Επιμορφωτικό Υποστηρικτικό Υλικό στη ......10 Εργαλείο:...

Επιμορφωτικό Υποστηρικτικό Υλικό για την ενσωμάτωση των ΤΠΕ

στη μαθησιακή διαδικασία

Θέμα

Αγγλικά

Μέση Γενική Εκπαίδευση

Εργαλείo

Διαδίκτυο

Παιδαγωγικό Ινστιτούτο ΚύπρουΤομέας Εκπαιδευτικής Τεχνολογίας

Ομάδα Επιμόρφωσης ΤΠΕΦθινόπωρο 2008

ΕΥΡΩΠΑΪΚΗ ΕΝΩΣΗ ΕΥΡΩΠΑΪΚΟ ΚΟΙΝΩΝΙΚΟ ΤΑΜΕΙΟ

ΚΥΠΡΙΑΚΗ ΔΗΜΟΚΡΑΤΙΑ ΥΠΟΥΡΓΕΙΟ ΠΑΙΔΕΙΑΣ ΚΑΙ ΠΟΛΙΤΙΣΜΟΥ

Πρόγραμμα Επιμόρφωσης Εκπαιδευτικών σε θέματα Αγγλικάς Το Πρόγραμμα συγχρηματοδοτείται από την Κυπριακή Δημοκρατία με ποσοστό 50% και το Ευρωπαϊκό Κοινωνικό Ταμείο (ΕΚΤ) με

ποσοστό 50% στα πλαίσια του Μέτρου 2.1. «Αξιοποίηση των νέων τεχνολογιών στα πλαίσια της δια βίου μάθησης» που εντάσσεται στο Ενιαίο Έγγραφο Προγραμματισμού (ΕΕΠ) Στόχος 3 «Ανθρώπινο Δυναμικό»για την Προγραμματική Περίοδο 2004-2006.

Ευρωπαϊκό Κοινωνικό Ταμείο (ΕΚΤ) «Συμβολή στην ανάπτυξη του ανθρώπινου δυναμικού, στη βελτίωση της λειτουργίας της αγοράς εργασίας, στην προώθηση της απασχολησιμότητας,

του επιχειρηματικού πνεύματος, της ικανότητας προσαρμογής και της ισότητας των ευκαιριών, καθώς και την κοινωνική ενσωμάτωση».

© Παιδαγωγικό Ινστιτούτο Κύπρου, 2008

Συγγραφή υλικού Ομάδα Εργασίας: Aγγλικά Μέσης Γενικής Εκπαίδευσης (ΑΓΓ1_Κ07Μ)

Αγγέλα Χαραλάμπους - Καθηγήτρια Αγγλικών

Ελένη Ρωσσίδου - Καθηγήτρια Αγγλικών

Ευδοκία Αναστασίου - Καθηγήτρια Αγγλικών

Εποπτεία υλικού Ομάδα Εποπτείας Αγγλικών Μέσης Γενικής Εκπαίδευσης

Θεοχάρους Στέλλα, Επιθεωρήτρια Αγγλικών Μέσης Γενικής Εκπαίδευσης

Έλενα Χατζηκακού, Προϊσταμένη Τομέα Επιμόρφωσης, Παιδαγωγικό Ινστιτούτο

Επιμέλεια υλικού Αλεξία Σεβαστίδου

Γενικός συντονισμός - Επιμέλεια

Αναστασία Οικονόμου

Κώδικας ΔεοντολογίαςΗ άντληση πληροφοριών, η χρήση και ο πολλαπλασιασμός υλικού από το παρόν βιβλιάριο και το συνοδευτικό ψηφιακό δίσκο* (CD/DVD) επιτρέπεται υπό την προϋπόθεση της ανεπιφύλακτης αποδοχής των παρακάτω όρων:

