AB25

Talking about
Jobs

Candidate: Giuseppina Savant-Ros

Ferrara, 20/12/2023
 Methods, approaches
and theories

Aims, Goals and

Objectives

Lesson Plan
information

General
scheme Class
Profile

Learning outcomes Stages of the lessons

Assessments
 Class Profile
Target class = 3rd year lower
secondary school

CEFR Level = mixed A1/A2

Number =20 (8 males + 12 females)

lively, curious, can become
quite disruptive when not
Teaching for properly engaged
learning environments

e x t Presence of SEN =
S ch oo l c on t 1 PwD (PEI and support teacher)
A school in the city centre. The school is well
1 SLD (mild level of dyslexia – PDP)
equipped with digital tools: touch monitors 1 ADHD (PDP)
and computers supplied in each classroom. 1 socio-economic disadvantage
Ss rotate among classes, each equipped to (2nd generation Indian student – PDP)
teach a specific subject. There is a
computer lab and some tablets
1 NAI student (Nigeria - PDP)
are available in each classroom.
 Mobo – NAI student from Nigeria
Emma - student with mild Autism
Strengths: His English is pretty good.
Spectrum Disorder
Sociable with classmates. He likes
Strengths: She likes English, participating games, and he is very curious.
and she is willing to work with the
help of the support teacher, she is sociable.
Weaknesses: He struggles to understand Italian. He needs to learn class
Weaknesses: She sometimes rules and social norms. He is sometimes too disruptive.
struggles in peer relations, she gets annoyed when there is
too much noise, gets confused by loud behaviour or her Anika – student with socio-economic disadvantage
routine is disrupted. When upset she might become
oppositive. second generation Indian student

Strengths: She speaks quite a good English. She

participates in class.
Adele – student with mild Dyslexia
Weaknesses: She has difficulties with the Italian language and with study
Strengths: She loves songs and cartoons.
Sociable with classmates. subjects. The school provided her with a tablet, she doesn’t do her
homework at home, her parents are unable to help her with her studies.
Weaknesses: Short and long-term memory problems. She processes
information slowly and exhibit slow reading and writing speed. Lack of
self-esteem. Edoardo – student with Attention Deficit
Hyperactivity Disorder (ADHD)
Legislation of reference: Strengths: He is often able to maintain an
Law 104/1992 unusually
They prolonged
will work and intense
according level
to their of attention Education
Personalized for tasks hePlan
finds(PDP)
Legislative Decree 66/2017 (implementing decree of the law 107/2015) on
inclusion procedures and PEI interesting or rewarding.
Inter-Ministerial Decree 182/2020 modified by
Ministerial Decree 153/2023 m
Law 170/2010 Weaknesses: He does not always finish following instructions, failing to
Ministerial Directive 2012 (SEN)
Ministerial Circular 8/2013 (operative instructions) complete tasks. He often struggles to organize tasks and activities, meet
Guidelines for the reception and integration of foreign students (MIUR note
No. 4233 of 2014) deadlines and keep school materials in order.
Inclusion Strategies and tools
Use of different learning styles (VARK model)
Assigning roles and responsibilities
Pair/group work (positive interdependence)
Scaffolding/Peer tutoring
Compensatory tools and dispensative measures
as set out in the PEI and PDP
 Learning
objectives

Goals for the

development
of
competences
General aims:

etences for lifelong learnin

ey comp g
K

Legislation of reference:
National Guidelines, Ministerial Decree 254/2012
National Guidelines and New Scenarios, MIUR note 3645/2018 (UN
2030 Agenda for sustainable development, 2015)
Introduction of the school teaching of Civic Education, Law 92/2019
Law 107/2015 (Law 59/1997 and DPR 275/1999) – POF vs PTOF
 - Ss are familiar with most of the
vocabulary related to jobs
- Ss are familiar with the present
continuous for future, all forms
- Ss are familiar with digital tools they
will use during the lessons
- SS are able to identify the main
2030 Agenda goals

“The most important single

factor influencing learning is
what the learner already
knows. Ascertain this and
teach him accordingly”

