Esempio uda lezione simulata inglese ab25 concorso scuola secondaria percorso 30 60 crediti formativi universitari. titolo fairy tale

KEY COMPETENCES FOR LIFELONG LEARNING

to define the fairy tale

to identify the principle elements of a fairy tale

to combine different elements and create a fairy tale

to lear new vocabulary

to practice the use of past simple in speaking and oral production

to work collaboratively to accomplish an assigned task

to develop speaking and writing skills

to develop digital competence (to use digital devices in order to

enhance learning) Cultural awareness

Multilingual competence and expression

Personal, social and Digital competences

learning to learn

LEARNING OUTCOMES (consistent with the CEFR 2020 A1 level)

LISTENING SPEAKING

will be able to tell a story or describe something in a

will be able to understand short, very simple list of points.

simple questions and statements, will be able to explain what he/she likes or dislikes

provided they are delivered slowly and about something

clearly and accompanied by visuals to will be able to agree and disagree with others.

support understanding and repeated if will be able to say what he/she thinks about things

L S provided he/she can ask for repetition of key points if

necessary. necessary.

WRITING READING

will be able to write simple phrases and sentences about will be able to read short narratives and descriptions

R W

imaginary people of someone’s life that are written in simple words.

will be able to write an introduction to a story or will be able to use an idea of the overall meaning of short

continue a story, provided he/she can consult a texts to derive the probable meaning of unknown

dictionary and references. words from the context

will be able to write a series of simple phrases and will be able deduce the meaning and function of

sentences linked with simple connectors like ‘and,’ ‘but’ unknown formulaic expressions from their position in

and ‘because’. a written text (e.g. once upon a time...)

Learning theories and

teaching methods

LEARNING THEORIES:

Constructivism/Socio-Constructivism

Connectivism

TEACHING METHODS:

ESA

Inductive Method

Natural Approch (Krashen)---->Understandable Input

Technology-enhanced Learning ----> Pixton

Game-based Learning -----> Kahoot+Mentimeter

Cooperative Learning--->Jigsaw Method, Think-Pair-Share

PRE-REQUISITES

Students :

✓

know past simple of regular and irregular verbs

✓

know past time expressions

✓

know how to express agreement and disagreement

✓ are familiar with Kahoot

✓ are familiar with Mentimeter

✓ are familiar with Pixton (SS already used this software during Art

lessons)

✓ are familiar with pair and group activities

ANTICIPATED PROBLEMS AND SOLUTIONS

Problems Solutions

not all Ss have a personal Ss may share their personal

digital device digital devices

Problems with the Internet T downloads online materials

connectivity to make them available

offline

Shy Ss may avoid T monitors the groups and

participating in speaking indirectly intervenes to

activities. encourage participation

when needed.

LET'S MEET ST WITH SPLD Law 170/2010

MD 5669/2011

The student with SpLD has a dignosis of dislexia and a CTP.

He struggles, in particular, with the working memory and the executing

functions.

He quickly forgets new vocabulary and he has difficulties in retaining

information. He struggles with reading and writing long texts, skips

lines and reverses sequence of letters. He struggles with the

memorization of the grammar rules, but he is able to apply them if

provided with mind maps or schemas. He has poor attention span and

needs to be constantly motivated and engaged.

INCLUSION STRATEGIES Law 170/2010

MD 5669/2011

Compensatory tools and dispensatory measures will be put in place:

shorter and simplified reading texts (dyslexic-friendly texts with enlarged font)

use of flashcards to facilitate memorization of new vocabulary

use of mind maps to recall the grammar structures

exemption from writing long texts and copying notes from the blackboard-T

provide S with summary or schemas

exemption from reading aloud (he can read if he wants to do it)

reduction of the number of items in an exercise and the number of exercises or

activities

use of T/F questions/cloze test/matching exercises

extra time to complete a task

extra time in quizz game

peer tutoring

scaffolding

LET'S MEET ST WITH H.I.

The student with a mild hearing impairment wears a hearing aid and

struggles with hearing people from distance or in a noisy background. The

student tends to isolate herself during group activity.

the S has a support teacher for two hours a week during English lessons

The S has an individualized learning plan (IEP)

compensatory tools and dispensatory measures are provided

evaluation will be consistent with the learning objectives and criteria

expressed in IEP

INCLUSION STRATEGIES law 104/1992

Teaching strategies to help student with the HI:

Use of visual aids (pictures, images, videos)

Provide captioned media (subtitled fairy tale)

speak clearly and always stay in front of the S while

speaking

get the attention of the S before speaking

Use of facial expressions and gestures to help convey

the message Environmental Adaptations :

Write out assignment requirements, if necessary Place the S in a quiet part of the classroom

Provide the student with a list of new vocabulary Try to reduce background noise

Check for understanding Have only one student talk at once

repeat what she heard

Give time to look at visual aids before going on with

explanation

Use of peer tutoring to help relay and rephrase

information.

