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Barbara Esposito

on 11 September 2016

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Transcript of PAST SIMPLE


CLASS AND SCHOOL: Istituto Tecnico Industriale, second year.

COMPOSITION: There are 20 students, 6 females and 14 males; two of them have a specific learning disability, dyslexia

CEFR LEVEL*: Overall B1 (intermediate); about a third of the students (including the SLD students) still has a lower level A2.

GENERAL BEHAVIOR: No particular behavioral problems, girls are chatty but cooperative, one of the two SLD** students is not very interested in the subject and gets sometimes noisy; the other one is highly motivated even if a shy speaker.

* Council of Europe 1989-1996 “Language Learning for European Citizenship”
* * L. 170/2010 ”Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico”

According to the CEFR - B1 level students are able to:

Understand the main points of clear standard input on familiar matters;
Deal with most situations likely to arise in an area where the language is spoken;
Produce simple connected text on topics which are familiar or regarding personal interests;
Describe experiences and events, dreams, hopes and ambitions;
Briefly give reasons and explanations for opinions and plans.

Communication in foreign languages;
Digital competence;
Learning to learn;
Social and civic competences.

1. Learning to learn
2. Communicating
4. Collaborating and participating
5. Acquiring and interpreting information
Key competences of Activate Citizenship (139/2007)
European key competences for lifelong learning (962/2010)
There are two students with SLD, who have a Customised Teaching Program (PDP). According to the instructions given by the teacher her/himself in the plan, the readability of the text will be improved using enlarged photocopies, written with suitable fonts, such as VERDANA or ARIAL, in a suitable size, from 12 to 14, avoiding italics and using a different color to highlight keywords.
Group processing and peer tutoring, together with compensatory tools and dispensatory measures, usually help SEN students successfully complete the final task.

COMPENSATORY TOOLS > They will use the computer to write the final task and the written exercises; the teacher will give them additional time during the test and will not consider spelling mistakes.

DISPENSATORY MEASURES > They will not be asked to read aloud in class.

This lesson will take place during the first term.

Project length: total 4 class periods (about 55 minutes each plus homework).

Focused on how learning is going (process).

Activities will serve as a formative assessment to help the teacher measure students' involvement in group activities, their ability to cooperate, their accuracy during class activities and homework and their understanding, in order to eventually make adjustments to their instructions as the lessons go on and to be sure they are really ready to pass the summative assessment at the end of the module.

Course books, grammar book, photocopies provided by the teacher, some digital materials;
Interactive whiteboard; personal computer at home; internet connection; online dictionary.

ESA Method:

E (engage) - Getting the students interested in the subject, enjoying what they are doing, it's very important for the learning process, because engaged students learn better and are likely to cause fewer discipline problems;
S (study) - We need a topic to study, of course! In this phase activities are those which focus on language (or information) and how it is constructed.
A (activate) - To be able to develop their use of English, students need to be given the chance to produce it. In the activate stage students are given tasks which require them to use not only the language they are studying in the current lesson, but also what they have already learned.

PRESENTATION (15 minutes):

Using the scanning results, the teacher presents the new target language according to the following parameters:

CONTEXT - When the form is actually used;
CONCEPT - What the form actually means;
HOW THE LANGUAGE ITEM IS MADE - Grammatical structure, negative and interrogative forms, spelling rules and how it is pronounced and written.


The students are asked to complete some exercises taken from the course book to become familiar with the form.

FREER PRACTICE (30 minutes):

Cooperative learning (15 minutes): Students will be divided in small groups (5 groups of 4 students each, being careful to balance each group according to the level of participants and assigning the two SLD students in different groups), with the aim of telling a short chain story (as just showed in the movie scene): to each group member the teacher will assign a role, speaker 1, speaker 2, speaker 3 and “recorder”. The first speaker will start with a sentence given by the teacher (i.e. When I was a child I really liked going to visit my grandparents... ), the other speakers will go on while the recorder will be keeping note of the story and write it without changing words, remembering the other speaker of the word limit (max 100 words).

Presentation of the story to the class (15 minutes): One of the members of the groups will tell their story to the class.

Formative assessment: The teacher will monitor the speaking activity walking among the groups, and will give a feedback after listening to their presentation.


Finally, have students work individually to write an email about a real or imaginary journey or school trip. They can use the email on their course book as a starting point.

They will be asked to use at least 4 words written on the board.

The work must be finished and refined (i.e. adding pictures) at home and sent to the teacher's email address. The best will be read in class at the beginning of the next lesson and will receive a bonus on the final evaluation.

EVALUATION: Focused on what has been learned (product).

