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Present Continuous
Giorgia Demicheri
Created on March 1, 2023
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Transcript
Present continuous
Giorgia Demicheri Classe AB24-25
Start
Index
Anticipated problems
School context
Materials
Class profile
Teaching strategies and underlying theories
Keys to success and Inclusion
Procedures
10
General aims (National Guidelines, Key Competences)
Lessons to be covered
Procedures
11
Procedures
Specific learning objectives
Procedures
Procedures
12
Assessment
Procedures
Pre-requisites
School Context
School:
Technical Institute with eight different paths and a lot of students. North West of Liguria, Loano, a small town near the sea. The majority of students are interested in school subjects, but some of them are not. They study little and seem to be here only because they cannot leave school.
Area:
Cultural background:
Class Profile
Class:
1st Year of Design and Communication 26 students of which 18 males, 7 females between A2+/B1 mid of second term 2 hours
Composition:
CEFR Level:
Time of the year:
Timing:
Class Profile
General behaviour/motivation:
Students are often noisy and get bored easily. They use their phone in every possible occasion. 2 students with Dyslexia, 1 with socio-economic disadvantage. frequent use of digital and online platforms, either in class (mostly on the IWB) and at home.
SENs and SPLDs:
Digital competence:
Keys to success and Inclusion
L. 104/1992 L. 170/2010 L. 53/2003 + D.M. 27/12/2012
- Familiar Topics
- ICT Gradual use
- BYOD
- Interactive Programs and Educational APPs
Students' motivation
Learner centred
Individualization
Personalization
- Differentiation in methods/times
- Compensatory ITC use
- Peer 2 peer tutoring
- Using personal ideas/opinions
Keys to success and Inclusion
Sen: Inclusive Education Framework
- Ss with certified disabilities (L. 104/1992)
- Ss with Specific Learning Disorders (L.170/2010)
- Ss with developmental disorders (socio-economic/linguistic disadvantages) (L. 53/2003 + D.M. 27/12/2012)
Right answer
Wrong answer
Dispensatory Measures
• Privilege oral communication and cooperative learning • Avoid reading aloud, taking notes and dictation (activities not essential to the learning aims) • Give the opportunity to take picture of the IWB • Extra preparation time, reduced work load • Assessment: focus on content not on formal accuracy
Compensatory Tools
•Concept maps, digital dictionaries, voice synthesis, summaries, tailored material in content, images and highlighted words; material with suitable font type, spacing and size.
In compliance with: ➢L. 170/2010 on students with Specific Learning Disorders (SLDs) ➢Personalised Didactic Plan (PDP)
General aims (National Guidelines, Key Competences)
According to the National Guidelines for upper secondary education:
- Knowledge and competences are organised into 4 'cultural areas': languages, mathematics, science/technology and history/social studies.
- Key competences are: learning to learn, planning, communicating, collaborating and participating, acting autonomously, problem solving, creating connections and relations, acquiring and interpreting information (DM 139/2007).
General aims (National Guidelines, Key Competences)
The Council of the European Union adopted a Recommendation on key competences for lifelonglearning in May 2018.
The Recommendation identifies eight key competences essential to citizens for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion.
Leson 0
Specific learning objectives
By the end of the learning activity,students:
Somos seres visuales
Will be able to talk about what's happening now
Will be able to talk about the future
Will be able to talk about the present
Will evaluate their learning experience by a self-assessment
Pre-requisites
What students know:
- the affirmative, negative and interrogative forms of the verb To Be;
- the affirmative, negative and interrogative forms of present simple;
- how to use the -ing form of the verbs;
- how to use technological devices and gaming tools used during the lesson.
Anticipated problems
- Lack of internet connection
- Some students may have lost motivation/attention
- Some students still don't understand the topic
- Single student disturbing
Wrong answer
Right answer
Wrong answer
Materials
4 Textbook: digital/paper version
5 Kahoot /Wordwall
1 Interactive whiteboard
3 BYOD
2 Video
Teaching strategies and underlying theories
Active Learning
It engages students in the learning process through hands-on activities, discussions, and problem-solving. Advantages: it encourages critical thinking, collaboration, and knowledge application. Examples: Jigsaw Method and Role-Playing.
Cooperative Learning
It encourages students to work together in small groups to achieve a common goal. Advantages: collaboration, communication, and teamwork among students. Examples: Peer Tutoring.
