Presentazione Concorso AB25

HAVE YOU EVER GONE

EXTREME?

A GRAMMAR-BASED ACTIVITY FOR THIRD CLASSES

Stefano Bagnacani - AB25

INDEX

03. ROLE OF TECHNOLOGY

02. KEYS TO SUCCESS AND INCLUSION

01. CLASS

04. AIMS

06. PROCEDURES

05. SPECIFIC AIMS AND PRE-REQUISITES

08. ANTICIPATING PROBLEMS

09. ASSESSMENT

07. MATERIALS & ACTIVITIES

10. METHODOLOGY AND APPROACH

01. CLASS

• CLASS: 3nd year of Middle School "I.C. Amedeo D'Aosta" , start of second term
• COMPOSITION: 19 students, 11 girls and 9 boys
• LEVEL: mostly A1+, some of them weaker, a couple almost A2
• GENERAL BEHAVIOUR AND MOTIVATION: SS are generally well behaved and hard-working, but tend to have a passive attitude during lessons.
• SEN and SPLDs: 1 student is affected by autism and supported by Teacher assistant, 2 students have a mild form of dyslexia, 1 SEN (ADHD).
• DIGITAL COMPETENCE: SS are familiar with Google Classroom and Google Meet (used for Distance Learning).
• TIMING: 1-hour lesson

02. KEYS TO SUCCESS AND INCLUSION

PERSONALIZATION

MOTIVATION

INDIVIDUALIZATION

• Connection to personal ideas and experience
• Continuous feedback

• Differentiation to adapt to learners' styles
• Compensatory ICT use
• Peer learning

• 3 Basic Needs
• Working in the ZPD
• Using engaging topics

L 104 /1992

DIR MIUR 27 / 12 / 2012

L 170 / 2010

02. KEYS TO SUCCESS AND INCLUSION

CLASS SETTING FOR GROUPWORK

03. THE ROLE OF TECHNOLOGY

INCLUSION

MOTIVATION

ASSESSMENT

• Wider exposure to English
• Authentic language
• Flexible (time, need) and Situated (place) Learning
• Personalized Learning
• Autonomy
• Feedback

Source: ELT Expert panel: "Using Technology to Motivate Learners", OUP.

04. GLOBAL AIMS - DESCRIPTORS

From the school's Curriculum, based on CAN DO statements as defined in the Common European Framework

• RECEPTION: Can understand the outline of simple information about familiar everyday activities such as sports, cooking, etc., provided they are delivered slowly and clearly.
• PRODUCTION: Can describe plans and arrangements, habits and routines, past activities and personal experiences.
• INTERACTION: Can ask and answer simple questions about an event; Can ask and answer questions about pastimes and past activities.

Source: CEFR, https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-descriptors

05. SPECIFIC AIMS AND PRE-REQUISITES

By the end of the lesson, Students

• will be able to describe, ask about, and answer to questions about experiences and events that happened at unspecified time in the past;
• will be able to use the Present Perfect structure in its negative and interrogative form.

ASSUMPTIONS: Students already know:

• Past Simple
• Present perfect - affermative form
• For / since

06. PROCEDURES

DAY 1: Teacher / Students

WARM UP: 5 MIN Guess the Topic Presenter / Players

ENGAGE: 5 MIN Watch and list sports Facilitator / Active

ENGAGE: 15 MIN Listing and Choosing Presenter /Active

STUDY: 15 MIN Reflection on structure and controlled practice Guide/Rule-builders

ACTIVATE: 15 MIN Investigation - Free practice Facilitator / Active

WRAP-UP: 5 MIN Feedback Resumer / Self-observer

07. MATERIALS AND ACTIVITIES

Listing activities and choosing past experiences

WORDLE!

07. MATERIALS AND ACTIVITIES- Study

1- LISTEN TO THE FIRST EXAMPLE

2-HOW DO YOU MAKE THE NEGATIVE FORM?

GRAMMAR FOCUS!

3-LISTEN TO THE SECOND EXAMPLE. WHAT'S THE DIFFERENCE? (contracted form)

4-ADD "NOT" TO THE RED LEAFLETS

5-HOW DO YOU MAKE QUESTIONS? ---> Analogy with Present Continuous

6-PRACTICE IT!

07. MATERIALS AND ACTIVITIES

LISTEN AND UNJUMBLE THE SENTENCES!

MY

HAS

CAT

WATER

DRUNK

NOT

CONTEST

WON

THE

YOU

HAVEN'T

ADAPTATION

GAME TIME!

WHAT SPORT HAVE YOUR CLASSMATES DONE?

ASK AND TAKE NOTES

ANTICIPATING PROBLEMS

LOSS OF FOCUS: Faster rythm, change of activity

INTERNET DOESN'T WORK: Bring my own device/Offline plan B ready

SINGLE STUDENT DISENGAGING: Giving him/her a prominent role (presenter, tutor)

REFLECTION AND SELF ASSESSMENT

STUDENTS' FEEDBACK On learning outcomes on THEIR FEELINGS (rubric)

TEACHER'S SELF ASSESSMENT On INCLUSION On MOTIVATION On EFFECTIVENESS

FORMATIVE ASSESSMENT Continuous observation Immediate feedback (for both teacher and SS)

TEACHER'S SELF ASSESSMENT

HOW COULD IT BE CHANGED TO BE MORE EFFECTIVE?

WAS THE ACTIVITY SUCCESSFUL?

WHAT DID THEY GET FROM IT?

DID THE STUDENTS ENJOY IT?

DID THEY LEARN ANYTHING FROM IT?

METHODOLOGIES AND APPROACH

ESA - ENGAGE STUDY ACTIVATE

LEARNER CENTERED TEACHING

SOCIAL CONSTRUCTIVISM

COMMUNICATIVE LANGUAGE TEACHING

THANK YOU!