Prerequisites David Ausubel

 Lesson Objectives
Knowledge Skills

Vocabulary: At the end of the lesson Ss will be able to…

adjectives to describe jobs … identify and use all forms of the verb “be going to”
… talk about their future jobs
Grammar: … express their opinions and preferences on different
be going to (all forms) types of jobs
for future intentions … relate the main of the 2030 Agenda goals to jobs and
careers

At the end of the lesson Ss will have improved…

… their reading, listening, speaking, and writing skills
Attitudes

Ss are willing to pay attention and (teacher’s personal aims)

listen with respect
Ss actively respond and participate Create a friendly and positive
learning environment
Make the lesson enjoyable to
sustain Ss’ motivation
 Lesson Objectives

Competences
to be enhanced throughout the lesson

2-6: Ss enhance collaborative and

communicative skills
4-7: Ss use ICT to collect data, plan
✓ ✓
and elaborate an original task
5: Ss assess their own learning
and reflect on the progress they are
making ✓
8: Ss develop their critical thinking
about 2030 Agenda goals and their
future jobs.

✓ ✓
UIDANCE PROJ
HOOL G EC
C
✓
T
S
 Teaching methods
and approaches
Audio-
lingual/Audio-
visual Method and underlying
Oral Method (or
learning theories
Situational
Direct Method
Language
Teaching) Advantages Behaviourism Constructivism
flexibility
variety in the classroom
dynamic classroom atmosphere
Eclectic Development of Multiple intelligences
Approach

CLT Cognitivism Connectivism

Grammar- (Communicative
translation Language
Method Teaching)

Cooperative
Learning
 Lesson Plan information

Period: 1st term – October

Timing: 3 (+1) lessons of 55 minutes

Materials and resources:

textbook, blackboard
coloured chalks,
worksheets, Monitor touch,
digital tools

Legislation of reference:
PNSD (National Digital School Plan)
established by Law 107/2015
PNRR
 Anticipated problems Suggested solutions

Class management issue Keep potentially disruptive Ss distanced, praise their appropriate
behaviour rather than reinforcing their disruptive behaviour with
negative attention
Extremely shy students Let them interact more with peers (both in pairs or in groups)
Difficulties with instructions Provide scaffolding, break tasks into smaller parts, ask questions
to check understanding, create a template for Ss to use, as a
graphic organizer or a set of questions to guide their thinking

Mixed ability class: some Ss need more time Provide Ss with different ways to show their learning, add extra
and support, others extra challenges activities for fast finishers, make Ss feel valued and offer praise
whenever needed
Issues with the classroom equipment Download the file to use offline, prepare extra games and
activities to engage them
Ss might struggle to produce some ideas in the Encourage Ss to brainstorm their ideas and allow them to use L1
production stage to facilitate brainstorming
 Stages of the lessons
Fase 2 (1h): Lezione interattiva-partecipata con il
Stage 4 -della
supporto Closure
LIM e del manuale per presentare
l’argomento

Stage 3 - Practice

Stage 2 - Exposure

Stage 1 - Introduction
 Stage 1- Introduction (timing 10’)

Lead in Presentation of objectives

• Ss listen to a song and fill • T gives Ss an overview of the
in the gaps objectives
• Ss watch and listen to the • and explains today’s goal:
song video with lyrics, and - To review vocabulary for
check, then sing talking about jobs
- To identify and use all forms
AIM: to get of the verb “be going to”
Ss engaged
and introduce
the topic
 Stage 2 - Exposure (timing 20’)

Grammar rules
• Ss watch the story video from their
textbook, and T makes them focus
on affirmative, negative and
interrogative sentences from the
video.
• Some Ss write them on the board,
• T elicits the form and the use of
- be going to-
• Ss watch a Grammar video
 I’m going to study…
+
subj. + be + going to + verb

I’m not going to work…

_
subj. + be + not + going to + verb

Are you going to work…?

