Concorso ordinario per titoli ed esami finalizzato al reclutamento del personale docente della scuola secondaria
talking about quantities
Nr. 497
Candidata: Giorgia Baggiani Classe di Concorso: AB25
start
index
2. inclusion
1. Context and class
3. general & specific aims
4. prerequisites
6. Materials & tools
5. approaches & methods
7. the role of technology
8. anticipated problems & possible solutions
10. assessment
9. procedures
11. references
1. context and class
- Type of School: "G. Micali" - Lower secondary school in Livorno
- Class: 2nd year
- Number of students: 18 (10 male, 8 female)
- Age: 12/13
- Initial CEFR level: A1
- SEN (Special Education Needs): 1 student with Autism Sectrum Disorder + 1 gifted student
- General behaviour and motivation: Mixed ability class; most of the students are very eager to learn, but tend to get distracted easily.
Dealing with a class which includes 1 student with a severe learning disability, the teacher will carefully read his Individualised Education Program
2. inclusion
students with disabilities
L. 104/1992 on students with disabilities IEP Individualised Education Program
S centred
SEN and sld students
L. 170/2010 --> M.D. 5669/2011 on students with Specific Learning Disorders (SLDs) M.D. 27/12/2012 on students with Special Educational Needs (SEN)PEP Personalised Education Plan
Individualization
Personalization
Let's meet Filippo
According to the student's IEPs, the student has a support teacher for 18 hours a week
- Filippo has a severe disability, he is a non-verbal student with autism
- He expresses himself through sounds and sometimes single words
- To communicate, he mainly uses pictograms, which he started to use in primary school
- With the help of an expert, he can write basic words and very short sentences. He can colour pictures.
- He likes routines, every morning the T addresses him with the same English expressions: ‘Good morning/Hello Filippo, how are you?’- He often replies by showing the teacher one of his emojis
- If the class gets too noisy, he may become stressed. In such cases, his support teacher takes him out of the class for a pause
- He really enjoys using his technological devices and he’s good at it
Inclusion
General Aims
3. general & specific aims
- 8 KEY COMPETENCES FOR LIFELONG LEARNING SKILLSEuropean Council, 2018
3 out of 8
DIGITALCOMPETENCE
PERSONAL,SOCIAL AND LEARNING TO LEARN COMPETENCE
MULTILINGUALCOMPETENCE
General Aims
- CEFR - Common European Framework of Reference for Languages
Towards A2
CEFR LEVEL
LANGUAGE ACTIVITIES
- RECEPTION
- PRODUCTION
- INTERACTION
- MEDIATION
CEFR LEVEL --> A2
Companion Volume 2020
RECEPTION A2
ORAL: Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly. READING: Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
PRODUCTION A2
ORAL: Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list. WRITTEN: Can write a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”.
INTERACTION A2
ORAL: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord. WRITTEN: Can write short, simple formulaic notes relating to matters in areas of immediate need.
MEDIATION A2
Can use simple words/signs to ask someone to explain something. Can recognise when difficulties occur and indicate in simple language the apparent nature of a problem. Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest, provided these are expressed clearly in simple language.
General Aims
In accordance with level A2 of CEFR, the student:
- Comprehends orally and in writing the essential points of texts in standard language on familiar topics or topics studied regularly at school and in free time.
- Describes situations orally, recounts personal events and experiences, and presents study topics.
- Interacts with one or more interlocutors in familiar contexts and on familiar topics.
- Reads simple texts using various strategies appropriate for the purpose.
- Reads informational texts and listens to explanations related to the study content of other disciplines.
- Writes simple reports and composes short letters or messages to peers and family members.
- Identifies cultural elements conveyed by the mother tongue or schooling language and compares them with those conveyed by the foreign language, without attitudes of rejection.
- Confronts new situations by drawing on his/her linguistic repertoire; uses language to learn topics even from different disciplinary areas and collaborates actively with classmates in carrying out activities and projects.
- Self-evaluates the acquired competencies and is aware of his/her own learning style.
NATIONAL GUIDELINES M.D. 254/2012
Specific Aims
By the end of the lessons, students will....