Η χρήση του βιβλιαρίου και του συνοδευτικού ψηφιακού δίσκου (CD/DVD) υπόκειται 1. στις διατάξεις των κυπριακών και των διεθνών νόμων, στις επιταγές του εθιμικού δικαίου, καθώς επίσης και στην υποχρέωση σεβασμού των χρηστών ηθών. Όλες οι πληροφορίες, οι οποίες περιέχονται, διατίθενται στους χρήστες για αυστηρά προσωπική χρήση και μόνο για σκοπούς πληροφόρησης, μελέτης, ή πραγματοποίησης διδασκαλίας, και σε καμία περίπτωση για εμπορικούς. H χρήση, αναπαραγωγή ή επαναδημοσίευσή του υλικού, ολική ή μερική, με οποιαδήποτε άλλο μέσο, ηλεκτρονικό ή έντυπο, επιτρέπεται υπό την προϋπόθεση ότι τα στοιχεία που θα αντληθούν δε θα αλλοιωθούν ούτε θα χρησιμοποιηθούν παραπλανητικά, ενώ υφίσταται και η υποχρέωση, σε περίπτωση οποιασδήποτε χρήσης, να αναφέρεται ο δικαιούχος των πνευματικών δικαιωμάτων του υλικού.

Οι πάσης φύσεως πληροφορίες και το υλικό που περιλαμβάνονται σε αυτό βιβλιάριο και 2. το συνοδευτικό ψηφιακό δίσκο (CD/DVD) παρέχονται στην βάση του «ως έχει» («as is») και «ως διατίθενται» («as available») και χωρίς καμιά απολύτως εγγύηση οποιουδήποτε είδους. Το Παιδαγωγικό Ινστιτούτο δεν εγγυάται για την ορθότητα και την ακρίβεια των πληροφοριών του βιβλιαρίου και του συνοδευτικού ψηφιακού δίσκου (CD/DVD), οι οποίες εκφράζουν μόνο τις απόψεις των συντακτών τους και αποτελούν πνευματική ιδιοκτησία τους. Ο χρήστης τις χρησιμοποιεί με αποκλειστικά δική του ευθύνη και το Παιδαγωγικό Ινστιτούτο ουδεμία ευθύνη, άμεση ή έμμεση, φέρει για τυχόν ζημιά του χρήστη από τη χρήση των στοιχείων και πληροφοριών που περιέχονται είτε στο βιβλιάριο είτε στο συνοδευτικό ψηφιακό δίσκο (CD/DVD).

Το Παιδαγωγικό Ινστιτούτο δεν φέρει καμία ευθύνη για το περιεχόμενο των προταθέντων 3. δικτυακών τόπων και δεν ευθύνεται για τυχόν ζημία, η οποία μπορεί να προκληθεί από τη χρήση τους. Ακόμη ούτε είναι υπεύθυνη για την πολιτική ασφαλείας των προταθέντων δικτυακών τόπων ούτε και για τον τρόπο διαχείρισης των ηλεκτρονικών επισκεπτών τους. Το Παιδαγωγικό Ινστιτούτο ουδεμία ευθύνη, άμεση ή έμμεση, φέρει για τυχόν ζημία του επισκέπτη από την κακή χρήση είτε των προταθέντων δικτυακών τόπων, είτε των στοιχείων που περιέχονται σ’ αυτούς.

Οι εκπαιδευτικές δραστηριότητες, οι οποίες φιλοξενούνται στο βιβλιάριο και το 4. συνοδευτικό ψηφιακό δίσκο (CD/DVD), εκφράζουν την άποψη των δημιουργών τους και όχι κατ’ ανάγκη την άποψη του Παιδαγωγικού Ινστιτούτου.

Το Παιδαγωγικό Ινστιτούτο δεν ευθύνεται για τυχόν διακοπή λειτουργίας ή τροποποίηση 5. των προταθέντων δικτυακών τόπων καθώς και των παρεχομένων υπηρεσιών.