?
be + subj. + going to + verb
 FUTURE

PRESENT CONTINUOUS BE GOING TO

I’m going to the fair I’m going to see it

I’m visiting the fair

SURE PLANS INTENTIONS

 Stage 3 - Practice (timing 20’)

• Ss do the Grammar exercises from their book in small

groups, to reinforce what they have learnt
• T gives feedback and explains some common mistakes

Review Vocabulary and Fixing rules

• T divides Ss into pairs. Each pair receives a
set of job flashcards.
• Ss take turns picking a card and role-playing a
conversation about that job using “be going to”

SEN Ss
will use the digital
book on their tablets to
INCLUSIVE ACTIVITY carry out the exercises
 Stage 4 - Closure (timing 5’)

• T assigns homework and gives

instructions: finish the exercises
and create a Concept Map using
Canva, or write it on your notebook
(look at the video grammar!)
 Stage 1- Introduction (timing 10’)

Warm up Presentation of objectives

• Ss do a simple • T explains today’s goal:
interactive game - To talk about future jobs
activity on - To express their opinions and
Checking homework preferences on different types of jobs
• Ss compare their
exercises in pairs, before
a whole class check.
 Stage 2- Exposure (timing 20’)

Listening
• Ss do a listening comprehension
• then complete a questionnaire and
find out their score,
• finally, they work on some
adjectives to describe jobs
 Stage 3 - Practice (timing 20’)

Job Preferences

• I prefer a job that is environmentally friendly

and socially responsible, because …
• I prefer a job that is creative and
challenging, because …
Prewriting • I prefer a job that pays well, because …
• Ss do some guided writing • I prefer a job that is flexible and allows me
activities to work from home, because …
• T shows some statements about • I prefer a job that is glamorous, because …
different types of jobs and
I prefer a job that is environmentally friendly
working conditions. and socially responsible because I think it is a
• T asks Ss to complete the satisfying job and I care about the planet.
utterances and share their
answers with the whole class.
 Stage 4 - Closure (timing 5’)

Writing
• T assigns homework and
gives instructions: Ss have to
write a short paragraph using
the guided exercises as a
model and the writing tips and
/or complete a Mind Map

• Ss can share on
 Stage 1- Introduction (timing 10’)

Lead in
• Ss answer some questions
with their plickers cards about Presentation of objectives
Agenda 2030
• T collects answers by scanning • T explains today’s goal:
plickers cards - To relate the main of the 2030
Agenda goals to jobs and careers
 Stage 2- Exposure (timing 20’)

Before Reading
• Ss skim and scan the text Reading
• Ss make predictions about the topic • Ss read the text. After
and content of the text through title reading Ss return to their
and illustrations predictions, they read again
• Ss works on vocabulary, matching and answer True or False
words with their definitions questions
• Ss check
• T asks: “Can you think
about other sustainable
jobs?”
Chunking text,
“Is the job you are going to
do sustainable?” friendly font
for SEN Ss
 Stage 3 - Practice (timing 20’)

Job Analysis !
• T divides Ss into groups of five and gives each group a
set of job flashcards with different job titles.
• T asks each group to analyse their job flashcards using
the following questions:
What are the main tasks or duties of this job? (What do
ROLES:
they do?)
What skills or qualifications are required for this job?
2 Researchers What are the benefits or challenges of this job?
An artist How does this job contribute to one or more of the Agenda
A writer 2030 goals?
A coordinator Ss have to create a poster that includes:
✓ A section for each job, with the job title at the top.
Everyone: presenter
✓ Bullet points or short sentences answering the analysis
questions for each job.
✓ Drawings or symbols that represent each job and its
connection to the Agenda 2030 goals.
 Stage 4 - Closure (timing 5’)

• T gives feedback and assigns homework:

Each group will work on the posters to be hanged on corridor walls
between classes.
Presentation (10 min): Each group will present their poster to the
class, explaining their analysis and how each job contributes to the
Agenda 2030 goals.
 Learning outcomes
Assessments

Assessment of
Assessment for learning Assessment as learning
learning
Students’ self- Teacher’s self-
TYPE Diagnostic Formative Summative
assessment assessment

