O1
english
cONCORSO STRAORDINARIO IRC 2024/2025
start
3 INCLUSION
2- CLASS
1- CONTEXT
4-THE ROLE OF TECHNOLOGY
6- PREREQUISITES
5- AIMS
INDEX
8- METHODOLOGY AND APPROACHES
7- MATERIALS
9- ASSESSMENT
10- REFERENCE
Next
1. cONTEXT
SCHOOL:
It's a Vocational trade school in Anzio that is focused on providing students technological tools for business and economy. The class is not very motivated to learn English and there's a tendency to refuse group work in favor of only individual work.
CULTURAL BACKGROUND:
The majority of them are into sports and technology. There 's a very big gap among students who really enjoy the school subjects and those who "happen to be there" because they feel they have no choice. A ADHD - student with attention deficit disorder.
Next
more info
CLASS: 3rd year of a Vocational trade school
COMPOSITION: 21 students ( 15 males, 5 females) 1 ADHD
CEFR level : Mostly B1, a couple A2
TIME OF THE YEAR: Beginning of the first term
TIMING: 3 hours + 1 ( Revision)
Next
digital competences
general behaviour
sens and spldS
Learning sessions
SS used to training and testing online on several platforms (Google classroom) in the classroom on the IWB and in their mobiles, tablets (BYOD) PNSD (L107/2015)
SS are responsable but perky, they get bored easily. They use their phone in every possible quite moment.
student with ADHD Attention Deficit Disorder
Next
3. inclusion
SEN SPECIAL EDUCATION NEEDS
IN ITALIAN BES law 2012
(BYOD)PNSD (L107/2015)
How to manage Inattentiveness?
- Extra time on tests
- Instruction and assignments tailored to the Student
- Using Technology to assist with tasks Wheel of fortune or Quizziz
- Positive Reinforcement and feedback
- Speech synthetis
- Make a "to-do-list"
- Give rewards
Next
the role of technology
PIANO NAZIONALE SCUOLA DIGITALE (PSND) L 107/2015 ACTION 6 BYOD
Next
GLOBAL AIMS-LIFELONG SKILLS
Aims need to be in line with existing framwoks such as the CEFR, PECUP, EUROPEAN key competences for lifelong Learning and /or Indicazioni Nazionali Linee Guida
continue
global aim-descriptors
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES 2001 UPDATED IN 2018 COMPANION VOLUME PUBLISHED IN 2020
MEDIATION
PRODUCTION
INTERACTION
RECEPTION
KEY UPDATES
Next
GENERAL AIMS
1. National Guidelines for the Curriculum at Higher Secondary Level (D.M. 766 /2008)
WHAT SS SHOULD KNOW AND BE ABLE TO LERN EFFECTIVELY:
RESEARCH AN INFORMATION FLUENCY
CREATIVITY AND INNOVATION
CRITICAL THINKING
COMMUNICATION AND COLLABORATION
TEAM WORKING
PROBLEM SOLVING AND SOCIAL RESPONSABILITY
Next
specific aim- pre-requisites
SKILLS
COMPETENCES
KWOLEDGE
What we assume they already know?
By the end of the lesson:
Learners are familiar with the use of Modal verbs: Can, may, might, shall, should, be able to SS are also familiar with the past tenses SS are able to use future tenses.
SS will be able to use 0,1st ,2nd and 3rd Conditionals accordingly. SS will be able to describe something that is generally true SS will be able to describe possible or future situations SS will be able to talk about unlikely and imaginary present and future situations. SS will be able to talk about imaginary situations in the past and express past regrets.
Next
MATERIALS
WORDCLOUD
Next
What theories does my lesson plan align itself with?
Genially
Next
8- Teaching strategies & approaches
Constructivist Approach
Cognitivist Approach
Behaviourism
Operant conditioning reward in order to behave in a good way
• Student’s knowledge is built through experience and interaction with the other.
Student has an active role in the learning process and uses his mental processes to interpret, organize and acquire knowledge.
Students are at the centre of the lessons and the protagonists of their learning process.