Στο βιβλιάριο και το συνοδευτικό ψηφιακό δίσκο (CD/DVD) περιλαμβάνονται υλικό, 6. trademarks, service marks κλπ, καθώς και άλλο περιεχόμενο που προστατεύεται και η χρήση του πρέπει να ακολουθεί τις σχετικές διατάξεις του νόμου.

Το Παιδαγωγικό Ινστιτούτο δεν ευθύνεται για τυχόν εμφάνιση προσωπικών δεδομένων, 7. τα οποία εμφανίζονται στο βιβλιάριο και το συνοδευτικό ψηφιακό δίσκο (CD/DVD).

Παιδαγωγικό Ινστιτούτο Κύπρου, 2008

* Το επιμορφωτικό υλικό του βιβλιαρίου, μαζί με επιπρόσθετο υλικό, βρίσκεται στο συνοδευτικό ψηφιακό δίσκο (CD/DVD)

Περιεχόμενα

Μέρος Α’

9 Χαιρετισμός

Δρ Κυριάκος Πιλλάς, Αν. Διευθυντής Παιδαγωγικού Ινστιτούτου

11 Εισαγωγή στη φιλοσοφία ανάπτυξης και χρήσης του Επιμορφωτικού Υποστηρικτικού Υλικού για την ενσωμάτωση των ΤΠΕ στη μαθησιακή διαδικασία

Αναστασία Οικονόμου, Προϊσταμένη Τομέα Εκπαιδευτικής Τεχνολογίας Παιδαγωγικού Ινστιτούτου

13 Φιλοσοφία Ομάδας Εργασίας για Ανάπτυξη Επιμορφωτικού Υποστηρικτικού Υλικού για την ενσωμάτωση των ΤΠΕ στη μαθησιακή διαδικασία

Μέρος Β’

17 Συνοπτικός Πίνακας Εισηγήσεων Δραστηριοτήτων

19 Εισηγήσεις για Δραστηριότητες

Μέρος Γ’

63 Συνοπτικός Πίνακας Αναπτυγμένων Δραστηριοτήτων

65 Αναπτυγμένες Δραστηριότητες

6 Εργα λ είο: Διαδίκτυ ο

Ε πιμορφ ωτικό Υποσ τηρικτικό Υλικό για την ε νσωμάτω σ η των ΤΠΕ σ τη μα θησ ιακή διαδικασ ία ΠΑΙΔ ΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥ ΤΟ ΚΥΠΡΟΥ, 2008

7

Ομάδα Εργασ ίας: Aγ γλικά Μέσ ης Γε νικής Εκ παίδευ σ ηςΑΓΓ1_Κ07Μ

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ΜΕΡΟΣ Α’

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Χαιρετισμός Αν. Δι ευθυν τή

Α.1 - Χαιρετισμός

Η ραγδαία ανάπτυξη των τεχνολογιών πληροφορίας και επικοινωνίας, πέρα από την ευρύτερη επίδραση που ασκεί σε όλες τις εκφάνσεις της ζωής του ανθρώπου, έχει επηρεάσει ουσιαστικά και αναμένεται να επηρεάσει περισσότερο στο μέλλον τη διαδικασία μάθησης και διδασκαλίας. Νέα ηλεκτρονικά εργαλεία και περιβάλλοντα μάθησης αναπτύσσονται συνεχώς στη βάση σύγχρονων παιδαγωγικών μεθοδολογιών και τίθενται στη διάθεση των εκπαιδευτικών μας ως ενισχυτικά μέσα για την επίτευξη των εκπαιδευτικών στόχων.

Η έκδοση αυτή, η οποία αποτελεί μέρος μιας ευρύτερης σειράς εκδόσεων που καλύπτουν διάφορα θέματα του αναλυτικού προγράμματος, φιλοδοξεί να συνδράμει τους εκπαιδευτικούς μας στην προσπάθειά τους να αξιοποιήσουν τα διαθέσιμα ηλεκτρονικά εργαλεία. Η βοήθεια συνίσταται στην παρουσίαση ιδεών και εισηγήσεων για αξιοποίηση των εργαλείων αυτών στην εκπαιδευτική πράξη. Στόχος του Παιδαγωγικού Ινστιτούτου είναι η δημιουργία μιας περιεκτικής τράπεζας εισηγήσεων για αξιοποίηση των διαθέσιμων ηλεκτρονικών εργαλείων, η οποία θα αναρτηθεί στην ιστοσελίδα του Παιδαγωγικού Ινστιτούτου και θα εμπλουτίζεται συνεχώς.

