Scarica Lesson plan (lezione simulata) classe prima per prova orale concorso AB25 (lingua inglese) e più Slide in PDF di Didattica generale e speciale solo su Docsity! PREPOSITIONS OF PLACE CONCORSO ORDINARIO/STRAORDINARIO ..... SCUOLA SECONDARIA DI I° GRADO AB25 - INGLESE Candidata: XXXXX OVERVIEW Context and class profile Pre-requisites Anticipated problems and possible solutions General and specific aims Teaching tools and materials Methods and teaching strategies Procedures Assessment References THE INCLUSION LAWS Introduces the concepts of equal dignity, autonomy and freedom for people with disabilities. Demands the activation of a Individualized Education Plan (PEI) Establishes support teachers Law 104/1992 Law 170/2010 Defines the measure for students with Specific Learning Disorders (SLD) D.M. 27th December 2012 Identifies 3 categories of Students with Special Education Needs (SEN): Ss with certified disabilities (Law 104/1992) Ss with Specific Learning Disorders (SLD), language deficit, non- verbal deficit, motor deficit, attention deficit and hyperactivity (ADHD). SS with socio-economic, linguistic and cultural disadvantages. Schools should activate personalized educational plans (PDP) and guarantee the possibility of using compensative tools and dispensatory measures. INCLUSION STRATEGIES Individualized Educational Plan (PEI) Support teacher Adaptation of activities according to PEI Adapted materials Audio-visual supports S with mild intellectual disability (Law 104/1992) S with dyslexia (SLD, Law 170/2010) TOOLS AND SUPPORTS TOOLS AND SUPPORTS Personalized Educational Plan (PDP) Compensative tools Dispensatory measures COMPENSATORY TOOLS • computer with voice synthesis or automatic spelling corrector • tailored materials suitable in content, line space, font and size • visual aids, mind maps •simplified texts with images and clear instructions • no spelling correction • reduced work load • extra time • no taking notes • no writing under dictation • no reading aloud • preference for oral skills • considering the content in the evaluation rather than the spelling DISPENSATORY MEASURES GENERAL AIMS According to Key Competences for Lifelong Learning (2018) Multilingualism: the ability to use effectively different languages (L2) for communication. Personal, social and learning to learn: the ability to work with others in a constructive way and the ability to self-assess his/her learning process Digital competence: the ability to use digital technologies like Wordwall, Kahoot, Youtube or PPT for learning SPECIFIC AIMS Know about the prepositions of place Be able to use prepositions to describe places (rooms) and the spacial collocation of objects within such rooms. Be aware of how to use prepositions of place to describe places. By the end of the lessons students will... PRE-REQUISITES School vocabulary Students already know... Basic qualitative adjectives There be How to use online dictionaries Some digital tools (Coggle, Google Classroom) House and furniture vocabulary METHODS AND TEACHING STRATEGIES COOPERATIVE LEARNING INTERACTIVE TEACHING COMMUNICATIVE APPROACH TECHNOLOGY-ENHANCED LANGUAGE LEARNING ESA LESSON 3 + ASSESSMENT(55') LESSON 1 (55') LESSON 2 (55') PROCEDURES TIME OF THE YEAR: JANUARY 1 2 3 SPEAKINGREVISION WARM-UP GRAMMAR FOCUS PRACTICE OVERVIEW OF LESSON 1 ENGAGE STUDY ACTIVATE 55' 2 PREPOSITIONS OF PLACE IN ON UNDER NEXT TO NEAR BETWEEN BEHIND OPPOSITE IN FRONT OF GRAMMAR FOCUS DESCRIPTION OF LESSON 1 STUDY ACTIVITY: T shows the video again and asks Ss to identify the prepositions. T writes down the prepositions on the IWB/BB and asks 1 S at the time to read a preposition and guess its meaning. T repeats prepositions by focusing on pronunciation. T asks Ss to write in pairs some examples of sentences with prepositions and checks them. '15 AIMS Learn about prepositions of place (pronunciation, meaning and use) Start using prepositions. INCLUSION F. can take a picture of the IWB/BB Materials were provided to the support teacher in advance to adapt them for M. 2 PRACTICE DESCRIPTION OF LESSON 1 STUDY ACTIVITY: Ss practice exercises in pairs on the textbook (Fill the gap, multiple choices). Then, T asks 1 S at the time to correct them. '15 AIMS Practice new grammar rules. INCLUSION SEN Ss can use the school tablets with the digital textbook Faster finishers can work in pair with SEN Ss 3 DESCRIPTION OF LESSON 1 ACTIVATE ACTIVITY: Race Around The World Board Game Ss play in pairs. They will ‘Race Around The World’ while asking and answering ‘Where is the monkey?’. AIMS Practice oral interaction SPEAKING '10 INCLUSION Faster finishers can work in pair with SEN Ss 1 HOMEWORK CHECK DESCRIPTION OF LESSON 2 ENGAGE ACTIVITY: T asks different students to correct homework '10 AIMS Revise previous lesson 1 WARM-UP DESCRIPTION OF LESSON 2 ENGAGE ACTIVITY: Ss play a Kahoot quiz about prepositions of place using their phones '5 AIMS Engage with a fun game Revise previous lesson Give a feedback on what students have learned Scan this QR code to play INCLUSION If a S has no phone, he can play in pair M. plays the Kahoot quiz with the help of the support T T makes sure that F. and M. answer the question before going on 2 READING COMPREHENSION DESCRIPTION OF LESSON 2 STUDY ACTIVITY: Ss read the text "My bedroom" and do exercises. Ss are allowed to work in pairs. Then T asks them some questions. '20 AIMS Practice reading comprehension Practice prepositions of place, house