CONCORSO DOCENTI 2018

AD05 Inglese
(AB24-AB25)

Candidato: Daniele Antonio

Lavattiata
 Topic:
«Having lunch in
town»
 Prefaction
What to consider
when planning a The keywords for
lesson… success are…

Learner-centred Focus on students’ needs

perspective Motivation

Students’ needs Personalization of school path

in an inclusive environment
Students’ learning styles
Key competencies for lifelong
Students’ feedback learning and competencies for
an active citizenship
Learning environment
 Teacher’s roles
(Consolidated Law 279/1994 art. 395)

✔ Transmission of culture
✔ Contribution to the elaboration of culture
✔ Encouragement of students to participate in this
process
Organizer
Facilitator Assessor

Teacher’
Observer Prompter
s roles

Tutor Participant
Resource
 Let’s go to my lesson!

TARGET CLASS: 2° year of Junior High School

CLASS PROFILE AND NEEDS: The class is made up of 20 students. One of
the students suffers from a Specific Learning Disorder, in particular
dysgraphia. Ss are curious and usually very interested in the activities
submitted by the teacher, especially when involved in multimedia activities
and group work.
PERIOD OF THE YEAR: first term
ESTIMATED TIME: One lesson of two hours
CEFR level: A2 -Can understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment). Can
communicate in simple and routine tasks 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.
 SEN Students

The Directive of 27 December

2012
identifies four categories of
students with Special Students with
Students Educational Needs: other specific
with disabilities Students with developmental
(Law 104/1992) Specific Learning disorders that
Disorders (SLD) Students with are not SLD
(Law 170/2010) socio-economic,
linguistic and
Specialist or •Dyslexia cultural
Support •Dysgraphia disadvantages
Teacher and •Dysorthograph
Individualised y Customised
Education Plan •Dyscalculia Teaching Program
(IEP) (CTP)
 SEN and SLD students*
Computer for written tasks or
tests, MIWB, Handouts in
Compensatory tools enlarged and different fonts
enriched with images and
highlighted words, Mind maps
during oral test, Digital
Dictionaries…
Silent reading, Less homework,
Dispensatory Lecture less, Extra time…
measures
Visual aids, Pair work, Group
Strategies work, Peer tutoring, Cooperative
Learning…
*As regulated by Law 170/2010 for SLD students and Ministerial
Directive of 27/12/2012 for SEN students
 Key Competences*
Social and civic
involved: competence
Digital competence

School learning implies Communication in

foreign languages
developing several
competences which are Learning to learn
fundamental for each
individual in a Communication in
knowledge-based society. the mother tongue
Key competencies for Cultural awareness
lifelong learning are and expression
necessary for personal Sense of initiative
development, social and enterpreneurship
inclusion, active citizenship Mathematical
and employment. competence and basic
competences in science
*European Recommendation 962/18-12-2006
and technology
Key competences for an
active citizenship*
Learning to learn

Communicating

Cooperating and partecipating

Acting responsively and autonomously

Identifying connection and relationship

Acquiring and interpreting information

Project building

Problem solving

*M.D. 139/2007
Approaches Communicative
Learner-centred, inductive
Task-based
Integrated language skills,
Learning by doing, learning by discovery
Methods and Pair work - Individual work – group work
Strategies Brainstorming
Class discussion
ESA: Engage – Study - Activate
Stage/Procedure
Students’ book
Images
Tools and Materials MIWB
Computer
Skills involved
Students’
prerequisites...
Digital:
Ss can use pc and tablets
Grammar:
To have: idiomatic uses, Present Simple, Adverbs
of frequency, Present Continuous, Preposition of
place, Basic lexicon related to food
Educational:
Can work in group and pair
Can follow simple directions/instructions
Used to work in a multicultural environment
Understand brief and simple text
 …General aims

Talk about a specific topic using an appropriate basic

vocabulary

Increase students’ communicative and collaborative

skills;

Raise students’ cultural awareness on a given topic;

Develop students’ ability to interact with each other;

Participate actively in the learning process;

Connect what learned in school to reality

Stimulate the use of ICT

 Specific learning
objectives
At the end of this lesson students

Will learn how to form and when to use ‘Present

Continuous’ for Future arrangements;

Will be able to talk about plans they have for the future,

using Present Continuous;

Will enrich vocabulary related to food and places where

people can eat;

Will enhance speaking, listening, writing and reading skills.

«ENGAGE» phase… (10
min.)

✔ What can you see in these images?

✔ Do you like having lunch in restaurants or
fast food?
✔ What is your favourite food?
✔ What do you usually eat for lunch?
… «STUDY» Phase
Step 1 (15 min.)

During this phase my

students watch and
listen to the
videodialogue; then
they will repeat the
dialogue in pairs.

*Pair activity will allow Ss

to collaborate with each
other
 … «STUDY» phase
Read the dialogue. Are these sentences true (T)
or False (F)? Correct the false statements. Step 2 (15 min.)
T F
1) The leaflet is Barbara’s □ □
2) Jacek and Barbara intend to
go to the ‘Clean up the World’. □ □
3) The event is on Saturday the 8th □ □
4) Alice is busy in the afternoon □ □
5) Barbara likes the photo of Ryan □ □

Match the names (1-4) with the notes in the

diary for Saturday (a-d)
1 □ Alice 2 □ Ryan
3 □ Jacek 4 □ Alice’ mum
a) All day – «Clean up the World» with Barbara
b) Morning – Take Alice to the optician’s
c) 1.00 p.m. – have lunch with mum
d) 3.00 p.m. – Meet Alice
 … «STUDY» phase
Step 3 (20
min.)
During this activity I Write the mini-dialogue.
introduce the new
grammar rule: The 1) What/you/do/on Saturday the
11th?
Present Continuous 2) Dad/take/me/to the sports
for Future centre/morning/and then we/
Arrangements have/lunch at home .
3) What/you/do/the afternoon?
4) I/go/shopping/with Emma/4.00
p.m.

Pair work Act out the minidialogue

in the previous exercise with a
partner, changing the words in
bold.
…«STUDY» phase (in the lab )
Step 4 (40 min.)
Group work

Students are
divided into 4
groups. Each
group will
research a place
where people
can have lunch
in town, on the
internet
At the end all
groups will
compare their
works and
discuss about
pros and cons of
these places.

Debate
 «ACTIVATE» phase (20
min)
During this
*Pair activity phase
students
work in pairs
by writing
and speaking
about their
weekend
plans.

*Homework: composition
Write about where you prefer to have
lunch.
 Assessment

As it is a lesson plan, assessment will be

formative

It will be carried out in itinere during the

lessons and will be based on : correction
of the proposed activities, students’
response to the oral conversations and
discussions aroused. Students will also
be informally assessed by checking their
active interest in the lessons.
 Assessment grid
1 2 3 4 5
Social and cross cultural skills • Interacts effectively with others
• Respects cultural differences
• Responds open-mindly to different ideas and
values

Initiative and self-direction • Manages goals and time

• Works independently

Communication • Communicates effectively in different

contexts in oral and written forms
• Communicates using a variety of media

Collaboration • Participates in teamwork

• Establishes positive relationships
• Learns from and contributes to the learning
of/with others
• Constructs knowledge, meaning, contents
Students’ self assessment
grid