Topic: My family and home - A1 Level (Second class, 11-12 yrs) – Design a lesson plan to teach vocabulary related to family member and home environments to second-class Italian students at the A1 Level. Use visual aids such as family trees and house diagrams to introduce family member names (e.g. mother, father, sister) and home features (e.g., bedroom, kitchen, living room). Include speaking activities where students describe their family members and home.
Saraceno Sebastiano AB 25 – 16th July 2024
Overview
1. Context
2. Class
3. Key to success and inclusion
5. Aims & Pre-requisites
6. Lesson plan
4. The role of technology
7. Materials, Activities & Inclusion
9. Assessment
8. Methodologies and Approaches
10. Quotes
1. Context
- School: It is a 2.0 Lower Secondary School, with a manager who cares about providing technological instruments to the students and fosters continuous teacher training.
- Area: Residential area in the centre of Catania. Social context is mixed.
- Cultural background: Most of the students are into sports, videogames and technology. Just few are used to reading books at home. There is a big gap between students who enjoy the school subjects, and students who happened to be there because they feel they have no other choice and need to be motivated.
1. Context
- School: It is a 2.0 Lower Secondary School, with a manager who cares about providing technological instruments to the students and fosters continuous teacher training.
- Area: Residential area in the centre of Catania. Social context is mixed.
- Cultural background: Most of the students are into sports, videogames and technology. Just few are used to reading books at home. There is a big gap between students who enjoy the school subjects, and students who happened to be there because they feel they have no other choice and need to be motivated.
1. Context
- School: It is a 2.0 Lower Secondary School, with a manager who cares about providing technological instruments to the students and fosters continuous teacher training.
- Area: Residential area in the centre of Catania. Social context is mixed.
- Cultural background: Most of the students are into sports, videogames and technology. Just few are used to reading books at home. There is a big gap between students who enjoy the school subjects, and students who happened to be there because they feel they have no other choice and need to be motivated.
2. Class
- Class: 2nd year
- Composition: 18 students, of which 12 males and 6 females
- SLD: 1 student with Dyslexia (follows an Individualized Educational Plan, “IEP=PDP”)
- CEFR Level of Students: A1 (Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help)
- Time of the year: beginning of first term (October or November)
- Total timing: 3 hours (1+2)
2. Class
- Class: 2nd year
- Composition: 18 students, of which 12 males and 6 females
- SLD: 1 student with Dyslexia (follows an Individualized Educational Plan, “IEP=PDP”)
- CEFR Level of Students: A1 (Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help)
- Time of the year: beginning of first term (October or November)
- Total timing: 3 hours (1+2)
Class
- General Behaviour and Motivation: Students are responsible but lively, get bored easily.
- Heterogeneity/Homogeneity: SS often tend to form fixed groups, but they have their own balance.
- Digital Competence: SS are used to training and taking tests on various online platforms, both in class (on the IWB or using the school’s devices) and at home.
3. Keys to success and inclusion
- 3 basic psychol. needs (Autonomy, Competence, Relatedness)
- Working in the ZPD
- Deep processing
- Familiar Topics
- Gradual use of ICT tools
- (Bring their own materials)
- Individualized Educational Plan (IEP=PDP) for SLD
- Differentiation in methods/content/times/process/materials/outputs.
- Dispensatory measures
- Compensatory tools
- Peer 2 Peer tutoring
Student motivation
- Using personal ideas/opinions
- Continuous feedback
- Creative outputs
L. 104/1992
Learner centred
L. 170/2010
D.M. 5669/2011
Dir. Miur 27/12/2012
Individualization
Personalization
C.n. 8/2013
Note 4233/2014 and Note March 2022
The ZPD (Zone of Proximal Development)
“(The Z.P.D.) is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with other more capable peers.” (Vygotsky, Mind in Society, p. 86, 1978)
The 3 basic psychological needs
- Autonomy (Feeling in charge) Competence (Feeling effective and able), Relatedness (Feeling connected to others). Motivation
An awesome title
- Source: Self Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well Being. Richard M. Ryan, E. Deci, 2000.
