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Eleonora Goi - Learning Unit: Writing a review
Transcript of Eleonora Goi - Learning Unit: Writing a review
Materials and Resources
"Writing a review"
3rd year of Lower Secondary School
A2 CEFR: Ss can understand sentences and frequently used expressions related to areas of most immediate relevance. 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 basic need.
Classe di concorso AB24-25 Inglese
Students will be assessed
• INFORMALLY: on their involvement in the pairwork/group activities, their ability to cooperate and their accuracy during class activities.
• FORMALLY: final product: Ss will upload their book review on Edmodo and it will be evaluated according to the following
Use of ICT
students: active learners
Candidate: Eleonora Goi
Concorso Docenti 2016
provoke Ss’ engagement with relevant + involving material
bolster Ss’ self-esteem
encourage Ss to respond to texts and situations with their own thoughts and experience
help Ss be aware of contrasting ideas and guide them to find solutions
cater for different learning styles and multiple intelligences: Musical, Verbal, Visual, Bodily-Kinaesthetic, Logical-Mathematical, Intrapersonal and Interpersonal
"The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels."
// COMMUNICATIVE APPROACH
Students are not presented with a structure, but with a task to perform or a problem to solve.
The focus of the lesson is the task, not the structure.
// TASK BASED LEARNING
It is a strong communicative approach: students spend a lot of time communicating.They must use all their language resources.
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.
// HUMANISTIC LANGUAGE TEACHING
The students have been trained to:
Express and request opinions and impressions about what they like and dislike
express a point of view and motivate it by using sentences linked with simple connectors
find information in short, simple texts/recordings related to everyday situations
scan longer texts to look for specific information related to personal interests
answer to questionnaires and ask questions on texts
They are already familiar with film genres
The students have been trained to:
Use a computer to write posts on a blog or on Edmodo, to create a powtoon video and complete a Kahoot quiz
Contribute to a discussion, either individually or as part of a group
Language and cultural objectives:
Ss will be able to point out the genre of a book
Ss will be able to recognize the main characteristics of a book review
Ss will be able to write a book review
Grammar: Pratice using the present simple, past simple and present perfect.
Vocabulary: Book genres
Functions: Pratice talking about something they like or dislike
Esame di stato: Ss will practice reading comprehension and writing about books they liked or disliked, since they could be asked to do that in a letter to a penpal.
Enhance Ss’ awareness of the importance of books and literacy for their personal growth and stimulate empathy
Use ICT tools to collaborate, publish, and interact with classmates and peers from another country.
Students with SEN:
Dyslexic student with
Customized Teaching Program
KEY COMPETENCES FOR LIFELONG LEARNING
Communication in the mother tongue;
Communication in foreign languages;
Learning to learn;
Social and civic competences;
Sense of initiative and entrepreneurship;
Cultural awareness and expression.
THREE-YEAR PROGRAM OF STUDIES (P.T.O.F.)
ITALIAN D.M. 139, 22 AGOSTO 2007
CLASS SPECIFIC REQUIREMENTS
Coherence in progression of lessons and activities, timing and age group of the Ss.
Framework of reference:
main framework for all disability issues
recognises dyslexia, dysgraphia, dysorthographia and dyscalculia as specific learning disorders
Ministerial Directive of 27 December 2012:
SEN as umbrella term to cover all kinds of difficulties – whether permanent or temporary – at school: disabilities, SLD, specific developmental disorders, socio-economic, cultural or linguistic disadvantages
Description of the class:
The class consists of 16 students, 9 females and 7 males. One of the students suffers from a Specific Learning Disorder (mild dyslexia) and has a Customized Teaching Program (PDP) . Ss take active part in class activities promoted by the T and their behaviour is almost always appropriate, with very few exceptions.
At the end of their second year Ss have been selected to take part in an educational E-Twinning project called "International book club", which involves ICT and English Ts. The main aim of the project is to connect students from different countries with a common task, giving them the opportunity to share their book reviews online with other Ss from partner schools. All products realized by the students during the year will be hosted on the etwinning page of the school and students will exchange their opinions and thoughts with European peers from Finland, Spain and Slovenia. At this time of the years Ss have already exchanged some emails through Edmodo with their international peers in order to get to know each other.
Thank you for your attention!
Have a nice day!
an extensive reading project
During their Christmas and Summer holidays Ss have always been asked to buy and read some graded books in English as homework. Ss were free to choose a title among several provided by the T. The books were later donated to the class library, which also comprises some other books that are part of the School Library. Ss take turns acting as librarians and lend the books to their classmates. Every S has to keep record of the books he/she has read during the year.
There is a lot of research that shows that extensive reading improves all aspects of language learning (Krashen, 1993). This includes vocabulary, writing skills and reading comprehension.
DEAR (Drop Everything And Read):
Ss know that every week/every two weeks 15 minutes will be set aside in a class for them to read their books.
