LESSON PLAN
Università degli Studi di Pavia Percorso Formativo Docenti 30CFU Classe di Concorso AB24 Traccia:
CANDIDATA: Francesca Tedeschi
OVERWIEV
1)Context & Class da FARE2)Pre-requisites 5)Specific LEarning objectives 6)Teaching Strategies and Materials /)Inclusion Strategies 9)Lesson Stages. ESA 10)Assessment/Evaluation
CONTEXT AND Class
Type of school: Upper Secondary School" Inserire la scuola e indirizzo" located in the centre of Genoa. The school has an ICT lab. Class: inserire anno 1th year, 5th year, ecc... School term: Beginning of the second term (inserire periodo) inserire il topic per esempio (topic belongs to the module "Colonialism and British Empire"between end of the Victorian Age and beginning of 20 century). Class Composition: 20 students, 8 girls and 12 boys including two Sen students. SEN students: one diagnosed with dyslexia(Law170/210) and another supported under Law 104/1992(IEPs). General beahviour: Students have a positive learning attitude and is quite motivated in learning languages. They like working in groups. CEFR Level: Mixed ability inserire i livelli. Teacher:English teacher and support teacher.
SEN students: general inclusion strategies
1) L. SEN student on the autism spectrum. He has been diagnosed as “high-functioning", and shows a generally quite positive attitude towards social interaction. According to L.104/1992 art. 3.1, he is tutored by a support teacher and has an Individual Education Plan (IEP). General inclusion strategies: To read his IEP very carefully and to co-operate with his support teacher. L. will be exempted from reading aloud.
2) A. SEN student with dyslexia, has a Personalized Education Plan (PEP), according to L.170/2010. A. is a visual learner; therefore, she will benefit from visual aids, charts, and written instructions to support her learning. General inclusion strategies: To read her PEP very carefully and to inegrate in visual supports and materials throughout assignments.
SEN students: SPECIFIC inclusion strategies
SEN students: specific inclusion strategies
A. – SEN Student with Dyslexia (Visual Learner)
• Visual Supports: Mind maps, concept maps, diagrams, charts, and PowerPoint slides with images and keywords.
• Written Instructions: Clear, concise instructions with large font, sufficient line spacing, and highlighted key terms.
• Compensatory Tools: Text-to-speech software, spell-check and word prediction tools, digital quizzes (Mentimeter, Kahoot).
• Assessment Adaptations: Extra time, shorter texts or segmented reading tasks, oral or visual responses when possible.
• Classroom Strategies: Peer tutoring, mixed-level groups, frequent verbal check-ins, positive reinforcement.
• Learning Autonomy: Personal note-taking with color coding, summarizing information visually, self-assessment tools to monitor progress.
L. – SEN Student on the Autism Spectrum (High-Functioning) • Structured Environment: Clear routines, predictable classroom layout, advance notice of changes. •Instructional Support: Short, clear instructions (oral + written), step-by-step guidance, visual supports (charts, diagrams). •Social Interaction Support: Structured peer interactions, defined group roles •Sensory Considerations: Quiet area for breaks, minimize distracting stimuli (noise, lights). • Assessment Adaptations: Extra time, alternative response formats, exempt from reading aloud. • Collaboration and Guidance: Close cooperation with support teacher, regular check-ins, clear feedback and positive reinforcement. • Technology and Visual Tools: Mind maps, visual organizers, timers or apps to structure work sessions.
INCLUSION AND TEACHER STRATEGIES
((Law.104/1992, Law 53/2003 , MIUR 4.8.2009, Law 170/2010, Ministerial Decree 5669/2011 , Ministerial Directive 27.12.202127/12/2012)
PERSONALIZATION▪To encourage personal ideas and the use of personal materials, tablet ▪Creative outputs ▪Continuous feedback and teacher support
COMPENSATORY TOOLS: ▪Mind maps ▪Mixed-level groups ▪Concept maps ▪Clear instructions with examples ▪Diagrams ▪BYOD ▪Preference for oral communication ▪Tailored materials ( font type size, line spacing) ▪Use of compensatory ICT tools; ▪Peer-to-peer tutoring ▪Support teacher DISPENSATORY MEAUSURE: ▪ Extended time of tests ▪ Shorter exercises and texts STRATEGIES: ▪Mixed-level groups ▪Clear instructions with examples ▪ Focus on content rather than form
MOTIVATION ▪The teacher establishes and maintains a positive learning atmosphere ▪ The teacher creates a two-way flow of information with students (Teacher → Students; Students → Teacher; Students → Students)
PRE-REQUISITES da insErire a seconda traccia
HISTORICAL and CULTURAL KNOWLEDGE
LINGUISTIC SKILLS
LITERACY KNOWLEDGE
TRANSVERSAL COMPETENCES
Students should be able to:Work in groups and take part in guided discussions; Listen actively and summarise others' ideas; Show a critical and reflective attitude, especially when comparing different perspectives
INCLUSION LEGAL SOURCES
PRE-REQUISITES CHECK: MENTIMETER
The teacher provides a diagnostic test metti esempio usa mentimeter (ten questions three answers) to check students’ pre-requisite knowledge, with real time results.