The email will be evaluated according to the following grid:

The student will:

REMEMBER a satisfying number of irregular verbs;
UNDERSTAND texts about past events;
USE the past simple in different situations;
WRITE an email describing a school trip.

Consider students have:
variety of background;
different learning styles;
different abilities.
They should have an inclusive learning environment in which they feel equally valued. For this reason the teacher needs to:

Following the idea that learning languages successfully comes through having to communicate real meanings, when students feel involved in a real communication their natural strategies for language acquisition will be used, allowing them to learn how to use the language. (Communicative Approach)

Furthermore, asking them to make use of their own lives and interests in class, they are encouraged to talk driven by the desire to share their emotions. According to Krashen, infact, to reduce the affective filter speakers should be concerned not with the form of their speech but with the message they are expressing and understanding. (Natural Approach)

In this way the focus of the lesson changes from what the teacher does to what the students learn; solving real problems they make meaning out of the content becoming aware and responsible for their meaning. (Learner-centered Approach)

DAY 1 (1 class period) DAY 2 (1 class period) DAY 3 (2 class periods)

Brainstorming Listening Homework correction
Listening Presentation Warm-up
Scanning Controlled Practice Controlled Practice
Presentation Freer Practice Freer Practice
Controlled Practice Feedback Feedback
Freer Practice Homework
DAY 4 (1 class period)

BRAINSTORMING (5 minutes):

What type of souvenirs do you like buying on holiday?

LISTENING (5 minutes):
From the course book cd - "What did you see in London?"

SCANNING (5 minutes):
Students are asked to read the text in pairs underlining all the verbs they know.

FREER PRACTICE (10 minutes):

Students are asked to work in pairs to make a list of questions to ask other students about their activities last weekend.
When the list is ready they can move around the classroom and interact with their peers.

FEEDBACK (5 minutes):

During the activity the teacher monitors the students and the activity, moving around the class and listening to their dialogues. Unless asked for help, it's better he/she doesn't interrupt students' practice.
The teacher can take some notes and give the feedback at the end of the activity.
LISTENING (5 minutes):

To engage the audience the teacher will show a video in which an English teacher teaches irregular verbs singing a rap song. Students will be provided by the teacher with a written copy of the song.
PRESENTATION (20 minutes):

Using the table on the grammar book, the teacher presents the most common irregular verbs, underlining how they are pronounced and written.

Some students are asked to read the verbs, then they watch again the STICKSTUCKSTUCK song video and try to sing it all together once or twice!

BINGO - Ask students to make a grid (9 spaces) on their exercise books. Tell them to look at their list of irregular verbs and to complete their grid with nine infinitive verbs. When they have finished, start reading out past forms at random off the list. If the student hears the past form of a verb they have on their grid, they cross it out. The first to cross out all the verbs on the grid calls 'bingo' – and wins.

FREER PRACTICE (15 minutes):

Follow the bingo activity up by asking students to work in pairs and to prepare some sentences using the verbs on their grid, in the past tense.

FEEDBACK (5 minutes):

Some students are asked to read their sentences (1 or 2 couples) and the class discusses the eventual flaws.

HOMEWORK - Students are asked to study carefully the irregular verbs list and do some exercises on their students' book.

WARM UP (10 minutes):

TOSS THE BALL: This activity is useful to check homework and students always like it!

Prepare a paper ball and get the students standing in a circle. Throw the ball to a student and say the infinitive of a verb. When the student catches the ball he/she should say the past simple and past participle, then choose another verb and finally throw the ball to a classmate. If their answer is wrong they have to leave the circle and sit down. The activity has to continue for a short time, until all the students have had a turn or two, or when just one of them stands.


Again the teacher shows a video on the IWB. This time it's a scene from the movie "The Lake House" in which Sandra Bullock is telling a story, using the past simple. The scene is showed three times: first they listen to the story, then a list of verbs appears on the top of the screen and the students are asked to complete the dialogue choosing the right one in the past form and, finally, the scene is showed with subtitles to check their answers.
As the movie sequences are quite fast, the teacher can sometimes stop the scene, for example, at the beginning of the second view and ask the students to take note of the words and write their past form, or during the final check to give some suggestions or feedbacks.
WARM UP (10 minutes):

BRAINSTORMING: The teacher will show some pictures on the IWB eliciting an activity of brainstorming. He/she will write students' prompts on the blackboard.


Once the students have discovered the topic, and the teacher has enough "useful" words or phrases on the board, the students will be asked to read the email on their course book and do some comprehension activity (a true or false activity and answer some questions on the text).
* For the SLD (DSA) students the teacher will take into consideration what established in their plan (PDP) regarding compensatory tools, dispensatory measures and evaluation.
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