Deep Processing principles
Elaboration
How this concept relate to other concepts?
Distinctiveness
How is this concept different from other concepts?
Personal
How can I relate this concept to my personal experience?
How am I expected to use or apply this concept?
Appropriate to retrieval and Application
PNSD L. 107/2015
4. The role of technology
Motivation
Inclusion
Assessment
Social learning
Autonomy
Feedback
Authentic language
Personalized learning
Wider exposure to English
Flexible (time, need) and situated (placed) learning
Technology in use
Substitution, Augmentation: first, second steps of the S.A.M.R. model for technology integration.
5. Global Aims – European Key competences
European Key competences for lifelong learning 2018, involved 5 out of 8.
3. Citizenship competence
5. Cultural awareness and expression competence
1. Multilingual competence
2. Digital competence
4. Personal, social and learning to learn competence
5. Global Aims – Descriptors
Descriptors from CEFR COMPANION 2020 for language activities and strategies
1. Reception
3. Interaction
4. Mediation
2. Production
Source: Common European Framework of Reference for Languages: learning, teaching, assessment, 2020.
Specific aims & Pre-requisites
By the end of the lessons:
What the students already know/have performed:
- How to use the present simple
- How to write a short story and a short dialogue following a model
- How to use apps and websites like Quizizz, Quizlet, Wordwall, Flip, Dictionary.com, Padlet
Knowledge: Students will acquire basic vocabulary related to family members and home environments.
Skills: Students will be able to understand a conversation about somebody’s family (speak and debate, media literacy; practice listening and writing skills)
Competences: Students will be able to successfully apply the concepts and skills acquired to write texts made up of simple phrases and sentences linked with simple connectors like (authentic tasks).
- D.M. n. 254/2012 (National Indications)
- National Indications and New Scenarios 2018
- CEFR 2020
- “PTOF” of the School
Specific aims & Pre-requisites
By the end of the lessons:
What the students already know/have performed:
- Past Simple and the Present Perfect, future, conditional
- How to write a short story and a short dialogue following a model
- How to use apps and websites like Quizizz, Quizlet, Wordwall, Flip, Dictionary.com
Students will be able to use the phone to have relatively simple but extended conversation with people they know personally. Students will be able to use the phones for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment).
- D.M. n. 254/2012 (National Indication)
- National Indications and New scenarios 2018
- CEFR 2020
- “PTOF” of the School
6. Lesson plan – Overview
Day 1 (circle time using a sentence to discuss, inductive learning novel keywords feelings discuss, one pager activity drawing with quotes) – Homework (read an article, watch Film and review) - Day 2 (Brainstorming with keywords in Mentimeter, listening activity (video comprehension with Islcollective), hexagonal thinking connections that stick with evidence, web search in groups of 4 about a personality and present results) – Flipped classroom (Flipgrid, explain how to do the authentic task) – Day 3 (Authentic task: making a video of a “double interview”, first script, using PowToon) – Assessment Debate, kinaesthetic activities (flashcard (words and pictures) duels, act out, listen and hold up, clap, dance, guess the word), infographic, PPT or Canva presentation, poster, video or infographic, guessing, info gap, magic bag or mystery box for vocabulary or realia. Draw comic strips. Concept checking questions, from the class to the individual students (A or B; number; individual) [drilling, Audiolingualism]; memory game; [Webquest, Think-pair-share Presentation + podcast, Concept/mind map] Quick Draw, PanQuiz https://sanoma.it/secondaria-primo-grado/inglese Think Pair Share, Pair Work, Role-play Lyricstraining – BBC video https://learnenglish.britishcouncil.org/
6. Lesson plan – Overview
Day 1 (E.S.A.) – 1 hour Hangman (Guess the word) Brainstorming Watch YouTube videos Reflection using MS Whiteboard Practice using Quizizz and Wordwall Student’s Self-assessment
Homework Review the vocabulary on Quizizz
Day 2 (T.B.L.) – 2 hours Teach it to the absent Pre task YouTube video Task cycle: Task > Planning > Report Post Task (Focus on Language)
Formative Assessment
Summative Assessment
6. Lesson plan – Day 1
1 Hour – E.S.A. (Engage, Study, Activate) 5 Min - Warm up:, Engage, Engage>Study; Study>Activate; Wrap-up. 5 Min – Engage:
T: Presenter, Facilitator, Guide, Guide, Facilitator, Moderator SS: Players, Active Listeners, Rule-builders, Active Listeners, Writers, Self-observers
6. Lesson plan – Day 2
2 Hours – Real life task/ T.E.A.L. (Technology Enhanced Active Learning) Warm up, Activation, Production, Processing, Closure. Challenge the Teacher, The teacher introduces the topic engaging the students with a video on phone calls to celebrities, The students in groups, work on the topic. The class listen to the result of every single group and discuss. Teacher and SS sum up the results, highlighting the best of what came up (dialogical moment).