EXAMPLE OF QUESTIONS
PRE-REQUISITES
Are pre-requisites satisfied?
The teacher can proceed with the scheduled lesson plan
In accordance with the outcomes of the diagnostic test and the identified areas of weakness, the teacher will:▪provide targeted instructional materials (mind maps, PowerPoint presentations....) ▪deliver a lesson specifically designed to address these areas
GENERAL AIMS NATIONAL GUIDELINES (INDICAZIONI NAZIONALI per i LICEI - MIUR o inserire....)
GENERAL AIMS CEFR (inserire a1 o b2..)
KEY COMPETENCES FOR LIFELONG LEARNING
EU COUNCIL RECOMMENDATION (2018). ITALY: MD 14/2024 indicare quali
1. Literacy competence: Students interpret authentic texts (videos, quizzes) and express ideas orally and in writing. 2. Multilingual competence: The entire lesson focuses on English as a foreign language (EFL). Students use the language in real communicative contexts and reflect on learning strategies. 3. Digital competence: Students use digital tools (YouTube, Mentimeter, Canva, Google Forms) safely and effectively to learn and create contents. They also practice responsible online collaboration. 4. Personal, social, and learning to learn competence: Collaborative tasks promote teamwork, empathy, and reflection. The self-assessment (Google Forms) encourages students to identify personal learning strategies and progress. 5. Entrepreneurship competence: The group digital project fosters creativity, initiative, and problem-solving (creating and presenting a multimedia product). 6. Cultural awareness and expression competence: Exposure to authentic English materials from global sources (BBC) enhances students’ awareness of cultural diversity and media expression.
KEY COMPETENCES FOR LIFELONG LEARNING
EU COUNCIL RECOMMENDATION (2018). ITALY: MD 14/2024 indicare quali
1. Literacy competence: Students interpret authentic texts (videos, quizzes) and express ideas orally and in writing. 2. Multilingual competence: The entire lesson focuses on English as a foreign language (EFL). Students use the language in real communicative contexts and reflect on learning strategies. 3. Digital competence: Students use digital tools (YouTube, Mentimeter, Canva, Google Forms) safely and effectively to learn and create contents. They also practice responsible online collaboration. 4. Personal, social, and learning to learn competence: Collaborative tasks promote teamwork, empathy, and reflection. The self-assessment (Google Forms) encourages students to identify personal learning strategies and progress. 5. Entrepreneurship competence: The group digital project fosters creativity, initiative, and problem-solving (creating and presenting a multimedia product). 6. Cultural awareness and expression competence: Exposure to authentic English materials from global sources (BBC) enhances students’ awareness of cultural diversity and media expression.
SPECIFIC LEARNING OBJECTIVES vedi traccia
Skills
Knowledge
COMPETENCES
SEN Students will follow specific aims written in their IEP/PEP
TOOLs, Materials and Setting
Tools/Materials vedere quali▪Textbook ▪Worksheet ▪ Power point presentations ▪ IWB (Interactive Whiteboard) + internet connection ▪Classroom ▪ Tablets ▪ You Tube ▪Extra materials (on Classroom) ▪Mentimeter ▪ Word Art Cloud Setting ▪ Classroom
Law 107/2015 PNSD (National Plan for digital school)
POSSIBLE PROBLEMS and SOLUTIONS
ABSENT STUDENTS:▪Shared materials on Classroom ▪Short recap and review at the beginning of the previous lessons
LOW MOTIVATION:▪Peer work ▪Engaging activities ▪Students' active role
LOWER KNOWLEDGE THAN EXPECTED:▪Scaffolding activities ▪Additional materials on Classroom ▪ Peer activities
SPEAKING ANXIETY:▪Teacher provides feedback during lessons ▪Teacher creates a relaxed environment stimulatin participation
METHODOLOGY (ESA)
THE LESSON PLAN CONTAINS THIS METHODOLOGY
TEACHING STRATEGIES
BRAINSTORMING
COOPERATIVE LEARNING(PAIR WORK-GROUP WORK)
THINK-PAIR-SHARE (TPS)
Introduced by Alex. F. Osborn
Introduced by Frank Lyman
Introduced by K. Lewin, J. Dewey, D. e R. Johnson
▪It helps students to get initial thougths and ideas out of their heads▪ It creates a bank of toughts and ideas ▪It develops communication skills ▪ Students can use ideas as starting points to develop a topic
▪ Increases students' participation▪Offers opportunity for peer-to-peer learning ▪Develops communication skills
▪Student THINK about a topic or question▪ PAIR with a partner to dicuss ideas ▪SHARE ideas with the class
