Esempio uda lezione simulata Inglese ab24 concorso scuola secondaria titolo Canterbury tales

CENTREDNESS

ESA The teacher has to understand

the students’ characteristics

Engage / study / activate and needs in order to choose

INSTRUCTED the most appropriate methods

SECOND and strategies. Multimodality

LANGUAGE and

ACQUISITION Multimediality

LESSON 1 overview (55 min.) INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES

SEN Ss:

• work in pairs

In pairs, Ss watch with empathic

a video of an and •

actor reciting the collaborative Internet

Prologue in classmates connection

T hands out • •

1 WARM-UP Middle English can follow the YouTube

LISTENING photocopies to •

ENGAGE LISTENING TO and try to text from the IWB

10 min. and Ss with the •

THE GENERAL recognise some start Textbook

READING introduction of •

S <-> S PROLOGUE words. (two some easily and/or

the Prologue listenings: the recognisable handouts

•

first one without words are Notebook

reading the highlighted in

handout) the text

(reader-friendly

font)

Phase 1 – ENGAGE

warm-up (15 min.)

Whan that Aprille with his shoures soote,

The droghte of March hath perced to the How Many Words Can You

roote, Recognise?

And bathed every veyne in swich licóur

Of which vertú engendred is the flour;

........ LINK:

https://www.youtube.com/watch?v=nMsp8xHkRnA

INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES

T collects the

student’s answers Ss can now

to analyse the compare the

introduction. Middle English

version with a

T compares the modern one •

Middle English (handouts are Reader- •

version with a provided). friendly Internet

modern one and texts connection

2 TEXT READING • •

elicits an Italian Each pair of SEN Ss IWB

STUDY ANALYSIS + •

25 min. translation from the students try to don’t have Textbook

(both form Text Ss. translate a line to read or and/or

T <-> S and content) analysis into Italian. translate in handouts

•

T poses some front of the Notebook

guiding questions Ss analyse the class.

about form and text by

content to elicit answering the

text analysis from T’s questions,

the Ss. then complete

the exercises.

+ exercises

Phase 2 – STUDY

text analysis (20 min.)

Middle English Modern English Italian

Quando ad aprile cadono le dolci piogge

e trafiggono la siccità di marzo fino alla

1 Whan that Aprill with his shoures soote When that April with his showers sweet radice, ed ogni

2 The droghte of March hath perced to the roote, The drought of March has pierced root deep, vena è bagnata nel liquore di tanta potenza

3 And bathed every veyne in swich licour che porta i fiori alla vita,

And bathed each vein with liquor of such power quando anche Zeffiro con il suo respiro

4 Of which vertu engendred is the flour; That engendered from it is the flower, dolce

5 Whan Zephirus eek with his sweete breeth When Zephyrus too with his gentle strife, Espira un’aria in ogni boschetto e

6 Inspired hath in every holt and heeth brughiera

To every field and wood, has brought new life sui teneri germogli, e il giovane sole

7 The tendre croppes, and the yonge sonne In tender shoots, and the youthful sun ha passato la sua metà del cammino in

8 Hath in the Ram his half cours yronne, Half his course through the Ram has run, Ariete,

9 And smale foweles maken melodye, ed i piccoli uccelli stan facendo melodia

And little birds are making melody, che dormon via la notte con l’occhio aperto

10 That slepen al the nyght with open ye Who all the night with open eye do sleep – (così la natura li punge nei loro cuori

11 So priketh hem Natúre in hir corages, Nature their hearts in every way so pricks – occupati)

12 Thanne longen folk to goon on pilgrimages, pertanto la gente parte lontano in

Then people long to go on pilgrimage, pellegrinaggio,

13 And palmeres for to seken straunge strondes, And palmers who seek out foreign strands, e coloro che desiderano ardentemente

14 To ferne halwes, kowthe in sondry londes; To far-off shrines, renowned in sundry lands; cercare i fili degli estranei,

15 And specially, from every shires ende di santi lontani, santificati in terre diverse,

And specially, from every shire’s end e soprattutto, da ogni fine di contea,

16 Of Engelond, to Caunterbury they wende, Of England, down to Canterbury they wend, in Inghilterra, scendono a Canterbury

17 The hooly blisful martir for to seke, The holy blissful martyr there to seek, per cercare il santo benedetto martire, che

18 That hem hath holpen whan that they were seeke. rapido.

Who had aided them when they were sick.

[…] .

prestò loro il suo aiuto quando eran malati

[…]

FORM

❖ What kind of meter did Chaucer use?

❖ Is there a rhyme scheme?

❖ Can you identify any figure of speech?

❖ What is a frame tale? I was inspired

by a famous

XIV century CONTENT

Italian author,

whose name ❖ What is the setting?

is… ❖ What happens in the Introduction of the Prologue?

❖ What are the main themes?

❖ Can you make a comparison with Italian medieval

works?

