Esempio da lezione simulata inglese ab25 concorso scuola secondaria titolo Pop Art

LIFELONG LEARNING

MULTILINGUAL COMPETENCE

• To communicate in simple and routine tasks

requiring a simple and direct exchange of

information

DIGITAL COMPETENCE

• to use digital technologies to solve problems

• to answer to a digital questionnaire

PERSONAL, SOCIAL AND LEARNING TO

LEARN COMPETENCE

• To improve social and interpersonal skills

• To improve metacognitive abilities

SOURCE: https://op.europa.eu/it

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EXIT LEVEL A2 AT THE END OF

THE THIRD YEAR

COMMON According to the official CEFR guidelines,

EUROPEAN someone at the A2 level in English:

• Can understand sentences and frequently used

FRAMEWORK expressions related to areas of most

immediate relevance (e.g. very basic personal

FOR and family information, shopping, local

LANGUAGES geography, employment).

• Can communicate in simple and routine tasks

(CEFR) requiring a simple and direct exchange of

information on familiar and routine matters.

• Can describe in simple terms aspects of

his/her background, immediate environment

and matters in areas of immediate need.

SOURCE: https://www.efset.org/cefr/a2/

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By the end of the lesson:

Students will learn words related to Pop Art

Movement (vocabulary)

SPECIFIC Students will be able to ask and answer questions

LANGUAGE about pop art and what it means.

Students will know how to describe a pop art work,

AIMS using acquired new vocabulary

CEFR level: toward A2 (according to COMPETENCES: will have practiced their digital

National Guidelines 2012 for lower competence, their personal, social and learning to learn

secondary school) competence; their multilingual competence and their

entrepreneurship competence .

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Students (SS) can understand the essential points of a text or a

• video in standard language on familiar or school topics

SS can use the Internet and are familiar with Youtube, Kahoot,

• Google classroom

PREREQUISITES SS are used to work in groups

•

PREREQUISITES SS have already studied Pop Art with art teacher

• SS have access to the internet also outside the school

•

Assumed knowledge and skills SS are confident with the digital devices and the Apps used for

•

verified by a diagnostic assessment in these lessons

the previous lesson SS have learnt basic vocabulary to describe forms of art ( even if

• in L1) Students

Prior Knowledge (CEFR levels) A1 level:

•

Can introduce him/herself and others and can ask and answer

questions about personal details such as where he/she lives, people

he/she knows and things he/she has. Can interact in a simple way

provided the other person talks slowly and clearly and is prepared

to help

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SEN students' IEP and CTP, notebooks, pens, copy of

• the lesson plan;

Coursebook:

• Materials created by the teacher (worksheets and

• photopies)

MATERIALS Digital devices: mobile phones/tablets, IWB,

• youtube videos,

AND Learning Apps (Kahoot, Google Classroom, Google

• translator (for SEN student)

RESOURCES

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ESA METHOD (Jeremy Harmer, How to teach english)

warm-up activities, brainstorming

•ENGAGE:

grammar and review, introduce new vocabulary,

•STUDY:

reading comprehension, listening.

group and pair work to solve a problem.

•ACTIVATE:

TEACHING MAIN TECHNIQUES: groupwork, pair work, peer-to peer,

METHODS AND positive reinforcement, brainstorming

TECHNIQUES INCLUSION STRATEGIES for dyslexia: additional time, plan

expiry dates, mind maps, support with guidelines,

customization of test and homeworks, writing on the

blackboard with colours)

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involves peer-to-peer learning

COLLABORATIVE LEARNING

that fosters deeper thinking in the classroom. Collaborative

learning theory suggests that group learning helps students

develop their higher-level thinking, oral communication, self-

management and leadership skills. Students also have the

opportunity to build upon their leadership and organizational skills.

(Vygotsky)

TEACHING COLLECTIVE, COLLABORATIVE ENDEAVOR: performance

of individuals is lifted by positive atmosphere of the overall

STRATEGIES classs group. (Lesson Planning in an EFL classroom, A.T.

Wesker)

COOPERATIVE LEARNING: small teams, different levels of

ability, each member learns and helps team-mates learn

(Johnson & Johnson)

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CONSTRUCTIVISM (Piaget, Dewey, Vigotsky)

• Acquisition vs Learning (Krashen, 1980s)

•

UNDERLYING Communicative Language Teaching (CLT 1970s)

• Communicative Approach (Holliday, 1994)

•

THEORIES Adapt the method to your teaching context (Richards and

• Rodgers, 2014)

AND THEORY OF MOTIVATION: Behaviuorism, operant

• conditioning and free will (Skinner 1950-70). Process of

PRINCIPLES conditioning (positive reinforcement)

Multiple Intelligences (Gardner)

•

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ANTICIPATED PROBLEMS AND POSSIBLE SOLUTIONS

Problem… …solution

If students don’t remember a topic… … the teacher will do a recap or, if necessary, reteach what

• students didn’t understand

… they can work with their classmate’s phone during peer or

If students don’t have personal devices like

• group work;

smartphones … the class will carry out the project in the laboratory

according to the school timetable;

…they can write down their activity on their exercise book

and, once at home, rewrite it on their pc

… teacher gives them a concept map and a simplified text

SEN might have difficulties to understand the

• and allows them to speak mostly in L1.