Opportunities
This is a paragraph of text waiting to be awesome content
THE FIVE SKILLS
Writing
Reading
Speaking
Listening
Interaction
This lesson plan contains such skills: Indicare quali
METHODOLOGY (ESA)
Methodology: ESA Approach and Timetable LESSON 1 (1H)Phase Aim Activities Tools1️⃣ Engage (10 Minutes) Aim:Motivate students and connect to their experience Activities:Brainstorming and short warm-up video Tools: Interactive Whiteboard / YouTube/ Mentimeter/WordClouds.com 2️⃣ Study (20 minutes) Practice and focus on language + listening comprehension Activities: Guided listening with interactive exercises Tools: Classroom/Youtube 3️⃣ Activate (30 minutes) Aim: Apply listening and vocabulary skills in a creative, communicative context. Activity: Digital Group Task, Poster Tools: Canva for Education
TIMING
SPACE
▪Classroom with IWB
▪LESSON 1: 60 min da definire▪LESSON 2: 60 min▪LESSON 3: 60 min ▪LESSON 4: 55 min+ 5 min self assessment ▪LESSON 5: 60 min final yest
ENGAGE (10 MInutes)
Activity 1: Warm-up Video (10 minutes)Tool: Interactive Whiteboard/YouTube/Mentimeter?/Wordclouds.com Video: Why Learning English Online is Fun? (BBC Learning English, 1:20)mettere screenshot o link Steps: 1. Teacher plays the video without subtitles. 2. Students predict what the video is about. 3. Replay with subtitles – discuss main ideas. Follow-up using Mentimeter: creare domanda Question: “How do you use the Internet to learn English?” The teacher creates a cloud with the answers, using Wordcloud.com to show them on the Interactive Whiteboard. ________________________________________ Inclusion: • For the student with 104: the teacher provides a printed screenshot summary of the video scenes. • For the dysgraphic student: the teacher provides oral answers ________________________________________
STUDY (20 MINUTES)
STUDY PHASE (20 min)Activity 2: Guided Listening – Tool:Classroom/Youtube The teacher shows a video on the Interactive whiteboard and then shows its transcription underlining the key concepts. Then the teacher sends the link of the video on Classroom Video: BBC Learning English – How to Improve Your Listening Skills (2.48):https://www.youtube.com/watch?v=tug9rDqJDdQ Task: Students rewatch the video and its transcription in pairs on their tablets. Activity 3: Students answer some questions about the video on Classroom, working in pairs. Skills: Listening/Writing ________________________________________ INCLUSION: • Student with 104 → subtitled version • Dysgraphic student → she can write using the autocorrect ________________________________________
VIDEO TRANSCRIPTION How can you improve your listening? So, let's look at four tips to improve your listening. First, if you don't have much time then it's good to find something that you're interested in. And actually most of these things you can probably listen to on your phone. So you can do it almost anywhere. You can watch TV or films in English, whether that's on TV or on your phone. Podcasts are another great way to find English to listen to.
Find one about a topic you like. Next, let's talk about subtitles. They can be helpful, but turning them off can also be helpful. Subtitles in your language can help you understand something that's a bit difficult. Subtitles in English can help you understand the sound that different words or different groups of words can make, and it can be more complicated than you think. Listening without subtitles helps you really practice listening on its own. Next tip. Before you listen to something, try to predict what things you might hear. Make a checklist.Then listen and tick off the things you hear. You could also make a list of questions that you think will be answered in the next section. Then listen and see if you get the answers. This gives you practice at listening for specific information and getting clues from what you hear. Next tip! The way that English sounds can be surprising. There can be words that you don't hear,or words that don't sound the way that you expect them to. Listen to something short and try to write down the words you hear. Listen as many times as you need and then check with the subtitles. Pay attention to words you've missed or anything that sounds surprising. The most important thing is to find things that you like listening to and can understand most of. Then see if some of these techniques can help. That's all for now, but you can find out more on this topic below.