KNOW
BE ALBLE TO
- new vocabulary related to quantifiers, quantity, containers, food and drinks
- how to use correctly quantifiers in affermative, negative and interrogative sentences
- develop communication and collaborative skills
- develop creativity
- develop digital skills
- write a simple dialogue between peers
- work in pairs or small group
4. Prerequisites
Assumed knowledges and skills
- Ss have reached level A1 of CEFR
- Ss are familiar with the difference between countable and uncoutable nouns
- Ss are familiar with the use of a/an
- Ss know how to form affirmative, negative and interrogative sentences
- Ss are able to watch simple videos in English and take notes
- Ss are familiar with pair and group work
- Ss are familiar with ICT tools and digital apps (Kahoot, Wordwall)
- Ss are familiar with Office and Google environments (Google Classroom)
- Ss are familiar with the use of self-assessment grids
5. Approaches & Methods
Approaches
CONSTRUCTIVISM - Learning is an active and constructive process - Ss are able to build a personal way of interpreting reality on previous knowledge - Students centred - Teacher as a facilitator - Interaction with the environment - Cooperation
METACOGNITIVE APPROACHStudents reflect on language and on their learning strategies
CONNECTIVISM - Knowledge is structured like a network - Ss make connections between information - Information is processed through decision-making/problem solving
Methods
ESA methodology
Cooperative Learning
Reality Task
6. Materials & Tools
- Interactive Whiteboard (IWB)
- Authentic materials
- Ss' devices - BYOD (smartphone, tablet, PC...)
- ICT - Youtube, Kahoot, Wordwall, Google Classroom
7. The role of Technology
ENGAGEMENT
01
Ss are familiar with technological tools and are curious about it
MOTIVATION
02
Ss are allowed to learn with
pleasure, improving learning as well
INCLUSION
03
It generates positive group dynamics and increases autonomy
8. Anticipated problems & possible solutions
- Mixed-level class and fast finishers
- Lack of motivation
- Shy or anxious students
- Classroom equipment might not work
- Cooperative mixed-groups with weaker and stronger SS working together (peer-to-peer tutoring)
- Peer group activities; use of ICT
- Give each student a specific role in the group; no pressure
- Previously dowload materials and use them offline
Lorem ipsum dolor sit amet consectetuer
Sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl.
9. Procedures
ESA
Lesson 1 - 60 min.
Overview
Engage 10 min.
Study 20 min.
Activate 20 min.
Wrap up 5 min.
Warm-up 5 min.
Revision with Wordwall - Countable and uncountable nouns
Guess the topic
Exit Ticket and homework
Role-play activity
Quantifiers
INCLUSION
Lesson 1 - Warm up
5 min.
Guess the topic
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Pictures to engage Filippo- T creates a welcoming environment where mistakes are not emphasised and encourages Ss to participate, without putting them under pressure
T shows the Ss some pictures on the IWB to make them guess the topic of the lesson
Introduce the topic and warm up Ss’ speaking skills
Ss look at the pictures and try to guess what they may be related to
WARM UP
Guess the topic 5 min.
Lesson 1 - Warm up
Guess the topic
INCLUSION
Lesson 1 - Engage
10 min.
Review with Wordwall
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
T use the IWB to start the quiz and ask Ss to try and answer the questions raising their hands
- Revise countable and uncountable nouns- Start the engagment of Ss
ENGAGE
Ss partecipate to Wordwall activity by answering the quiz questions, everybody respecting their turn
- Use of IWB- Use of pictures to engage Filippo
Review with Wordwall 10 min.
Lesson 1 - Engage
Revision with
https://wordwall.net/it/resource/29301993/inglese/inglesecountable-o-uncountable
INCLUSION
Lesson 1 - Study/1
10 min.
Watch the video and work in pairs
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
1) Ss have to watch the video individually and take note of useful expressions they hear 2) They discuss their notes with the partner 3) Ss share their notes with the rest of the class
- Filippo watches the video and then associates some expressions used with tailored pictures with the help of the support teacher - Weak Ss are paired with stronger classmates
1) T shows a video on the IWB and asks Ss to take note of useful expressions2) T divides Ss in pairs 3) T collects the Ss’ answers and writes them on the IWB
Ss discover the basic expressions and phrases used to express quantity
STUDY/1
Watch the video and work in pairs 10 min.
Lesson 1 - Study/1
QuantifiersWatch the video and take notes
"Work in pairs"
Filippo's material
https://www.youtube.com/watch?v=-DXTsR6ojL4
INCLUSION
Lesson 1 - Study/2
10 min.
