AB24

english

Michela Veronesi - May 2023 GRAMMAR: DAILY ROUTINE

AB24 - EMILIA ROMAGNA

start

Development

Intro

WRAP UP

Assessment

Context

Aims

Methologies and approaches

Class

Keys to Success and Inclusion

Materials

Procedures

The Role of Technology

1.

context

AREA:

SCHOOL:

Scandiano (RE): medium sized town

• "Pietro Gobetti": three different sectors, 1400 students
• in the province of Reggio Emilia

• social context is mixed
• Lessons designed for a 1st year: beginning of the year
• Linguistic high-school

SCHOOL TIMETABLE:

four English hours a week (one with a native speaker)

2.

CLASS

General behaviour/motivation: 24 students, mostly girls. Lively and cheerful. <3 reading and have already a GOOD level of English (ENTRY TEST)

Ditigal Competence:

students are used to training and testing online, in class (IWB or mobile phone) and at home. Most of the students have their phone at school and are familiar with Google suite and Kahoot.

SEN and SPLD: Martin: a student with autism spectre disorder with low autonomy in organization. He has his P.E.I. Two SEN students with P.D.P.: Daniele with dysorthography and Philippe with social and emotional needs.

3.

Keys to Success and Inclusion

Learner centered

INDIVIDUALIZATION

MOTIVATION

3 basic needs

Differentiation in methods, times, process, materials and outputs

Working in the ZPD

Compensatory ITC use

Deep processing

Peer 2 Peer tutoring

Familiar topics

ICT gradual use

Bring their own materials

• L 104/1992
• L 170/2010
• DIR. MIUR 27/12/12

PERSONALIZATION

Using personal ideas, opinions Creative outputs Continuous feedback

3.

Keys to Success and Inclusion

Learner centered

• L 104/1992
• L 170/2010
• DIR. MIUR 27/12/12

MOTIVATION

3 basic needs

Working in the ZPD

Deep processing

4.

role of technology

in personalized learning

INCLUSION Flexible learning Personalized learning Social learning

MOTIVATION Wider exposure to English Authentic language use Situated learning Autonomy

ASSESSMENT Feedback

The value of technology exists only in the good pedagogical use that teachers make of it. HAYO REINDERS

• PNSD L 107/2015

continue

source: "Using technology to motivate learners" by Oxford University Press

Development

Intro

WRAP UP

Assessment

Context

Aims

Class

Procedures

Keys to Success and Inclusion

Materials

The Role of Technology

Methologies and approaches

• multilingual competence
• digital competence
• learning to learn competence
• citizenship competence
• cultural awareness and expression

GENERAL AIMS

european Lifelong skills

• Key competences for lifelong learning 2018
• CEFR 2020

ITALIAN AIMS

source: Common European Framework of Reference for Languages

At the end of the second year

- the student understands globally and selectively oral and written texts on well-known topics related to the personal and social sphere; produces oral and written, linear and cohesive texts to report facts and describe situations related to close environments and personal experiences - recognizes similarity and diversity between cultural phenomena of countries where different languages ​​are spoken (e.g. foreign language culture vs. Italian language culture).

• DPR 89 / 2010
• CEFR 2020

SPECIFIC AIMS

SPECIFIC AIMS

PREREQUISITES

OUTCOMES

Students will be able to: - compare their personal daily routine with other people's one - distinguish between permanent habits and a temporary change of routine

Students know how to: - describe their personal daily routine - make simple sentences and questions about free time activities

• DPR 87.88.89 / 2010
• CEFR 2020

METHOLOGIES & APPROACHES

Technology Enhanced Active Learning (TEAL), Learning by doing

ESA > Engage - Study - Activate

Pair work to improve the Student Talking Time and Peer-2-Peer learning

Communicative language teaching

• #4 integrated digital teaching
• #7 innovative learning environments PNSD L.107/2015

CLASS SETTING

HOW IT COULD LOOK

WHAT IT USUALLY LOOKS LIKE....

Positive environment!

MATERIALS

TEXT BOOK: Insight Pre-Intermediate (2nd edition), Oxford Press SCHOOL ESSENTIALS: notebook, pen, pencil STUDENT'S PHONES SCHOOL'S TABLETS: to be booked in advance INTERACTIVE WHITEBOARD (IWB) for the ebook BLACKBOARD

• PNSD L 107/2015

PROCEDURES

FIRST TERM - Unit 1 "Welcome to my world"

LESSON 1 55'

LESSON 2 55'

OVERVIEW: LESSON 1 & 2

Timeline

home-work

5 mins

ACTIVATE

ENGAGE

GRAMMAR 15 mins

STUDY

WARM UP

READING COMPREHENSION 10 mins

PAIR WORK 15 mins

VIDEO 10 mins

Teacher: PRESENTER FACILITATOR GUIDE TUTOR RESUMER Student: PLAYER ACTIVE READER ACTIVE PAIRS SELF-OBSERVER

GAME

ENGAGE

FEEDBACK

GROUP WORK 40'

5'

KAHOOT 10'

Teacher: PRESENTER TUTOR EVALUATOR Student: ACTIVE TEAM SELF-EVALUATOR

LESSON 1

Timeline

home-work

5 mins

GRAMMAR 15 mins

STUDY

WARM UP

VIDEO 10 mins

ENGAGE

READING COMPREHENSION 10 mins

ACTIVATE

PAIR WORK 15 mins

Teacher: PRESENTER FACILITATOR GUIDE TUTOR RESUMER Student: PLAYER ACTIVE READER ACTIVE PAIRS SELF-OBSERVER

WARM UP 10'

LET'S START!