STUDY QUESTIONS 1) How can you improve your listening? 2)Can subtitles be helpful or not? 3) Is it useful to predict what you might hear before you listen to something? 4) What do you have to do if there are words that you don't hear or that don't sound the way that you expect them to? 5) Is it true that the most important thing is to find things that you like listening to and can understand most of? ANSWERS a) You can improve your listening by finding something that you're interested in. b)They can be helpful, but turning them off can also be helpful. Subtitles in your language can help you understand something that's a bit difficult. Subtitles in English can help you understand the sound that different words or different groups of words can make, and it can be more complicated than you think. c) Yes, it is and it's also useful to make a list of what you expect. d) You have to listen to something short and try to write down the words you hear. Listen as many times as you need and then check with the subtitles. e) Yes, it is.
ACTIVATE (30 min) Activity 4: Digital Group Project – “How I Learn English Online” Tool: Canva for Education Instructions: 1. Students are divided into 4 heterogeneous groups. 2. Each group creates a digital poster titled: “How I Learn English Online” 3. They must include: - 2 ideas from the video shown during the Study Phase. - 1 personal suggestion (e.g., using podcasts, YouTube, or games). - 1 image and 3 keywords. Students show their posters at the end of the lesson. FEEDBACK & ASSESSMENT (5 min) Google Form Self-assessment Questions: 1. What did you learn about listening today? 2. Which online tool did you like the most? 3. How confident do you feel about listening to English online? (1–5 scale) Teacher collects feedback for formative assessment. On-going evaluation: The teacher evaluates how students work in groups and what is their contribution Inclusion: • The student with 104 can contribute with images or simple sentences. • The dysgraphic student can record a short voice message instead of typing. Teacher’s role: Facilitator — monitors comprehension, provides vocabulary support, and ensures equal participation.
Homework (real-life task) Each group creates a short video (1-2 min) with the title: "Your Digital Listening Guide”, that can be useful for other learners and upload it on Google Classroom. Videos should Include: 1. Three useful listening strategies
2. One recommended website or app (e.g., BBC Learning English, LyricsTraining, TED-Ed)
3. One personal piece of advice
Language support: teacher provides sentence starters: “One way to improve your listening is…”
“I usually practice by…”
“A great website for learners is…”
Peer evaluation: students leave positive feedback comments on Classroom. INCLUSION: • Student with Law 104: simplified task (fewer points, partner support).
• Dysgraphic student: oral contribution in the podcast or video narration.
On-going evaluation: The teacher evaluates students' speaking skills ________________________________________
FEEDBACK & ASSESSMENT (5 min) Google Form Self-assessment
Tool: Google Forms
Questions:
1. What did you learn about listening today?
2. Which online tool did you like the most?
3. How confident do you feel about listening to English online? (1–5 scale)
Teacher collects feedback for formative assessment.
Goals!
2. objectives
COntextualize your topicwith a subtitle
YASS!
3. INTRODUCTION
COntextualize your topicwith a subtitle
20XX-20XX
INTRODUCTION
Insert an awesome video foryour presentation.
And use this space to caption it. Multimedia content is essential in a presentation, to really wow your students. What’s more, this way you can summarize the content and entertain your whole class.
+ info
WOW
INTRODUCTION
COntextualize your topic
With Genially templates, you can include visual resources that’ll engage the class from the word go. Highlight key content to help students assimilate it and even embed external content that will surprise them and provide more context for the topic: videos, photos, audios ... Whatever you like!
+ info
♥100
4. CoNTENT
COntextualize your topicwith a subtitle
SUPER!
20XX-20XX
MAGIC
CONTENT
COntextualize your topic
We are in the age of the digital information boom. As a result, the way we obtain information has changed from traditional reading to a cognitive strategy based on navigation.
+ info
20XX-20XX
WOW
CONTENT
COntextualize your topic
Interactivity and animation can be your best allies when creating tables, infographics, or graphs that help provide context on the topic or unit and simplify the information in order to make it easier to understand. We are visual beings and we find it easier to ‘read’ images than to read a written text.
+ info
20XX-20XX
CONTENT
CONTENT
COntextualize your topic
With Genially templates, you can include visual resources that’ll engage the class from the word go. Highlight key content to help students assimilate it and even embed external content that will surprise them and provide more context for the topic: videos, photos, audios ... Whatever you like!
TOP
20XX-20XX
CONTENT
COntextualize your topic
We are in the age of the digital information boom. As a result, the way we obtain information has changed from traditional reading to a cognitive strategy based on navigation.
+ info
♫♫
20XX-20XX
We generally grasp visual content better. Visual content is associated with cognitive and psychological mechanisms. We receive information through our eyes; the first image is what counts. We associate visual content with emotions.
CONTENT
COntextualize your topic
♥100
QUIZ
COntextualize your topicwith a subtitle
???
20XX-20XX
QUESTION
01/05
Creativity
20XX-20XX
QUESTION
02/05
20XX-20XX
QUESTION
03/05
Interactivity
20XX-20XX
QUESTION
05/05
Multimedia
Yeah!