and furniture vocabulary Introduce the topic "My bedroom" https://en.islcollective.com/english-esl-worksheets/grammar-topic/questions-wh- questions-open-ended-questions/my-bedroom-reading-comprehension/142346 INCLUSION Audio recording of the text to help F. and M. Materials were provided to the support T in advance to adapt them for M. Extra time for F. and M. Worksheets in larger font (like Verdana or Arial 14/16 1 WARM-UP DESCRIPTION OF LESSON 3 ENGAGE ACTIVITY: "Put your pen..." Ss are asked to engage in the "Put your pen..." activity: T gives instructions (e.g., "put your pencil next to the notebook") and asks Ss to perform the action. '5 AIMS Engage with a fun game Reactivate the knowledge of prepositions of place and school vocabulary INCLUSION T makes sure that M. performs the action (with the aid of the support T when needed) before asking the class to perform a different action. 2 DESCRIPTION OF LESSON 3 ACTIVATE ACTIVITY: "My ideal room" Ss have to plan their ideal room. They can choose any room in the house, for example the living room or their bedroom, and they have to draw a picture of the room chosen. After drawing their room, they have to write a Padlet post about it, following the T's template. T sends the Padlet link via Google Classroom. Next time they're going to present their post. AIMS To practice writing skill To use digital skills To get more familiar with the use of Padlet Feedback on learning processes FINAL TASK '40 https://padlet.com/dorianavivo1/english-1c- gt5icque1a4n8bk1 INCLUSION F. can choose an image and record his voice. M. can add a picture, try to produce simple sentences with the aid of the support T and record his voice T shows further examples if needed 3 END OF LESSON 3 ASSESSMENT ACTIVITY: Ss are invited to complete a self-assessment sheet on previous activities and a Google form with their opinion about the lessons. AIMS Help students to judge what they have learnt Improve their responsibility Improve T's performance SELF-ASSESSMENT '10 https://forms.gle/9AMH8UGsPRv61uRQ7 INCLUSION Materials were provided to the support T in advance to adapt them for M. Support T helps M. complete them. CRITERIA DESCRIPTORS Advanced 9-10 Competent 7-8 Progressing 6 Beginning 4-5 CONTENT >all content is relevant to the task >target reader is fully informed >minor irrelevances and/or omissions may be present >target reader is on the whole informed >irrelevances and misinterpretation of task may be present >target reader is minimally informed >content is often irrelevant >target reader is not informed ORGANISATION >text is generally well organised and coherent, using a variety of linking words and cohesive devices >text is connected and coherent, using basic linking words and a limited number of cohesive devices >text is connected using basic, high frequency linking words >text is impossible to understand due to incoherence of organisation LANGUAGE >uses a range of everyday vocabulary appropriately >uses a range of simple and some complex grammatical forms >uses everyday vocabulary generally appropriately >uses simple grammatical forms with a good degree of control >uses basic vocabulary reasonably appropriately >uses simple grammatical forms with some degree of control >inappropriate use of vocabulary >frequent grammatical errors SUMMATIVE ASSESSMENT Written Production Rubric CRITERIA DESCRIPTORS Advanced 9-10 Competent 7-8 Progressing 6 Beginning 4-5 COMMUNICATION >ideas developed logically and coherently >good use of linking devices >ideas developed mainly logically and coherently; >generally good use of a variety of common linking devices >ideas developed logically in some places; >generally good use of simple linking devices >ideas often not presented logically >limited use of some simple linking devices ACCURACY >Very good pronunciation; >correct grammar structures and vocabulary. >Good pronunciation; >a few grammar and vocabulary mistakes. >Poor pronunciation with several grammar and vocabulary mistakes. >Inadequate pronunciation/unintelligi ble words; >severe grammar and vocabulary mistakes. INTERACTION >initiates and maintains simple conversations on familiar topics when appropriate >responds appropriately with little hesitation >uses simple techniques to start and maintain short conversations on familiar topics when appropriate >responds appropriately with some hesitation >can ask a variety of simple questions on familiar topics >responds appropriately most of the time in very simple exchanges >can ask and answer some very simple questions on familiar topics >lots of long pauses and hesitation SUMMATIVE ASSESSMENT Oral Production Rubric STUDENTS' SELF-ASSESSMENT I learnt new words I was polite and respectful to others I completed my work on time I followed the instructions I listened to others I participated actively I cooperated with others I can use prepositions of place Where is Sam?: https://youtu.be/BjFZbns1ZR0 Race Around The World Board Game - Where is the monkey: https://games4esl.com Kahoot: https://kahoot.it My Bedroom: https://en.islcollective.com/english-esl-worksheets/grammar-topic/questions-wh- questions-open-ended-questions/my-bedroom-reading-comprehension/142346 Padlet: https://padlet.com/dashboard Moduli Google: https://docs.google.com/forms/u/0/ Canva: https://www.canva.com Google Classroom: https://classroom.google.com/u/0/ Coggle: https://coggle.it REFERENCES Websites
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