Laboratorio di lingua inglese (B024353) - Portfolio, esame scritto e orale, fonologia | SFP Notes Vol. 32

DOMANDE ORALE

EPOSTL (European Portfolio for Student Teachers of Languages)

The EPOSTL is a document developed by a team of teacher trainers for students in initial training as

teachers.

It is a tool to promote professional growth, that improves autonomous learning: in fact it help to reflect on

their knowledge, to evaluate their teaching skills, and to record progress and experiences.

The EPOSTL contains 6 sections:

- personal statements: includes activities to help students reflect on teaching issues

- self-assessment: includes "to-do" descriptors of skills of language teaching to facilitate reflection and self-

assessment; they are a stimulus for students because they can be considered as competences to be

achieved

- dossier: it is owned by the student teacher; it includes progress and work example, so it makes the

outcome of the self-assessment transparent

- glossary, index and user’s guide

- Is concerned with didactic competences

- The self-assessment descriptors are not scaled (is difficult to quantify didactic competences)

- Target group: student teachers

- Descriptors: they incorporate the “can do” formulation, terms and insights from CEFR

- Structure: have similarity to the ELP

7 Categories: context, methodology, resources, lesson planning, conducting a lesson, independent learning,

assessment of learning

EPOSTL: è stato utile o no e perché

Yes, it helped me to reflect on my knowledge and teaching skills, so it was useful for my professional

growth; and it was a stimulus because today I consider skill descriptors as competences to be achieved

General competences: are not specific to language, but are called upon for actions of all kinds, including

language activities; include 4 competences:

- knowledge (what the individual learns, we can get it from the experience and the formal learning)

- skills or know-how (ability to implement what he has learned, to carry out procedures)

- existential competence (individual characteristics, attitudes relating to self-image and willingness to

interact; skills related to culture)

- ability to learning to learn (the awareness of the first three knowledge and the need to integrate learning

continuously).

They are part of daily life and the basis for more complex skills, including language and communication

skills. Both are in continuous development throughout the life span.

Learning to Learn

The "Learning to Learn" process is one of the most important objectives that needs to start at the beginning

of school; it suggests techniques and ideas that can be adapted to all learning / teaching contexts for all

ages, so it includes different activities and tasks.

The goal is to make children aware of the factors that influence their language learning and give them time

and space to start thinking for themselves. It is the school's responsibility to teach students how to learn

through four strategies: social and affective strategies, strategies, metacognitive strategies, direct or

cognitive strategies.

1. Social and affective strategies: it is use to increase self-esteem, self-confidence and motivation of

student through the positive feedback of teachers, because the emotional states can influence their

learning.

- activities: guided discussions on the social aspects of learning, that provides listening to each other and

taking turns (es. Flash card con bambino che alza la mano è OK)

2. raising language awareness Strategies: it is use to understand the meaning of language learning

- activity: guided discussions about how long it takes to learn a language, that provides practicing and to

make mistakes

3. Metacognitive strategies: it is use to develop the reflection process through the planning, monitoring

and evaluation of language learning.

- activities: encourage children to think about what they did well and why, the reasons for doing activities

and tasks, and the fact that each experience is a lesson

4. Direct or cognitive strategies: it is use to use linguistic information effectively, that provides organize

and memorize

- activities: remember a list of words and guess the meaning of unknown words (gioco memory, ordinare

per categorie es. Colour)

Per aumentare la consapevolezza linguististica: gioco sul cibo, from different packet lunch, introduci varie

culture

Communicative language competences: they empower a person to act using specifically linguistic means; it

includes linguistic (orthography, semantic), sociolinguistic (understanding of the social context in which the

language is used) and pragmatic knowledge (how I organize a phrase, which sequence I use in speech; ex.

“so”, “listen to me”, or clap your hands), which must be established as objectives during the path relating

to a language.

Although it is considered that speaking is a natural thing, the nature of linguistic-communicative skills is

complex, in fact it took a long time to become independent in the use of the oral language.

Workshop: cosa hai imparato, cosa ti è piaciuto

I have the possibly to learn new words, and their meaning. The most difficulty is the phological section. The

thing I liked the most was making the lesson plan video: it was fun.

Project work: aspetti negativi e positivi

The negative aspect was certainly having to work remotely, without being able to communicate live, and to

be agree together.

But the positive aspect was that we collaborated in the best possible way, also meeting new people.

ELP (European Language Portfolio)

The ELP is a pedagogical tool of information and support for language learning, a personal document that

allows you to organize learning, that is to record your progress, your experience with languages and to set

new goals; it increases student satisfaction.

The ELP was developed in 2001 by the Council of Europe and aims to support and improve language

learning and teaching. The Strasbourg commission has validated more than 60 different European language

portfolio models.

It is divided into three parts: the language passport, the biography and the dossier. These are guidelines for

reflecting on your own learning and for monitoring further language learning.