CONGRATULATIONS!
Here you can include a text to congratulate and wish your class luck at the end of the quiz.
ThANK you!
Don’t forget to publish!
20XX-20XX
WOW
MAGIC
WOW
MAGIC
DESIGN
wow
DESIGN
wow
♥100
UP!
wow
DESIGN
UP!
♥100
NICE!
TITLE HERE
COntextualize your topic
Did you know? Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.
TITLE HERE
COntextualize your topic
With this feature ... You can add additional content that will excite your students’ brains: videos, images, links, interactivity ... Whatever you like!
TITLE HERE
COntextualize your topic
With this feature ... You can add additional content that will excite your students’ brains: videos, images, links, interactivity ... Whatever you like!
TITLE HERE
COntextualize your topic
Did you know? Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.
TITLE HERE
COntextualize your topic
Did you know? Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.
LESSON PLAN
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Transcript
LESSON PLAN
Università degli Studi di Pavia Percorso Formativo Docenti 30CFU Classe di Concorso AB24 Traccia:
CANDIDATA: Francesca Tedeschi
OVERWIEV
1)Context & Class da FARE2)Pre-requisites 5)Specific LEarning objectives 6)Teaching Strategies and Materials /)Inclusion Strategies 9)Lesson Stages. ESA 10)Assessment/Evaluation
CONTEXT AND Class
Type of school: Upper Secondary School" Inserire la scuola e indirizzo" located in the centre of Genoa. The school has an ICT lab. Class: inserire anno 1th year, 5th year, ecc... School term: Beginning of the second term (inserire periodo) inserire il topic per esempio (topic belongs to the module "Colonialism and British Empire"between end of the Victorian Age and beginning of 20 century). Class Composition: 20 students, 8 girls and 12 boys including two Sen students. SEN students: one diagnosed with dyslexia(Law170/210) and another supported under Law 104/1992(IEPs). General beahviour: Students have a positive learning attitude and is quite motivated in learning languages. They like working in groups. CEFR Level: Mixed ability inserire i livelli. Teacher:English teacher and support teacher.
SEN students: general inclusion strategies
1) L. SEN student on the autism spectrum. He has been diagnosed as “high-functioning", and shows a generally quite positive attitude towards social interaction. According to L.104/1992 art. 3.1, he is tutored by a support teacher and has an Individual Education Plan (IEP). General inclusion strategies: To read his IEP very carefully and to co-operate with his support teacher. L. will be exempted from reading aloud.
2) A. SEN student with dyslexia, has a Personalized Education Plan (PEP), according to L.170/2010. A. is a visual learner; therefore, she will benefit from visual aids, charts, and written instructions to support her learning. General inclusion strategies: To read her PEP very carefully and to inegrate in visual supports and materials throughout assignments.
SEN students: SPECIFIC inclusion strategies
SEN students: specific inclusion strategies
A. – SEN Student with Dyslexia (Visual Learner) • Visual Supports: Mind maps, concept maps, diagrams, charts, and PowerPoint slides with images and keywords. • Written Instructions: Clear, concise instructions with large font, sufficient line spacing, and highlighted key terms. • Compensatory Tools: Text-to-speech software, spell-check and word prediction tools, digital quizzes (Mentimeter, Kahoot). • Assessment Adaptations: Extra time, shorter texts or segmented reading tasks, oral or visual responses when possible. • Classroom Strategies: Peer tutoring, mixed-level groups, frequent verbal check-ins, positive reinforcement. • Learning Autonomy: Personal note-taking with color coding, summarizing information visually, self-assessment tools to monitor progress.
L. – SEN Student on the Autism Spectrum (High-Functioning) • Structured Environment: Clear routines, predictable classroom layout, advance notice of changes. •Instructional Support: Short, clear instructions (oral + written), step-by-step guidance, visual supports (charts, diagrams). •Social Interaction Support: Structured peer interactions, defined group roles •Sensory Considerations: Quiet area for breaks, minimize distracting stimuli (noise, lights). • Assessment Adaptations: Extra time, alternative response formats, exempt from reading aloud. • Collaboration and Guidance: Close cooperation with support teacher, regular check-ins, clear feedback and positive reinforcement. • Technology and Visual Tools: Mind maps, visual organizers, timers or apps to structure work sessions.