Quantifiers
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
T provides the Ss with all the useful vocabulary to express quantity, according to countable or uncountable nouns, affirmative, negative or interrogative sentences
Ss listen to the teacher, write down the useful expressios on their notebook and ask for clarification if necessary
Together with the support T, Filippo will cut some previously prepared pictures, glue it on his notebook and write key words underneath them
Organise Ss’ previous answers in formal knowledge and make Ss reflect on the language
STUDY/2
Quantifiers 10 min.
Lesson 1 - Study/2
Quantifiers
"Let's learn what quantifiers are and how to use them"
INCLUSION
Lesson 1 - Study/3
5 min.
Controlled Practice
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
The support T tells Filippo some easy words related to some pictures and he has to color the correct amount of objects
Ss complete the exercises, then check their answers with the T and the rest of the class
STUDY/3
T hands out worksheets and tells Ss to complete the exercises
Make the Ss apply the expressions they have just learnt
Controlled practice 5 min.
Quantifiers Let's practice
Lesson 1 - Study/3
Filippo's material
INCLUSION
Lesson 1 - Activate
20 min.
Role-play activity
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- T will keep the same pairs if they have worked well in the previous activity, otherwise T will change them - The support T will try to engage Filippo in planning a grocery shopping for a picnic using authentic materials
- T asks every S to write down a list of items they would like to bring on a picnic- T divides the Ss in pairs (same as before) and ask them to create a dialogue
Make the Ss produce output related to the lesson topic and improve their speaking skills
ACTIVATE
- Ss write down their lists individually - Ss use the target language to ask questions about a fictional picnic
Role-play activity 20 min.
Lesson 1 - Activate
Let's go on a picnic!
"Create your dialogue": Student A: Have you got any water? Student B: Yes, I've got some water
Filippo's material
T gives Ss a handout with useful vocabulary for the activity, than observes them during the pair work, providing support
when needed. Then T listens to the different dialogues
giving Ss feedback at the end of their performance.
Let's go on a picnic! One step forward
Lesson 1 - Activate
"Plan our school picnic" "We are a class of 18 students and 2 teachers. Try write down an accurate and precise list to give to your classmates and teachers: everyone has to bring something to eat, to drink or to set the table for the picnic. But be careful: we don't want any waste! Think carefully about the quantities!"
T gives Ss an extra task for gifted students or fast finishers
INCLUSION
Lesson 1 - Wrap-up
5 min.
Exit ticket and homework
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- T can easily have a feedback about the lesson from the Ss- Ss feel involved in their learning process
WRAP-UP
T hands out Exit Tickets and assigns homework
Exit ticket and Homework 5 min.
SS give their opinions and share their toughts
Use of emojis and reader- friendly fonts
Exit Ticket
Lesson 1 - Wrap-up
Homework
"Revise the rules and
expressions related to quantifiers in your textbook Record the dialogue you created for your imaginary picnic, listen to it and try to improve your pronunciation"
Procedures
ESA
Lesson 2 - 60 min.
Overview
Engage 10 min.
Study 20 min.
Activate 20 min.
Wrap up 5 min.
Warm-up 5 min.
Reality task Write a traditional italian recipe for our recipe book
Watch the video "Cointainers and quantities"
Homework
Reading comprehension "Street food"
Kahoot Revision
INCLUSION
Lesson 2 - Warm up
5 min.
Revision with Kahoot!
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Summarise the main points of the previous lesson- Start the engagment of Ss
WARM UP
T gives Ss the quiz pin code and asks them to use their personal devices to answer the questions
Revision with Kahoot! 5 min.
Ss partecipate to Kahoot! activity using their own devices
- Use of IWB- Use of personal devices or school devices when needed
Lesson 2 - Warm up
"What did you learn during last lesson?"
INCLUSION
Lesson 2 - Engage
10 min.
Watch the video
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Filippo watches the video and then associates some expressions used with pictures with the help of the support teacher- Gifted Ss may help with the translation
- T shows a video on the IWB and asks Ss to write down any new word- T helps Ss to translate and understand the words they are not familiar with
ENGAGE
Watch the video 10 min.
- Introduce the topic- Arouse Ss' curiosity
Ss watch the video, write down the words they don't know and ask the T clarifications when needed
Lesson 2 - Engage
Filippo's material
"Watch the video and take notes: did you know all the words?"
https://www.youtube.com/watch?v=D6eXc_Zi5DE
INCLUSION
Lesson 2 - Study
20 min.
