Lesson plan for students aged from 10 to 11 about the UK and the British.

1. Concorso ordinario 2022
AD05 - AB25
Patti Giuseppe

2. OVERVIEW
STARTING POINTS
DEVELOPMENT
ARRIVAL POINTS
REFERENCES CAREER

3. PREREQUISITES
CONTEXT SPECIFIC
AIMS
STARTING
POINTS

4. CONTEXT
Lower secondary school
1st
year - end of November
1 disabled student:
student with Autism Spectrum Disorder
1 student with SpLD: dyslexia
20 students
Different proficiency levels
The disabled student and the whole class
are supported by the special needs teacher
L.104/1992 L.170/2010

5. PREREQUISITES
LANGUAGE
PROFICIENCY
A1 level of proficiency in
English language
according to CEFR
GRAMMAR & FUNCTIONS
● Present simple of TO BE
● Possessive adjectives
● Demonstratives
● Question words
● Everyday vocabulary
● Countries and nationalities
PRONUNCIATION
in the process of
developing awareness
of its importance
trained in the use of Students
digital vocabularies and
Forvo.
SKILLS &
COMPETENCES
are getting used to
working in pairs and groups
are familiar with
gamification strategies
COLLOCATION
introduced to the
phenomenon and
collocation dictionaries
NOTEBOOKS & DICTIONARIES
dedicated to words (spelling, pronunciation,
meaning & collocations). Dictionaries are essential.
DIGITAL SKILLS
are getting familiar with
● Google for education
● Liveworksheets, Wordwall
● Edpuzzle, Xmind
can use Smarphones, Tablets
and digital dictionaries.

6. 6

7. PRONUNCIATION
7

8. COLLOCATION
8

9. y
COLLOCATION
“The phenomenon whereby
words naturally tend to occur
in the company of
a restricted set of other words”
Collocation : Applications and Implications
by G. Barnbrook, R. Krishnamurth , O. Mason

10. 10

11. 11

12. 12

13. 13

14. 14

15. 15

16. “Nesselhauf (2003) working with German-speaking learners of English found a very strong influence of L1
both on correct and incorrect use of multiword units. [...] Nesselhauf found a reasonably high rate of error
with multiword units suggesting that it takes a long time to develop good intuitions about the meaning
and use of individual words and thus about how they [individual words] can go together”
NATION, I. S. P. (2001). Learning vocabulary in another language.
Cambridge, Cambridge University Press.
16

17. PREREQUISITES
THE STUDENTS’
LANGUAGE
PROFICIENCY LEVELS
To create heterogeneous study
groups and make peer education
strategies effective and
stimulating
THE STUDENTS’
LEARNING STYLES
To meet every single pupil’s
learning needs and help them
find and apply effective
learning strategies
TEACHER
IS
AWARE
OF
THE STUDENTS’
RELATIONSHIPS
to form well-working
collaborative groups and
improve socialization and
inclusion
THE STUDENTS’
LIKES AND DISLIKES
To try to propose appealing
activities

18. THE STUDENTS’ LEARNING STYLES
18

20. 20

21. THE STUDENTS’ RELATIONSHIPS
1ª domanda
Se si dovesse organizzare una gita, chi sceglieresti tra i tuoi compagni per
farlo venire insieme a te?
2ª domanda
Se si dovesse organizzare una gita, chi non sceglieresti tra i tuoi compagni per
farlo venire insieme a te?
3ª domanda
Tra i tuoi compagni, chi pensi ti abbia scelto alla 1° domanda per fare una gita
insieme?
4ª domanda
Tra i tuoi compagni, chi pensi ti abbia indicato alla 2° domanda per non fare
una gita insieme?
Source: https://diarioarpino.files.wordpress.com/2014/03/sociometrico-di-moreno.pdf
21