T: Interlocutor, Presenter, Tutor, Facilitator, Moderator SS: Speakers, Active Listeners, Team, Team, P2P evaluators
6. Lesson plan – Day 3
1 Hour – T.B.L. (Task-Based Learning) (pre-requisites check with homework), Warm up, Pre-task (explore the topic), Task (task, planning, report), Post-task (focus on form [analysis], [practice] exercises of in-depth analysis)
Example: from Liverpool to London (using means of transportation, visit, Portobello Market, River Thames, buy ticket, reserve hotel, read review, send emails)
1. Explain with examples (leaflets, timetables, costs, reviews) 2. In groups (visit websites and Google Maps, date options, costs, read reviews, booking hotel/rest, dialogues) 3. Focus on mistakes (lexicon, verbs) and exercises to review those mistakes.
Examples include phoning for information, preparing a party, planning a holiday, answering e-mail, preparing reports, holding a meeting and filling in application forms. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/six-types-task-tbl
Day 1 - 5 Minutes Activity – Warm up (guess the word)
First, the teacher shows a picture on the IWB and then prepares two words (FAMILY; HOME) linked to the topic of the lesson for the game Hangman. Students have to guess what the words are. This acts as a warmup and as an alternative brainstorming on the words they already know and makes them practice basic vocabulary and the alphabet. It also helps the students to lower their affective filter.
5 Min Activity – Engage (Brainstorming)
Teacher leads a quick brainstorming to elicit vocabulary the SS already know about the subject (family and home). The S with dyslexia writes them on the IWB while the teacher writes them down on the laptop and then show the word cloud on the IWB (it will be uploaded on the vocabulary material on Google Classroom).
10 Min Activity – Study (Listening about family)
The teacher engages the SS with a short YouTube video (2:30) which shows the basic vocabulary to describe family members. SS watch the video twice. During the second watching, teacher stops the video to make SS repeat the words.
10 Min Activity – Study (Listening about home)
The teacher engages the SS with a short YouTube video (3:00) which shows the basic vocabulary to describe the main parts of a home. SS watch the video twice. During the second watching, teacher stops the video to make SS repeat the words.
10 Min Activity – Activate (Flashcard game 1)
Teacher gives the students flashcards with pictures of the different part of a house. Then they listen to the teacher and SS hold up the flashcard when T says the part of the house that the SS’ flashcards represent. This activity also involves kinesthetic learning.
15 Min Activity – Activate (Fill-in and diagrams)
- The teacher divides the class into 2 groups.
- One group is shown an incomplete family tree diagram on the IWB, and they say the name of the members who are missing.
- The teacher and the class define the order and the main expressions used in general phone calls. A list of useful expressions with visual clues for their meanings is showed on the IWB.
- The complete family tree ad house diagram are uploaded by the teacher on Google Classroom.
5 minutes Activity – Wrap-up (Students’ feedback)
The teacher always shares a Google Module with the students where they can give their feedback and comment on their understanding of the lesson. If there is not enough time for this, it can be done as a final chat.
- About today
- What have I learned today?
- What I'd like to know?
- How do you feel?