Teaching strategies and underlying theories
Technology Integration
It can enhance instruction, engage students, and provide access to a wealth of resources. Advantages: Enhances student engagement and motivation. Examples: Interactive Whiteboards, Educational Apps, Online Collaboration Tools.
Main techniques used:
- ESA
- Group work
- Learning together
- Gamification
Teaching strategies and underlying theories
Engage
The Learner is active in the learning process
Study
Social Constructivism
ESA
Activate
Learner Centred
Connectivism
CLT
Technology as part of the learning process
Communicative language teaching
Lessons to be covered
10
Day 1 - 1 hour - ESA
Reading activity Students will read a text and try to find all continuous forms.
Study 25 min
Warm up 5 min
Wrap up5 min
Students' feedback
Guess the activity of the day
Activate 15 min
Engage5 min
Group activity Students will work in groups
Video BBC Learning English
The teacher is simply a facilitator and guide in the learning process; the student is at the centre.
Lessons to be covered
10
Day 2 - 1 hour - ESA
Kahoot
Warm up-Engage 10 min
Final test 10 min
Final reflection on the activity
Closure 10 min
Game: Crossword
Assessment10 min
Study-Activate20 min
Writing activity Students write sentences that are true for them using present continuous.
Students will do a self-assessment.
The teacher is simply a facilitator and guide in the learning process; the student is at the centre.
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Procedure: Lesson 1
11
Hello and welcome to my English class! Let's start!
5 minutes activity - Warm up
The Hangman Challenge!
The teacher prepares a word (Continuous) connected to the theme of the day and the students have to guess what the word is.
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Procedure: Lesson 1
11
5 minutes activity - Engage
The teacher engages the students with a short BBC Video (5,24) which is perfect to introduce the new topic and make a short but exaustive revision of present simple in the form of a game. Video inclusive and stimulating tool.
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Procedure: Lesson 1
11
10 minutes activity - Study
Reading activity • Students read on their own a text and then out loud; • In pairs: students have to find all continuous forms; • Teacher asks students to list all the verbs they have found.
Compensatory measure for SLD student: Peer teaching - they will be placed in group with an advanced student that will tutor them.
Dispensatory measure for SLD: they won’t be asked to read out loud They listen to other students reading. On their device: play reading recording.
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Procedure: Lesson 1
11
10 minutes activity - Study
Reading activity • Students read the text on their own again and then work in pairs to understand how present continuous works and it is formed; • Teacher will go around the class and check if any student needs some help.
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Procedure: Lesson 1
11
15 minutes activity - Activate
Group activity
- Teacher will divide students into 5 groups made up of 5 students each;
- Teacher will clearly explain the activity: complete the exercises with the Present Continuous form of the verbs;
- Teacher will constantly support the groups;
- Class-check at the end of the activity.
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Procedure: Lesson 1
11
5 minutes activity - Wrap up
Students' feedback
Teacher will send the students a form to fill in order to get their impressions and feelings.
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Procedure: Lesson 2
11
10 minutes activity - Warm up-Engage
Students work in pairs to solve the crosswords.
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Procedure: Lesson 2
11
10 minutes activity - Study
- Teacher asks students to write 10 sentences that are true for them using the present continuous form;
- Teacher monitors students and helps if necessary;
- Then in pairs students read their sentences.
10 minutes activity - Activate
- Teacher asks students to describe some images using the present continuous form. They can work in pairs.
Compensatory measure for SLD student: Peer teaching - they will be placed in group with an advanced student that will tutor them.
Leson 0
Procedure: Lesson 2
11
10 min final test - Kahoot
- Final formative assessment: it provides a feedback to the teacher to understand if the learning has been consistent or not.
- Test on Kahoot on the IWB. There will be 10 multiple choice questions about the topic.
- Students will also receive a self-assessment paper.
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Procedure: Lesson 2
11
10 min students' self assessment
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Procedure: Lesson 2
11
10 min Closure- Final reflection on the activity
- Students can give their feedback about the activity or ask some more questions to the teacher.
- Useful for teacher's self assessment.
12
Assessment
For Students
Formative Assessment
Kahoot Test
Students' Feedback
Google Form
Self assessment
For Teachers
Self assessment
Teacher self assessment
12
Did they understand what I wanted to teach them?
Was the activity successful?
Did the students enjoy it?
What can I do better next time?
Was I inclusive enough?
Thanks you for your attention