22. THE STUDENTS’ RELATIONSHIPS
Source: https://diarioarpino.files.wordpress.com/2014/03/sociometrico-di-moreno.pdf 22

23. SKILLS
KNOWLEDGE
SPECIFIC AIMS
By the end of the lessons the students will:
✔ Have an overall knowledge of the United Kingdom (geography, symbols,
politics)
✔ Acquire and use specific vocabulary about British culture
✔ Recognise British symbols and their meaning
RECEPTION
✔ Understand phrases and the highest
frequency vocabulary related to areas of
most immediate personal relevance
PRODUCTION
✔ Communicate in simple and routine tasks
requiring a simple and direct exchange of
information about the United Kingdom;
✔ Understand enough to be able to meet needs
of a concrete type, provided people articulate
clearly and slowly.
✔ Exchange information on the selected
topic
✔ Identify specific information in simpler
written material they encounter
CEFR – Companion Volume (2020)

24. SPECIFIC AIMS
INCLUSION
Student with Autism Spectrum Disorder
✔ Overall knowledge of the U.K. in L1
✔ Can recognise few symbols
✔ Can point and say few keywords in L2 when associated to pictures

25. DEVELOPMENT
Timing
Lessons
Special
Educational
Needs
Inclusion
General aims
& lifelong learning
Possibile problems
& solutions
Teaching aids
Methods
& strategies

26. TIMING
2 lessons of 60 minutes each
START CORE
Lesson 1
-Brainstorming session ~ 10’
-Guessing activity ~ 10’
-Notions on the U.K. ~ 10’
Video comprehension ~ 20’
Homework Reading, listening comprehension & writing activity
Lesson 2
Warm up &
Homework check
~ 20’
One truth, one lie
~ 30’
Homework Revision of handouts, notes and homework
Written test

27. Lloyd, D. H. (1968). A concept of improvement of learning response in
taught lesson. Visual Education.
Gibbs, G. (1992). Improving the quality of student learning. Bristol: Technical &
Educational Services Ltd.
Bligh, D. (1998). What’s the use of lectures (5ª ed.). Exeter: Intellect.

28. 28

29. GENERAL AIMS & LIFELONG LEARNING
Interact with one or more speakers in
familiar context and on well-known topics
Handle routine conversations, expose personal ideas,
ask questions
Write simple reports, short letters or
messages to family and friends
Answer and ask questions, write short personal
letters,using appropriate lexicon and basic syntax
Understand essential points in
standard language on familiar topics
Understand key points in a conversation, radio or tv
show about common topic of personal interest
Read basic texts on familiar topics,
understanding essential points
Face new situations drawing on their
linguistic repertoire
Read and locate explicit information in short and
long texts
Detect simple regularities and differences
National Guidelines for the curriculum (2012 - 2018) - M.D. 254/2012

30. GENERAL AIMS & LIFELONG LEARNING
The students will strengthen:
KEY COMPETENCES 21st
CENTURY COMPETENCES
Multilingual competence
EU
Foundational literacies
Literacy
ICT literacy
Digital competence
Personal, social and learning
to learn competence
Council of the European Union
Key competences for lifelong learning
(2018)
Competencies
Critical thinking / problem solving
Collaboration
Character qualities
Initiative
Persistence / grit
World Economic Forum
New Vision for Education: Fostering Social and Emotional
Learning through Technology (2016)

31. POSSIBLE PROBLEMS & SOLUTIONS
Use personal mobile data.
Use personal HDMI or type-C
cables and connect
smartphone or laptop to the
IWB.Provide paper
worksheets Implement
gaming strategies Focus on
communication.
Keep them involved:
active role in group / pair work
Teacher’s “assistant”
Ensure a welcoming and safe environment
Guide ss gradually towards production
Provide scaffolding
Give ss their time
Prepare extra activities
Entrust ss with tutoring
roles
Provide more scaffolding
Grant ss more time to
carry out the task