Ο σχεδιασμός και η ανάπτυξη του επιμορφωτικού υλικού υπό τη μορφή διδακτικών και μαθησιακών εισηγήσεων έγινε με τη συμμετοχή των ιδίων των εκπαιδευτικών και αποτελεί μέρος της ευρύτερης προσπάθειας του Παιδαγωγικού Ινστιτούτου να ενισχύει την εμπλοκή των εκπαιδευτικών σε δημιουργικές δραστηριότητες που συμβάλλουν στη συνεχή επαγγελματική τους ανάπτυξη.

Χαιρετίζω την προσπάθεια όλων, όσοι έλαβαν μέρος στη διαδικασία ανάπτυξης και έκδοσης του υλικού αυτού και προσδοκώ ότι αυτό θα αξιοποιηθεί παραγωγικά.

Δρ Κυριάκος Πιλλάς Αν. Διευθυντής Παιδαγωγικού Ινστιτούτου



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11


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Εισαγωγή σ τη φι λοσοφία ανά π τυξης και χρήσ ης Ε πιμορφ ωτικού Υποσ τηρικτικού Υλικού

Α.2 - Εισαγωγή στη φιλοσοφία ανάπτυξης και χρήσης του Επιμορφωτικού Υποστηρικτικού Υλικού για την ενσωμάτωση των ΤΠΕ στη μαθησιακή διαδικασία

Το Παιδαγωγικό Ινστιτούτο προσφέρει προγράμματα επιμόρφωσης για εκπαιδευτικούς όλων των βαθμίδων σε θέματα νέων Τεχνολογιών Πληροφορίας και Επικοινωνίας με στόχο την προετοιμασία των εκπαιδευτικών για την αποτελεσματική αξιοποίηση των Τεχνολογιών Πληροφορίας και Επικοινωνίας στη μαθησιακή διαδικασία. Μέσα από τα προγράμματα αυτά οι εκπαιδευτικοί αποκτούν κατ’ αρχήν βασικές δεξιότητες χρήσης ηλεκτρονικού υπολογιστή και αφ’ ετέρου αναπτύσσουν ένα συγκροτημένο φιλοσοφικό πλαίσιο στο οποίο οι Τεχνολογίες Πληροφορίας και Επικοινωνίας έχουν πραγματική ποιοτική συνεισφορά στη διδακτική πράξη.

Για την επιμόρφωση των εκπαιδευτικών προκειμένου να υποστηρίξουν την ενσωμάτωση των Τεχνολογιών Πληροφορίας και Επικοινωνίας στη μαθησιακή διαδικασία, σχεδιάστηκε και αναπτύχθηκε επιμορφωτικό υποστηρικτικό υλικό το οποίο οι εκπαιδευτικοί μπορούν να αξιοποιήσουν στη διδακτική πράξη.

Το επιμορφωτικό υποστηρικτικό υλικό καλύπτει συγκεκριμένα και εξειδικευμένα παραδείγματα ένταξης των Τεχνολογιών Πληροφορίας και Επικοινωνίας σε σχέση με τη χρήση και τις δυνατότητες παιδαγωγικής αξιοποίησης συγκεκριμένων ηλεκτρονικών μαθησιακών εργαλείων και περιβαλλόντων υπό τη μορφή εκπαιδευτικών σεναρίων, διδακτικών εισηγήσεων, σχεδίων μαθήματος, δραστηριοτήτων ή και απλών οδηγιών χρήσης προγραμμάτων.