Acquired knowledge,
Learning process
TESTING Prerequisites skills and Student’s awareness Teacher’s awareness
and effectiveness
competences
WHEN
At the beginning Ongoing At the end Until the end Until the end

• Observation
• Pair and group • Final projects • Meta-cognitive Qs
• Observation
work • Oral exposition • Peer/self-
• Warm up
• Exit tickets • Role-playing assessment
• Short quizzes,
• Picklers • Unit tests • Interviews or
e.g. game-based • Meta-cognitive Qs
HOW (activities) • Short quizzes • Semi/structured think-aloud
learning tools: • Follow-up Qs
• Graphic tests protocols
organizers, e.g. • Authentic tasks • Think-pair-share
Mind Maps • Reality tasks • a KWL grid
• Brainstorming
• Assessment • Evaluation grids • Feedbacks
rubrics
 LEVELS
SKILLS/ATTITUDE CRITERIA
not yet meeting not fully meeting meeting exceeding
expectations expectations expectations expectations

Shows interest and Sometimes

Rarely participates or Often participates Always participates or
ATTITUDE motivation in learning participates or
completes tasks or completes tasks completes tasks
English completes tasks

Contributes to class Often speaks or

Rarely speaks or Sometimes speaks or Always speaks or
PARTICIPATION activities and interacts with
interacts with others interacts with others interacts with others
discussions others

Communicates orally in Can express some Can express most Can express a variety of
SPEAKING AND Has difficulty expressing
English with clarity and simple ideas or ideas or questions ideas or questions
INTERACTING basic ideas or questions
accuracy questions clearly fluently

Can identify most

READING Understands written Has difficulty identifying Can identify some Can identify and infer
main ideas or
COMPREHENSION texts in English main ideas or details main ideas or details main ideas and details
details

Has difficulty following Can follow some oral Can follow most Can follow and respond
LISTENING Understands spoken
oral instructions or instructions or oral instructions or to oral instructions or
COMPREHENSION texts in English
conversations conversations conversations conversations

Uses appropriate Makes some errors Makes few errors Makes no or minimal
LANGUAGE AND Makes frequent errors
grammar and that occasionally that rarely affect errors that do not affect
VOCABULARY that affect meaning
vocabulary in English affect meaning meaning meaning
Skill/Criterion Level 1 Level 2 Level 3 Level 4

The group does not work well together, The group works somewhat together, has
The group works well together, has few The group works excellently together, has
Teamwork has conflicts, and does not share some conflicts, and shares some
conflicts, and shares most responsibilities. no conflicts, and shares all responsibilities.
responsibilities. responsibilities.

The group follows some of the

The group does not follow the instructions, The group follows most of the instructions, The group follows all of the instructions,
Compliance to the instructions, meets some of the
does not meet the requirements, and does meets most of the requirements, and meets all of the requirements, and fully
task requirements, and partially completes the
not complete the task. mostly completes the task. completes the task.
task.

The group makes many errors in The group makes some errors in The group makes no or minimal errors in
The group makes few errors in grammar,
grammar, vocabulary, pronunciation, and grammar, vocabulary, pronunciation, and grammar, vocabulary, pronunciation, and
Accuracy vocabulary, pronunciation, and content that
content that affect meaning and content that occasionally affect meaning content that do not affect meaning and
rarely affect meaning and communication.
communication. and communication. communication.

The group does not show any originality, The group shows some originality, The group shows a lot of originality, The group shows exceptional originality,
Creativity
imagination, or innovation in the task. imagination, or innovation in the task. imagination, or innovation in the task. imagination, or innovation in the task.

The individual does not speak clearly, The individual speaks somewhat clearly, The individual speaks mostly clearly, The individual speaks very clearly, fluently,
Speaking skills
fluently, or confidently in English. fluently, or confidently in English. fluently, or confidently in English. or confidently in English.

The individual does not contribute to the The individual contributes minimally to the The individual contributes significantly to The individual contributes extensively to the
Participation
group work or the presentation. group work or the presentation. the group work or the presentation. group work or the presentation.

