Concorso Paola Romano Ab25

LESSON PLAN "Intonation in English"

CANDIDATA: ROMANO PAOLA - CC: AB25

10

Assestment

Methodologies and Approach

Materials

Procedures

Aims and Pre-requisites

Technology

Inclusion

Key to success

Learners

Context

index

INCLUSION

SCHOOL: A. de curtis- aversa CLASS: 3RD YEAR CULTURAL BACKGROUND: The class has a mixed composition. SS seem motivated and demonstrate good skills. There is a good relationship with them and with the teacher. SEN STUDENT: HE CAMES FROM ALBANIA, HAS AN HIGHT LEVEL OF ENGLISH AND A GOOD LEVEL OF ITALIAN, except for some difficulties in writing.

CONTEX

INCLUSION

TARGET CLASS: 3rd class COMPOSITION: 20 SS CERF LEVEL: mixed level between A1 e A2 DIGITAL COMPETENCE: Good predisposition towards the use of technology.

LEARNERS

GENERAL BEHAVIOUR:SS ARE RESPONSIBLE AND INTERESTED TO LEARN; HETEROGENEITY/HOMOGENEITY: The class is generally cohesive, and even though it tends to form fixed groups, it remains balanced and collaborative; sEN /SLD STUDENT : 1 student from albania ( Dir. min 27/12/2012)

LEARNER CENTRED

• ACTIVE STUDENTS PARTICIPATION
• DIFFERENTIATED ISTRUCTION
• VARIED TEACHING STRATEGIES
• STRUCTURED CONTENT
• FLEXIBILITY AND ADAPTABILITY
• ITC USe
• DIFFERENT MATERIALS and INTERACTIVE LESSON
• Practical activities to check understanding of the lesson

KEYS TO SUCCESS

• 3 BASIC NEEDS

• WORKING IN THE ZPD

• EMPATHY AND EMOTIONS

• ITC USE

+ INFO

*DIR. MIN 27/12/2012

INCLUSION

DIDATTICA DIGITALE INTEGRATA DM 291 DEL 30/09/ 2021 E DM 66 DEL 12/04/2023

tECHNOLOGY

Technology has revolutionized the assessment process in schools, offering numerous benefits and opportunities for educators and students

ASSESTMENT

Technology supports individualized learning with adaptive learning platforms, personalized learning apps, and educational games that cater to students' unique learning styles, preferences, and abilities. .

INDIVIDUALIZED LEARNING

Technology enables students to access vast amounts of information from around the world instantly.

ACCESS TO INFORMATION

Technology can enhance traditional teaching methods, making learning more interactive, engaging, and personalized.

NEW LEARNING EXPERIENCES

+ INFO

+ INFO

+ INFO

+ INFO

CEFR

What SS already know

By the end of lesson SS will be able to:

1. Understand the importance of intonation in English.
2. Distinguish between different types of intonation: falling, rising, and mixed.
3. Practice correct intonation in common phrases.
4. To practice and improve intonation skills through interactive activities.
5. talk with a best intonation.
6. To foster cultural exchange and inclusivity within the classroom.

AIMS and pre-requisites

interactive activity 15 minutes

pratical activity 15 minutes

EXPLANATION15 MIN

WARM UP15 MIN

+ INCLUSION

procedures

LET'S GO TO WORK- Lesson 1 - 1h

SELF ASSESTMENT 10MIN

CONCLUSION AND REFLECTION 10 MIN

ROLE PLAYING 40MIN

+ INCLUSION

procedures

LET'S GO TO WORK- Lesson 2 - 1 h

T. GOALS

• Multimedia interactive whiteboard (IWB)
• Computer/tablet each student
• Headphones
• Internet access
• YouTube video on intonation in English
• ICT applications like Kahoot, Google Classroom, and voice recording tools
• Online resources such as YouTube videos on English pronunciation.