32. TEACHING AIDS
LOCATION
Classroom equipped with IWB, internet connection
TOOLS & DIGITAL TOOLS BYOD
personal tablets; worksheets provided by the T
The school provides a tablet for the students with socio-economic disadvantage (if needed)
ONLINE
Google for education, Wordwall, Liveworksheets, Edpuzzle,
Xmind and online dictionaries (Forvo, Wordreference, Collins…)

33. METHODS & STRATEGIES
UNDERLYING
APPROACHES
SOCIAL
CONSTRUCTIVISM
learning takes place because of
interactions with others
COMMUNICATIVE
APPROACH
learning comes through having to
communicate real meaning
TEACHING
METHODS
ESA
Engage – Study - Activate
COOPERATIVE
LEARNING
structuring positive
interdependence
STRATEGIES
Group work
Pair work
Gamification
Multisensorial activities
(audio, visual)
Information gap
Peer tutoring
National Guidelines for the curriculum (2012)
M.D. 254/2012

34. INCLUSION
Student with medium-severe
autism spectrum disorder
He interacts with only two
of his classmates and
communicates through single
words or pictures
Strategies employed during
the lessons:
✔ Use of pictures
✔ Use of audio-visual
elements
✔ Group work
Andrea
Student with a SpLD
Dyslexia (mild form)
Diagnosed during the 4th
year of
primary school.
He has a positive attitude and tends
to ask for help when needed.
Strategies employed during
the lessons:
✔ Use of pictures
✔ Use of different colours to
highlight important parts
✔ Group/pair work
✔ Write in uppercase
Samuele
L. 104/1992
L. 170/2010 – Special Educational Needs students

35. SPECIAL EDUCATIONAL NEEDS
Student with medium-severe
autism spectrum disorder:
In accordance with the
Individualised Education
Program (IEP),
the T and the special needs T
will adapt the lessons,
specifically.
Andrea
Student with mild SpLD
In accordance with the
Personalised Learning Plan
(PLP),
the T will adapt the lessons,
allowing the use of
dispensatory measures and
compensatory tools.
Samuele
L. 104/1992
L. 170/2010 – Special Educational Needs students

36. SPECIAL EDUCATIONAL NEEDS
Andrea
Student with medium-severe autism spectrum disorder
✔ Reducing the workload to single images.
✔ Using videos and pictures.
✔ Dividing the class in groups, allowing him to be grouped with the classmates with
whom he interacts.
✔ Letting Andrea leave the classroom if necessary.
L. 104/1992
L. 170/2010 – Special Educational Needs students
M. Directive 27/12/2012

37. SPECIAL EDUCATIONAL NEEDS
Samuele Student with Specific Learning Disorders (SpLD)
DISPENSATORY MEASURES
as needed
COMPENSATORY TOOLS
as needed
Avoiding reading out loud
Avoiding copying from the whiteboard
Additional time
Reduction in quantity
Texts with:
Bigger, sans serif font,
greater line spacing
Digital texts
Text-to-speech programs/tools
Evaluation of content rather than form/spelling Laptop/tablet
Oral rather than written tests Maps and schemes
L. 104/1992
L. 170/2010 – Special Educational Needs students
M. Directive 27/12/2012

38. 1ST
LESSON
STAGE TIME
ENGAGE 10
ENGAGE 10
STUDY 10
INTERACTION
T SSS
T SSS
SSS SSS
T SSS
TEACHER
T shows a word
cloud on the IWB
and ask SSS to say
what they associate
with it.
T selects words and
checks spelling
T divides the class in
4 groups
T explains the game
T coordinates
T distributes
handouts and
explains the most
important info about
the U.K.
STUDENTS
SSS say whatever
they associate the
image with
SSS - one by one -
go to the IWB to
add their word
In group SSS
choose a number
and try to
guess the word
SSS take notes on
the handouts
AIMS
Intrigue, set the context
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Help SSS understand
short texts composed in
very simple language
and supported by
illustrations and pictures
(p.57).
Promote the skill of
taking simple notes at a
presentation (p.135)
INCLUSION
Student with ASD uses L1
T balances groups
according to their abilities
SEN SSS in a group
with stronger SSS
Student with ASD uses L1
and focuses on
images;The Special Need
T helps him pronounce
single words
Dyslexic student can use
capital letters