- Is concerned with language competences

- The self-assessment descriptors are scaled

CEFR (Common European Framework of Reference for Languages: learning, teaching, assessment)

The CEFR is a European reference framework providing a common basis for language learning, developed in

2001 by the Council of Europe with the support of the University of Cambridge.

The document defines the 6 levels of competence that contains the progress of students at each stage of

learning and throughout life: from A1 to C2, where A1 is a basic level and C2 an advanced level.

The CEFR is a descriptive tool (and not prescriptive) relative to the language that describes what students

need to learn to do, in order to use a language, and what knowledge and skills they need to develop to act

effectively; the four skills, also called "can do" statements are: reading, speaking, writing, listening.

It is aims to develop the linguistic-communicative skills for European integration.

It is used by who is interests in the language to communicate aspects related to the learning, teaching and

assessment of a language (scales, levels, indicators).

- The self-assessment descriptors are scaled

- Target group: teacher educators, curriculum designer

Learning to Learn

The "Learning to Learn" process is one of the most important objectives that needs to start at the beginning

of school; it suggests techniques and ideas that can be adapted to all learning / teaching contexts for all

ages, so it includes different activities and tasks.

The goal is to make children aware of the factors that influence their language learning and give them time

and space to start thinking for themselves. It is the school's responsibility to teach students how to learn

through four strategies: social and affective strategies, strategies, metacognitive strategies, direct or

cognitive strategies.

1. Social and affective strategies: it is use to increase self-esteem, self-confidence and motivation of

student through the positive feedback of teachers, because the emotional states can influence their

learning.

- activities: guided discussions on the social aspects of learning, that provides listening to each other and

taking turns

2. Strategies: it is use to understand the meaning of language learning

- activity: guided discussions about how long it takes to learn a language, that provides practicing and to

make mistakes

3. Metacognitive strategies: it is use to develop the reflection process through the planning, monitoring

and evaluation of language learning.

- activities: encourage children to think about what they did well and why, the reasons for doing activities

and tasks, and the fact that each experience is a lesson

4. Direct or cognitive strategies: it is use to use linguistic information effectively, that provides organize

and memorize

- activities: remember a list of words and guess the meaning of unknown words

EPOSTL (European Portfolio for Student Teachers of Languages)

The EPOSTL is a document developed by a team of teacher trainers for students in initial training as

teachers.

It is a tool to promote professional growth, that improves autonomous learning: in fact it help to reflect on

their knowledge, to evaluate their teaching skills, and to record progress and experiences.

The EPOSTL contains 3 sections:

- personal statements: includes activities to help students reflect on teaching issues

- self-assessment: includes "to-do" descriptors of skills of language teaching to facilitate reflection and self-

assessment; they are a stimulus for students because they can be considered as competences to be

achieved

- dossier: it is owned by the student teacher; it includes progress and work example, so it makes the

outcome of the self-assessment transparent

- Is concerned with didactic competences

- The self-assessment descriptors are not scaled (is difficult to quantify didactic competences)

- Target group: student teachers

- Descriptors: they incorporate the “can do” formulation, terms and insights from CEFR

- Structure: have similarity to the ELP

Lesson plan: parlarne

I have chosen to use this image to develop the theme on ... .

I think it is very engaging and easy for children to interpret because the image represents something that is

usually familiar.

This interdisciplinary lesson plan combines ... and mathematics, so I think it's useful for consolidating the

prerequisites.

The activity will be structured in 3 sessions of 20 min.: the first session provides the introduction of the

topic by listening to the song, knowing how to recognize and indicate objects from the image after having

listened to their name; the second session to observe the image, start working on the vocabulary, knowing

how to associate colors with them, and coloring the object with the right color; and the third session to

create a poster.

Project work: aspetti negativi e positivi

The negative aspect was certainly having to work remotely, without being able to communicate live.

But the positive aspect was that we collaborated in the best possible way, also meeting new people.

Workshop: cosa ti è piaciuto

The thing I liked the most was making the lesson plan video. It was fun, and I realized that in the future I

will also like teaching English.

EPOSTL e Portfolio: sono stati utili o no e perché

EPOSTL: yes, it helped me to reflect on my knowledge and teaching skills, so it was useful for my

professional growth; and it was a stimulus because today I consider skill descriptors as competences to be

achieved

Portfolio: yes, it was useful for organizing and reflecting on my learning, and this increased my satisfaction

A i: ɪ ʊ uː ɪə eɪ

B e ə ɜː ɔː ʊə ɔɪ əʊ

C æ ʌ ɑː ɒ eə aɪ aʊ

D p b t d ʧ ʤ k g

E f v ϴ s z ʃ Ʒ

ð

F m n ŋ h l r w j

/ / => ‘m‘ , ‘mm‘ , ‘mb’ , ‘me’ , ‘mn’

m

ex. my, summer, number, some, condemn

/ / => ‘ng’ , ‘nk’