Use of digital support (IWB-PC-TABLET-MOBILE PHONE)

DESCRIPTION OF

LESSON PROCEDURES

1st lesson Interaction: T-SS

LEAD-IN PHASE Teacher's hint

Today we are going to talk about "Fairy tales are stories for children"

FAIRY TALES "when I was a child, my mum used

to tell me a fairy tale before going

to bed"

What are "Disney took inspiration from fairy

fairy tales? tales for its animated films"

Objectives:

to elicit Ss' curiosity

SS try to guess the meaning and gives different answers: TIME:

It's a cartoon! Resources:

It's a Disney movie! 2 min

IWB

Fairy tales= fiabe

1st lesson

ENGAGE PHASE Interaction: T-SS/SS-SS

BRAINSTORMING

T. uses Mentimeter in order to gather

information about SS' interest towards

the topic.

Do you like fairy tales? YES/NO

What's your favourite fairy tale?

T. shares the results of the poll and writes on

the IWB the correct translation of SS'

favourite fairy tales.

ex. Capuccetto Rosso= Red Riding Hood

Biancaneve= Snow White

Resources:

Time: -IWB

-Personal digital

5 min devices 1st lesson

ENGAGE PHASE Interaction: T-SS/SS-SS

Think -Pair-share

What fairy tales are represented in these

illustrations?

Choose one illustration and describe what you see

in pairs.

At the end of the pair activity, T chooses 4 SS who

will report to the class what they've discussed

WORD LIST:

CAPPUCCETTO ROSSO= RED RIDING HOOD

BIANCANEVE= SNOW WHITE

STREGA= WITCH

FATA= FAIRY

T. helps SS with the new BACCHETTA MAGICA= MAGIC WAND

vocabulary and creates a Word

List on the IWB. Resources:

The Word List will be saved Time:

IWB

and posted on Google Google 15 min

Classroom Classroom

1st lesson

ENGAGE PHASE Interaction: T-SS/SS-SS

Inclusion strategies during THINK -PAIR-SHARE activity

Both S with H.I. and dislexic S will be provided with an illustrated Word List for new

vocabulary

Both SS will be paired to a more skilled and sensitive student during pair activities

S with H.I. will be scaffolded by the support teacher

1st lesson Interaction: T-SS/SS-SS

STUDY PHASE

Cooperative learning-jigsaw activity

T. divides SS in pairs Objectives:

-to promote critical

T provides each couple of SS with a fairy tale. thinking

SS will read the text according to T'instructions -to infer knowledge

inductively

Resources:

Handouts

pen, markers,

felt-tip pens

Time:

25 min 1st lesson Interaction: T-SS/SS-SS

STUDY PHASE 1. How does the story begin? Circle the

beginning sentence

2. How does the story end? Circle the

ending sentence

3. Who are the characters? Underline

with red the evil character and with

green the good characters

4. Who is the main character?

5. Who is the helper?

6. Who is the antagonist?

7. Is there any hero?

8. What's the setting of the story?

Underline with yellow all the places

of the story

skimming reading: read quickly to 9. When does the story happen?

get a general idea of what is the story Underline with blue all the time

expressions

about 10. What kind of magical tools are used?

scanning reading: look through the Underline with pink all magical tools

11. What was the problem in the story?

text to find specific information 12. What was the solution?

1st lesson Interaction: T-SS/SS-SS

STUDY PHASE

Inclusion strategies during Cooperative Learning activity

The dislexic student will be provided with a simplified and adapted

text of the fairy tale "Cinderella" Peertutoring:

S is put in pair with a

more skilled classmate

who will support him

finding out the requested

information

1st lesson

STUDY PHASE Interaction: T-SS/SS-SS

T uses a Kahoot to check SS's 5 min

acquired knowledge about the Extra time is

features of a fairy tale given to

dislexic S and

S with H.I.

Resources:

-IWB

-Personal digital

devices

2nd lesson Interaction: T-SS/SS-SS

STUDY PHASE

GROUPS OF EXPERTS T. recaps what have been done

during the previous lesson.

jigsaw method SS who read the same fairy tales

meet in the expert group (one for

BEGINNING each tale) in order to discuss and fill

in the chart with the information

SETTING collected during the pair activity

CHARACTERS S with H.I. will join "Cinderella Group"

MAGIC TOOLS SS will be seated in circle in order to

facilitate interaction

PROBLEMS

SOLUTIONS Time:

:

Resources 15 min

handouts

END BACK TO THE CLASS Interaction: T-SS

STUDY PHASE T. shows an overview chart on the IWB and asks

Time:

Objectives: the members of each group to join the

-to promote 15 min conversation in order to fill in the section related

metacognitive reflection to their fairy tale.

-to infer knowledge Resources: Once completed, T. asks SS to observe it and find

inductively IWB out differences and similarities among the

analysed fairy tales.

T. recaps their observations and writes the

common elements of the fairy tales on the IWB

2nd lesson<