Ergative verbs

"ERGATIVE VERBS"

Presented by Miss Silvia Tomasi Track n. 1238

Index

7. Procedures

4. Problems and solutions

1. Context and Inclusion

5. Teaching strategies

8. Assesstment

2. Pre requisites

9. Quotes

6. Materials

3. Aims

CONTEXT

TYPE OF SCHOOL: Liceo scientifico (Milano)CLASS: 1st grade COMPOSITION: 20 students SpLD (Specific Learning Disorders): 3 students with socio-cultural difficulties SEN (Special Educational Needs): 1 student with epilepsy and 1 visually impaired CEFR LEVEL: A2>B1 GENERAL BEHAVIOUR / MOTIVATION: the class is heterogeneous in level of preparation and interests, generally lively, but overall positive and inclined to listening and group work.

INCLUSION STRATEGIES

• L. 170/2010 new nomrs for SpLD (Specific Learning Disorders)
• D.M. 12/07/2011 guidelines for SpLD students
• D.M. 27/12/2012 intervention tools for SEN (Special Educational Needs)
• C.M. 06/03/2013 intervention tools for SpLD

IEP (Individualised Education Plan) was adopted with: - special measures; - compensatory tools; - dispensatory measures.

SPECIAL AIMS

PRE REQUISITES

What do the students know/ they have performed?

by the end of the lesson

• Students will be able to use ergative verbs correctly in different contexts
• Students will gain a better understanding of grammatical structures and verb meanings
• Student's capacity to speak fluently and cleary will be enhanced

• Knowledge of transitive and intransitive verbs
• Subject, agent and patient
• Active and passive voice

GENERAL AIMS

The following competences are involved in this lesson: 1. MULTILINGUAL COMPETENCE - key skills: Listening, speaking, reading and writing in more than one language with understanding of the cultural nuances; communicate effectively in multiple languages. 2. DIGITAL COMPETENCE - key skills: Using digital tools for imformation, communication, content creation, safety and problem-solving compently and critically. 3. PERSONAL, SOCIAL AND LEARNING TO LEARN COMPETENCE - key skills: menagement of the learning and carrer, self-awareness, collaborative work and mental and physical health while handling personal and social situations effectively.

KEY COMPETENCES FOR LIFELONG LEARNING based on E.U. Council Recommendation of 22/05/2018 updated by M.D. 14/2024

GENERAL AIMS

CEFR: GLOBAL SCALE (A2 towards B1 Level)

• Understand the main points on clear standard input on familiar matters
• Produce simple connected text on topic which are familiar or of personal interest
• Describe experiences and events and briefly give reasons and explanations for opinion and plans

New descriptors from CEFR Companinon 2018 - reception;- production; - interaction; - mediation source: “Common European Framework of Reference for Languages, Learning, Teaching, Assesstment”, 2020

ANTICIPATED PROBLEMS AND SOLUTIONS

SOLUTIONS

PROBLEMS

• Some students (not only SEN) DON'T UNDERSTAND the TOPIC
• LOSS OF CONCENTRATION
• INTERNET DOESN'T WORK
• Single student DISTURBING or DISENGAGING

• USE comprehensible and contextualised input (images, video)
• Fast rythm, change activity often
• Bring my own devices/ work in pairs/ Have an offline B plan ready
• Give him/her an active role

BRAINSTORMING

METHODOLOGYand APPROACHES

FLIPPED CLASSROOM

ESA - Engage, Study, Activate

GROUP WORK

TIC -Technologies, Information and Communication

FLASH CARDS

MATERIALS AND TOOLS

• IWB (Interactive Whiteboard)
• and the following:

BRITISH COUNCIL

YOUTUBE

FLASH CARDS

CLASSROOM

WORDWALL

PROCEDURE, step by step

2 hours LESSON + 1 hour SUMMATIVE ASSESSTMENT

LESSON 3

LESSON 2

LESSON 1

STUDENTS' ASSESSTMENT

TEACHER'S SELF ASSESSTMENT

lesson 1 - 60'

"Ergative verbs"

Studying + Activity - 25 min.

Brainstorming - 5 min.

GROUP WORK: the class is divided in 4 groups of 5.Each group has to find 10 verbs for type (Transitive and intransitive)

• Which verbs are transitive and intransitive?
• Do I know how to make it safer?

Sum up and Self assesstement- 15 min.

Engage - 15 min.

Quiz about transitive and intransitive verbs on WORDWALL - Teacher and students together

One student per group goes to the whiteboard and write the verbs in the two columns. Other memebrs and group can correct when necessary.

AT HOME

FLIPPED CLASSROOM

Students will be given a link through CLASSROOM with a video to watch about ergative verbs.

INCLUSION: Thanks to the combination of imagese and sounds, subtitles and the possibility to be rewatched, the video can be a good option for all the students both with special needs and language difficulties.

LESSON 2 - 60'

Study + Activate - 20 min.

WARM UP

Flash cards - 10 min.

Students discuss in pairs, then share with the class. Teacher writes emergent rules on the board.

Students receive flash cards with sentences in pair:The door opened.She opened the door.

Discovery phase - 15 min.

Exercise - 15 min.

Guided questions:What do you notice about the verb in both sentences? Is the object the same? What changes when there's no agent (person) doing the action?

Online exercise on BRITISH COUNCIL website: Choose a verb which fits in both sentences. Teacher and students together.

summative assesstment - 50'

Students with SpLD and SEN

3 Students with SpLD (Specific Learning Disorders) and 1 student with SEN (Special Educational Needs - Epilepsy) will write a 100-word story with at least 5 ergative verbs using 10 more minutes, and they can use a mind map on transitive and intransitive verbs. 1 student with SEN (Special Educational Needs - Visually impaired) will write 5 phrases using ergative verbs with the support of his/her devices and the support teacher.

"SHORT STORY"

T will ask SS to write a 150-word short story using at least 7 ergative verbs

SUMMATIVE ASSESSTMENT:written production

Written production will be evaluated by the teacher following the grid on the right, according to PTOF (3-year plan of the educational offer).

EVALUATION RUBRIC - GROUP TASK

STUDENT SELF ASSESSTMENT

TEACHER'S SELF ASSESSTMENT

1 - BEGINNING2 - PROGRESSING 3 - COMPETENT 4 - ADVANCED

Thanks for your attention

The following measures and tools, will be applied for SLD students, according to their IEP (Individualised Education Plan):- more time; - more importance to the content over the form; - concept map. - more importance to the process over the final product

LESSON 3

SUMMATIVE ASSESSTMENTWriting a short story using ergative verbs.

TIME OF THE YEAR: Second semester TIMING AND LEARNING ENVIRONMENT: the learning unit is formed by 3 lessons (3 hours)

LESSON 2

10 minutes - Warm up15 minutes - Discovery phase 20 minutes - Study + Activate 15 minutes - Exercise

LESSON 1

5 minutes - Brainstorming15 minutes - Playing game 10 minutes - Studying + Activate 40 minutes - Sum up & Self assesstment