Esempio uda lezione simulata Inglese ab25 concorso scuola secondaria titolo Royal family

THE ROYAL FAMILY

THE ROYAL FAMILY

THE ROYAL FAMILY

THE ROYAL FAMILY

THE ROYAL FAMILY

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C CANDIDATE: ANDREA ALVISI

Overview:

1. Class profile, Lenght and Timetable Fit

2. Inclusion

3. Key competences

4. General aims

5. Specific objectives

6. Pre-requisites and materials

7. Learning strategies & underlying theories

8. Description of the procedures

9. Assessments

Class:

• Lower secondary school,

IC XXXXXXX ROME

• Year 2

• CEFR level: A1/A2

• 25 students. 14 girls, 11 boys

• 2 SEN (Special Educational Needs)

students (n 1 dislexic, n 1 immigrant)

Class Profile:

The students are generally interested in learning the foreign language.

They have good relationship among themselves and they relate in a positive way

to the teacher. A group of shy students must be properly motivated and

stimulated to speak in front of the class.

:

Lenght Timetable fit:

3 lessons of 55’ Second term

Inclusion: legal resources for SEN students

• Law 104/1992

Law for the assistance social integration and the rights of the disabled. It

,

introduce the principle of INCLUSION as a right for people with disability.

IEP (Individualised Educational Planning)

• L.Decree 66/2017

Update the Law 104/1992 regarding the redaction of the IEP.

• Law 170/2010

CTP (Customised Teaching Plan)

ü Compensative Tools (use of computer, preference for oral communication,

ü mind maps, schemes, line space, font type and size)

Dispensative Measures (extra time, reduced workload)

ü

Decree 5669/2011

• assessment will take the IEP into consideration for test preparation,

üSummative

privileging structured tests, not taking into account spelling/grammar mistakes,

and privileging self-assessment. It also could be granted extra time.

Ministerial Directive 27/12/2012

• as a right for different types of SEN student

üInclusion

Key Competences for lifelong learning:

• Communication in foreign languages

• Literacy competence

• Digital Competence

• Civic competence

• Learn to learning

• Cultural awareness

• Entrepreneurship

• Science, technology, engineering,

mathematical competence

Ref. Council of Europe

December 2006 – May 2018

Multilingual competence: the ability touse different

languages appropriately and effectively for communication.

Literacy competence: the ability to identify, understand, express,

create and interpret concepts, feelings, facts in both oral and written

forms Digital competence: engagemnt with digital

technologies for learning and partecipation in society.

Learn to learning competence: the ability to reflect

upon oneself.

Civic competence: the ability to act as a responsible citizen

General Aims:

• ORAL COMPREHENSION: Can understand phrases and expressions related to

areas of most immediate priority (e.g. very basic personal and family information,

shopping, local geography, employment), provided people articulate

clearly and slowly.

• WRITTEN COMPREHENSION: Can understand short, simple texts on matters of a

concrete type which consist of high frequency everyday or job-related language. Can

understand short, simple texts containing the highest frequency vocabulary, including

a proportion of shared international vocabulary items.

Can understand texts describing people, places, everyday life and culture, etc.,

provided they use simple language. Can understand information given in

illustrated brochures and maps (e.g. the principal attractions of a city).

CEFR COMPANION 2020

National Guidelines A2 Level

M.D. 254/2012

• ORAL PRODUCTION: c

an give a simple description or presentation of people, living

or working conditions, daily routines. likes/dislikes, etc...as a short series of simple

phrases and sentences linked in to a list.

Can describe people, places and possessions in simple terms.

• WRITTEN PRODUCTION: C

an produce a series of simple phrases and sentences

linked with simple connectors like “and”, “but” and “because”.

Can give their impressions and opinions about topics of personal interest (e.g.

lifestyles and culture, stories), using basic everyday vocabulary and expressions.

• MEDIATION: Can play a supportive role in interaction, provided other participants

speak/sign slowly and that one or more of the participants helps them to contribute

and to express their suggestions.

Can convey relevant information contained in clearly structured, short, simple,

informational texts, provided the texts concern concrete subjects and are formulated

in simple everyday language.