- How would you describe your level of competence the topic of the lesson? Novice Apprentice Expert Mentor
- Keywords about this lesson
Homework
The students an online listening activity to practise the past simple using Liveworksheet and a reading comprehension activity about the rock band Maneskin
Day 2 - 10 Min Activity – Warm up (Wordwall game)
The teacher project the game on Wordwall on the IWB. The students have to find the past tense of some verbs. They play the game together.
15 Min Activity – Study (Reading Comprehension in Cooperative work)
Students, still in their home groups, answer the questions following the reading comprehension. Teacher monitors and, if necessary, checks their works.
(extra) 5 Min Activity – Activate Pair Work
Pair Work: Students describe their drawings to a partner, practicing the vocabulary.
Day 2 – 5 Min Activity – Pre-task
Teacher shows a short video interview of Taylor Swift in which the singer talks about her past experiences. At the end of the video teacher introduces the Task: students have to interview each other about their past experiences. Teacher gives examples of questions involving the Past Simple such as: "Where did you go on your last vacation?", "What did you do last weekend?", etc.
20 Min Activity – Task Stage (interview)
Students in groups of 2 or 3 interview a partner to find out at least three significant past experiences using past simple questions.
30 Min Activity – Planning
After interviewing their classmate, students should report the information they have gathered using the Past Simple, creating a short oral presentation to share with the class.
30 Min Activity – Report
Groups report to the teacher and the whole class about their classmates' past experiences and read their interviews.
30 Min Activity – Post-Task
The teacher checks the students' presentations and focuses on the correct use of past simple verbs.
5 Min Activity – Wrap up (Students’ feedback)
The teacher shares a Google Module with the students where they can give their feedback and comment on their understanding of the lesson. If there is not enough time for this, it can be done as a final chat. This activity serves as formative self-assessment. They will upload it on Google Classroom. As homework, students will write an email (following a model).
10 Min Activity – Study (Gap filling)
- Teacher gives the SS a worksheet with a short crime story. Students read it and fill the gaps with past simple of the verbs. Then teacher invites students to check the activity in pairs.
- SENs students can read the text on his device using a link on Liveworksheet and can also use text-to-speech software like Speechify.
10 Min Activity – Study (Cooperative learning)
Teacher divides students in groups of four. They work together looking for, in the previous exercise, the Past Simple Verbs, and writing them on their notebooks, separating them in regular and irregular. When they find an irregular verb, they have to find and write the base form too. Then teacher invites them to share and check their work with the whole class.
30 Min Activity – Activate (Authentic task - Writing)
Phase1: Teacher provides the plot outline of the script on Padlet. Students in groups of four write their own script of short mystery story following the example. When they finish, they upload their scripts (or the picture of it) on Padlet. Teacher at home corrects their works and upload them back on Padlet.
1 Hour Activity – Role play of the Mystery story
The Students will play the story that they have written, interpreting different roles.
10 Minutes Activity – Activate (Functions)
(Quizizz)Students reply individually, practicing what they have just learned. Teacher and students get immediate feedback. SEN students are given more time. The same activity will be also used as homework, as a refresh.
10 Minutes Activity – Activate (Speaking)
- The class is divided into two groups, but they answer the questions individually. They get immediate feedback. The same activity will be used as homework, individually, to practice.
- Spin the wheel
5 Min Activity – Activate (Writing & Speaking Task)
- The teacher tells the students that as homework they will be required to invent a phone call with someone they decide.
- It will be a one-sided phone call recorded on Flip after writing the script (with answers). Classmates will comment each video and guess who everyone is talking to.
- The scripts and the phone calls will be assessed by the teacher.
5 minutes Activity – Wrap-up (Students’ self-assessment)
The teacher always shares a Google Module with the students where they can give their feedback and comment on their understanding of the lesson. If there is not enough time for this, it can be done as a final chat.
- About today
- What have I learned today?
- What I'd like to know?
- How do you feel?