INCLUSION AND TEACHER STRATEGIES
((Law.104/1992, Law 53/2003 , MIUR 4.8.2009, Law 170/2010, Ministerial Decree 5669/2011 , Ministerial Directive 27.12.202127/12/2012)
PERSONALIZATION▪To encourage personal ideas and the use of personal materials, tablet ▪Creative outputs ▪Continuous feedback and teacher support
COMPENSATORY TOOLS: ▪Mind maps ▪Mixed-level groups ▪Concept maps ▪Clear instructions with examples ▪Diagrams ▪BYOD ▪Preference for oral communication ▪Tailored materials ( font type size, line spacing) ▪Use of compensatory ICT tools; ▪Peer-to-peer tutoring ▪Support teacher DISPENSATORY MEAUSURE: ▪ Extended time of tests ▪ Shorter exercises and texts STRATEGIES: ▪Mixed-level groups ▪Clear instructions with examples ▪ Focus on content rather than form
MOTIVATION ▪The teacher establishes and maintains a positive learning atmosphere ▪ The teacher creates a two-way flow of information with students (Teacher → Students; Students → Teacher; Students → Students)
PRE-REQUISITES da insErire a seconda traccia
HISTORICAL and CULTURAL KNOWLEDGE
LINGUISTIC SKILLS
LITERACY KNOWLEDGE
TRANSVERSAL COMPETENCES
Students should be able to:Work in groups and take part in guided discussions; Listen actively and summarise others' ideas; Show a critical and reflective attitude, especially when comparing different perspectives
INCLUSION LEGAL SOURCES
PRE-REQUISITES CHECK: MENTIMETER
The teacher provides a diagnostic test metti esempio usa mentimeter (ten questions three answers) to check students’ pre-requisite knowledge, with real time results.
EXAMPLE OF QUESTIONS
PRE-REQUISITES
Are pre-requisites satisfied?
The teacher can proceed with the scheduled lesson plan
In accordance with the outcomes of the diagnostic test and the identified areas of weakness, the teacher will:▪provide targeted instructional materials (mind maps, PowerPoint presentations....) ▪deliver a lesson specifically designed to address these areas
GENERAL AIMS NATIONAL GUIDELINES (INDICAZIONI NAZIONALI per i LICEI - MIUR o inserire....)
GENERAL AIMS CEFR (inserire a1 o b2..)
KEY COMPETENCES FOR LIFELONG LEARNING
EU COUNCIL RECOMMENDATION (2018). ITALY: MD 14/2024 indicare quali
1. Literacy competence: Students interpret authentic texts (videos, quizzes) and express ideas orally and in writing. 2. Multilingual competence: The entire lesson focuses on English as a foreign language (EFL). Students use the language in real communicative contexts and reflect on learning strategies. 3. Digital competence: Students use digital tools (YouTube, Mentimeter, Canva, Google Forms) safely and effectively to learn and create contents. They also practice responsible online collaboration. 4. Personal, social, and learning to learn competence: Collaborative tasks promote teamwork, empathy, and reflection. The self-assessment (Google Forms) encourages students to identify personal learning strategies and progress. 5. Entrepreneurship competence: The group digital project fosters creativity, initiative, and problem-solving (creating and presenting a multimedia product). 6. Cultural awareness and expression competence: Exposure to authentic English materials from global sources (BBC) enhances students’ awareness of cultural diversity and media expression.
KEY COMPETENCES FOR LIFELONG LEARNING
EU COUNCIL RECOMMENDATION (2018). ITALY: MD 14/2024 indicare quali
1. Literacy competence: Students interpret authentic texts (videos, quizzes) and express ideas orally and in writing. 2. Multilingual competence: The entire lesson focuses on English as a foreign language (EFL). Students use the language in real communicative contexts and reflect on learning strategies. 3. Digital competence: Students use digital tools (YouTube, Mentimeter, Canva, Google Forms) safely and effectively to learn and create contents. They also practice responsible online collaboration. 4. Personal, social, and learning to learn competence: Collaborative tasks promote teamwork, empathy, and reflection. The self-assessment (Google Forms) encourages students to identify personal learning strategies and progress. 5. Entrepreneurship competence: The group digital project fosters creativity, initiative, and problem-solving (creating and presenting a multimedia product). 6. Cultural awareness and expression competence: Exposure to authentic English materials from global sources (BBC) enhances students’ awareness of cultural diversity and media expression.