Reading comprehension
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
T hands out worksheets with a reading comprehension about street food and some exercises: choos the correct oprion, than answer the questions
- Filippo chooses his favourite street food with the help of pictures handed out by the support T- Fast finishers help classmates (peer tutoring)
STUDY
- Relating the newly learnt skills and rules to cultural knowledge - Improving reading skills
Reading comprehension 20 min.
Ss read the text and complete the exercises individually
Lesson 2 - Study
Reading comprehension
"Read the text carefully: choose the correct option, than answer the questions"
At the end of activity, the T proceeds to the correction of the exercises together with the Ss
Filippo's material
INCLUSION
Lesson 2 - Activate
20 min.
Our recipe book for exchange students
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Improve cooperation skills- Improve Ss' writing skills - Allow Ss to use creativity - Create a traditional recipe book for exchange Ss
1) T divides Ss in pairs (weak Ss are paired with stronger classmates)2) T asks Ss to choos a traditional italian recipe, to translate it in the target language and to create a written and step-by-step visual recipe
Ss work in pair to search and select a tradional italian recipe. Than they try to write a page of a traditional recipe book for exchange Ss
Filippo joins a group of three Ss; he will work on the step-by-step visual recipe, with the help of the support teacher at school and of his parents at home
ACTIVATE
Our recipe book for exchange students 20 min.
Our traditional recipes
Lesson 2 - Activate
"Start your research project at school and continue your step-by-step recipe at home"
Lesson 2 - Activate
Our traditional recipes One step forward
"Let's be creative!" "Modify your recipe with new ingredients and new quantitie. Use your personal taste and your chef spirit. You may try to create a Masterchef Mistery Box! You must be very precise in indicating the ingredients' quantities: you may not be admitted to the program!"
T gives Ss an extra task for gifted students or fast finishers
Lesson 2 - Wrap-up
5 min.
Homework
"Finish your written recipes. Remeber to be very careful with the quantities! Measuring the ingredients properly is really important in a recipe! Don't forget to take some pictures while you cook: they will be useful for creating the step-by-step visual recipe! Upload your recipes on Google Classroom within one week"
Filippo will work on the visual step-by-step recipe, with the help of his parents
10. Assessment
L.D. 62/2017
FORMATIVE ASSESSMENT
STUDENT'S SELF-ASSESSMENT
S WITH SEN WILL BE ASSESSED ACCORDING TO HIS INDIVITUALISED EDUCATION PROGRAM
Ongoing informal assessment.T observes SS throughout their work and provide them with feedback
SS reflect on what and how they have learnt at the end of the lessons (it helps the awareness of their learning processes)
TEACHER'S SELF- ASSESSMENT
SUMMATIVE ASSESSMENT
T as a "reflective practitioner": he/she reflects on his/her performance and tries to improve it.
Formal evaluation.T provides the SS with a mark after a learning activity
Written production - write a recipe
Pair work
Ongoing Informal Assessment
Formative assessment rubric
Pair work
Summative assessment grid
Formal Evaluation
Summative assessment grid
Formal Evaluation
Written Production
Students' self-assessment
Teacher's self-assessment
What can I improve for my next lessons?
Were the SS engaged, interested and motivated?
What went wrong/right?
Was the explanation clear and effective, according to SS' feedback?
Were the goals and tasks clearly set?
Were the tools and strategies appropriate to the task?
Were all aims achieved?