- How would you describe your level of competence the topic of the lesson? Novice Apprentice Expert Mentor
- Keywords about this lesson
7. Material & Activities Differentiation for SEN SS
- Interactive White Board (IWB) 1. Inclusive, use suitable fonts & size
- Word Cloud 2. SENs write on the IWB
- Quizizz 3. Inclusive and fun, more time
- YouTube videos 4. More Time or show in advance
- Fortune Wheel 5. Presenter/can be helped by peers
- Textbook 6. Mind map and text-to-speech
- Flipgrid 7. Inclusive
- Quizlet 8. More time
- Real Task/Group Work 9. Give AHDH specific role
- Word.Rodeo 10. Inclusive
8. Methodologies & Approaches
Learner as an Active Social Agent performing tasks
Technology Enhanced Advanced Learning
Social Constructivism
Learner Centred
TEAL
Communicative Language Teaching
Task-based language teaching
CLT
TBLT
Connecting sources of information, ideas, concepts using a metacognitive focus
Engage Study Activate
ESA
Connectivism (Audiolingualism)
Anticipating problems
Loss of concentration
Some SS (not only SEN) Still Don’t Understand
Single Student Disturbing or Disengaging
Some Mobiles/Internet won’t work
•Fast rhythm, change activity often
•Give him/her a role (i.g., presenter in a quiz, call him to the IWB)
•Use comprehensible and contextualized input (images, video)
•Have an offline Plan b ready•Bring my own devices/Work in Pairs.
L. 107/2015
D. Lgs. 62/2017
9. Assessment
Formative/Summative Assessment Continuous Observation Immediate Feedback (for both T and SS) Peer Assessment
Students’ Feedback On learning On how they feel
Teacher’s Self-Assessment On Inclusion On Motivation On Effectiveness
Observation grid
Continuous Observation
Every time a new subject is studied, students train at home on Quizziz to get immediate feedback. If they train in class, the results are visible on the IWB and can be corrected.
Peer Assesment
Two stars and a wish method For the one pager two positive comments and one constructive comment. Teacher provides prompt like “What you did well was”
Evaluation Rubric – Speaking (Oral production) A1
Evaluation Rubric – Group Task
Teacher Self-Assessment
Was the activity successful?
Did the students enjoy it?
How could it be changed to be more effective next time?
What did they get from it?
Did they learn anything from it?
10. Quotes
“The best methods are therefore those that supply 'Comprehensible Input' in Low Anxiety Situations, containing messages that students really want to hear. These methods do not force early production in the second language but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.” Stephen Krashen, Principles and Practice in Second Language Acquisition, 1982. “If you want your students to learn English, don’t language: focus on content, and language will follow.” Jeremy Harmer, The practice of English Language Teaching, 2015.
Other important references
- J. Kormos, A. M. Smith, Teaching Languages to Students with Specific Learning Differences, MM Textbooks, 2024.
- D. Larsen-Freeman, M. Anderson, Techniques and principles in language teaching, 3rd ed., Oxford UP, 2011.
Family and home - UDA secondaria 1° Grado Inglese.pptx
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Transcript
Topic: My family and home - A1 Level (Second class, 11-12 yrs) – Design a lesson plan to teach vocabulary related to family member and home environments to second-class Italian students at the A1 Level. Use visual aids such as family trees and house diagrams to introduce family member names (e.g. mother, father, sister) and home features (e.g., bedroom, kitchen, living room). Include speaking activities where students describe their family members and home.
Saraceno Sebastiano AB 25 – 16th July 2024
Overview
1. Context
2. Class
3. Key to success and inclusion
5. Aims & Pre-requisites
6. Lesson plan
4. The role of technology
7. Materials, Activities & Inclusion
9. Assessment
8. Methodologies and Approaches
10. Quotes
1. Context
1. Context
1. Context
2. Class
2. Class
Class
3. Keys to success and inclusion
Student motivation
L. 104/1992
Learner centred
L. 170/2010
D.M. 5669/2011
Dir. Miur 27/12/2012
Individualization
Personalization
C.n. 8/2013
Note 4233/2014 and Note March 2022
The ZPD (Zone of Proximal Development)
“(The Z.P.D.) is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with other more capable peers.” (Vygotsky, Mind in Society, p. 86, 1978)
The 3 basic psychological needs
An awesome title
Deep Processing principles
Elaboration
How this concept relate to other concepts?
