Lesson plan (lezione simulata) per prova orale concorso AB25 (lingua inglese), Slide di Lingua Inglese

Scarica Lesson plan (lezione simulata) per prova orale concorso AB25 (lingua inglese) e più Slide in PDF di Lingua Inglese solo su Docsity! SHOPPING FOR CLOTHES Concorso ordinario 2020 Scuola secondaria di I° grado AB25 - inglese Candidata: ....................... 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 Mohamed is a student from Tunisia, arrived in Italy two years ago. He's been following special extra classes for improving Italian. He is very outgoing and he likes computers and IT. 2 foreign Ss with linguistic disadvantage (D.M. 27th December 2012, PEP, compensatory tools and dispensatory measures) SEN STUDENTS Xiaoyu is a student from China arrived in Italy last year. She's been following special extra classes for learning Italian since last year. She is very shy and has difficulty in making new friends. She is close to Sara, whose grandparents are from China so she understands some Chinese. THE INCLUSION LAWS Introduces the concepts of equal dignity, autonomy and freedom for people with disabilities. Demands the activation of an Individualized Education Plan (IEP) Establishes support teachers Law 104/1992 Law 170/2010 Defines the measure for students with Specific Learning Disorders (SLD) Identifies 3 categories of Students with Special Educational 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 education plans (PEP) and guarantee the possibility of using compensative tools and dispensatory measures. D.M. 27th December 2012 COMPENSATORY TOOLS • computer or tablets with automatic spelling corrector • customized materials with larger fonts (ARIAL 16) • 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 • permission to use dictionaries • scheduled tests DISPENSATORY MEASURES DYSLEXIC STUDENTS GENERAL AIMS According to CEFR Companion Volume (2020) Level A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can produce brief, everyday expressions in order to satisfy simple needs of a concrete type. Can understand short, simple texts containing the highest frequency vocabulary. 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 devices (computer or tablet) and digital platforms (Kahoot, Google Classroom, Google Forms, Padlet, and Canva for learning) GENERAL AIMS According to National Guidelines (D.M. 254/2012), by the end of the third year, students will be able to: interact with one or more speakers in familiar contexts and on well-known topics write simple reports, short letters or messages addressed to people of their own age or family members identify cultural elements conveyed by the mother tongue or language used in school and compares them with those conveyed by the foreign languages, without prejudice. face new situations drawing on their linguistic repertoire ANTICIPATED PROBLEMS AND POSSIBLE SOLUTIONS Lack of interest and motivation SEN S does not want to participate Lack of autonomy Activities with ICT, games T assigns responsibility tasks, support T can help him Group or pair work Slow students Extra time and no pressure No internet connection Offline resources, photocopies TEACHING TOOLS AND MATERIALS IWB, BB, class computer, tablets, smartphones Canva, Padlet, Google Classroom, Kahoot, Google Forms Textbook and digital book Photocopies METHODS AND TEACHING STRATEGIES COOPERATIVE LEARNING INTERACTIVE TEACHING COMMUNICATIVE APPROACH TECHNOLOGY-ENHANCED LANGUAGE LEARNING ESA 1 WARM-UP DESCRIPTION OF LESSON 1 ENGAGE ACTIVITY: In pairs, Ss have to look for an item of clothing for each letter of the alphabet in five minutes. Then T asks each pair to read the words written. '10 AIMS To introduce the topic To revise clothes vocabulary To re-active the use of English To engage Ss INCLUSION T gives SEN Ss a set of clothig flashcards, as visual aid. Sen Ss can work with peer- tutors. F. is also supported by support T 2 READING - VOCABULARY FOCUS DESCRIPTION OF LESSON 1 STUDY ACTIVITY: T invites Ss to look at the text and to guess the meaning of the word "treasure". Then they have to read it and answer the questions "What's the purpose of the app?", "What advice do the tips give"? In pairs, they have to try to guess the meaning of the highlighted words and match them with the definitions. T asks Ss to write in pairs some examples of sentences with these verbs and checks them. '15 AIMS To learn about "shopping verbs" To practice writing and speaking skills INCLUSION Materials were provided to the support T in advance to adapt them for F. Sen Ss work with peer-tutors Sen Ss have extra time Sen Ss can use the school tablets with the digital book Marco and Eva can listen to the text. 3 ROLE - PLAY DESCRIPTION OF LESSON 1 STUDY ACTIVITY: Ss read a conversation between a customer and an assistant shop. T asks some questions: "What is he looking for?" - "What does he buy?". After this, Ss have to complete the dialogue with the shopping verbs and check it. In pairs, Ss write a new dialogue about the same topic using the previous verbs. Then they act it out. '30 AIMS To practice reading,writing and speaking skills To use functional language in a clothes shop To review clothes vocabulary INCLUSION F. works with the support T and then with a faster finisher. Sen Ss work with peer-tutors. They have extra time. Marco and Eva can listen to the conversation. 