TEXTBOOK EXERCISES

Individual work

+

whole class

correction INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES

Ss have to read

T split the •

the paragraph Reader- •

class in 6 Internet

(ModEn) and friendly text

groups of 3. connection

•

analyse the given In groups •

3 READING, T gives to IWB

character by with •

ACTIVATE GROUP 20 INTERACTION each group a Handouts

focusing on their collaborative •

WORK min. and paragraph of School

vices and/or and empathic

S <-> S MEDIATION the Prologue tablets/BYOD

virtues. classmates •

related to a Genially

•

Ss have to prepare Use of L1 if

particular account

a profile using unavoidable

pilgrim. Genially.

HOMEWORK: at home, Ss prepare for the oral

presentation of the assigned pilgrim.

Phase 3 – ACTIVATE: group work (20 min.)

The pilgrims ❖ Who are the

people involved?

❖ What social

classes do they

represent?

❖ What are their

features (virtues

and/or vices)?

Create your pilgrim’s profile

on GENIALLY!

LESSON 2 overview (55 min.) INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES

T asks Ss • Internet

some Ss try to retrieve

1 connection

PREVIOUS questions to the necessary SEN Ss can look •

WARM-UP IWB

LESSON 5 min. SPEAKING recap the information and at their • Textbook

RECAP previous explain it in their maps/notes

T <-> S an/or

lesson on the own words handouts

Prologue •

Each group Internet

SEN Ss are given

presents its connection

extra time to •

T gives Ss pilgrim’s profile, Genially

2 complete the

30 min. handouts to while the rest of account

ACTIVATE ORAL task if needed. •

(5 min. complete the Ss listen to IWB

GROUPS’ PRODUCTION All Ss are •

per during the the presentations Worksheet

PRESENTATI

T <-> S encouraged to

ONS group) groups’ and accordingly s

S <-> S ask questions if •

presentations complete the Groups’

they have any

worksheet with final

doubt.

the info needed. products

Phase 1 – WARM-UP

lesson recap (5 min.) ❖What do you remember from the

previous lesson?

❖What is the General Prologue

about?

Phase 2 – ACTIVATE Complete the table with the information required

group presentation (30 min.) Physical Social

Pilgrim Virtues Vices

aspect class Excellent in

Bold face; cloth-making;

Well dressed; Worthy woman;

Wife of Middle She had

Gap-toothed; Love to laugh

Bath class lots of men

Large hips and chat;

Good at giving

love advice

… … … …. …

… … … … …

INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES

• If some Ss are

unwilling to

actively

participate in

T checks the Ss’ the discussion,

answers of the Ss can orderly T can elicit •

previous task express their answer by IWB

•

3 SPEAKING and elicit opinion and try using guiding Worksheets

ANALYSIS OF •

STUDY and reflection from to understand question, Groups’

THE 20 min. INTERACTI the Ss on the the aim of the without final

PILGRIMS

T <-> S ON pilgrims’ social author in forcing the Ss. products

•

classes and on describing the T elicit

Chaucer’s pilgrims comparisons

satirical intent with present-

day society to

make the

analysis more

engaging.

➢

Phase 3 – STUDY What are the pilgrims’

analysis of the pilgrims (20 min.) social classes?

➢ What kind of description

does Chaucer give of them?

Is it positive or negative?

➢ Is there implicit/explicit

judgement?

➢ What stylistic devices does

Chaucer employ?

➢ What do you think

Chaucer’s intent is?

LESSON 3 overview (55 min.) INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES

T creates 3

teams of 6

students each. •

Ss are given 5 Internet

T gives minutes to revise. Quiz questions connection

1 instructions •

Ss have to answers can be read IWB

ENGAGE about the •

QUIZ 20 questions about aloud by the Kahoot

READING challenge.

(TEAM MODE) min. the General other group account

T <-> S •

Prologue and the members to help Tablet/BYO

S <-> S T gives Ss Canterbury Tales SpLD Ss D

feedback about on Kahoot.

their answers at

the end of the

quiz. Phase 1 – ENGAGE

Team-mode quiz

(20 min.)

INCLUSIVE

PHASE ACTIVITY TIME SKILLS TEACHER STUDENTS TOOLS

STRATEGIES •

T explains to Ss SEN Ss can Internet

the instruction write their text connection

•

2 to write the on a IWB

•

ACTIVATE essay. Ss write an essay tablet/smartph Textbook

WRITTEN 35 min. WRITING T provides Ss following the T one using and/or

PRODUCTION

T <-> S with guiding instructions autocorrection handouts

•

questions to or they can use Notebook

•

structure the a speech-to- School

essay. text app tablet/BYOD

Phase 2 – ACTIVATE

Written production (35 min.)

If Chaucer wrote the Canterbury tales today, what

characters would he describe?

- Write your answer in at least 200 words -

Use the writing

checklist to structure

and check your text

Writing checklist

❑ Is there an introduction, a