SPECIFIC LEARNING OBJECTIVES vedi traccia
Skills
Knowledge
COMPETENCES
SEN Students will follow specific aims written in their IEP/PEP
TOOLs, Materials and Setting
Tools/Materials vedere quali▪Textbook ▪Worksheet ▪ Power point presentations ▪ IWB (Interactive Whiteboard) + internet connection ▪Classroom ▪ Tablets ▪ You Tube ▪Extra materials (on Classroom) ▪Mentimeter ▪ Word Art Cloud Setting ▪ Classroom
Law 107/2015 PNSD (National Plan for digital school)
POSSIBLE PROBLEMS and SOLUTIONS
ABSENT STUDENTS:▪Shared materials on Classroom ▪Short recap and review at the beginning of the previous lessons
LOW MOTIVATION:▪Peer work ▪Engaging activities ▪Students' active role
LOWER KNOWLEDGE THAN EXPECTED:▪Scaffolding activities ▪Additional materials on Classroom ▪ Peer activities
SPEAKING ANXIETY:▪Teacher provides feedback during lessons ▪Teacher creates a relaxed environment stimulatin participation
METHODOLOGY (ESA)
THE LESSON PLAN CONTAINS THIS METHODOLOGY
TEACHING STRATEGIES
BRAINSTORMING
COOPERATIVE LEARNING(PAIR WORK-GROUP WORK)
THINK-PAIR-SHARE (TPS)
Introduced by Alex. F. Osborn
Introduced by Frank Lyman
Introduced by K. Lewin, J. Dewey, D. e R. Johnson
▪It helps students to get initial thougths and ideas out of their heads▪ It creates a bank of toughts and ideas ▪It develops communication skills ▪ Students can use ideas as starting points to develop a topic
▪ Increases students' participation▪Offers opportunity for peer-to-peer learning ▪Develops communication skills
▪Student THINK about a topic or question▪ PAIR with a partner to dicuss ideas ▪SHARE ideas with the class
Opportunities
This is a paragraph of text waiting to be awesome content
THE FIVE SKILLS
Writing
Reading
Speaking
Listening
Interaction
This lesson plan contains such skills: Indicare quali
METHODOLOGY (ESA)
Methodology: ESA Approach and Timetable LESSON 1 (1H)Phase Aim Activities Tools1️⃣ Engage (10 Minutes) Aim:Motivate students and connect to their experience Activities:Brainstorming and short warm-up video Tools: Interactive Whiteboard / YouTube/ Mentimeter/WordClouds.com 2️⃣ Study (20 minutes) Practice and focus on language + listening comprehension Activities: Guided listening with interactive exercises Tools: Classroom/Youtube 3️⃣ Activate (30 minutes) Aim: Apply listening and vocabulary skills in a creative, communicative context. Activity: Digital Group Task, Poster Tools: Canva for Education
TIMING
SPACE
▪Classroom with IWB
▪LESSON 1: 60 min da definire▪LESSON 2: 60 min▪LESSON 3: 60 min ▪LESSON 4: 55 min+ 5 min self assessment ▪LESSON 5: 60 min final yest
ENGAGE (10 MInutes)
Activity 1: Warm-up Video (10 minutes)Tool: Interactive Whiteboard/YouTube/Mentimeter?/Wordclouds.com Video: Why Learning English Online is Fun? (BBC Learning English, 1:20)mettere screenshot o link Steps: 1. Teacher plays the video without subtitles. 2. Students predict what the video is about. 3. Replay with subtitles – discuss main ideas. Follow-up using Mentimeter: creare domanda Question: “How do you use the Internet to learn English?” The teacher creates a cloud with the answers, using Wordcloud.com to show them on the Interactive Whiteboard. ________________________________________ Inclusion: • For the student with 104: the teacher provides a printed screenshot summary of the video scenes. • For the dysgraphic student: the teacher provides oral answers ________________________________________
STUDY (20 MINUTES)
STUDY PHASE (20 min)Activity 2: Guided Listening – Tool:Classroom/Youtube The teacher shows a video on the Interactive whiteboard and then shows its transcription underlining the key concepts. Then the teacher sends the link of the video on Classroom Video: BBC Learning English – How to Improve Your Listening Skills (2.48):https://www.youtube.com/watch?v=tug9rDqJDdQ Task: Students rewatch the video and its transcription in pairs on their tablets. Activity 3: Students answer some questions about the video on Classroom, working in pairs. Skills: Listening/Writing ________________________________________ INCLUSION: • Student with 104 → subtitled version • Dysgraphic student → she can write using the autocorrect ________________________________________
VIDEO TRANSCRIPTION How can you improve your listening? So, let's look at four tips to improve your listening. First, if you don't have much time then it's good to find something that you're interested in. And actually most of these things you can probably listen to on your phone. So you can do it almost anywhere. You can watch TV or films in English, whether that's on TV or on your phone. Podcasts are another great way to find English to listen to. Find one about a topic you like. Next, let's talk about subtitles. They can be helpful, but turning them off can also be helpful. Subtitles in your language can help you understand something that's a bit difficult. Subtitles in English can help you understand the sound that different words or different groups of words can make, and it can be more complicated than you think. Listening without subtitles helps you really practice listening on its own. Next tip. Before you listen to something, try to predict what things you might hear. Make a checklist.Then listen and tick off the things you hear. You could also make a list of questions that you think will be answered in the next section. Then listen and see if you get the answers. This gives you practice at listening for specific information and getting clues from what you hear. Next tip! The way that English sounds can be surprising. There can be words that you don't hear,or words that don't sound the way that you expect them to. Listen to something short and try to write down the words you hear. Listen as many times as you need and then check with the subtitles. Pay attention to words you've missed or anything that sounds surprising. The most important thing is to find things that you like listening to and can understand most of. Then see if some of these techniques can help. That's all for now, but you can find out more on this topic below.