Next
The teacher's role:
The teacher plays a facilitation role. The teacher acts as a mediator between the student and the context. A guide who supports group activity
Next
anticipated difficulties &suggested solutions
SS are mostly likely to have difficulties with the verb tenses (paradigm) ) SS are mostly likely to struggle with the sentences structures (AFFERMATIVE, NEGATIVE , INTERROGATIVE FORMS) and position (IF CLAUSE +MAIN CLAUSE) SS might struggle with using the appropriate conditional USAGE. aDHD S may struggle with the Learning process. SOLUTIONS: Giving some extra time to grasp the concept Use Technology to assist the task by giving interactive exercises. Cooperative Learning (peer interaction) word maps for adhd S
Next
Let's get started!
WARM-UP
5 MIN
E.S.A.
BY JEREMY HARMER 1997
DAY 1
ENGAGE15 MIN
T: Presenter- Falicitator- Guide- Resumer SS: Self Observer- Rule _Builders- Active-Writers
Text button
wrapup
ENGAGE-STUDY20 min
5 minTime for feedback
STUDY ACTIVATE15 min exercise
Text button
Next
WHAT WOULD YOU DO IN AN EMERGENCY?
pART 2
2ND CONDITIONAL
E.S.A.
WARM UP
ENGAGE
ACTIVATE
STUDY
WRAP UP
PRESENTATION-PRACTISE- AND PRODUCTION PPP
3rd CONDITIONALS
Next
DAY 3
Do you love watching trial and crime programmes?
STEP 1: PRESENTATION 15 MINUTES ACTIVITY T shows a video about an American Tv programm "Caught in Providence" Ss have to identify the case, the criminal and the jury's verdict
PRESENTATION PART 2
T asks SS: Would the Police have discovered the crime if there hadn't been a crisis?
T presents The Third Conditional Structure
If + past perfect+ would (not) +have +past participle
USE:
Hypotetical situations in the past and Regrets
If he hadn't had a suspect, it wouldn't have caught the public's attention
Next
PRACTISE
15 min
SS have to COMPLETE the sentences with the correct form of the 3rd C.
STEP 2 Correct the mistakes in the sentences
STEP1 Fill in the empty spaces
Next
PRODUCE
PART 3
15 min activity
YOU'RE THE JUDJE!
SS work in pairs discussing and analysing a case study through a ROLE PLAY
AIM: - TO IMPROVE GRAMMAR STRUCTURES AND EXPAND ss'S VOCABULARY
Next
ALL CONDITIONals: revision
Lorem ipsum dolor sit amet
continue
Next
10
REFERENCES:
- National Guidelines for the Curriculum at Higher Secondary Level (D.M 766/2008)
- Common European Framework of Reference for Languages CEFR 2020 (Council of Europe)
- European Council Recommendation on Key Competences for Lifelong Learning (May 22nd 2018)
- Harmer, The Practice of English Language Teaching, Pearson Longman; 5° ed. , 2015
- LanguageEd course by professor Chiara Bruzzano, Cambridge Delta 1 PHD.
- YouTube videos
- Pearson- Oxford and Cambridge University Press slides online
- Zanichelli, Michela Scagliarini, Kate Gralton, Business for the Future
- Zanichelli, Patrizia Revellino, Giovanna Schinardi, Let's do Businees in English
Next
Zero Conditional
To describe something that is generally true.
IF Clause, Main Clause Present Simple+ Present Simple
If you eat your icecream in the sun, It melts
https://www.google.com/search?q=WHAT+IS+A+FIRST+AID+FOR+STUDENTS&oq=WHAT+IS+A+FIRST+AID++FOR+STUDENTS&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIICAEQABgWGB4yCggCEAAYgAQYogQyCggDEAAYgAQYogQyCggEEAAYgAQYogTSAQoxNjAwNmowajE1qAIIsAIB&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:86bfb881,vid:0JHNvpQ9JW8,st:0
Did you know...
We retain 42% more information when the content moves? It is perhaps the most effective resource to capture the attention of your audience.
IF CLAUSE+ MAIN CLAUSE
lead-in activity
SS are given instruction how to build up sentences with all conditional forms.
Lorem ipsum dolor
Consectetur adipiscing elit
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.
- Lorem ipsum dolor sit amet.
- Consectetur adipiscing elit.