POINTS 6-14 15-16 17-21 22-24

PERFORMANCE
Group work / Authentic task LEVELS Beginner Progressing Competent Advanced

MARKS 4/5 6 7/8 9/10

Unit test
Skill/Criterion Level 1 Level 2 Level 3 Level 4

The student does not address the topic, The student partially addresses the topic, The student adequately addresses the The student fully addresses the topic,
purpose, or audience of the task, does not purpose, or audience of the task, meets topic, purpose, or audience of the task, purpose, or audience of the task, meets
Task
meet the word limit or format, and does some of the word limit or format, and meets most of the word limit or format, all of the word limit or format, and
achievement
not provide any relevant or accurate provides some relevant or accurate and provides most relevant or accurate provides all relevant and accurate
information. information. information. information.

The student uses a wide range of

The student uses very limited or The student uses some basic or The student uses a variety of relevant
accurate and appropriate vocabulary,
inappropriate vocabulary, does not use appropriate vocabulary, uses a few and appropriate vocabulary, uses some
Vocabulary uses many expressions or idioms, and
any expressions or idioms, and does not expressions or idioms, and tries to expressions or idioms, and can
can paraphrase or explain unknown
paraphrase or explain unknown words. paraphrase or explain unknown words. paraphrase or explain unknown words.
words with ease.

The student makes some errors in The student makes few errors in The student makes no or minimal errors
The student makes many errors in
Language grammar, syntax, and word order that grammar, syntax, and word order that in grammar, syntax, and word order that
grammar, syntax, and word order that
usage occasionally affect meaning and rarely affect meaning and do not affect meaning and
affect meaning and communication.
communication. communication. communication.

The student does not organize the text The student organizes the text into The student organizes the text into clear
The student organizes the text into some
into paragraphs, sentences, or ideas, adequate paragraphs, sentences, or and effective paragraphs, sentences, or
paragraphs, sentences, or ideas, uses a
Organization does not use any connectors or ideas, uses some connectors or ideas, uses many connectors or
few connectors or transitions, and tries to
transitions, and does not maintain a transitions, and maintains a logical or transitions, and maintains a clear and
maintain a logical or coherent structure.
logical or coherent structure. coherent structure. coherent structure.

POINTS 4-9 10-11 12-14 15-16

PERFORMANCE
LEVELS Beginner Progressing Competent Advanced

MARKS 4/5 6 7/8 9/10

Written production / Unit test

 Self / peer-assessment

ME MY CLASSMATE……………….

Strongly Agree Disagree Strongly Strongly Agree Disagree Strongly

Agree Disagree Agree Disagree
I was comfortable He/She was
in the role I played comfortable in
in the group his/her role in the
group
I contributed He/She completed
positively to group his/her work on
discussions time
I tended to He/She tended to
dominate the dominate the
discussion discussion
I had good ideas, He/She had good
but I didn’t speak ideas, but didn’t
up speak up
I listened to He/She listened to
everyone’s input each other
I completed work He/She completed
on time his/her work on
time
I helped others He/She helped
with their work others with their
when needed work
I was involved in He/She was
decision-making involved in
decision making
 Bibliography and sitography

• Franco Cambi, Manuale di storia della pedagogia, Ed. Laterza, 2003

• Kumar C. P., The Eclectic Method: Theory and its application to the learning of English, International
Journal of Scientific and Research Publications, 2013
• Paolo E. Balboni, Tecniche didattiche per l'educazione linguistica, UTET, 1998
• Harmer J., The practice of English language teaching Pearson Longman, 2007
• Shannon-Ferrari-Papetti, L’inclusione in classe, DeA Scuola, 2020
• J. Novak , L' apprendimento significativo. Le mappe concettuali per creare e usare la conoscenza,
Erickson, 2001
• D. Weller, Lesson Planning for Language Teachers, Stone Arrow Pub., 2019
• https://www.miur.gov.it/web/guest/scuola
• https://www.youtube.com/@LuisaTreccani/legislazione%20scolastica
• https://rm.coe.int/cefr-companion-volume-with-newdescriptors-2018/1680787989
• https://ec.europa.eu/info/index_en