39. 1ST
LESSON
STAGE TIME
ENGAGE 10
ENGAGE 10
STUDY 10
INTERACTION
T SSS
T SSS
SSS SSS
T SSS
TEACHER
T shows a word
cloud on the IWB
and ask SSS to say
what they associate
with it.
T selects words and
checks spelling
T divides the class in
4 groups
T explains the game
T coordinates
T distributes
handouts and
explains the most
important info about
the U.K.
STUDENTS
SSS say whatever
they associate the
image with
SSS - one by one -
go to the IWB to
add their word
In group SSS
choose a number
and try to
guess the word
SSS take notes on
the handout
AIMS
Intrigue, set the context
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Help SSS understand
short texts composed in
very simple language
and supported by
illustrations and pictures
(p.57).
Promote the skill of
taking simple notes at a
presentation (p.135)
INCLUSION
Student with ASD uses L1
T balances groups
according to their abilities
SEN SSS in a group
with stronger SSS
Student with ASD uses L1
and focuses on
images;The Special Need
T helps him pronounce
single words
Dyslexic student can use
capital letters

40. STAGE S
ENGAGE gue,
NCLUSION
Student with ASD uses L1
k previously
ired vocabulary
eaching vocabulary
er cooperation
ENGAGE 10
STUDY 10
T SSS
SSS SSS
T SSS
T divides the class in
4 groups
T explains the game
T coordinates
T distributes
handouts with the
map of the U.K. and
explains the most
important info about
the U.K.:
In group SSS
choose a number
and try to
guess the word
SSS take notes on
the handout
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Help SSS understand
short texts composed in
very simple language
and supported by
illustrations and pictures
(p.57).
Promote the skill of
taking simple notes at a
presentation (p.135)
T balances groups
according to their abilities
SEN SSS in a group
with stronger SSS
Student with ASD uses L1
and focuses on
images;The Special Need
T helps him pronounce
single words
Dyslexic student can use
capital letters

41. 1ST
LESSON
ENGAGE 10
STUDY 10
ACTION
S
T SSS
SSS SSS
T SSS
TEACHER
T shows a word
cloud on the IWB
and ask SSS to say
what they associate
with it.
T selects words and
checks spelling
T divides the class in
4 groups
T explains the game
T coordinates
T distributes
handouts and
explains the most
important info about
the U.K.
STUDENTS
SSS say whatever
they associate the
image with
SSS - one by one -
go to the IWB to
add their word
In group SSS
choose a number
and try to
guess the word
SSS take notes on
the handouts
AIMS
Intrigue, set the context
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Check previously
acquired vocabulary
Pre-teaching vocabulary
Foster cooperation
Help SSS understand
short texts composed in
very simple language and
supported by illustrations
and pictures (p.57).
Promote the skill of
taking simple notes at a
presentation (p.135)
INCLUSION
Student with ASD uses
L1
T balances groups
according to their
abilities
SEN SSS in a group
with stronger SSS
Student with ASD uses
L1 and focuses on
images;The Special
Need T helps him
pronounce single words
Dyslexic student can use
capital letters

42. 1ST
LESSON
STAGE TIME
STUDY 25
INTERACTION TEACHER
T SSS T creates pairs
SSS SSS T asks to repeat what the
off-screen voice says
T SSS T supervises SS’ work, providing
assistance when needed
(repeating sentences from the
video), checks the answers
STUDENTS
SSS watch the video 3
times (at normal
speed; sentence by
sentence trying to
repeat what was said
and w/ subtitles);
In pairs SSS answer
the questions about the
video.
AIMS
Improve listening
skills
Improve
concentration
Foster cooperation
INCLUSION
T balances groups
according to their
abilities
SEN SSS in a
group with
stronger SSS
Go Global 1. Culture Video: The UK