Specific learning objectives:

• By the end of the lesson the student will be able to understand the general

meaning of a short video (oral comprehension)

• By the end of the lesson the student will be able to understand a short and

simple text (written comprehension)

• By the end of the lesson the student will be able to make question about a

specific context (oral production)

• By the end of the lesson the student will be able to answer to some questions

about a specific context (written production)

• By the end of the lesson the student will be able to have a specific role in a

group work

• By the end of the lesson the student will be able to speak about the Royal

Family and Buckingham Palace

Pre-Requisites:

• Can use the Present Simple in the affirmative, interrogative and

negative form

• Can use the Past Simple in the affirmative, interrogative and negative

form of a lot of irregular verbs

• Can ask questions by using the Wh- questions words

• Knows the family names

Materials:

• Coursebook

• LIM

• Realia from the web/produced by me

• ICT resources (Google - PPT - You Tube –

Google Classroom – various platform

• Handouts Law 107/2015

PNDS (National Plan for Digital School)

Learning strategies:

• Communicative and inclusive approach

• Inductive method

• Cooperative Learning: Brainstorming, Pairworks, Collaborative Learning,

Flipped Classroom

• E.S.A. (E S E S A E A)

Underlying Theories:

• Developmental Psycology (Piaget/Vigotskji/Bruner)

• Behaviourism/Constructivism/Cognitivism (Pavlov-Skinner/Bruner/Gestald)

• Second Language Adcquisition Theories (Krashe, Ashen, Ellis, Chomsky)

• Metacognitive approach Solutions

and poorly motivated SS will be stimulated

ØShy

and encouraged through the cooperation and

Anticipated Problems the Group/Pair Work

of sub titles. Possibility to stop the video

of engagement/motivation ØUse

ØLack works. Possibility to choose to make

in oral comprehension ØPair

ØDifficuty questions or to answer

in speaking

ØDifficulty SLD SS CAN:

PC/laptop for all the activities

ØUse an adaptable text in type and in line

ØUse

distance and with big and different fonts

sub titles in L1/L2

ØUse orally or using PC to written questions

ØAnswer LAW 170/2010

Lesson 1 (55’)

Phase Time What T does What SS do SLD

Interact.

Warm-up 10’ T>>SS T shows on the WB some The SS start to answer and Can interact in L1

elicitation pictures of the Royal to speak about the pictures

Family and make to the

ENGAGE SS some questions about

Written 25’ SS<<>>SS T gives to the SS a text, The SS try to understand The text is adapted

comprehention/ with missing words in the general meaning of the in type, in line

Written couple (S “A” has text. The SS have to reply in distance and it has

production different missing words writing to the questions big font. SLD SS

than S “B”), about the prepared by the T. Follow can use the

STUDY Royal Family and let them the verification of the personal device to

10’ to read it answers write the answers

Interaction/ 15’ SS<<>>SS T give support to the SS The SS ask each other (in SLD SS can use L1

Oral production couple) information about or can answer with

PAIR WORK the missing words only the missing

word

Homework 5’ T SS have to watch a video on

Listen You Tube about

comprehention Backingham Palace and

answer to some questions

Lesson 2 (55’)

Phase Time What T does What SS do SLD

Interact.

Warm-up 5’ T<<SS>>T T ask to the SS to speak SS start to talk about the Can interact in L1

elicitation about the previous lesson Royal Family

ENGAGE

Oral 10’ SS<<>>SS T gives support to the SS SS start to read and verify The text is adapted

comprehension + the answers to the in type, in line

Writte production questions. The same SS distance and it has

have to decide if the big font. SLD SS

answers are right or wrong can use the

STUDY personal device to

write the answers

TASK 40’ SS<<>>SS T form 4 eterogeneus Each group have to describe SLD SS can charge

Group Work groups and ask them to by using PPT oe CANVA its the activity on

describe their ideal ideal palace, naming a CLASSROOM

ACTIVITY palace. room for each compoent of

the group

Lesson 3 (55’)

Phase Time What T does What SS do SLD

Interact.

Warm-up 5’ T<<>>SS T ask to the SS to speak The SS start to speak about Can interact in L1

elicitation about the previous the Royal Family

ENGAGE lesson

Oral 40’ SS>>T T gives support to the SS Each group present its SLD SS show the

production work, by speaking for at document on the

least 10’, showing it to all LIM, scrolling the

the class by using the LIM. slides.

ACTIVITY Each group can decide how

many SS has to speak (one

pr more).

Warm-up questions:

1) Who/what is in the pictures?

2) What are these names?

3) What country do they represent?

4) What’s their job?

Extracts from the text of the first lesson

Elizabeth II Prince William

IIwas born on 21 April

•Elizabeth William, Duke of Cambridge, was born on 21

•Prince

1926. June 1982.

•She was educated privately at •He is the elder son of Charles and Diana and he is

home and began to undertake second in the line of succession to the British Throne.

public duties during the Second •Since 2017, he has focused on royal duties: he holds

World War. patronages within 30 organizations.

•In 1947 she married Prince Philip. •He is married to Catherine Middleton and they have

They have 4 children: Charles, three children: George, Charlotte and Louis.

Anne, Andrew and Edward.

&bul