1 HOMEWORK CHECK DESCRIPTION OF LESSON 2 ENGAGE ACTIVITY: T asks different students to correct homework '10 AIMS To revise the previous lesson INCLUSION T makes sure that SEN Ss understood the previous lesson 1 WARM-UP DESCRIPTION OF LESSON 2 ENGAGE ACTIVITY: Ss play a Kahoot quiz about shopping for clothes using their phones '5 AIMS To engage with a fun game To revise the previous lesson To give a feedback on what students learned Scan this QR code to play INCLUSION If a S has no phone, he/she can play in pair F. plays the Kahoot quiz with the help of the support T SEN Ss play the Kahoot quiz with the help of peer-tutors T makes sure that SEN Ss answer the question before going on 2 LISTENING DESCRIPTION OF LESSON 2 STUDY ACTIVITY: Before listening to a podcast about fashion, as a preliminary activity, T asks Ss "What do you think an outfit repeater is?" They discuss with a partner about the question and present their opinions to the class. Ss listen to the podcast and choose the correct answers. T invites them to pay attention to the words "vlogger" and "haul". They listen to the podcast again and in pairs talk about what they've just listened to, trying to guess the meanings of the words. They listen to it again in order to check the answers. '20 AIMS To practice listening skill To practice shopping vocabulary To use context to guess the meaning To introduce a new topic: second-hand clothes INCLUSION SEN Ss work with peer-tutors SEN Ss have extra time T provides them with the podcast transcript F. is helped by the support T 1 WARM-UP DESCRIPTION OF LESSON 3 ENGAGE ACTIVITY: T tells Ss what is the last item of clothing she bought, where and why. T invites them to think about it. One S at a time talks about his item. '10 AIMS To engage SS with a conversation To review vocabulary related to clothes INCLUSION F. is supported by the support T Sen Ss are helped by T or peer -tutors I bought a pair of shoes at a shopping centre for a party 2 ACTIVITY: TASK: Create a video survey In groups, Ss have to plan a video survey about their classmates' shopping habits. T divides Ss into five groups. Each student writes a question about shopping habits (online vs shops; second hand vs new; save vs spend). A student asks questions and the other members speak for the survey. Then, they repeat the conversation to film the video. After that, using Canva, they create the video survey. They can add any music, pictures, sound effects and subtitles. T sends the Padlet link via Google Classroom. At the end, they share the video survey on Padlet and next time they're going to present their video survey. DESCRIPTION OF LESSON 3 ACTIVATE AIMS To practice writing, oral interaction and digital skills To get more familiar with Padlet and Canva To get a feedback and a mark on this task FINAL TASK '35 INCLUSION F. is helped by the T support. He tries to produce very simple sentences T will not evaluate spelling mistakes 2 DESCRIPTION OF LESSON 3 ACTIVATE FINAL TASK '35 https://padlet.com/dorianavivo1/ka9pwkxvsykq7elr CRITERIA DESCRIPTORS Advanced Competent Progressing Beginning COOPERATION S shows a positive attitude and effectively cooperates with partner S shows a positive attitude and usually cooperates with partner S cooperates with partner with some difficulties or when asked to S does not show interest in cooperating with partner and does not complete the activity INTERACTION   Interacts effectively and appropriately, cooperating with partner to achieve goals S tries to interact as efficiently as possible to achieve goals Interacts with some hesitation. Relies on partner to continue speaking Does not interact, or does it with severe difficulties. Turn-taking is lacking PERSONAL CONTRIBUTION S always provides interesting ideas, appropriate to the task S often provides interesting ideas S trie sto provide ideas, if not always relevant to the task S provides no, or too little, valuable contribution FORMATIVE ASSESSMENT Pairwork interaction SUMMA TIV Content Language (scripts) ye Jate 1,4105544 [TE la") E ASS ESSM ENT Group work Video Totally irrelevant with major omissions, gaps and recurrent repetitions No key elements are adequately developed. No key elements are adequately developed. No key elements are adequately developed. Limited attempt to develop content, there are gaps and irrelevant material Lacks organsation and contains a number of errors. Delivered in an unclear way; no attempts at involving the audience. Poor editing as a whole. Inadequate length. No (or failed) attempts at using visuals. Content is relevant and developed as a whole, there can be omissions and some irrelevant parts Attempts at organisation with slight inaccuracies. Delivered with some clarity and with attempts at engaging the audience. Acceptable editing as a whole, adequate length, with attempts at using animation, visuals, links, etc. Content is relevant and well developed Well organised with slight inaccuracies. Language is quite effective. Delivered with clarity, keeping eye-contact and engaging the audience. Effective editing, adequate length with effective use of animation, visuals, links, video embedding, etc. Content is fully relevant and very well developed Well organised and virtually error-free, Language is effective. Delivered with clarity, ease, keeping eye contact and engaging the audience. Very effective editing, adequate length with effective/sophisticate use of animation, visuals, links, video embedding, etc. 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 talk shopping and clothes Kahoot: https://kahoot.it 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/ REFERENCES Websites NI © THANK YOU! è