• Use multimedia resources to engage various learning styles.
• Group work to ensure peer support and collaborative learning.
• PROVIDE INCLUSION AND CULTURAL EXCHANGE
• GIVES SCENARIOS OF REAL LIFE

MATERIALS

SS CENTRED

Engaging Activities;Clear Communication; Encouragement and Support; Assessment and Feedback;

BRAINSTORMINGCOOPERATIVE LEARNING PEER TO PEER ROLE PLAYING ESA

METHODOLOGIES AND APPROACH

PARTICIPATION IN group activities participation in discussion AND DEBATE understanding Of THE TOPIC ability of PRESENTATION/ROLE PLAYING ability to contextualize the topic

ASSESTMENT

THANKs for your attention

Class Feedback After each pair performs, the class provides constructive feedback on their use of intonation. T.Encourages students to highlight what their peers did well and suggest areas for improvement. Reflection Activity T.Asks students to reflect on what they learned about intonation during the lesson. Bring the class back together for a brief discussion. Invite a few students to share their reflections with the class. Summarize the key points discussed and reiterate the importance of practicing intonation T. gives some homework exercise based on listening, writing and speaking.

CONCLUSION

To include the Albanian student .... Sharing Experiences Ask the Albanian student to share his experiences in learning intonation in English. What were his challenges? How did he overcome them? This can provide useful perspectives and motivation for the other students. Practical Examples Encourage the student to read aloud sentences with different intonations. For example: Statements Questions Exclamatory sentences Sentences showing surprise, doubt, enthusiasm, etc. In the group activity ask the Albanian student to move between groups and offer suggestions based on his experience. In the activity of Role Playing The Albanian Student could act out parts with various students, demonstrating the correct intonation and explaining the differences.

By integrating the Albanian student, T. provides a valuable learning opportunity for all the students involved. This lesson can be an opportunity for cultural exchange,that encourage the Albanian student to mentor peers who may struggle with intonation and helps those students, but also reinforces the mentor’s knowledge and skills.

INCLUSION AND TIC

Personalization of LearningAccessibility Support and Progress Monitoring Collaboration and Communication

The teacher proposes a game with the "WORDWALL" platform where there will be a series of sentences with different intonations. With this game the SS will be introduced to the topic and will begin to see the first differences in intonation

WARM UP

ASSESTMENT AND EMOTIONS

The assumption is that measuring is right, judging is counterproductive; therefore the principle of measurement must be used to understand where the student needs support, it must not be used to judge a student even more severely than would be done if a standardized assessment were not foreseen. "What we learn is fixed in the brain together with emotions: "if a child learns with curiosity and joy, the lesson will be engraved in the memory together with curiosity and joy. If he learns with boredom, fear, anxiety, the alert will be activated: the mind's response will transmit the message "Run away from here, because it hurts you".

T. Divides the class into small groups and give each group sentences to read aloud with the correct intonation.SS will use voice recording software on the tablets to save their readings. Class listen some recordings and discuss possible corrections together. T. will guide the discussion by giving help where necessary and implementing the explanation through students' errors. In this activity T. asks help from Albanian Student.

COOPERATIVE LEARNING

SS practice intonation through an interactive game. Activity:T. Uses QUIZIZZ game to create a quiz on different intonations, including questions with audio and examples to identify the type of intonation in sentences and on the theory. T.divides the class into groups and have them compete to answer the quiz questions.Students participate in the quiz using their tablets or computers or smartphones. The Albanian Student can leave comments and suggestions in real time.

PRATICAL ACTIVITY

INFORMATION

The internet, digital libraries, and online databases give students access to a wealth of resources for research, exploration, and learning beyond the confines of the classroom.

• . Continuous Feedback and Support

Need: The student requires ongoing feedback and support to ensure HIS advanced skills are continuously nurtured and developed.

• Cultural Integration and Social Inclusion

Need: The student needs to feel culturally integrated and socially included within the classroom environment. (Cultural Exchange Activities- PEER COLLABORATION- CLASS DISCUSSION)

• Intellectual Challenge

Need: The student requires activities that are intellectually stimulating and appropriate for their advanced language skills. (Advanced Reading Materials- Critical Thinking Tasks- Enrichment Projects)

In the class there is a student from Albania with a high level of preparation in English. This student therefore does not need particular attention in the lesson, except in written Italian, where it still has some difficulties. Despite being a foreigner, the teacher must always ensure correct understanding,expecially in the italian explanation.