YouTube video and to read the transcription of

subtitles… … T gives instructions one at a time and repeat as

ADHD student may find difficult to follow the

• necessary. If possible, work on the most difficult material

lesson and to stay focus… early in the day. Use visuals: charts, pictures, color coding.

Create outlines for note-taking that organize the information

as you deliver it

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LESSON PLAN

THE POP ART

2 lessons of 50 minutes each

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Questa foto di Autore sconosciuto è concesso in licenza da CC BY-NC-ND

DESCRIPTION OF PROCEDURES

ESA METHOD LESSON 2:

LESSON 1:

LISTENING (engage) LISTENING

SPEAKING (engage) READING

VOCABULARY (study) VOCABULARY

PAIR/GROUP WORK (study) ASSIGNMENT

ASSIGNMENT (activate)

Formative assessment:

observation, class discussion

Summative assessment:

assignment

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DESCRIPTION OF PROCEDURES

FIRST LESSON Duration: 50 min

Phase 1: engage

Flipped lesson. Listening:

•

students watch a video about Pop Art in advance. T informs the

class that they will be asked to answer a few questions about the

video. Objectives:

To become familiar with pop art vocabulary

to elicit students’ interest in the topic

To expose learners to the target language

to make hypotheses about the content of the lesson

To appeal to auditory and visual learners.

To practice the audiovisual comprehension activity (CEFR)

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DESCRIPTION OF PROCEDURES

FIRST LESSON Duration: 50 min

Phase 1: engage (15 min)

Warm-up. Brainstorming session:

Teacher asks if students have watched the video while showing pop art images on the IWB. If students haven’t

watched the video, teacher shows the video during the lesson. (for gist with English subtitles). T asks students

if they recognize any of the objects showed in the video (examples include Marilyn Monroe, Campbell’s soup).

If not, T explains their relevance at the time (actress, food) and ask what they think about pop art and T asks

what pop artists would paint today.

Speaking:

Teacher asks some questions about the content of the video. Answers can be written on the IWB. Teacher puts students in group

of 3/4 based on mixed abilities and asks them to work together and create a mind map collecting students’ ideas about the topic.

Teacher asks one student from each group to share results creating a mind map on the IWB. Teacher observes and collects ideas

and topics from students’ mind maps and then gives them feedback.

Consult the support teacher whether the adhd student is happy to remain in class, or whether it is best for him to work in a less

noisy atmosphere. This is an oral activity also aiming to motivate SEN and ADHD students to interact. They are given a list of the

new vocabulary. Objectives:

To establish the proper setting for cooperative work

To activate students’ existing knowledge

to provide free oral practice in a communication activity

To Highlight the main features of the pop art and its artists

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DESCRIPTION OF PROCEDURES

FIRST LESSON Duration: 50 min

Phase 2: study (15 min)

Vocabulary:

•

Teacher continues to show Pop Art works on IWB. Then T puts up questions on

the IWB and asks students to write down answers in their journals. T ask students

to share and discuss the questions with the group. T observes.

What art do you like? Why?

What art don’t you like? Why?

What is pop art according to you? And what makes it pop art? Objectives:

To enhance Cooperative work

To ehnance communication activity

To identify words and/or phrases related to the topic.

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DESCRIPTION OF PROCEDURES

FIRST LESSON Duration: 50 min

Phase 2: study (10 min)

Reading

Teacher asks one student to hand out photocopies to other ss. T gives

to dyslexic student a text with appropriate font.

Teacher shows the text on the IWB and reads it to students.

Vocabulary:

T asks ss to underline with different colours known and unknown

words. Then T discuss and and explain the content of the reading and

the unknown words (if necessary) Objectives:

To comprehend important information and facts that are stated in a

reading text

SOURCE: https://ita.calameo.com/read/001502438d217565d3ce9

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DESCRIPTION OF PROCEDURES

FIRST LESSON Duration: 50 min

Phase 2: study (15 min)

Reading comprehension

Group work:

Teacher asks SS to ask question

in group. Then teacher asks

Objectives:

To enhance Cooperative work

To ehnance communication activity

To identify and extract the main

ideas and details from a reading

To produce written responses

based on the information in the

reading

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DESCRIPTION OF PROCEDURES

FIRST LESSON: 50 min

Phase 3: activate (5 min)

Homework: AUTHENTIC TASK

•

Teacher explains homework assignment. Teacher asks to look around and

to record any form of everyday objects or images that can be us