Η ανάπτυξη του υλικού έγινε από Ομάδες Εργασίας, οι οποίες αποτελούνταν από εκπαιδευτικούς που είχαν παρακολουθήσει επιμορφωτικά προγράμματα και συντονίζονταν από επιθεωρητή της ειδικότητας ή εκπρόσωπό του και από λειτουργό του Παιδαγωγικού Ινστιτούτου.

Το υλικό αυτό αναμένεται να αποτελέσει μια αρχική βάση εισηγήσεων πάνω στην οποία οι εκπαιδευτικοί θα μπορούν να οικοδομούν ποιοτικές μαθησιακές εφαρμογές, να προβληματιστούν για περαιτέρω τρόπους αποτελεσματικής χρήσης των Τεχνολογιών Πληροφορίας και Επικοινωνίας και να προχωρήσουν σε διδακτικές παρεμβάσεις.

Η παρούσα πρώτη έκδοση του επιμορφωτικού υποστηρικτικού υλικού σε έντυπη και ψηφιακή μορφή που κρατάτε στα χέρια σας, αποτελείται από μια σειρά βιβλιαρίων που το καθένα καλύπτει τη χρήση συγκεκριμένων μαθησιακών εργαλείων για μια διδακτική περιοχή. Το κάθε βιβλιάριο παρουσιάζει αρχικά ένα αριθμό εισηγήσεων διδακτικών και μαθησιακών εφαρμογών, οι οποίες περιγράφονται συνοπτικά. Στο τρίτο μέρος του βιβλιαρίου, αναπτύσσονται ολοκληρωμένες διδακτικές και μαθησιακές εισηγήσεις οι οποίες συμπληρώνονται με συνοδευτικό υλικό. Το υλικό που αναφέρεται σε κάθε βιβλιάριο βρίσκεται στο ψηφιακό δίσκο που ενσωματώνεται στο τέλος του βιβλιαρίου.

Επιπρόσθετα, το υλικό αυτό φιλοξενείται στη διαδικτυακή πύλη του Παιδαγωγικού Ινστιτούτου http://www.e-epimorfosi.ac.cy, μέσω της οποίας ο κάθε εκπαιδευτικός μπορεί να έχει πρόσβαση στη βάση του υλικού, να αποθηκεύει τις εκπαιδευτικές εισηγήσεις που τον ενδιαφέρουν, να αξιολογεί εισηγήσεις και να εμπλουτίζει τη βάση αυτή με δικές του προτάσεις προσαρμόζοντας υφιστάμενες εισηγήσεις ή προτείνοντας νέες.

Στόχος είναι η αρχική αυτή δημιουργία υλικού να αποτελέσει μια δυναμική βάση διδακτικών και μαθησιακών εισηγήσεων ενσωμάτωσης των Τεχνολογιών Πληροφορίας και Επικοινωνίας, η οποία να υποστηρίζει τους εκπαιδευτικούς στο έργο τους και η οποία συνεχώς να εμπλουτίζεται και να διαμορφώνεται βάσει των εκπαιδευτικών εφαρμογών και εμπειριών του κάθε εκπαιδευτικού.

Αναστασία Οικονόμου Προϊσταμένη Τομέα Εκπαιδευτικής Τεχνολογίας Παιδαγωγικού Ινστιτούτου Κύπρου



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13


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Φι λοσοφία Ομάδας Εργασ ίας

Α.3 - Φιλοσοφία Ομάδας Εργασίας για Ανάπτυξη Επιμορφωτικού Υποστηρικτικού Υλικού για την ενσωμάτωση των ΤΠΕ στη μαθησιακή διαδικασία

Ομάδα Εργασίας Αγγλικά Μέσης Γενικής Εκπαίδευσης

Κωδικός Ομάδας ΑΓΓ1_Κ07Μ

Εργαλείο Διαδίκτυο

Θεωρητικό Πλαίσιο The Internet offers unique opportunities that can give teaching and learning English a new impetus; it brings the 'real world' into the classroom and gives the students an opportunity to explore learning in a diverse way.

