CONCORSO

DEVELOPING LISTENING SKILLS IN ENGLISH

Candidate: Ilenia Maria Concetta Sorce

1. Context

7. Teaching strategies

index

2. Class

8. Materials

3. Timing

9. Inclusions strategies

10. Lesson stages

4. Pre-requisites

11. Assessment

5. Aims

12. Thanks

6. Key Competences

Context

TYPE OF SCHOOL: Secondary school Third year of ITET Economic -Technological Technical Institute

TIMING 3 lessons (3 hours) Period: Second term

CLASS

- 24 students: 20 boys and 4 girls - Mixed ability class (from A2 to B1 CEFR Level) - 2 Bilingual students who can use both Italian and English - 2 Students with Dyslexia (Law 170 of 8 October 2010 in Italy)

20 boys

4 GIRLS

GENERAL AIMS

LINEE GUIDA E INDICAZIONI NAZIONALI ITET (Descreto presidenziale 89/2010) Secondo biennio ITET "Interagire in conversazioni brevi e chiare su argomenti di interesse personale, quotidiano, sociale o d’attualità. Utilizzare appropriate strategie ai fini della ricerca di informazioni e della comprensione dei punti essenziali in messaggi chiari, di breve estensione, scritti e orali, su argomenti noti e di interesse personale, quotidiano, sociale o d’attualità. Utilizzare un repertorio lessicale ed espressioni di base, per esprimere bisogni concreti della vita quotidiana, descrivere esperienze e narrare avvenimenti di tipo personale o familiare. Utilizzare i dizionari monolingue e bilingue, compresi quelli multimediali. Descrivere in maniera semplice esperienze, impressioni ed eventi, relativi all’ambito personale, sociale o all’attualità. Produrre testi brevi, semplici e coerenti su tematiche note di interesse personale, quotidiano, sociale, appropriati nelle scelte lessicali e sintattiche. Riconoscere gli aspetti strutturali della lingua utilizzata in testi comunicativi nella forma scritta, orale e multimediale . Cogliere il carattere interculturale della lingua inglese, anche in relazione alla sua dimensione globale e alle varietà geografiche".

PRE-REQUISITES

- Basic English Proficiency: students should have a basic understanding of English grammar and vocabulary (A2-B1 level on the CEFR scale) - Familiarity with Listening Activities: students should have prior experience with basic listening exercises in English

- Basic Note-Taking Skills: students should know how to take simple notes during lectures or listening activities - Participation in Group Work: students should have experience working in pairs or small groups and engaging in class discussions

SPECIFIC AIMS

SKILLS

KNOWLEDGE

COMPETENCES

What will the students know at the end of the lessons?

What will the students be most able to do at the end of the lessons?

What competences will the students acquire at the end of the lessons?

KEY COMPETENCES

accordingly to Key Competences for Lifelong Learning 2018

Cultural awarness and expression competences Citizenship Education competences

Multilingual competences Personal, Social and Learning to learn competences Digital competences

TEACHING STRATEGIES AND ACTIVITIES

FIRST LESSON

1 Hour - Introduction to Listening Skills

SECOND LESSON

1 Hour - Focused Listening Practice

THIRD LESSON

1 Hour - Application and Reflection

ASSESMENT

Summative, Formative, self-assesment for students and for me

INCLUSIONS STRATEGIES

2 STUDENTS WITH DYSLEXIA

2 BILINGUAL STUDENTS

activities for lesson 1

Kahoot! (fun and interactive quiz) Edpuzzle (questions in audio clips) Wordart (word cloud generator)

activities for lesson 2

Youtube IWB Forvo (listening to different accents)

activities for lesson 3

LyricsTraining (interactive song activities)TED-Talks (short clip video) Google Forms (self-assessment surveys)

Tools and Materials

LESSON STAGES DAY 1

WARM-UP PHASE: 10 MinTeacher in order to engage students puts on the IWB a Kahoot! quiz with questions about students' favorite English-language songs, movies, or TV shows. Teacher uses an interactive game to gain the whole class attention. Students use their smartphones (BYOD) to answer questions in real-time. This activity engages students and gets them thinking about how they currently use listening skills in their everyday lives.

LISTENING ACTIVITY: 15 MinSHORT CLIPS Teacher choises 2 short audio clips on Edpuzzle from songs and TV shows that students preferred in the previous quiz. Students jot down key points, main ideas and new vocabulary from each clip. Teacher uses active listening and note-taking strategies in order to keep attention high.

STUDY PHASE: 15 MinGROUP DISCUSSION Teacher divide students into small groups to discuss their notes from the audio clips. Groups share them in order to cross check their notes and add missing infos, than share what they found challenging or interesting about each clip. Teacher explicates points that may be not clear. Teacher uses the helpful technique called cooperative learning.

STUDY PHASE: 20 MinVOCABULARY BUILDING Teacher focuses on new vocabulary or phrases from the clips. Create a vocabulary list using wordart.com, an online word cloud generator. We discuss meanings and usage in context. Than teacher adds the keywords on Quizlet for creating and practicing vocabulary lists through flashcards.

END OF THE FIRST LESSON

HOMEWORK Students at home study the new vocabulary and listen to a podcast from BBC Learning English - 6 Minute English and try to jot down key points, main ideas and new vocabulary as we did in class.

LESSON STAGES DAY 2

ENGAGE PHASE: 25 MinDETAILED LISTENING: NEWS REPORT Teacher engages students by showing them a news report made by students. Teacher plays a news report (5 minutes) and asks students to listen carefully for specific information. In the second listening teacher provides a worksheet with T/F questions about the report’s content. In the third listening teacher provides a fill in the gaps worksheet with some new words. Teacher uses a guided listening technique with comprehension questions.