43. what
reen voice says
p oviding assistance
times (at normal speed,
sen ence by sentence and
w/ subtitles);
In pairs SSS answer the
Improve
conc
a group
with stronger SSS
Student with ASD
S udent with SpLD
INCLUSION
1ST
LESSON
STAGE TIME
STUDY 25
INTERACTION
T SSS
SSS SSS
TEACHER STUDENTS AIMS INCLUSION
T creates pairs SSS watch the video 3 Improve listening T balances groups
T asks to repeat Paired withttalented classmate
skills according to their abilities
the off-scUse of L1, focus on images and single words entration
T
r
supervises SS’ work,
t
questions about the video.
when needed Paired with brilliant classmate
Texts with:
Bigger, sans serif font,
greater line spacing
Digital texts
Text-to-speech programs/tools
Laptop/tablet
Maps and schemes
Go Global 1. Culture Video: The UK

44. HOMEWORK
1.Revision of what
was done in class
(exercise book and pdf file
made available through
the online school platform;
2.Exercises from the coursebook
aimed at
reading comprehension,
listening comprehension;
3. Writing one true sentence and
one false sentence about the
U.K. for a future activity in class.
SSS can choose from the
handouts, the book
or online search
Submission via the online
Make it! Plus 1. pp. 27-28 school platform.

45. INCLUSION
HOMEWORK
Student with ASD
Revision of the images and words shown in class
Student with SpLD
Reduction in quantity of homework
Evaluation of content rather than
form/spelling
Digital texts
Text-to-speech programs/tools
Maps and schemes
Make it! Plus 1. pp. 27-28
1.Revision of what
was done in class
(exercise book and pdf file
hrough
the online school platform;
2.Exercises from the coursebook
aimed at
reading comprehension,
listening comprehension;
3. Writing one true sentence and
one false sentence about the
U.K. for a future activity in class.
SSS can choose from the
handouts, the book
or online search
Submission via the online
school platform.

46. 2ND
LESSON
STAGE TIME
ENGAGE 5
STUDY 15
INTERACTION
T SSS
T SSS
TEACHER
T shows pictures of
the previous class
and asks students to
say and write on the
IWB what they
learnt
T shows the page(s)
with exercises on
the IWB and asks
students - trying to
involve as many as
possible - to read
out loud their
answers and explain
them.
STUDENTS
SSS take turns and
go, one by one, to
write on the IWB.
SSS read out loud
their answers and
give explanations
on their choices
AIMS
Set the context
Check previously
acquired vocabulary
Revise what was
covered in class in the
previous lesson
Correct mistakes made
while doing homework
Improve spelling and
pronunciation
INCLUSION
No focus on spelling, S
with SpLD uses L1 to check
Student with ASD uses L1
T provides assistance when
needed
No focus on spelling, S
with SpLD uses L1 to check
Student with ASD uses L1
T provides assistance when
needed
T checks spelling
and pronunciation
and corrects SSS
Clarify concepts
Expand vocabulary

47. say and write on the
WB wha they
learnt
Check previously
a
students - trying to
on their choices
them. pronunciation
St ent with ASD
Paired wit talented classm
Stud nt with SpLD
Paired with brilliant classmate
Texts with:
Bigg
greater line spacing
Digital texts
Text-to-sp s
M
2ND
LESSON
STAGE TIME
ENGAGE 5
INTERACTION
T SSS
TEACHER
T shows pictures of
STUDENTS
SSS take turns and
AIMS
Set the context
INCLUSION
No focus on spelling, S
the previous class ud go, one by one, to
and asks students tohwrite on the IWB. ate cquired vocabulary
I
Use of
t
L1, focus on images and single words
with SpLD uses L1 to
check
INCLUSION
SD uses L1
STUDY 15 T SSS T shows the page(s) eSSS read out loud Revise what was
with exercises on their answers and covered in class in the
the IWB and asks give explanations previous lesson
involve as many as
er, sans serif font, Correct mistakes made
possible - to read while doing homework
out loud their
answers and explain eech programs/tool Improve spelling and
Laptop/tablet
T Checks spelling aps and schemes Clarify concepts
and pronunciation
and corrects SSS Expand vocabulary
No focus on spelling, S
with SpLD uses L1 to
check
Student with ASD uses L1