Computers (Computer Lab) + Edmodo and Powtoon
Authentic material (youtube video)
Textbook (High Spirits)
group processing and peer tutoring will help the student successfully complete the final task
Compensatory tools: Using the computer for written tasks and tests
Additional time given during tests
Using mind maps during oral tests
Dispensatory measures: Ss will not be asked to read aloud in class
In the class there is a S with mild dyslexia. For this reason, the readability of the texts will be improved with the help of enlarged photocopies and the use of pictures and tables accompanying the text. A good accessibility of self-produced materials will be determined by a line spacing greater than 1, suitable font size (12 to 14) and font (such as Arial or Verdana), avoiding italics and using various colors to highlight keywords.
During the reading activities the teacher will provide an audio track, as will happen during DEAR activities (all Oxford bookworm readers come with a CD).
Ss are encouraged to make use of their own lives and feelings in the classroom. The humanistic teacher also needs to be aware of what motivates their students.
The Affective Filter hypothesis "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." (Krashen)
Increased motivation - learners become personally involved in the project.
Autonomous learning is promoted as learners become more responsible for their own learning.
There are learning outcomes -learners have an end product.
Authentic tasks and therefore the language input are more authentic.
Interpersonal relations are developed through working as a group.
The T shows the Ss some book covers on the IWB and asks them to guess the genre. Ss are already familiar with film genres and some of the books shown have been transposed into films, so they should be able to guess most of them. T will then provide the missing information and ask the Ss to work in pairs and name at least another book pertaining to the same genre. The book titles will then be added on the IWB in a table and Ss will copy them on their notebooks.
Ss will be divided into two groups. Ss in group one will each be given a sheet of paper with a book cover printed on it. Ss in group two will each be given a short summary of the story without mentioning the title. They will be asked to match the summary to the cover by asking questions and without showing the information they received. After finding the match they will decide the genre of the book.
Ss, still in pairs, will sit down and will be asked to number eight types of books in order from their favourite (1) to their least favourite (8). They will then answer the following questions in pairs: “What types of books do you like reading? Why? What types of books do you dislike? Why? What’s your favourite book? What type of book is it?” Ss will be asked to share their opinions with the rest of the class in a plenary session.
Ss will read silently some sentences taken from books, matching them with the book genres in the box. They will compare the answers with their partner (peer correction) and then listen and check.
Ss will be asked to invent the opening sentence of a book and write it down on their notebooks.
It’s the story of a British orphan who finds out he is a wizard
HOMEWORK CORRECTION/ WARMER
Some of the Ss will be asked to read their opening sentences to the class and their classmates will guess what type of book it is. The T will then correct recurring mistakes and provide examples on the whiteboard.
Ss will be asked to look at the pictures and guess what the text is about; discussing vocabulary before reading will aid prediction and understanding. They will then listen to the text “Who says teenagers don’t read” while reading it by themselves. This will help the S with dyslexia. The T will then ask a few general questions about the text and the Ss’ will know if their predictions were correct. T will then ask if there are any words Ss don’t understand and translates them.
Ss will be asked to answer five questions about the text. The last question will be personal: “What book would you recommend to your classmates? Why?” and they will discuss it in pairs after comparing their previous answers.
Ss will listen to a track (1’32’’) about the reading habits of a teenager and complete some statements by filling the gaps. The words will be provided to the dyslexic S. They will listen again and answer some more specific open-ended questions orally after taking some notes.
For example: What types of books does Lee like?
What types of books does he hate?
Ss will interview their partner asking questions about a book she/he has read recently. The questionnaire will be provided by the T and Ss will fill it with the partner’s answers
Ss will complete a recommendation card about a book they enjoyed which is part of the class library. They will write their recommendation on Edmodo. T will provide some feedback to each S and they will then copy the text on the card. Cards will be displayed in the classroom using clothes pegs.
Ss will work in pairs and they will access the kahoot homepage. They will take a kahoot quiz trying to match a sentence taken from a real book review to the book title.
Ss will watch a youtube video (authentic material) where some English children review their favourite books. Pre-listening activity: A small part of the video will be shown without sound at first to elicit some inferences about the content. While listening activity: Ss will watch the short video (1’) twice and will be asked to take some notes. Post listening: Ss will complete a multiple choice listening exercise and check in pairs.
Ss will read a short example book review; they will then be asked to check their understanding through five multiple-choice questions, for example “The Hunger Games is a 1)fairy tale 2)crime story 3)sci-fi adventure” or “Jane’s favourite character in the story is 1)Katniss 2)Peeta 3)President Snow”.
Ss will be asked to identify the various parts of the review such as title, genre, author, details about the plot, personal opinion, rating (number of stars) highlighting them with coloured markers. The different parts will be labeled in order to become a prompt for later use.
Ss will work in small groups and they will choose a book they all like in order to write a review. They will write their review on a word document and they will then share it on Edmodo for the T to assess.
Follow up activities:
Ss will create a powtoon video of their reviews during their ICT lessons. These videos will then be shared on the Etwinning website (Twinspace). Ss from other countries will be able to comment and discuss the reviews with the Italian Ss later on.
pass mark: 12/20