The teacher will be showing the video to the class and elict them the TOPIC of the DAY!

This activity is perfect for Martin, Philippe and Daniele

READING COMPREHENSION 10'

ENGAGE

READING ANXIETY:volunteers wanted! We stop every paragraph to check new vocabulary. Dean is the protagonist: how is his lifestyle as a volunteer?

This activity is perfect for Virginia and Lucrezia and makes Abdo feel important

Martin has great autonomy and expecially with the use of his phone

multilingual competencecitizenship competence cultural awareness and expression

GRAMMAR INSIGHT 15'

EBOOK EXERCISE

First we complete the exercise under the text:

This helps Martin a lot to study at home

GRAMMAR INSIGHT

THEN WE CREATE A MIND MAP to compare and contrast the two tenses

TEMPORARY SITUATIONS

PERMANENTHABITS

PAIR WORK 15'

FIRST 10 MINUTES Students make the questions and answer them helping each other. We correct the questions together.

OTHER 10 MINUTES Then, students ask each other the questions about themselves:

1. What are you doing at the moment?
2. Do you always go to school in the morning?
3. Are your parents working at the moment?
4. What do you like about this school?
5. Are you studying this afternoon?
6. What is your family doing this weekend?

Philippe is paired with Lara, who is his best friend. Me and the support teacher help all the couples.

HOMEWORK 5'

For homework, students have to aswer questions based on the article and the questions will make them think about other people's daily routines. How is Dean's life different from your lifestyle? What do you think Dean is learning from this experience as a volunteer? What do you think you would learn?

how to encourage inCLusion

Everyone will work on their assignment on Classroom: to help Daniele too!

lesson 2

lesson 2

Timeline

FEEDBACK

ENGAGE

of the group work 5'

KAHOOT 10'

GAME

GROUP WORK 40'

Teacher: PRESENTER TUTOR EVALUATOR Student: ACTIVE TEAM SELF-EVALUATOR

GRAMMAR ACTIVATION 10'

STUDENTS WORK ON THEIR DEVICES TO PLAY THE KAHOOT ON THE GRAMMAR TOPIC

PRESENT SIMPLE vs PRESENT CONTINUOUS and their correct SHORT ANSWERS!

kahoot example

Good for formative and self- assessment!

LET'S START!

GAME 40'

6 groups of 4 people: a competitive student + one excellent at English + one very imaginative and a geek one! 1ST PART: Choose a V.I.P. that you all like and imagine their daily routine! ON THE BLACKBOARD, time hints:9 am - in the morning12 am - at noon8.30 pm - in the evening / at night

Every team has a TABLET on which they write and upload their VIP daily routine

LET'S PLAY!

GAME 40'

inclusivity!

2ND PART: "GUESS WHO?" game. 2 teams play asking each other yes/no questions. When the other team answer with a positive answer, the team gets + 1 point. The two teams that got the biggest number of positve answers FIGHT for the FIRST PRIZE!

Students are expected to create questions like: Does your VIP wake up late? - Yes, they do. / No, they don't.Do they live in the USA? Are they working at the moment? Are they usually on TV programmes?

Me and the support teacher help the teams and work as referees

FEEDBACK 5'

ASSESSMENT TIME: students' self-assessment group work FORMATIVE assessment teacher's self-assessment

assessment RUBRICS

Development

Intro

WRAP UP

Assessment

Context

Aims

Class

Procedures

Keys to Success and Inclusion

Materials

The Role of Technology

Methologies and approaches

ANTICIPATED PROBLEMS

SPEAKING ANXIETYprovide positive feedback!

ABSENT STUDENTS Argo register + links on Classroom

MORE DIFFICULT THAN EXPECTED provide more scaffolding

Monitoring the activities. Direct feedback and correcting homework. Online quizzes help a lot!

• STUDENT'S

• TEACHER'S

SELF

FORMATIVE

continuous observation immediate feedback (for both T and Ss)

to foster ability to reflect on performance

individualized tests for SEN students

progression test

SUMMATIVE

INCLUSIVE

ASSESSMENT

RUBRIC

• L. 104/92
• L. 170/2010

GROUP WORK ASSESSMENT

rUBRIC

• Key competences for lifelong learning 2018
• CEFR 2020

SELF ASSESSMENT

STUDENT'SGoogle Form: TEACHER'S

• Were the activities adequate to the topic? and interesting?
• At my students' reach?
• Were the aims achieved?
• What could I have done differently to be more effective?

• Key competences for lifelong learning 2018
• CEFR 2020

Thank you!

Michela Veronesi

Every student has the right to express their potential to the fullest. Teaching must not give everyone the same thing, but each of them the best one, according to their abilities. DANIELA LUCANGELI I CARE - Don Milani

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Michela Veronesi

bibliography

700 Classroom activites (Seymour and Popova, MacMillan) Insight, Pre-Intermediate (2nd edition, Oxford) Get Involved! Engaging ideas for your class (Donizzelli and O'Connor, MacMillan Education) Engage for inclusive teaching (B. Pellati and L.H. Storks, Pearson) Collezioni Zanichelli Common European Framework of Reference for Languages: learning, teaching, assessment - structured overview of all CEFR scales Piano Nazionale Scuola Digitale