Lesson plan -improving listening skils

Improve listening skills

Lorenza Mazzariello AB24 Concorso 2023-2024

Index

Times and means

Class and school context

First lesson

Normative references

Second lesson

Compensative tools and dispensative measures

third lesson

Prerequisites pedagogical references

General aims

Specific aims

Class and school context

Fourth class of liceo classico "G.Palmieri in Lecce .(urban context) Class population:23 students.The class is participative on the whole and it has a preference for cooperative learning activities and digital tools Class level: B1+/B2 SEN students: a completely visually impaired boy

Normative references

- Framework law n 104 of the 5th of January of 1992 art 3 paragraph 3 - PD n 89 of the 15th of March of 2010 - Law n 107 of 2015

Compensative tools and dispensative measures

• Braile Keyboard
• recorder
• vocal sythetizer

Pre-requisites

- Have a complete overview of the grammar structures in the previous two years - Have an overview of the various musical genres - Be familar with digital tools - Have a B1.1 level for listening

Pedagogical references

- Zone of proximal development by Lev Vigoskji - Scaffolding by Jerome Bruner - Sociocostrutivisim - Connectivisim - Theory of motivation

Competenza digitale la competenza digitale presuppone l'interesse per le tecnologie digitali e il loro utlizzo con dimestichezza e sprito critico e responsabile per apprendere, partecipare e lavorare nella società Competenza personale,sociale, e capacità di imparare a imparare La cometenza personale,sociale e lacapacità di imparare a imparare consiste .. nella capacità di gestire efficacemente il tempo e le informazioni ,di lavorare con gli altri in maniera costruttiva Competenza in materia di consapevolezza ed espressione culturali La competenza in materia di consapevolezza ed espressione culturali implica la comprensione e il rispetto di come le idee e i significati vengono espressi e comunicati in diverse culture e tramite una serie di arti

General aims raccomandazioni europeecompetenza multilinguistica: tale competenza definisce la capacità di utilizzare diverse lingue in modo appropriato ed efficace allo scopo di comunicare ..si basa sulla capacità di comprendere, esprimere e interpretare concetti, pensieri, sentimenti fatti ed opinioni in forma sia orale sia scritta ..le competenze linguistiche comprendono una dimensione storica e comptenze interculturali. Tale competenza si basa sulla capacità di mediare tra diverse lingue e mezzi di comuicazione

Competenza digitale la competenza digitale presuppone l'interesse per le tecnologie digitali e il loro utlizzo con dimestichezza e sprito critico e responsabile per apprendere, partecipare e lavorare nella societàCompetenza personale,sociale, e capacità di imparare a imparare La cometenza personale,sociale e lacapacità di imparare a imparare consiste .. nella capacità di gestire efficacemente il tempo e le informazioni ,di lavorare con gli altri in maniera costruttiva Competenza in materia di consapevolezza ed espressione culturali La competenza in materia di consapevolezza ed espressione culturali implica la comprensione e il rispetto di come le idee e i significati vengono espressi e comunicati in diverse culture e tramite una serie di arti

CEFR (Level B2)Reception: can uderstand large part of many TV programs on topics of personal interest such as interviews, short lectures and news reports when the delivery is relatively slow and clear Speaking: can briefly give reasons and explanations for opinions, plans actions (feedback for listening) Can give a prepared straightfoward presentation on familiar topic whithin thir field which is clear enough to be followed without difficulty most of the time and in which the main points are explained with reasonable precision

SPECIFIC AIMS - Strengthen listening skills and strategies at B2 level - Implement vocabulary - Improve speaking skills

Times and means

Time: second term, 3 lessons + assessment Means: IWB, Youtube, textbook

Lesson plan - Timeline

lesson 3

Lesson 1

assessment

lesson 2

First lesson Type of activity:Worksheet about the world without music Type of interaction: T/S Timing: 60 mins Procedure: the teacher shows the worksheet and develops the various activicties Warm Up with photos (15 mins ) vocabulary activity 20 mins video activity 20 mins recap activity 20 mins Sen student: the visually umpaired studet works with his support teacher

https://eslbrains.com/wp-content/uploads/2021/01/ESL-Brains-Can-you-imagine-the-world-without-music-SV-7567.pdf