- Sed do eiusmod tempor incididunt ut.
Lorem ipsum dolor sit
1 STEP T asks SS to think about the first aid BRAINSTORMING. SS will reply verbally 2 STEP SS will watch a video about a first aid
10 minutes
a possible or probable future situations
1st Conditional IF CLAUSE + MAIN CLAUSE Present simple + Future simple If you study hard, you will pass the concorso!
10 min
ss take a first -aid quiz and say what they would do in each emergency situation
15 min
SS write 3 sentences to add to the first aid quiz and share with the class
LESSON PLAY - CONDITIONALS
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Transcript
O1
english
cONCORSO STRAORDINARIO IRC 2024/2025
start
3 INCLUSION
2- CLASS
1- CONTEXT
4-THE ROLE OF TECHNOLOGY
6- PREREQUISITES
5- AIMS
INDEX
8- METHODOLOGY AND APPROACHES
7- MATERIALS
9- ASSESSMENT
10- REFERENCE
Next
1. cONTEXT
SCHOOL:
It's a Vocational trade school in Anzio that is focused on providing students technological tools for business and economy. The class is not very motivated to learn English and there's a tendency to refuse group work in favor of only individual work.
CULTURAL BACKGROUND:
The majority of them are into sports and technology. There 's a very big gap among students who really enjoy the school subjects and those who "happen to be there" because they feel they have no choice. A ADHD - student with attention deficit disorder.
Next
more info
CLASS: 3rd year of a Vocational trade school
COMPOSITION: 21 students ( 15 males, 5 females) 1 ADHD
CEFR level : Mostly B1, a couple A2
TIME OF THE YEAR: Beginning of the first term
TIMING: 3 hours + 1 ( Revision)
Next
digital competences
general behaviour
sens and spldS
Learning sessions
SS used to training and testing online on several platforms (Google classroom) in the classroom on the IWB and in their mobiles, tablets (BYOD) PNSD (L107/2015)
SS are responsable but perky, they get bored easily. They use their phone in every possible quite moment.
student with ADHD Attention Deficit Disorder
Next
3. inclusion
SEN SPECIAL EDUCATION NEEDS IN ITALIAN BES law 2012
(BYOD)PNSD (L107/2015)
How to manage Inattentiveness?
Next
the role of technology
PIANO NAZIONALE SCUOLA DIGITALE (PSND) L 107/2015 ACTION 6 BYOD
Next
GLOBAL AIMS-LIFELONG SKILLS
Aims need to be in line with existing framwoks such as the CEFR, PECUP, EUROPEAN key competences for lifelong Learning and /or Indicazioni Nazionali Linee Guida
continue
global aim-descriptors
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES 2001 UPDATED IN 2018 COMPANION VOLUME PUBLISHED IN 2020
MEDIATION
PRODUCTION
INTERACTION
RECEPTION
KEY UPDATES
Next
GENERAL AIMS
1. National Guidelines for the Curriculum at Higher Secondary Level (D.M. 766 /2008)
WHAT SS SHOULD KNOW AND BE ABLE TO LERN EFFECTIVELY:
RESEARCH AN INFORMATION FLUENCY
CREATIVITY AND INNOVATION
CRITICAL THINKING
COMMUNICATION AND COLLABORATION
TEAM WORKING
PROBLEM SOLVING AND SOCIAL RESPONSABILITY
Next
specific aim- pre-requisites
SKILLS
COMPETENCES
KWOLEDGE
What we assume they already know?
By the end of the lesson:
Learners are familiar with the use of Modal verbs: Can, may, might, shall, should, be able to SS are also familiar with the past tenses SS are able to use future tenses.
SS will be able to use 0,1st ,2nd and 3rd Conditionals accordingly. SS will be able to describe something that is generally true SS will be able to describe possible or future situations SS will be able to talk about unlikely and imaginary present and future situations. SS will be able to talk about imaginary situations in the past and express past regrets.
Next
MATERIALS
WORDCLOUD
Next
What theories does my lesson plan align itself with?
Genially
Next
8- Teaching strategies & approaches
Constructivist Approach
Cognitivist Approach
Behaviourism
Operant conditioning reward in order to behave in a good way
• Student’s knowledge is built through experience and interaction with the other.