ŋ

ex. penguin, thanks

Workshop code: B024353 A-L 2020-21

My matriculation number: 7027959

Part 1 N°. 1 Identify 25 everyday objects for children

1. Apples

2. Bananas

3. Cherries

4. Grape

5. Lemons

6. Tangerines

7. Pears

8. Strawberries

9. Comics

10. Notes

11. Playing cards

12. Television

13. Chess

14. Cinema

15. Ice-cream

16. Orange juice

17. Chicken

18. Eggs

19. Fish

20. Cheese

21. Milk

22. Bread

23. Pizza

24. Cake

25. Bottle of water

Part 1 N° 2

i. List the different letters that are used to represent the sound /m/ in different positions

in words:

/m/ (i) initial position (ii) middle position (iii) final position

1) /m/ => ‘ m ‘ man memory problem

2) /m/ => ‘ me ‘ men dreamer some

3) /m/ => ‘ mm ‘ ---- summer ----

ii. List the different letters that are used to represent the sound /k/ in different positions

in words:

/k/ (i) initial position (ii) middle position (iii) final position

1) /k/ => ‘ k ‘ kiss baking kiosk

2) /k/ => ‘ c ‘ coffee act music

3) /k/ => ‘ q ‘ queen aquarium ?

Part 1 N°. 3. Identify possible sounds which are represented using specific letters in

words

i. List the different sounds that are represented using the letter 's' in different positions

in words:

's' (i) initial position (ii) middle position (iii) final position

1) ‘s’ => / s / see basement cross

2) ‘s’ => / z / ? cosy eyes

3) ‘s’ => / ʃ / shop smashing leash

ii. List the different sounds that are represented using the letter 'a' in different positions

in words:

'a' (i) initial position (ii) middle position (iii) final position

1) ‘a’ => / ɔː / all small saw

2) ‘a’ => / æ / apple cake ?

3) ‘a’ => / ɑː / add car ----

Part 1 N°. 4 The ‘Key Competences Framework’, the CEFR, the ‘National Guidelines’ are

documents which inform us about the importance of phonology in language acquisition.

Explain what phonological awareness is, & why it is important for teachers to teach

languages in Primary School?

Phonological awareness is important because the teacher, through language, proceeds specifically to plan a

unit of competence to develop the language skills of learning, as expected in the key documents.

The increase in linguistic awareness of the spoken sounds of languages and letters in written language

helps to reflect the way in which different letters can be used to represent a single sound; and to do this it

is necessary to start working with the sound in Italian and then in English. It also helps to understand that

language is based on interaction, therefore it is connected to our body, so the teacher has to help the

children to give meaning.

It is important because it suggests new ways of teaching, one method is learning to learn: the teacher has

to make the children aware of languages, and has to be aware of what she is doing. To do this, it is

necessary adopt metacognitive strategies and understand if the work carried out was constructive: this is

what is recognized in the EPOSTL.

Finally, pronunciation is one of the main objectives of the National Guidelines.

Catapano Giulia

Workshop code: B024353 A-L 2020-21

My matriculation number: 7027959

EXAM SESSION 4th. Feb. 2021 - Part 2 Theoretical Background - Questions to answer

N°. 1.a What is the ELP and why is it important?

The ELP is a pedagogical tool of information and support for language learning, a personal

document that allows you to organize learning, that is to record your progress, your

experience with languages and to set new goals; it increases satisfaction. It is concerned with

language competences.

The ELP was developed in 2001 by the Council of Europe and it is important because it aims to

support and improve language learning and teaching.

It is divided into three parts: the language passport, the biography and the dossier; these are

guidelines for reflecting on your own learning and for monitoring further language learning.

N°. 1.b What is the CEFR and why is it important?

The CEFR is a European reference framework providing a common basis for language learning,

developed in 2001 by the Council of Europe with the support of the University of Cambridge.

The document defines the 6 levels of competence that contains the progress of students at

each stage of learning and throughout life: from A1 to C2, where A1 is a basic level and C2 an

advanced level.

The CEFR is a descriptive tool (and not prescriptive) relative to the language, and it is

important because it describes what students need to learn to do, in order to use a language,

and what knowledge and skills they need to develop to act effectively; the four skills, also

called "can do" statements are: reading, speaking, writing, listening.

It aims to develop the linguistic-communicative skills for European integration.

It is used by who is interests (teacher educators and curriculum designer) in the language to

communicate aspects related to the learning, teaching and assessment of a language (scales,

levels, indicators).

N°. 1.c What is the concept of Learning-2-Learn and why is it important in Primary School?

The Learning to Learn process is one of the most important objectives that needs to start at

the beginning of school; it suggests techniques and ideas that can be adapted to all

learning/teaching contexts for all ages, so it includes different activities and tasks.

It is important in Primary School because the goal is to make children aware of the factors that

influence their language learning and give them time and space to start thinking for

themselves. It is the school’s responsibility to teach students how to learn through four

strategies: social and affective strategies, strategies, metacognitive strategies and cognitive

strategies.

N°.2. Explain the concept of General Competences in the CEFR.

General Competences are not specific to la