48. 2ND
LESSON
ONE TRUTH, ONE LIE
STAGE
ACTIVAT
E
TIME INTERACTION TEACHER
30 T SSS T creates pairs
SSS SSS T coordinates
T coordinates and
supervises pair work
T shows the list of
sentences on the IWB
with hypothetical
mistakes highlighted
and asks students to
correct them.
T intervenes if
necessary
STUDENTS
SSS read in front of
the class the true
and the false
sentence written at
home.
SSS in pairs have to
guess the true
sentence and the
false sentences and
correct the latter.
SSS take notes.
AIMS
Consolidate knowledge
about the U.K.
Improve pronunciation
Detect grammar and
spelling mistakes
Expand and acquire
vocabulary
Promote the skill of
taking simple notes at a
presentation (p.135)
INCLUSION
T balances groups
according to their abilities
SEN SS with stronger
SSS T provides
assistance when
needed
S with ASD supported
by his teammate
Dyslexic student can
avoid reading out loud.
The T gets close to the S
to help the S pronounce
what he wrote.
Dyslexic student can use
capital letters

49. SSS SSS s
and
T shows the l st of
e IWB
tical
tudents to
correct them.
necessary
the class th true
and the false
sentence written at
home.
SSS in pairs have to
guess the true
sentence and the
correct the latter.
SSS take notes.
ab
spelling mistakes
Expand and acquire
voca
assistance when
Student with ASD
Student with SpLD
disadvantage
Paired with a friend
NCLUSION
2ND
LESSON
ONE TRUTH, ONE LIE
STAGE
ACTIVAT
E
TIME INTERACTION TEACHER STUDENTS AIMS INCLUSION
30 T SSS T creates pairs SSS read in front of Consolidate knowledge T balances groups
T coordinatePaired with talented
e
classmate out the U.K. according to their abilities
T coordinates
Use of L1, focus on images
Improve pronunciatio I
SEN SS with stronger
supervises pair work
sentences on
i
thCompensatory measures
Detect grammar and
needed
with hypothePaired with brilliant classmate S with ASD supported
mistakes highlighted false sentences and by his teammate
and asks sStudents with socio-economic bulary
Dyslexic student can
avoid reading out loud.
T intervenes if Promote the skill of The T gets close to the S
taking simple notes at a to help the S pronounce
presentation (p.135) what he wrote.
Dyslexic student can use
capital letters

50. HOMEWORK
Revision of:
1. what was done in the last class
exercise book and pdf file
made available through
the online school platform.
2. contents of the previous lesson

51. Revisi
.
exercise book and pdf
made available through
he online school plat
udent with SpLD
orm/spe ling
Digital texts
HOMEWORK
Student with ASD
Revision of the images and words shown in class
Maps and schemeson of: INCLUSION
1St what was done in the last class
Reduction in quantity of homework
file
Evaluation oftcontent rather thanform.
2.
f
contents
l
of the previous lesson
Text-to-speech programs/tools

52. ARRIVAL POINTS
TEST &
ASSESSMENT
REMEDIAL
STEPS
TEACHER’S
SELF ASSESSMENT

53. TEST & ASSESSMENT
FORMATIVE ASSESSMENT
The T will take into account:
Involvement
Attention
Perseverance
Cooperation
Time management
SUMMATIVE ASSESSMENT
The T will evaluate the students'
CULTURAL & LEXICAL
KNOWLEDGE
WRITING SKILLS
through a
WRITTEN TEST