11. References
- Harmer, How to Teach English, Pearson, Edinburgh, 2007
- Harmer, The Practice of English Language Teaching, Pearson, Edinburgh, 2019
- Manuela Kelly Calzini, Christian Evans, Luca Borgioli, Carla Leonard, SWITCH ON - BOOK 2, Zanichelli
- https://education.ec.europa.eu/focus-topics/improving-quality/key-competences
- https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
- https://www.miur.gov.it/scuola-secondaria-di-primo-grado
- https://www.teachingenglish.org.uk
- https://www.youtube.com
- https://www.wordwall.net
- https://kahoot.com
THANK YOU
CONCORSO ORDINARIO AB25 - BAGGIANI GIORGIA
Giorgia Baggiani
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Transcript
Concorso ordinario per titoli ed esami finalizzato al reclutamento del personale docente della scuola secondaria
talking about quantities
Nr. 497
Candidata: Giorgia Baggiani Classe di Concorso: AB25
start
index
2. inclusion
1. Context and class
3. general & specific aims
4. prerequisites
6. Materials & tools
5. approaches & methods
7. the role of technology
8. anticipated problems & possible solutions
10. assessment
9. procedures
11. references
1. context and class
Dealing with a class which includes 1 student with a severe learning disability, the teacher will carefully read his Individualised Education Program
2. inclusion
students with disabilities
L. 104/1992 on students with disabilities IEP Individualised Education Program
S centred
SEN and sld students
L. 170/2010 --> M.D. 5669/2011 on students with Specific Learning Disorders (SLDs) M.D. 27/12/2012 on students with Special Educational Needs (SEN)PEP Personalised Education Plan
Individualization
Personalization
Let's meet Filippo
According to the student's IEPs, the student has a support teacher for 18 hours a week
Inclusion
General Aims
3. general & specific aims
3 out of 8
DIGITALCOMPETENCE
PERSONAL,SOCIAL AND LEARNING TO LEARN COMPETENCE
MULTILINGUALCOMPETENCE
General Aims
Towards A2
CEFR LEVEL
LANGUAGE ACTIVITIES
CEFR LEVEL --> A2
Companion Volume 2020
RECEPTION A2
ORAL: Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly. READING: Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
PRODUCTION A2
ORAL: Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list. WRITTEN: Can write a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”.
INTERACTION A2
ORAL: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord. WRITTEN: Can write short, simple formulaic notes relating to matters in areas of immediate need.
MEDIATION A2
Can use simple words/signs to ask someone to explain something. Can recognise when difficulties occur and indicate in simple language the apparent nature of a problem. Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest, provided these are expressed clearly in simple language.
General Aims
In accordance with level A2 of CEFR, the student:
NATIONAL GUIDELINES M.D. 254/2012
Specific Aims
By the end of the lessons, students will....
KNOW
BE ALBLE TO
4. Prerequisites
Assumed knowledges and skills
5. Approaches & Methods
Approaches
CONSTRUCTIVISM - Learning is an active and constructive process - Ss are able to build a personal way of interpreting reality on previous knowledge - Students centred - Teacher as a facilitator - Interaction with the environment - Cooperation
METACOGNITIVE APPROACHStudents reflect on language and on their learning strategies
CONNECTIVISM - Knowledge is structured like a network - Ss make connections between information - Information is processed through decision-making/problem solving
Methods
ESA methodology
Cooperative Learning
Reality Task
6. Materials & Tools
7. The role of Technology
ENGAGEMENT
01
Ss are familiar with technological tools and are curious about it
MOTIVATION
02
Ss are allowed to learn with pleasure, improving learning as well
INCLUSION
03
It generates positive group dynamics and increases autonomy
8. Anticipated problems & possible solutions
Lorem ipsum dolor sit amet consectetuer
Sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl.
9. Procedures
ESA
Lesson 1 - 60 min.
Overview
Engage 10 min.
Study 20 min.
Activate 20 min.
Wrap up 5 min.
Warm-up 5 min.
Revision with Wordwall - Countable and uncountable nouns
Guess the topic
Exit Ticket and homework
Role-play activity
Quantifiers
INCLUSION
Lesson 1 - Warm up
5 min.
Guess the topic
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Pictures to engage Filippo- T creates a welcoming environment where mistakes are not emphasised and encourages Ss to participate, without putting them under pressure
T shows the Ss some pictures on the IWB to make them guess the topic of the lesson
Introduce the topic and warm up Ss’ speaking skills
Ss look at the pictures and try to guess what they may be related to
WARM UP
Guess the topic 5 min.
Lesson 1 - Warm up
Guess the topic
INCLUSION
Lesson 1 - Engage
10 min.
Review with Wordwall
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
T use the IWB to start the quiz and ask Ss to try and answer the questions raising their hands
- Revise countable and uncountable nouns- Start the engagment of Ss
ENGAGE
Ss partecipate to Wordwall activity by answering the quiz questions, everybody respecting their turn
- Use of IWB- Use of pictures to engage Filippo
Review with Wordwall 10 min.
Lesson 1 - Engage
Revision with
https://wordwall.net/it/resource/29301993/inglese/inglesecountable-o-uncountable
INCLUSION
Lesson 1 - Study/1
10 min.
