Esempio uda lezione simulata Inglese ab25 concorso scuola secondaria titolo Speaking on the phone

METHODOLOGIES

THEORIES ESA (Straight-arrow) – Harmer

•

BEHAVIOURISM drilling / importance of feedback and positive reinforcement at the end of Ss’s

• → Engage eliciting Ss’ interest and warm them up before

→

activities and performance the real lesson;

COGNITIVISM inductive learning / reflection on language / metacognition (self-assessment)

• →

CONSTRUCTIVISM Collaborative learning through

• → Study formally focusing on a language aspect and

→

pair and group activities with negotiation of meaning / ZPD (Vygotskij) LEARNER- learn about it;

SECOND LANGUAGE ACQUISITION THEORIES

• → Activate practically applying what has been

→

CENTREDNESS

input, output and noticing theories

AFFECTIVE FILTER THEORY (Krashen)

• previously studied.

The teacher has to

understand the students’

characteristics and needs

in order to choose the most

STRATEGIES appropriate methods and FOR THE TEACHER

strategies.

MULTIMODALITY & MULTIMEDIALITY presenting the

• →

content through different sensory channels and media to reach the Teacher as ‘REFLECTIVE PRACTITIONER’ (Schön)

Ss’ learning preferences

COOPERATIVE LEARNING Reflection-in-action

• •

SCAFFOLDING

• Reflection-on-action

•

ACC (augmentative and alternative communication)

• 9 Lesson plan

Topic: Speaking on the phone

Schedule: 2 lessons (55 min. each)

First term Second term

Period: Oct Nov

Sep Jan Feb Apr

Dec Mar May

Lesson 1 – phase 1: ENGAGE

ACTIVITY and

PHASE AIM TEACHER STUDENTS INCLUSIVE STRATEGIES

TIMING Pictures accompanied by the

•

LEAD-IN T shows the Ss teacher’s voice and gestures

Introduce the some pictures on Pictures to engage Andrea more

•

Ss look at the pictures

Guess the topic and warm the IWB to make T creates a welcoming environment

•

and try to guess what

1 topic up Ss’ speaking them guess the where mistakes are not emphasised

they may be related to. and encourages Ss to participate,

skills. topic of the

ENGAGE without putting them under

5 MIN. following lessons. pressure.

Elicit Ss’ interest Andrea will only listen to the song

•

T↔Ss SONG gap- with something T divides the Ss in together with the support teacher,

Ss have to listen to a

S↔S filling exercise they like and pairs and provides who we’ll show him some ACC

song and fill in the

strengthen their them with a tablet pictograms in combination to some

lyrics with the missing key words.

listening and and headphones words. Weak Ss are paired with stronger

•

10 MIN. cooperative each. classmates.

skills.

5 min ❖ WHAT DO ALL THESE PICTURES

HAVE IN COMMON?

❖ WHAT DO YOU THINK THE

LESSON TOPIC IS?

‘Now, in pairs, listen to the song and

type in the missing words’

At the end of the

activity, the T checks

the Ss’ score, paying

attention not to

create negative

competition. 10 min https://lyricstraining.com/play/adele/hello/HaJ3ymUsra#b7w

Lesson 1 – phase 2: STUDY

ACTIVITY and

PHASE AIM TEACHER STUDENTS INCLUSIVE STRATEGIES

TIMING 1) T shows a video 1) Ss have to watch the

on the IWB and video individually and Andrea watches the video

•

asks Ss to take take note of useful

Ss discover the and then associates some

note of useful expressions they hear.

phrases.

basic expressions used with

THINK-PAIR-SHARE 2) T divides Ss in

expressions They discuss their notes

2) pictograms with the help of

pairs again.

and phrases with the partner.

(same pairs as the support teacher

10 MIN. used in phone before). Weak Ss are paired with

2 3) Ss share their notes •

conversations. 3) T collects the Ss’ with the rest of the stronger classmates.

STUDY answers and class.

writes them on

the IWB.

T provides the Ss with

Organise Ss’

T↔Ss all the useful phrases

answers in Ss listen to the teacher,

to use during a phone

PHONE CALL Together with the support T, Andrea will

•

formal write down the useful

S↔S call, according to

ANALYSIS cut some previously prepared

knowledge and expressions on their

different aims. pictograms, glue it on his notebook and

T explains the basic

make student notebook and ask for write key words underneath them.

10 MIN. differences between

reflect on the clarification if necessary.

formal and informal

language. calls.

Make the Ss

CONTROLLED T hands out Ss complete the exercises, The support T tells Andrea some easy

•

apply the

PRACTICE worksheets and then check the answers words related to the pictogram and

phrases they tells Ss to complete with the T and the rest of Andrea has to point at the correct card.

5 MIN. the exercises. the class.

have just learnt.

THINK-PAIR-SHARE https://www.youtube.com/watch?v=YhSPNoUTk1Q

‘Watch the video and find the

correspondent phrases’

Pronto?

• Chi parla?

• Sono Martin.

• Alice è in casa?

• Puoi attendere in linea?