54. FORMATIVE ASSESSMENT
DESCRIPTORS ALWAYS MOSTLY SOMETIMES RARELY
Shows interest, participation and
dedication
Can manage time and work
properly
Can complete his/her task and
overcome difficulties
Respects other members,
cooperates and is open to different
point of views/ideas

55. SUMMATIVE ASSESSMENT
PTS …/60

56. SUMMATIVE ASSESSMENT
INCLUSION
PTS …/42

57. SUMMATIVE ASSESSMENT
INCLUSION
PTS …/19

58. SUMMATIVE
LEVEL
Advanced (10/9)
Intermediate (8/7)
Basic (6)
Beginner (<6)
ASSESSMENT
PERCENTAGE
100 - 85%
84 - 65%
64 - 55 %
< 55%

59. REMEDIAL STEPS
The T will
✔ Start a targeted dialogue to sum up the topic and analyse the exercises on
the test
✔ Divide the students in groups and ask them to create their own digital map
✔ Give students an interactive video to watch at home (Edpuzzle)
✔ New written test on the core contents of the lesson plan

60. REMEDIAL STEPS

61. TEACHER’S SELF ASSESSMENT
Was the activity
successful? Reflection Self-criticism
What went
wrong?
Did the students
enjoy it?
Feedback Improvement
What can be
improved?
What did they
get from it?
Can something
Outcome Future be reused for
future activities?

62. REFERENCES
CEFR - COMPANION VOLUME (2020) COUNCIL RECOMMENDATION ON KEY COMPETENCES FOR
LIFELONG LEARNING
COLLOCATION : APPLICATIONS AND IMPLICATIONS G. BARNBROOK, R. KRISHNAMURTHY, O. MASON
WORLD ECONOMIC FORUM, NEW VISION FOR EDUCATION: FOSTERING SOCIAL AND EMOTIONAL
LEARNING THROUGH TECHNOLOGY (2016)
NATIONAL GUIDELINES FOR THE CURRICULUM (2012) - M.D. 254/2012
L. 104/1992 – STUDENTS WITH DISABILITIES
L. 170/2010 – STUDENTS WITH SPECIFIC LEARNING DISORDERS
L. 107/2015 – NATIONAL DIGITAL SCHOOL PLAN (BYOD)
M.D. 27/12/2012 – STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
http://www.ludolinguistica.com/Images/Danesi%20-Interview%20only%20on%2
0'Bimodality'.pdf
SOCIOMETRICO DI MORENO - ADHAM DANIELA
TECHTARGET.COM - SOCIOGRAM

63. THANK
YOU

64. CAREER
MAIN EXPERIENCES IN EDUCATION
Oct 2014 - Mar 2015
English Didactic Tutor
Dept. of Humanities
University of Catania
Oct 2016 - May 2017
Italian
Language Assistant
Escuela Oficial de Idiomas
Segovia (Spain)
Oct 2018 - May 2019
Spanish teacher
IIS “G. Falcone”
Palazzolo s/O (BS) Sep 2019 - Aug 2020
English teacher
CPIA 3
Chiari (BS)
Sep 2021 - May 2022
Special Needs teacher
IIS “G. Falcone”
Palazzolo s/O (BS)
16th
Jul
2015
Graduation
1st
Feb 2017
Publication of a paper
““Ma si può dire in inglese?”
La collocazione nelle lingue
straniere” published in LEND
May 2019 - Jul 2019
Member of State
Examination Board as
Spanish teacher
May 2020
Member of
Middle School
Final Exam Board
as English Teacher
Oct 2020 - Jun 2021
Spanish teacher
IC Adro (BS)
IC “King” Palazzolo s/O (BS)
Sep 2022 - Jun 2023
English teacher
IC “M.L. King” Castelcovati (BS)

65. Profile on LEND
Paper on Academia