Watch the video and work in pairs
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
1) Ss have to watch the video individually and take note of useful expressions they hear 2) They discuss their notes with the partner 3) Ss share their notes with the rest of the class
- Filippo watches the video and then associates some expressions used with tailored pictures with the help of the support teacher - Weak Ss are paired with stronger classmates
1) T shows a video on the IWB and asks Ss to take note of useful expressions2) T divides Ss in pairs 3) T collects the Ss’ answers and writes them on the IWB
Ss discover the basic expressions and phrases used to express quantity
STUDY/1
Watch the video and work in pairs 10 min.
Lesson 1 - Study/1
QuantifiersWatch the video and take notes
"Work in pairs"
Filippo's material
https://www.youtube.com/watch?v=-DXTsR6ojL4
INCLUSION
Lesson 1 - Study/2
10 min.
Quantifiers
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
T provides the Ss with all the useful vocabulary to express quantity, according to countable or uncountable nouns, affirmative, negative or interrogative sentences
Ss listen to the teacher, write down the useful expressios on their notebook and ask for clarification if necessary
Together with the support T, Filippo will cut some previously prepared pictures, glue it on his notebook and write key words underneath them
Organise Ss’ previous answers in formal knowledge and make Ss reflect on the language
STUDY/2
Quantifiers 10 min.
Lesson 1 - Study/2
Quantifiers
"Let's learn what quantifiers are and how to use them"
INCLUSION
Lesson 1 - Study/3
5 min.
Controlled Practice
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
The support T tells Filippo some easy words related to some pictures and he has to color the correct amount of objects
Ss complete the exercises, then check their answers with the T and the rest of the class
STUDY/3
T hands out worksheets and tells Ss to complete the exercises
Make the Ss apply the expressions they have just learnt
Controlled practice 5 min.
Quantifiers Let's practice
Lesson 1 - Study/3
Filippo's material
INCLUSION
Lesson 1 - Activate
20 min.
Role-play activity
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- T will keep the same pairs if they have worked well in the previous activity, otherwise T will change them - The support T will try to engage Filippo in planning a grocery shopping for a picnic using authentic materials
- T asks every S to write down a list of items they would like to bring on a picnic- T divides the Ss in pairs (same as before) and ask them to create a dialogue
Make the Ss produce output related to the lesson topic and improve their speaking skills
ACTIVATE
- Ss write down their lists individually - Ss use the target language to ask questions about a fictional picnic
Role-play activity 20 min.
Lesson 1 - Activate
Let's go on a picnic!
"Create your dialogue": Student A: Have you got any water? Student B: Yes, I've got some water
Filippo's material
T gives Ss a handout with useful vocabulary for the activity, than observes them during the pair work, providing support when needed. Then T listens to the different dialogues giving Ss feedback at the end of their performance.
Let's go on a picnic! One step forward
Lesson 1 - Activate
"Plan our school picnic" "We are a class of 18 students and 2 teachers. Try write down an accurate and precise list to give to your classmates and teachers: everyone has to bring something to eat, to drink or to set the table for the picnic. But be careful: we don't want any waste! Think carefully about the quantities!"
T gives Ss an extra task for gifted students or fast finishers
INCLUSION
Lesson 1 - Wrap-up
5 min.
Exit ticket and homework
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- T can easily have a feedback about the lesson from the Ss- Ss feel involved in their learning process
WRAP-UP
T hands out Exit Tickets and assigns homework
Exit ticket and Homework 5 min.
SS give their opinions and share their toughts
Use of emojis and reader- friendly fonts
Exit Ticket
Lesson 1 - Wrap-up
Homework
"Revise the rules and expressions related to quantifiers in your textbook Record the dialogue you created for your imaginary picnic, listen to it and try to improve your pronunciation"
Procedures
ESA
Lesson 2 - 60 min.
Overview
Engage 10 min.
Study 20 min.
Activate 20 min.
Wrap up 5 min.
Warm-up 5 min.
Reality task Write a traditional italian recipe for our recipe book
Watch the video "Cointainers and quantities"
Homework
Reading comprehension "Street food"
Kahoot Revision
INCLUSION
Lesson 2 - Warm up
5 min.
Revision with Kahoot!
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Summarise the main points of the previous lesson- Start the engagment of Ss
WARM UP
T gives Ss the quiz pin code and asks them to use their personal devices to answer the questions
Revision with Kahoot! 5 min.