• Rispondi al telefono

• Perdere una chiamata

• Raggiungere al telefono

• 10 min

La linea era occupata

• Ci vediamo

•

PHONE CALL ANALYSIS 10 min

Speaking It’s/ This is Martin

Is there (speaking)

Mr….? / Can

I talk to…? How may I

help you?

Who’s Do you want to

speaking/calling? PHONE CALLS leave a

message?

PHRASAL VERBS:

Hello? Pick up

• Get through (to sb) vs. Put (sb)

• through

The line He isn’t Call back

•

is/was Hang on vs. Hang up

available at • Hold on / (Hold the line)

•

engaged the moment Break up

•

CONTROLLED PRACTICE

Excercises on worksheets

Match the first half of the sentence to the second half to

complete the expressions

I’ll put you who is calling?

• •

This is the line?

• •

Would you like to leave a message?

• •

5 min Peter through.

• •

Can I ask speaking.

• •

Can you hold isn’t available at the

• •

I’m afraid Ms. moment.

• Smith Alice Anderson.

•

I’m sorry, the line is busy.

• • Inclusive strategies

PICTOGRAMS FOR ANDREA

Examples of some pictograms

Andrea will be using during the

lesson.

HELLO? HOLD ON

Andrea will learn new words

that will be gradually

introduced and integrated with CALL

familiar expressions.

PHONE IT’S ME

BYE SPEAKING

Lesson 1 – phase 3: ACTIVATE

ACTIVITY and

PHASE AIM TEACHER STUDENTS INCLUSIVE STRATEGIES

TIMING Teacher will keep the same

•

To make Ss pairs if they have worked

In pairs, Ss

produce well in the previous

output practice making

3 T divides the Ss activities, otherwise T will

ROLE-PLAY related to a phone call

ACTIVATE in pairs (same change them.

the lesson using the

as before) and The support teacher will try

•

topic and hands out role- to engage Andrea in a phone

instructions

15 MIN. improve

S↔S play cards. call, (using a real phone

given in the

their without using it) and revise

cards.

speaking some familiar and some new

skills. expressions.

T observes the Ss during the pair work, providing support

when needed. Then T listens to the different phone calls

giving Ss feedback at the end of their performance.

Role-play cards

Further clues Ss can employ. 15 min

HOMEWORK For the next lesson

❖ Revise the phrases and

expressions related to phone

calls. For homework, Andrea

❖ will try to make a video

Create a video of your role-play call with his support

teacher. He will be helped

phone call and upload it on by his parents.

Classroom. Remember your If Andrea feels like doing

it, support T can register

teacher’s advice ;-) the video call to share

with the curricular T.

Lesson 2 – phase 1: ENGAGE

ACTIVITY

PHASE AIM TEACHER STUDENTS INCLUSIVE STRATEGIES

and TIMING Andrea will play with

•

WARM-UP Team members the help of the support

with have to connect teacher. He won’t be in

KAHOOT T divides the

class in 5 to Kahoot and the same team with his

1 Quick teams of 3 Ss collaborate to classmates to avoid

ENGAGE review of Revising + 1 team of 2 answer the stressful situations.

phone calls phone call (Andrea and questions. T creates mixed-ability

T↔Ss •

phrases vocabulary his teacher) Each team will teams.

Ss↔Ss with a quiz and shares the use one tablet •

(team- PIN of Kahoot T prevents situations

provided by the

mode) quiz. of excessive

T. competition among

10 MIN. Ss.

10 min.

Lesson 2 – phase 2: STUDY

PHASE ACTIVITY and TIMING AIM TEACHER STUDENTS INCLUSIVE STRATEGIES

Relating the 1) Firstly, Ss complete a

newly learnt warm-up vocabulary During the reading

•

skills to T hands out exercise.

READING

2 comprehension, Andrea

2) Then they read the text

cultural worksheets

COMPREHENSION

STUDY will do other activities

and fill it in with the

knowledge, about the with the support T. But

missing words.

also in view of invention 3) Ss watch the he will watch the video

20 MIN. the State of the

T↔Ss correspondent video and with the rest of the

Exam. phone. check their answers. class.

Improving 4) Finally they complete

the T/F exercise.

reading skills.

‘Why can we make 2

phone calls today?’

1 20 min 3 https://www.youtube.com/watch?v=vYwQDVPDi90

4

Lesson 2 – phase 3: ACTIVATE

ACTIVITY and

PHASE AIM TEACHER STUDENTS INCLUSIVE STRATEGIES

TIMING T projects Since Andrea can’t write a

•

Reflecting Ss write an letter, he will create a big

the topic of

on a current

3 informal email coloured poster with

the email

WRITING topic and

ACTIVATE according to the some pictures about

ACTIVITY writing an and explain topic. They will be people and phones. All the

email to Ss what

25 MIN. expressing given guiding Ss’ letter will be glued on

T↔Ss they have to

your questions. the poster, which will be

opinions do. hanged on the wall.

‘Write an email to answer your friend Tim’

Hi Marco,

How are you? Are you counting the days before Xmas holidays? ;-)

bad news, my smartphone doesn’t work anymore, I’ve taken it to

I have

a phone technician and it won’t be ready until next I’m

week! so sorry

be