STUDY PHASE: 20 MinReview and Discussion

Teacher Writes on the board the questions and ask students to compair their answer with a partner, and then share them with the whole class. REVIEWS the answers WITH THE class. Discuss any difficulties and clarify misunderstandings. THIS IS A Whole Class Discussion AND SHARING Feedback.

STUDY PHASE: 15 MinAccent Awareness

To memorize new words in a funny way teacher plays short clips from speakers with different English accents (e.g., British, American, Australian) using the web page Forvo.com.Discuss the differences and any challenges in understanding, then try to imitate the different accents to have fun. Teacher's technique here is to expose students to diverse accents and uses also the comparative listening trying to emphasise the importance of word englishes, varieties of English spoken throughout the world by people of diverse cultural backgrounds.

END OF THE SECOND LESSON

HOMEWORKStudents at home record a brief video as reporters scooping a breaking news story to tell to the local news immediately! Teacher will upload on classroom a short video example from the film ‘One God Week’ with Jim Carrey and Morgan Freeman, where the main character makes many great scoops!

LESSON STAGES DAY 3

WARM UP ACTIVITY: 10 Min APPLICATION AND REFLECTION Teacher engages students by playing a song in English and provide the lyrics with some missing words. Students listen and fill in the blanks. Than we listen again using the web site LyricsTraining.com for an interactive song activities. Teacher uses a music-based learning.

STUDY PHASE: 20 MinTeacher plays a segment of a TED Talk (5-7 minutes) on how important it is to listen. "Want to help someone? Shut up and listen!" Provide a worksheet with specific questions about the talk. Students complete the worksheet and then self-assess their listening skills. Teacher provide a Google Forms for self-assessment surveys. They write a short reflection on what they found most challenging and how they plan to improve their listening skills.

ACTIVATE PHASE: 30 Minthe hot seat strategy

Teacher has a list of vocabulary taken from the TED Talk and from the previous lessons. She takes one word from the list and writes it clearly on the board.Students describe that word, using synonyms, antonyms, definitions etc. to their team mate who is in the hot seat and can't see the word! The student in the hot seat listens to their team mates and tries to guess the word. If he guesses, wins a point for his team.

vs

TEAM 1

TEAM 2

They will have fun and voices will be loud so in order to avoid background noises all groups will do the activity one at a time. Teacher will explain the game rules clearly, including expectations about voice volume and incorporate short breaks for relaxation during the game. In addition teacher can arrange seating to create quieter zones.

K-W-L Chart: 5 MInFINAL ASSESSMENT

Students are provided with the K-W-L Chart that tracks what a student knows (K), wants to know (W), and has learned (L) about a topic. Students complete a third column summarizing what they have learned about the topic and reflecting on their own learning process.

SUMMATIVE ASSESSMENT

Teacher need this to evaluate student learning at the end of a unit lesson.

SUMMATIVE AND SELF-ASSESSMENT

All products are graded using the English Department’s published levels.

FORMATIVE ASSESSMENT

It is a give in-process feedback about what students are or are not learning.

• Participation in class discussions and activities;
• Understanding demonstrated through quizzes;
• Observation of engagement and comprehension, with attention for students with special needs;
• Encourage students to reflect on thier own learning by completing self-assessment checklists;
• Assign group tasks and projects where students can demonstrate their understanding collaboratively;
• Assess both the group’s product and individual contributions through observation and peer feedback.

SELF-ASSESSMENT FOR ME

- How could I make it better next time?- Did the students enjoy it? - Did they learn what I wanted them to?- Did I meet my objectives? - Do I need to do a levelling out lesson for some students who didn’t meet expectations or were absent?

The End

Thank you for your attention!

CANDIDATE: ILENIA M.C. SORCE

How to help students with dyslexia

Teacher: -plays the audio multiple times; -if possible use tools to slow down the playback speed; -encourage frequent pauses during listening to allow the student to process information and take notes. -the bilingual students may help weaker students to better understand their notes. -provide an introduction before listening to the material. Discuss important keywords or topics that will be covered in the audio.

Teacher will:

- let the student lead the class if they show attitude - let the students verify the inductive group work - put them with the weaker students -stimulate individual research

COMPETENCES

By the end of the lessons students will be better able to...

- Participate in group discussions to share and compare listening experiences - Develop strategies to understand different English accents - Collaborate with peers to compare and discuss notes - Reflect on listening strategies and self-assess progress

KNOWLEDGE

By the end of the lessons students will...

- Understand the importance of listening skills in learning English - Comprehend specific information from a news report - Analyze the meaning and vocabulary of a song

Teacher will:

- read carefully his/her PEI - collaborate with the Support Teacher - use a strategic seating - pre- teach new or unfamiliar words - provides subtitles when watching videos - use visual aids

SKILLS

By the end of the lessons students will be better able to...

- Identify key points and main ideas from short audio clips - Answer comprehension questions, Take effective notes and summarize information from audio CLIPS - Fill in missing lyrics and summarize a TED Talk

Got an idea?

BILINGUAL STUDENTS

The bilingual students can help other students to understand better the audio and check notes.

CEFR

The Common European Framework of Reference for Languages

LISTENING COMPREHENSION B1 - Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. - Can understand the main point of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 December 2006 on key competences for lifelong learning (2006/962/EC)

THIS may happen...

Managing students who get distracted when working in groups and tend to chat: - Set clear rules from the beginning of the lesson, - Use time management techniques, - Maintain open communication with them regarding expectations and progress. - My experience: this year, the path of dialogue and the relationship I established with them from the beginning worked. I set clear rules even for going to the bathroom.

Got an idea?

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