sont propos\u00e9es, structur\u00e9es par niveau de difficult\u00e9 et par tranche d'\u00e2ge. Elles sont r\u00e9parties en 5 niveaux : D\u00e9couverte (3 fiches), Consolidation (3 fiches), Interm\u00e9diaire (3 fiches), Avanc\u00e9 (3 fiches) et Expert (3 fiches).\"}},{\"@type\":\"Question\",\"name\":\"Comment peut-on imprimer ces fiches d'exercices d'orthophonie ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Chaque fiche dispose d'un bouton \u00ab \ud83d\udda8 Imprimer cette fiche \u00bb qui permet de l'imprimer directement d'un clic. 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Ces exercices sont con\u00e7us pour les d\u00e9butants et constituent une base fondamentale pour l'apprentissage orthophonique.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi les fiches papier restent-elles importantes en orthophonie malgr\u00e9 le num\u00e9rique ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les fiches papier conservent leur importance car elles offrent plusieurs avantages : simplicit\u00e9 d'utilisation, possibilit\u00e9 d'annoter directement, absence d'\u00e9crans, et facilit\u00e9 de partage entre professionnels et familles. Elles r\u00e9pondent \u00e0 des besoins sp\u00e9cifiques que le num\u00e9rique ne couvre pas toujours.\"}},{\"@type\":\"Question\",\"name\":\"Quels exercices sont propos\u00e9s dans le niveau le plus avanc\u00e9 ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le niveau 5 - Expert, le plus avanc\u00e9, propose 3 exercices complexes : Expressions imag\u00e9es, Synth\u00e8se et Double t\u00e2che. 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