Ss partecipate to Kahoot! activity using their own devices
- Use of IWB- Use of personal devices or school devices when needed
Lesson 2 - Warm up
"What did you learn during last lesson?"
INCLUSION
Lesson 2 - Engage
10 min.
Watch the video
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Filippo watches the video and then associates some expressions used with pictures with the help of the support teacher- Gifted Ss may help with the translation
- T shows a video on the IWB and asks Ss to write down any new word- T helps Ss to translate and understand the words they are not familiar with
ENGAGE
Watch the video 10 min.
- Introduce the topic- Arouse Ss' curiosity
Ss watch the video, write down the words they don't know and ask the T clarifications when needed
Lesson 2 - Engage
Filippo's material
"Watch the video and take notes: did you know all the words?"
https://www.youtube.com/watch?v=D6eXc_Zi5DE
INCLUSION
Lesson 2 - Study
20 min.
Reading comprehension
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
T hands out worksheets with a reading comprehension about street food and some exercises: choos the correct oprion, than answer the questions
- Filippo chooses his favourite street food with the help of pictures handed out by the support T- Fast finishers help classmates (peer tutoring)
STUDY
- Relating the newly learnt skills and rules to cultural knowledge - Improving reading skills
Reading comprehension 20 min.
Ss read the text and complete the exercises individually
Lesson 2 - Study
Reading comprehension
"Read the text carefully: choose the correct option, than answer the questions"
At the end of activity, the T proceeds to the correction of the exercises together with the Ss
Filippo's material
INCLUSION
Lesson 2 - Activate
20 min.
Our recipe book for exchange students
PHASE
INCLUSION
AIMS
STUDENTS
TEACHER
- Improve cooperation skills- Improve Ss' writing skills - Allow Ss to use creativity - Create a traditional recipe book for exchange Ss
1) T divides Ss in pairs (weak Ss are paired with stronger classmates)2) T asks Ss to choos a traditional italian recipe, to translate it in the target language and to create a written and step-by-step visual recipe
Ss work in pair to search and select a tradional italian recipe. Than they try to write a page of a traditional recipe book for exchange Ss
Filippo joins a group of three Ss; he will work on the step-by-step visual recipe, with the help of the support teacher at school and of his parents at home
ACTIVATE
Our recipe book for exchange students 20 min.
Our traditional recipes
Lesson 2 - Activate
"Start your research project at school and continue your step-by-step recipe at home"
Lesson 2 - Activate
Our traditional recipes One step forward
"Let's be creative!" "Modify your recipe with new ingredients and new quantitie. Use your personal taste and your chef spirit. You may try to create a Masterchef Mistery Box! You must be very precise in indicating the ingredients' quantities: you may not be admitted to the program!"
T gives Ss an extra task for gifted students or fast finishers
Lesson 2 - Wrap-up
5 min.
Homework
"Finish your written recipes. Remeber to be very careful with the quantities! Measuring the ingredients properly is really important in a recipe! Don't forget to take some pictures while you cook: they will be useful for creating the step-by-step visual recipe! Upload your recipes on Google Classroom within one week"
Filippo will work on the visual step-by-step recipe, with the help of his parents
10. Assessment
L.D. 62/2017
FORMATIVE ASSESSMENT
STUDENT'S SELF-ASSESSMENT
S WITH SEN WILL BE ASSESSED ACCORDING TO HIS INDIVITUALISED EDUCATION PROGRAM
Ongoing informal assessment.T observes SS throughout their work and provide them with feedback
SS reflect on what and how they have learnt at the end of the lessons (it helps the awareness of their learning processes)
TEACHER'S SELF- ASSESSMENT
SUMMATIVE ASSESSMENT
T as a "reflective practitioner": he/she reflects on his/her performance and tries to improve it.
Formal evaluation.T provides the SS with a mark after a learning activity
Written production - write a recipe
Pair work
Ongoing Informal Assessment
Formative assessment rubric
Pair work
Summative assessment grid
Formal Evaluation
Summative assessment grid
Formal Evaluation
Written Production
Students' self-assessment
Teacher's self-assessment
What can I improve for my next lessons?
Were the SS engaged, interested and motivated?
What went wrong/right?
Was the explanation clear and effective, according to SS' feedback?
Were the goals and tasks clearly set?
Were the tools and strategies appropriate to the task?
Were all aims achieved?
11. References
THANK YOU