STUDY QUESTIONS 1) How can you improve your listening? 2)Can subtitles be helpful or not? 3) Is it useful to predict what you might hear before you listen to something? 4) What do you have to do if there are words that you don't hear or that don't sound the way that you expect them to? 5) Is it true that the most important thing is to find things that you like listening to and can understand most of? ANSWERS a) You can improve your listening by finding something that you're interested in. b)They can be helpful, but turning them off can also be helpful. Subtitles in your language can help you understand something that's a bit difficult. Subtitles in English can help you understand the sound that different words or different groups of words can make, and it can be more complicated than you think. c) Yes, it is and it's also useful to make a list of what you expect. d) You have to listen to something short and try to write down the words you hear. Listen as many times as you need and then check with the subtitles. e) Yes, it is.
ACTIVATE (30 min) Activity 4: Digital Group Project – “How I Learn English Online” Tool: Canva for Education Instructions: 1. Students are divided into 4 heterogeneous groups. 2. Each group creates a digital poster titled: “How I Learn English Online” 3. They must include: - 2 ideas from the video shown during the Study Phase. - 1 personal suggestion (e.g., using podcasts, YouTube, or games). - 1 image and 3 keywords. Students show their posters at the end of the lesson. FEEDBACK & ASSESSMENT (5 min) Google Form Self-assessment Questions: 1. What did you learn about listening today? 2. Which online tool did you like the most? 3. How confident do you feel about listening to English online? (1–5 scale) Teacher collects feedback for formative assessment. On-going evaluation: The teacher evaluates how students work in groups and what is their contribution Inclusion: • The student with 104 can contribute with images or simple sentences. • The dysgraphic student can record a short voice message instead of typing. Teacher’s role: Facilitator — monitors comprehension, provides vocabulary support, and ensures equal participation.
Homework (real-life task) Each group creates a short video (1-2 min) with the title: "Your Digital Listening Guide”, that can be useful for other learners and upload it on Google Classroom. Videos should Include: 1. Three useful listening strategies 2. One recommended website or app (e.g., BBC Learning English, LyricsTraining, TED-Ed) 3. One personal piece of advice Language support: teacher provides sentence starters: “One way to improve your listening is…” “I usually practice by…” “A great website for learners is…” Peer evaluation: students leave positive feedback comments on Classroom. INCLUSION: • Student with Law 104: simplified task (fewer points, partner support). • Dysgraphic student: oral contribution in the podcast or video narration. On-going evaluation: The teacher evaluates students' speaking skills ________________________________________ FEEDBACK & ASSESSMENT (5 min) Google Form Self-assessment Tool: Google Forms Questions: 1. What did you learn about listening today? 2. Which online tool did you like the most? 3. How confident do you feel about listening to English online? (1–5 scale) Teacher collects feedback for formative assessment.
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Insert an awesome video foryour presentation.
And use this space to caption it. Multimedia content is essential in a presentation, to really wow your students. What’s more, this way you can summarize the content and entertain your whole class.
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We are in the age of the digital information boom. As a result, the way we obtain information has changed from traditional reading to a cognitive strategy based on navigation.
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Interactivity and animation can be your best allies when creating tables, infographics, or graphs that help provide context on the topic or unit and simplify the information in order to make it easier to understand. We are visual beings and we find it easier to ‘read’ images than to read a written text.
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We are in the age of the digital information boom. As a result, the way we obtain information has changed from traditional reading to a cognitive strategy based on navigation.
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We generally grasp visual content better. Visual content is associated with cognitive and psychological mechanisms. We receive information through our eyes; the first image is what counts. We associate visual content with emotions.
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Did you know? Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.
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With this feature ... You can add additional content that will excite your students’ brains: videos, images, links, interactivity ... Whatever you like!
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With this feature ... You can add additional content that will excite your students’ brains: videos, images, links, interactivity ... Whatever you like!
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COntextualize your topic
Did you know? Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.
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COntextualize your topic
Did you know? Windows allow you to add more extensive content. You can enrich your genially by including PDFs, videos, text ... The window content will appear when you click on the interactive element.