Student has an active role in the learning process and uses his mental processes to interpret, organize and acquire knowledge.
Students are at the centre of the lessons and the protagonists of their learning process.
Next
The teacher's role:
The teacher plays a facilitation role. The teacher acts as a mediator between the student and the context. A guide who supports group activity
Next
anticipated difficulties &suggested solutions
SS are mostly likely to have difficulties with the verb tenses (paradigm) ) SS are mostly likely to struggle with the sentences structures (AFFERMATIVE, NEGATIVE , INTERROGATIVE FORMS) and position (IF CLAUSE +MAIN CLAUSE) SS might struggle with using the appropriate conditional USAGE. aDHD S may struggle with the Learning process. SOLUTIONS: Giving some extra time to grasp the concept Use Technology to assist the task by giving interactive exercises. Cooperative Learning (peer interaction) word maps for adhd S
Next
Let's get started!
WARM-UP
5 MIN
E.S.A.
BY JEREMY HARMER 1997
DAY 1
ENGAGE15 MIN
T: Presenter- Falicitator- Guide- Resumer SS: Self Observer- Rule _Builders- Active-Writers
Text button
wrapup
ENGAGE-STUDY20 min
5 minTime for feedback
STUDY ACTIVATE15 min exercise
Text button
Next
WHAT WOULD YOU DO IN AN EMERGENCY?
pART 2
2ND CONDITIONAL
E.S.A.
WARM UP
ENGAGE
ACTIVATE
STUDY
WRAP UP
PRESENTATION-PRACTISE- AND PRODUCTION PPP
3rd CONDITIONALS
Next
DAY 3
Do you love watching trial and crime programmes?
STEP 1: PRESENTATION 15 MINUTES ACTIVITY T shows a video about an American Tv programm "Caught in Providence" Ss have to identify the case, the criminal and the jury's verdict
PRESENTATION PART 2
T asks SS: Would the Police have discovered the crime if there hadn't been a crisis?
T presents The Third Conditional Structure
If + past perfect+ would (not) +have +past participle
USE:
Hypotetical situations in the past and Regrets
If he hadn't had a suspect, it wouldn't have caught the public's attention
Next
PRACTISE
15 min
SS have to COMPLETE the sentences with the correct form of the 3rd C.
STEP 2 Correct the mistakes in the sentences
STEP1 Fill in the empty spaces
Next
PRODUCE
PART 3
15 min activity
YOU'RE THE JUDJE!
SS work in pairs discussing and analysing a case study through a ROLE PLAY
AIM: - TO IMPROVE GRAMMAR STRUCTURES AND EXPAND ss'S VOCABULARY
Next
ALL CONDITIONals: revision
Lorem ipsum dolor sit amet
continue
Next
10
REFERENCES:
Next
Zero Conditional
To describe something that is generally true.
IF Clause, Main Clause Present Simple+ Present Simple
If you eat your icecream in the sun, It melts
https://www.google.com/search?q=WHAT+IS+A+FIRST+AID+FOR+STUDENTS&oq=WHAT+IS+A+FIRST+AID++FOR+STUDENTS&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIICAEQABgWGB4yCggCEAAYgAQYogQyCggDEAAYgAQYogQyCggEEAAYgAQYogTSAQoxNjAwNmowajE1qAIIsAIB&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:86bfb881,vid:0JHNvpQ9JW8,st:0
Did you know...
We retain 42% more information when the content moves? It is perhaps the most effective resource to capture the attention of your audience.
IF CLAUSE+ MAIN CLAUSE
lead-in activity
SS are given instruction how to build up sentences with all conditional forms.
Lorem ipsum dolor
Consectetur adipiscing elit
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.
Lorem ipsum dolor sit
1 STEP T asks SS to think about the first aid BRAINSTORMING. SS will reply verbally 2 STEP SS will watch a video about a first aid
10 minutes
a possible or probable future situations
1st Conditional IF CLAUSE + MAIN CLAUSE Present simple + Future simple If you study hard, you will pass the concorso!
10 min
ss take a first -aid quiz and say what they would do in each emergency situation
15 min
SS write 3 sentences to add to the first aid quiz and share with the class