Distinctiveness
How is this concept different from other concepts?
Personal
How can I relate this concept to my personal experience?
How am I expected to use or apply this concept?
Appropriate to retrieval and Application
PNSD L. 107/2015
4. The role of technology
Motivation
Inclusion
Assessment
Social learning
Autonomy
Feedback
Authentic language
Personalized learning
Wider exposure to English
Flexible (time, need) and situated (placed) learning
Technology in use
Substitution, Augmentation: first, second steps of the S.A.M.R. model for technology integration.
5. Global Aims – European Key competences
European Key competences for lifelong learning 2018, involved 5 out of 8.
3. Citizenship competence
5. Cultural awareness and expression competence
1. Multilingual competence
2. Digital competence
4. Personal, social and learning to learn competence
5. Global Aims – Descriptors
Descriptors from CEFR COMPANION 2020 for language activities and strategies
1. Reception
3. Interaction
4. Mediation
2. Production
Source: Common European Framework of Reference for Languages: learning, teaching, assessment, 2020.
Specific aims & Pre-requisites
By the end of the lessons:
What the students already know/have performed:
Knowledge: Students will acquire basic vocabulary related to family members and home environments.
Skills: Students will be able to understand a conversation about somebody’s family (speak and debate, media literacy; practice listening and writing skills)
Competences: Students will be able to successfully apply the concepts and skills acquired to write texts made up of simple phrases and sentences linked with simple connectors like (authentic tasks).
Specific aims & Pre-requisites
By the end of the lessons:
What the students already know/have performed:
Students will be able to use the phone to have relatively simple but extended conversation with people they know personally. Students will be able to use the phones for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment).
6. Lesson plan – Overview
Day 1 (circle time using a sentence to discuss, inductive learning novel keywords feelings discuss, one pager activity drawing with quotes) – Homework (read an article, watch Film and review) - Day 2 (Brainstorming with keywords in Mentimeter, listening activity (video comprehension with Islcollective), hexagonal thinking connections that stick with evidence, web search in groups of 4 about a personality and present results) – Flipped classroom (Flipgrid, explain how to do the authentic task) – Day 3 (Authentic task: making a video of a “double interview”, first script, using PowToon) – Assessment Debate, kinaesthetic activities (flashcard (words and pictures) duels, act out, listen and hold up, clap, dance, guess the word), infographic, PPT or Canva presentation, poster, video or infographic, guessing, info gap, magic bag or mystery box for vocabulary or realia. Draw comic strips. Concept checking questions, from the class to the individual students (A or B; number; individual) [drilling, Audiolingualism]; memory game; [Webquest, Think-pair-share Presentation + podcast, Concept/mind map] Quick Draw, PanQuiz https://sanoma.it/secondaria-primo-grado/inglese Think Pair Share, Pair Work, Role-play Lyricstraining – BBC video https://learnenglish.britishcouncil.org/
6. Lesson plan – Overview
Day 1 (E.S.A.) – 1 hour Hangman (Guess the word) Brainstorming Watch YouTube videos Reflection using MS Whiteboard Practice using Quizizz and Wordwall Student’s Self-assessment
Homework Review the vocabulary on Quizizz
Day 2 (T.B.L.) – 2 hours Teach it to the absent Pre task YouTube video Task cycle: Task > Planning > Report Post Task (Focus on Language)
Formative Assessment
Summative Assessment
6. Lesson plan – Day 1
1 Hour – E.S.A. (Engage, Study, Activate) 5 Min - Warm up:, Engage, Engage>Study; Study>Activate; Wrap-up. 5 Min – Engage:
T: Presenter, Facilitator, Guide, Guide, Facilitator, Moderator SS: Players, Active Listeners, Rule-builders, Active Listeners, Writers, Self-observers
6. Lesson plan – Day 2
2 Hours – Real life task/ T.E.A.L. (Technology Enhanced Active Learning) Warm up, Activation, Production, Processing, Closure. Challenge the Teacher, The teacher introduces the topic engaging the students with a video on phone calls to celebrities, The students in groups, work on the topic. The class listen to the result of every single group and discuss. Teacher and SS sum up the results, highlighting the best of what came up (dialogical moment).