BES STUDENT- 1 ALBANIAN STUDENT

Selection of appropriate ICT tools: select ICT tools and resources that are most suitable for addressing the student's learning challenges. Integration into learning activities: Integrate the use of ICT tools into various learning activities and assignments across different subjects. Encourage the student to use the tools independently whenever possible, but also be available to provide assistance and troubleshooting as needed. Monitoring progress: Continuously monitor the student's progress and adjust the use of ICT tools as needed based on their evolving needs and abilities.

Empathy and understanding: Demonstrate empathy and understanding towards the challenges and emotional experiences of students. Listen actively and show willingness to understand their feelings and concerns. Open and positive communication: Create an open and welcoming classroom environment where students feel free to express their emotions and share their experiences. Use positive and encouraging language to boost students' self-esteem. Social inclusion: Promote an inclusive environment and encourage opportunities for socialization and collaboration among students, fostering the creation of positive and supportive relationships.

Leverage the student's linguistic abilities to achieve optimal results over time Make use of your skills for collaboration activities in the classroom which are also useful for improving relationships between students Involve the student and the class in extracurricular activities to improve intercultural exchange

Self-Assessment Checklist Provide students with a checklist to guide their self-assessment. Peer Review Discuss the feedback with their partner and identify common areas for improvement. Setting Goals Ask students to set two specific goals for improving their intonation. These could be related to aspects they found challenging or areas highlighted during peer review.

SELF ASSESTMENT

Role of the Albanian Student HE/SHE can serve as a mentor, assisting classmates with pronunciation and intonation.He /Shecan also demonstrate a short dialogue with correct intonation patterns, serving as a model for the class.

INCLUSION

LEARNING BY:

Educational software, assistive technology, PC, listening programm, multimedia presentations, interactive whiteboards, and online learning platforms offer opportunities for active learning and exploration.

Cultural Exchange Objective: Foster understanding of Albanian culture and its influence on intonation. T. Invites the Albanian student to share common intonation patterns or speech characteristics in Albanian language and culture. Than encourage classmates to ask questions and compare differences in intonation between English and Albanian and Italian.

T. divides SS into pairs, and give them a number of different scenarios, such as (at the supermarket, at the airport, at the train station, Meet a friend , a family discussion). Every scenarios has a different type of emotion that can be expressed through intonation. T.asks each pair to create, practice and reading with the correct intonation.They can create a sort of dialogue.Each pair then performs in front of the class T. can Use a text-to-speech app or software to record their playback speeches, allowing for self-assessment and improvement. Albanian student will improvise the discussion at the beginning with a classmate of a similar level and than ,pair with different classmates to performe the exercise. This encourages interaction and helps students learn from each other’s strengths.

ROLE PLAYING

• Basic understanding of English grammar and sentence structure.
• Access to a computer, internet connection, and educational software/tools (such as Google Docs, YouTube, and a text-to-speech app).
• Willingness to participate actively in group activities and discussions

T. Introduces the concept of intonation and its importance in communication. Than explains the differences between the main types of intonation. T. Uses a clear and simple YouTube video that explains intonation in English, than starts a briefly discuss with the class on what they learned from the video.

EXPLANATION

Multiple Modes of Assessment: Employ various assessment methods that accommodate diverse learning styles, preferences, and abilities Accessible Assessment Materials: Create assessment materials in accessible formats that are compatible with assistive technology and accommodate students with disabilities. Assistive Technology Support: Ensure that students have access to assistive technology tools and accommodations during assessments to support their participation and success. Flexible Timing and Scheduling: Offer flexibility in assessment timing and scheduling to accommodate students' diverse needs and circumstances. Feedback and Reflection: Provide timely and constructive feedback on assessment results to support students' learning and growth.

INCLUSION

MINISTERIAL DIRECTIVE 27/12/2012 ON SPECIAL EDUCATIONAL NEEDS (SEN)Subject: Intervention tools for students with Special Educational Needs and local school organization for inclusion. The directive emphasizes the importance of recognizing the varied and complex needs of students with SEN. These include disabilities, developmental disorders, socio-economic, linguistic, and cultural disadvantages.

GRIGLIA DI VALUTAZIONE