Technology integrated lesson plans cover material that is available on the Internet and aim to help teachers and students explore the potential uses of the Net, as a means of information and communication, in the English language learning. The plans are mainly designed to help inexperienced Internet users learn how to develop and use the Web in their classes either as bridging activities, as class projects or even in the computer lab as a class activity. Instruction and ideas on how to find information, how to incorporate this material into class activities, how to make original activities and how to develop a website where students’ work can be posted are also included in the plans.

All plans are tailored to the students' needs and interests and the basic principles of the English curriculum for Lyceum. A range of techniques are exploited assisting the students in developing communicative and language skills effectively. A learner–centered approach is adopted focusing mainly on empowering students’ autonomy by giving them opportunities for discovering and enhancing the language. Efforts have been made to get the students fully involved and engaged in every activity and task. All plans are accompanied by relevant instruction material for students such as tasksheets, answer key, guidelines, optional tasks, etc.

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ΜΕΡΟΣ Β ’

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Β.1 - Συνοπτικός Πίνακας Εισηγήσεων Δραστηριοτήτων

Τίτλος ΔραστηριότηταςΠλήρης Ανάπτυξη Δραστηριότητας

Δραστηριότητα 1 FILMS – Saving Private Ryan ΟΧΙ

Δραστηριότητα 2 Short Stories ΟΧΙ

Δραστηριότητα 3 Extreme Sports ΟΧΙ

Δραστηριότητα 4 Eating Disorders ΝΑΙ

Δραστηριότητα 5 Mobile Phones ΝΑΙ

Δραστηριότητα 6 Heroes ΝΑΙ

Δραστηριότητα 7 Fictional stories ΝΑΙ

Δραστηριότητα 8 Theme parks ΟΧΙ

Δραστηριότητα 9 Email Exchange ΝΑΙ

Δραστηριότητα 10 Campus Life ΟΧΙ

Δραστηριότητα 11 Caring about the World ΟΧΙ

Δραστηριότητα 12 The Pyramids in Egypt ΟΧΙ

Δραστηριότητα 13 Dreams NAI

Δραστηριότητα 14 Colours ΟΧΙ

Δραστηριότητα 15 Inventions and gadgets OXI

Δραστηριότητα 16 Handicapped people OXI

Δραστηριότητα 17 Rites of passage NAI

Δραστηριότητα 18 Advertising OXI

Δραστηριότητα 19 Sports OXI

Δραστηριότητα 20 Effects of television on children NAI

Πίνακας Εισ ηγήσεων Δ ρασ τηριοτήτων



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Τίτλος ΔραστηριότηταςΠλήρης Ανάπτυξη Δραστηριότητας

Δραστηριότητα 21 Advice language OXI

Δραστηριότητα 22 Writing skills – outlining the problem of a situation NAI

Δραστηριότητα 23 Food, health OXI

Δραστηριότητα 24 Friends and friendship OXI

Δραστηριότητα 25 Materialism/ consumerism OXI

Δραστηριότητα 26 Storytelling OXI

Δραστηριότητα 27 Work OXI

Δραστηριότητα 28 Education – democratic schools NAI

Δραστηριότητα 29 Education, school curriculum OXI

Δραστηριότητα 30 Environmental issues NAI

Δραστηριότητα 31 Supplementary material (animals) OXI

Δραστηριότητα 32 Family OXI

Δραστηριότητα 33 Supplementary material Memory Games NAI

Δραστηριότητα 34 Computers / Technology / Gadgets NAI

Δραστηριότητα 35 Supplementary material: downloadable listening / viewing material