Type of activity:warm up (song with gaps)type of interaction:T/S timing:15 mins Procedure: the teacher shows the text with the gaps and the students have to fill it + feedback Type of activity: video activity Type of interaction:T/S timing: 20 mins Procedure: the teacher shows a video of 6 minutes English about songwriting and orally asks questions about it (ADD questions in a padlet or google doc) type of activity: speaking actvity Type of interaction: T/S Timing: 20 mins Procedure: the teacher asks questions about songwriting such as: - who is your favorite songwriter? Why? - Can songwriting be associated with poetry ? - Is songwriting of better quality than non songwriting? - - 10 mins: clip watch from Rocket Man (vocabulary insight - synonyms and defiitions)

Warm up (5 mins): the teacher asks orally her students if they know the structure of the listening of the FCE exam.She acts as as a scaffolder Listening activity 30: listening part 2: T plays the recording twice // SS fill in the gaps. T plays the recording a 3rd time // SS make notes about key words/phrases justufying their answers + class feedback homework: FCElistening pratice

assesment: the students will be tested on another listenning test similar to that of the third lesson

+ info

Use an image

Possible issues and solution Classrom managment praise appropriate behavior and actively engage students with activities Lack of motivation: engage student with familiar topics with familiar topics and use of ITC Extremely shy students: foster interaction with peers Difficulty with instructions: break the instruction into smaller chunks Difficulty with digital tools: provide them paper material

Use an image

FORMATIVE ASSESSMENT Evaluation rubrics Student Interaction and Participation Criteria 4 - Excellent 3 - Proficient 2 - Developing 1 - Needs Improvement Participation Actively participates in all class activities and discussions, contributing thoughtful and relevant comments. Participates regularly in class activities and discussions, contributing relevant comments. Occasionally participates in class activities and discussions, but contributions are limited or not always relevant. Rarely participates in class activities and discussions, or contributions are irrelevant. Interaction with Peers Consistently engages with peers, actively listens, and provides constructive feedback. Demonstrates strong interpersonal skills. Engages with peers, listens, and provides feedback. Generally demonstrates effective interpersonal skills. Occasionally engages with peers, with limited listening or feedback. Interpersonal skills need improvement. Rarely engages with peers, demonstrates poor listening skills, and provides little to no feedback. Lacks effective interpersonal skills. Preparation Arrives to class prepared, having completed all assigned work and ready to actively participate. Arrives to class prepared, having completed most assigned work and ready to participate. Arrives to class partially prepared, with some assigned work completed. Arrives to class unprepared, with little to no assigned work completed. Attentiveness Consistently attentive and engaged throughout the class, demonstrating a strong focus on the lesson. Generally attentive and engaged, with occasional lapses in focus. Occasionally distracted or disengaged, requiring redirection to stay on task. Frequently distracted or disengaged, demonstrating a lack of focus on the lesson.

Listening Comprehension Rubric: FCE Mock Exam Criteria Exemplary (4) Proficient (3) Developing (2) Emerging (1) Listening Comprehension Demonstrates a thorough understanding of the listening passage, accurately identifying key details, inferences, and main ideas. Demonstrates a good understanding of the listening passage, identifying most key details, inferences, and main ideas. Demonstrates a partial understanding of the listening passage, identifying some key details, inferences, and main ideas. Demonstrates a limited understanding of the listening passage, failing to identify most key details, inferences, and main ideas. Task Completion Fully completes all tasks and questions related to the listening passage, providing accurate and detailed responses. Completes most tasks and questions related to the listening passage, providing accurate responses. Completes some tasks and questions related to the listening passage, but responses may be incomplete or inaccurate. Fails to complete most tasks and questions related to the listening passage, or provides inaccurate responses. Vocabulary and Language Use Uses a wide range of vocabulary and language structures appropriate for the FCE level, demonstrating a strong command of the language. Uses a good range of vocabulary and language structures appropriate for the FCE level, with few errors. Uses a limited range of vocabulary and language structures, with some errors that may impede understanding. Uses a very limited range of vocabulary and language structures, with frequent errors that significantly impede understanding. Listening Strategies Effectively uses a variety of listening strategies (e.g., predicting, inferring, note-taking) to comprehend the listening passage. Uses some listening strategies to comprehend the listening passage. Demonstrates limited use of listening strategies, resulting in difficulty comprehending the listening passage. Fails to use appropriate listening strategies, resulting in a poor understanding of the listening passage.

Did you know?

Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.

Did you know?

Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.

Did you know?

Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.

With this feature ...

You can add additional content that will excite your audience’s brains: videos, images, links, interactivity ... Whatever you like!