T: Interlocutor, Presenter, Tutor, Facilitator, Moderator SS: Speakers, Active Listeners, Team, Team, P2P evaluators
6. Lesson plan – Day 3
1 Hour – T.B.L. (Task-Based Learning) (pre-requisites check with homework), Warm up, Pre-task (explore the topic), Task (task, planning, report), Post-task (focus on form [analysis], [practice] exercises of in-depth analysis)
Example: from Liverpool to London (using means of transportation, visit, Portobello Market, River Thames, buy ticket, reserve hotel, read review, send emails)
1. Explain with examples (leaflets, timetables, costs, reviews) 2. In groups (visit websites and Google Maps, date options, costs, read reviews, booking hotel/rest, dialogues) 3. Focus on mistakes (lexicon, verbs) and exercises to review those mistakes.
Examples include phoning for information, preparing a party, planning a holiday, answering e-mail, preparing reports, holding a meeting and filling in application forms. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/six-types-task-tbl
Day 1 - 5 Minutes Activity – Warm up (guess the word)
First, the teacher shows a picture on the IWB and then prepares two words (FAMILY; HOME) linked to the topic of the lesson for the game Hangman. Students have to guess what the words are. This acts as a warmup and as an alternative brainstorming on the words they already know and makes them practice basic vocabulary and the alphabet. It also helps the students to lower their affective filter.
5 Min Activity – Engage (Brainstorming)
Teacher leads a quick brainstorming to elicit vocabulary the SS already know about the subject (family and home). The S with dyslexia writes them on the IWB while the teacher writes them down on the laptop and then show the word cloud on the IWB (it will be uploaded on the vocabulary material on Google Classroom).
10 Min Activity – Study (Listening about family)
The teacher engages the SS with a short YouTube video (2:30) which shows the basic vocabulary to describe family members. SS watch the video twice. During the second watching, teacher stops the video to make SS repeat the words.
10 Min Activity – Study (Listening about home)
The teacher engages the SS with a short YouTube video (3:00) which shows the basic vocabulary to describe the main parts of a home. SS watch the video twice. During the second watching, teacher stops the video to make SS repeat the words.
10 Min Activity – Activate (Flashcard game 1)
Teacher gives the students flashcards with pictures of the different part of a house. Then they listen to the teacher and SS hold up the flashcard when T says the part of the house that the SS’ flashcards represent. This activity also involves kinesthetic learning.
15 Min Activity – Activate (Fill-in and diagrams)
5 minutes Activity – Wrap-up (Students’ feedback)
The teacher always shares a Google Module with the students where they can give their feedback and comment on their understanding of the lesson. If there is not enough time for this, it can be done as a final chat.
Homework
The students an online listening activity to practise the past simple using Liveworksheet and a reading comprehension activity about the rock band Maneskin
Day 2 - 10 Min Activity – Warm up (Wordwall game)
The teacher project the game on Wordwall on the IWB. The students have to find the past tense of some verbs. They play the game together.
15 Min Activity – Study (Reading Comprehension in Cooperative work)
Students, still in their home groups, answer the questions following the reading comprehension. Teacher monitors and, if necessary, checks their works.
(extra) 5 Min Activity – Activate Pair Work
Pair Work: Students describe their drawings to a partner, practicing the vocabulary.
Day 2 – 5 Min Activity – Pre-task
Teacher shows a short video interview of Taylor Swift in which the singer talks about her past experiences. At the end of the video teacher introduces the Task: students have to interview each other about their past experiences. Teacher gives examples of questions involving the Past Simple such as: "Where did you go on your last vacation?", "What did you do last weekend?", etc.
20 Min Activity – Task Stage (interview)
Students in groups of 2 or 3 interview a partner to find out at least three significant past experiences using past simple questions.
