Verbs+ing AB25

DARIO BORDONARO 03/09/2024

Verbs + -ing

Traccia n. 2249

Concorso ordinario per titoli ed esami, per l’accesso ai ruoli di personale docente della scuola secondaria di primo e secondo grado su posto comune e di sostegno, ai sensi del Decreto ministeriale 26 ottobre 2023, n.205 - Procedura concorsuale AB25

06/10/18

Index

5. Teaching strategies

1. Context

6. Inclusion strategies

2. Aims

3. Prerequisites

7. Procedures

4. Materials and resources

8. Assessment

Type of school: Lower secondary schoolClass: 2nd Year Period: First part of 1st term Age: 12/13 Number of students: 20Special Needs Students: - 1 disabled student - 3 students with social and economic disadvantages - 2 students with learning disorders (dyslexia)CEFR level: A1 Mixed ability class Timing: 1 lesson (60 minutes)

Context

General Aims

National guidelines for the lower secondary school (D.M No. 254 of November 16, 2012)

Listening: Understand main points of familiar topics like school and free time. Speaking: Interact with others, grasp key conversation points, and express ideas clearly. Reading: Identify explicit information in short texts and personal letters. Writing: Answer questionnaires and formulate questions about texts. Reflection: Compare words and structures of different verbal codes. Identify analogies or differences in behaviors across languages. Recognize learning methods and obstacles.

General Aims

European Key Competences for Lifelong Learning

Based on E.U. CouncilRecommendationof 22 May 2018 updated by M.D.14/2024

General Aims

Common European Framework of Reference for Languages

A1

Specific Aims

• Understand how verbs+ing are formed

• Improve listening, speaking, reading, and writing skills
• Encourage an inclusive and supportive learning environment
• Develop critical thinking

Prerequisites

• Knowledge of the base form of the verbs
• Understand and construct simple sentences
• Use of present simple tense

• Basic listening and reading skills
• Experience with group activities

Materials

• Textbook
• Interactive white board
• Notebook
• Chromebooks or tablets

People involved

• Teacher
• Support teacher
• Group-class students

Resources

• Internet connection
• Wordwall

Teaching strategies

• Reflecting learning: The individual reflection task allows students to think critically.
• Inductive learning: the learner discovers rules by observing examples.
• Collaborative learning: Group activities encourage collaboration, allowing students to learn from each other and develop critical thinking skills.
• Blended Learning: The use of ICT tools such as the IWB, chromebooks and wardwall integrates technology into the learning process, enhancing engagement and accessibility.
• Scaffolding: structured activities to help students, with the teacher facilitating discussions and providing feedback.
• Constructivist learning theory: Students actively engage in group discussions, constructing their understanding.
• Inclusion strategies: personalized materials and tasks for the special needs student, ensuring that all students can access and engage with the content.

Inclusion strategies

Disabled Student The Class Board has opted for an IEP(Individualised Education Plan) with special mesures, compensatory tools and dispensatory measures under the Law 104/1992. Teacher will:

• carefully read the IEP and, with the help of the support teacher, will ensure inclusivity and equitable learning opportunities
• ensure the classroom is accessible
• provide written instructions and use visual aids to support understanding

Inclusion strategies

Three students with social and economic disadvantagesThe Class Board has opted for a PDP (Personalized Didactic Plan) with special measures (L. 170/2010) with compensatory tools:

• mind maps and summaries

• pair them with supportive peers
• provide additional encouragement

Inclusion strategies

2 students with learning disorders (dyslexia) The Class Board has opted for a PDP (Personalized Didactic Plan) with special measures (L. 170/2010) with compensatory tools:

• Mind maps and summaries
• speech synthesis programmes
• tailored material in content, spacing, font size and type to enhance readability and visual clarity
• textbook in digital format

and dispensatory measures:

• give preference to oral communication
• avoid reading aloud and lengthy tasks
• extra time and reduced work load
• focus on content rather than formal accuracy

Procedures

1st phase: Warm Up (15 minutes)

• The teacher asks students to open the textbook to the dialogue's page.
• Some volunteers read the dialogue as different characters.
• After reading, teacher asks students to find unusual verbs.
• In a brainstorming session, they list the verbs, and the teacher writes them on the IWB.
• The teacher asks about the peculiarities of each verb to filter out irrelevant ones.

Inclusion:

• use of digital textbook
• use of chromebook or tablet to write down verbs
• encourage involvement of all students

2nd phase: Contextualisation (5 minutes)

• Once the verbs have been identified, the teacher briefly explains the existence of this -ing form and its general use, making a comparison with the Italian gerundio.
• The teacher explains that the goal of this lesson will be to understand only the rule for the formation of these verbs and postpones the detailed explanation on the uses of the -ing form to the next lessons.

3rd phase: Group work (10 minutes) + Debate (10 Minutes)

• The teacher lists verbs on the IWB in three columns and splits the class into five groups of four. They have ten minutes to form a hypothesis on verb categorization.
• Afterward, each group presents their ideas, allowing for a class debate.
• The aim is for students to discover the three rules for forming the -ing form of English verbs.

Inclusion:

• provide verbs divided into the three columns on paper or on a digital sheet
• pair SENs students with supportive peers

4th phase: Consolidation (10 minutes)

Inclusion:

• provide maps with the rules explained and appropriate examples
• give extra time to do the consolidation exercise

• After gathering hypotheses, the teacher confirms or adjusts the rules and writes them on the board for students to note down.
• Next, using some base form verbs, teacher asks students for the -ing form to reinforce understanding and check comprehension.

5th phase: Gamification/Student's self assessment (10 minutes)

• At the end, the teacher gives the students some chromebooks or tablets and invites them to take a quiz on wardwall to test their level of understanding of the mechanism to create the -ing form of verbs.

Inclusion:

• provide support and explanations if needed

Assessment

• The teacher observes participation in class discussions and monitors group activities with the help of a grid.

Assessment

• Student's self assessment through quizzes on wardwall to test their level of understanding of the topic.
• Teacher's self assessment through questions for professional improvement:

1. What went well in this lesson?2. What challenges did I face? 3. How did the students respond to the lesson? 4. What could be improved for future lessons? 5. How did you support the special needs student? 6. How did the use of ICT tools impact the lesson?

Thank you!