CLASSE_AB25

Candidata: Consuelo Zoccarato Marzo 2025

ordering food at the restaurant

Classe di concorso: AB25 Seconda lingua comunitaria nella scuola secondaria di I grado

index

Context

Uda

Class

Teaching strategies

Pre-requisites

Global Aims

Resources

Assessment

Lesson stages

11

10

Bibliography

Normative References

context

SCHOOL: Lower secondary school. ICT applications begun to be used only a couple of years ago thanks to the improvement of the internet connection. The school is focused on social inclusion and on civic and environmental education.

AREA: The school is located in a quiet hilly position about 40 Km from Turin towards Sestriere. Students come from three different primary schools placed in three different villages. The area is called "Val Noce".

MAIN FEATURE: The school has 9 classes (three for each year) and it is based on DADA model.

dada MODEL

Responsability

Students are taught to be more autonomous during the movings and responsible for the tidyness of the school environments.

Main features:

Financed with the funds coming from the PNRR. It is based on the idea of moving students among classes according to the differet subjects they have to deal with instead of moving teachers from room to room.

Teachers can personalize their classrooms as they wish and following students' needs.

Personalization

Interaction

Students can interact among them (even if for a few minutes) when they move from one room to another one.

class

CLASS: 2nd year

COMPOSITION: 17 students (9 males and 8 females)

CEFR: A1 (they show, however, differents abilities due to the fact that they come from three different schools).

TIME OF THE YEAR: beginning of October.

CLASS

CLASS BEHAVIOUR: There is a clear division between males and females, which is even clearer during breaks. Females are more responsible and motivated, but they are more shy and they have some difficulties in giving their contribution during the lesson. On the contrary males are more exuberant (some more than others).

STUDENTS WITH SpLDs: 1 student with personalized teaching plan for dyslexia, (Law 170/2010).

DIGITAL COMPETENCE: They are used to do tests and quiz on line above all at home and they usually use Google Classroom were teachers share digital materials with them. There are only some computers in the computer laboratory, but there is an interactive whiteboard in each class. Smartphone are not allowed at school.

dsa student

• L. 170/2010
• DM. 5669 del 12/07/2011: norme attuative della L. 170/2010 che hanno definito strumenti compensativi e misure dispensative.

Giorgia is a student of 13 years old. Some difficulties in reading and writing (performance included) had already emerged during the primary school, but her teachers suggested her parents to postpone a possible certification. At the beginning of the lower secondary school the situation became even more difficult. At this point the family requested a diagnosis with subsequent certification of specific learning disorders. The disorder involved is dyslexia and she has now an individual learning plan.

COMPENSATORY TOOLS:

• Use of grammar maps during written tests.
• Examples at the beginning of each exercise in written texts.
• Use of word banks in written texts.

DISPENSATIVE MEASURES:

• Agreement on times and methods concerning oral tests.
• Exemptions from reading tests.
• No overlapping of written and oral tests.

UDA

" UNIT 1: FOOD AND DRINK "

Knowledge

Competences

Skills

Grammar: countable/uncountable nouns, like/I would like,the quantity.

Talking about quantities

We tell thousands and thousands of stories. ⅔ of our conversations are stories.

Ordering food and drink at a restaurant.

Talking about prices

Vocabulary: food, drink, containers, British money.

OfferingAccepting Refusing

global aims

" FIVE EUROPEAN LIFELONG SKILLS INVOLVED "

Connects with your audience...

Narrative beings

CULTURAL AWARENESS AND EXPRESSION COMPETENCE

Shosdain rphs.

LEARNING TO LEARN COMPETENCE

MULTILINGUAL COMPETENCE

We tell thousands and thousands of stories. ⅔ of conversations are stories.

CITIZENSHIP COMPETENCE

DIGITAL COMPETENCE

DM 22/08/2007 - Raccomandazione Europea del 22/05/2018

pre - requisites

Assumed knowledge:

• grammar about the quantity
• vocabulary about food, drink, containers and British money.

Assumed skills:

• Being capable of offering, accepting and refusing something.
• Being capable of asking for the price
• Being capable of speaking about the price.

https://quizizz.com

joinmyquizz.com

Code: 60884536

teaching strategies

The universal design isn't special for one group. It works for everyone at the greatest extent.

Ronald Mace (American architect)

The concept of designing an environment which can be accessed, understood and used by all people regardless of their age, size, ability or disability ...

... whithout any adaptations which can make feel people with difficulties different from others.

universal design for learNing

Inclusive teaching model based on the principle of giving all students equal opportunities to succed.

We can understand images from millions of years ago, even from other cultures.