30 Min Activity – Planning
After interviewing their classmate, students should report the information they have gathered using the Past Simple, creating a short oral presentation to share with the class.
30 Min Activity – Report
Groups report to the teacher and the whole class about their classmates' past experiences and read their interviews.
30 Min Activity – Post-Task
The teacher checks the students' presentations and focuses on the correct use of past simple verbs.
5 Min Activity – Wrap up (Students’ feedback)
The teacher shares a Google Module with the students where they can give their feedback and comment on their understanding of the lesson. If there is not enough time for this, it can be done as a final chat. This activity serves as formative self-assessment. They will upload it on Google Classroom. As homework, students will write an email (following a model).
10 Min Activity – Study (Gap filling)
10 Min Activity – Study (Cooperative learning)
Teacher divides students in groups of four. They work together looking for, in the previous exercise, the Past Simple Verbs, and writing them on their notebooks, separating them in regular and irregular. When they find an irregular verb, they have to find and write the base form too. Then teacher invites them to share and check their work with the whole class.
30 Min Activity – Activate (Authentic task - Writing)
Phase1: Teacher provides the plot outline of the script on Padlet. Students in groups of four write their own script of short mystery story following the example. When they finish, they upload their scripts (or the picture of it) on Padlet. Teacher at home corrects their works and upload them back on Padlet.
1 Hour Activity – Role play of the Mystery story
The Students will play the story that they have written, interpreting different roles.
10 Minutes Activity – Activate (Functions)
(Quizizz)Students reply individually, practicing what they have just learned. Teacher and students get immediate feedback. SEN students are given more time. The same activity will be also used as homework, as a refresh.
10 Minutes Activity – Activate (Speaking)
5 Min Activity – Activate (Writing & Speaking Task)
5 minutes Activity – Wrap-up (Students’ self-assessment)
The teacher always shares a Google Module with the students where they can give their feedback and comment on their understanding of the lesson. If there is not enough time for this, it can be done as a final chat.
7. Material & Activities Differentiation for SEN SS
8. Methodologies & Approaches
Learner as an Active Social Agent performing tasks
Technology Enhanced Advanced Learning
Social Constructivism
Learner Centred
TEAL
Communicative Language Teaching
Task-based language teaching
CLT
TBLT
Connecting sources of information, ideas, concepts using a metacognitive focus
Engage Study Activate
ESA
Connectivism (Audiolingualism)
Anticipating problems
Loss of concentration
Some SS (not only SEN) Still Don’t Understand
Single Student Disturbing or Disengaging
Some Mobiles/Internet won’t work
•Fast rhythm, change activity often
•Give him/her a role (i.g., presenter in a quiz, call him to the IWB)
•Use comprehensible and contextualized input (images, video)
•Have an offline Plan b ready•Bring my own devices/Work in Pairs.
L. 107/2015
D. Lgs. 62/2017
9. Assessment
Formative/Summative Assessment Continuous Observation Immediate Feedback (for both T and SS) Peer Assessment
Students’ Feedback On learning On how they feel
Teacher’s Self-Assessment On Inclusion On Motivation On Effectiveness
Observation grid
Continuous Observation
Every time a new subject is studied, students train at home on Quizziz to get immediate feedback. If they train in class, the results are visible on the IWB and can be corrected.
Peer Assesment
Two stars and a wish method For the one pager two positive comments and one constructive comment. Teacher provides prompt like “What you did well was”
Evaluation Rubric – Speaking (Oral production) A1
Evaluation Rubric – Group Task
Teacher Self-Assessment
Was the activity successful?
Did the students enjoy it?
How could it be changed to be more effective next time?
What did they get from it?
Did they learn anything from it?
10. Quotes
“The best methods are therefore those that supply 'Comprehensible Input' in Low Anxiety Situations, containing messages that students really want to hear. These methods do not force early production in the second language but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.” Stephen Krashen, Principles and Practice in Second Language Acquisition, 1982. “If you want your students to learn English, don’t language: focus on content, and language will follow.” Jeremy Harmer, The practice of English Language Teaching, 2015.
Other important references