Engagement

Representation

Action & Expression

Present information in different ways (even with the use of technologies) to support access and understanding.

Offer options and support (even through technologies) to stimulate motivation and enthusiasm for learning.

Offer options and supports to all so everyone can create, learn and share.

chunked lesson

(George Miller (1956))

VS.

Level of attention during a traditional lesson (Teacher centered)

Level of attention during a chunking lesson (Student centered)

resources (hardware)

Notebook

Lim

Tablet

Textbook

Smartphone

resources (software)

Platform which allows the viewing of multimedia contents

Multiplatform which allows to create interactive lessons

Platform which allows to create interactive videos

Platform which allows to create online quizzez

Platform developed for the vitual learning and material sharing

App useful for the creation of multiple choice tests

lesson stages

TIMING: 2 consecutive hours (Monday from 8:10 to 09:50) + 1 hour on Wednesday (from 11:00 to 11:50).

ENVIRONMENT: School + Students' house.

Engagement15"

Lesson20"

Activities30"

Feedback10"

Conclusion10"

Teacher: Resumer Students: Self-Observer

Teacher: Guide Students: Rule-Builder

Teacher: Facilitator Students: Active

Teacher: Facilitator Students: Active

Teacher: Guide Students: Active

engagement (first lesson) (about 15")

This is a short video about Mr Bean at the restaurant. It concerns the theme of the lesson and it is useful to activate all students before the hangman game.

The teacher prepares a word (RESTAURANT) linked to the theme of the lesson. Students have to guess what the word is. The "hangman" is not only an alternative to the brainstorming, but it is useful to revise the alphabet

LESSON (20")

• We watch and listen to the video "Ordering food and drink".

• We analyse the situation:

- Setting: Fast food- Characters: Eddie and Maisie (our friends of the book + the man who works at the fast food)- We underline the key language used in a restaurant.

• We do the exercises n. 3 (reading comprehension) and n. 4 (we complete the dialogue with the key language) together.

ACTIVITIES (30")

• The students are divided in couples except for one group of three people (included Giorgia).

• Each couple has to create a complete typical English menu which contains also the prices.

conclusion (20")

FORMATIVE ASSESSMENT

E EXIT TICKET: Students are given and asked to fill in an exit ticket and return it to the teacher before the end of the lesson.

HOMEWORK: Each couple has to create a dialogue based on the menu they created during the lesson. Each member of the couple has a role: one is the waiter and the other one is the client. They have to share the written dialogue with the teacher (using the English classroom) before the next lesson. They can start it at school if it remains time.

homework

York (England)

One of you is visiting the wonderful medieval city of York in the north of England. It is lunchtime and he/she is very hungry. He wants to eat in a typical English restaurant in the shambles. The other one is the waiter. Next lesson each couple has to act the dialogue in front of the class. The performance will be evaluated.

The shambles (York)

10

assessment

DIAGNOSTIC

Quiz on line at home before the lesson testing grammar and vocabulary.

FORMATIVE

• Exit ticket
• Homework: written dialogue and oral performance in class

SUMMATIVE

Written test at the end of the Unit 1.

11

bibliography

• www.icpinerolo5.edu.it
• www.scuolemarchirolo.edu.it
• www.education.ec.europa.eu
• www.dada-project.eu
• www.comune.frossasco.it
• www.teaching.cornell.edu

• www.pinterest.it
• www.edpuzzle.com
• www.quizziz.com
• www.nearpod.com
• "Inglese nella scuola secondaria di I e II grado" di Giovanni Ciotola - Gruppo Editorale Simone
• "La lezione segmentata, ritmata, varia, integrata" di Dany Maknoutz - Ed. Zanichelli

12

NORMATIVE REFERENCES

• CM 205/1990 (scuola e alunni stranieri)
• L. 104/1992 (scuola e disabilità)
• Dlgs 286/1998 (disciplina immigrazione)
• CM 24/2006 (accoglienza e integrazione stranieri)
• DM 22/08/2007 (adempimenti obbligo istruzione)
• L. 170/2010 (disturbi apprendimento Dsa)
• DM 5669 del 12/07/2011 (linee guida Dsa)
• DM 27/12/2012 (Bes e inclusione scolastica)
• Indicazioni nazionali per il curricolo (2012)
• CM 8/2013 (strumenti intervento per Bes)
• Nota Miur 4233/2014 (integrazione alunni stranieri)
• L. 107/2015 (riforma scolastica gov. Renzi)
• Indicazioni nazionali e nuovi scenari (2018)
• Dlgs 96/2019 (inclusione scolastica alunni con disabilità)