NAI

Δραστηριότητα 36 Supplementary material: Interactive quizzes OXI

Δραστηριότητα 37 A teenager’s guide to the Real world OXI

Δραστηριότητα 38 Tattoos OXI

Δραστηριότητα 39 Supplementary material: endangered animals OXI

Δραστηριότητα 40 Environmental issues NAI

Δραστηριότητα 41 Elements of nature: the sun and the moon OXI

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Β.2.1 - Εισηγήσεις για Δραστηριότητες: Δραστηριότητα 1

Μάθημα Αγγλικά

Τίτλος Δραστηριότητας FILMS – Saving Private Ryan

Τάξη Γ’ Λυκείου

Ενότητα FILMS a) Coursebook: First Certificate Gold – Unit 1 b) Readers – Saving Private Ryan

Σύντομη περιγραφή Websites used in proposed activityALL MOVIE http://allmovie.com/IBDM Earth’s Biggest Movie Database http://www.imdb.com/

Two massive databases of film reviews and biographies. The reviews are very detailed and include the latest releases. The databases also offer overviews of the films, summaries, casting, user comments, questions and answers, recommendations, etc. There’s also a Message Board for discussions and views exchange.

Both sites are specified on a particular film (Saving Private Ryan).The material offered can be used for developing reading and writing skills. A range of activities can be produced, such as filling gaps, writing a film review, writing a star biography, working out the names of the films, matching the titles with the reviews, contrasting and recommending various types of movies, making and solving quizzes, etc.

Πλήρης Ανάπτυξη Δραστηριότητας στο Μέρος Γ

ΟΧΙ

Κωδικός Ομάδας ΑΓΓ1_ΚΟ7Μ

Λέξεις-Κλειδιά για αναζήτηση στο Διαδικτυακό Τόπο www.e-epimorfosi.ac.cy

Films, review, biography, film star, commentary, types of movies, saving private Ryan

Λογισμικό που απαιτείται*

Internet Explorer ή άλλο web browser

* Για να μπορέσετε να δείτε τα σχετικά με τη δραστηριότητα αρχεία που υπάρχουν στο συνοδευτικό ψηφιακό δίσκο, πρέπει να έχετε εγκαταστήσει στον Ηλεκτρονικό σας Υπολογιστή το λογισμικό που απαιτείται.

Εισ ηγήσεις γ ια Δ ρασ τηριότητες



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Τίτλος Δραστηριότητας Short stories


Ενότητα Stories - Coursebook First Certificate GOLD – Unit 3

Σύντομη περιγραφή Website used in proposed activityShort Stories http://www.short-stories.co.uk/

Short Stories is an online community for writers and readers of all interests and skill levels. This site offers students the chance to read or to publish their own stories. Many of them are very short and easy to use in class, and also great for homework. This is also a useful way to get students interested in readers. There’s also an online resource of teaching materials for use with short stories. Materials include comprehension questions and ideas for discussion or accompanying activities and games. All materials are presented with a suggested age range and are produced by qualified teachers. For the convenience of students, double clicking on any word in a story will bring up a dictionary definition along with an audio pronunciation of the word.

Free memberships are available. Each membership includes an online writing portfolio, numerous story-writing tools, email services and the chance to meet and bond with other young writers.

The site is an excellent tool for developing reading and writing skills. Students can use selected stories (eg The Red Shoes) as samples for writing their own stories individually or in groups. By offering opportunities to publish their own work, it gives students the sense of ownership and a strong stimulus to write.


ΟΧΙ



Short stories, online community, publish, discussion, story-writing tools, young writers, reading, writing skills




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Τίτλος Δραστηριότητας Extreme sports


Ενότητα Extreme Sports Coursebook: First Certificate GOLD – Unit 2

Σύντομη περιγραφή Websites used in proposed activityEncyclopedia Britannica Online http://www.britanica.comhttp://www.britanica.com/eb/article.9400572/extreme-sportsWikipedia http://en.wikipedia.org/http://en.wikipedia.org/wiki/Extreme_sports

Encyclopedia Britannica is one of the most trusted sources of information on almost every topic. It includes a range of articles, a world atlas, thousands of images and videos, on line dictionary and thesaurus, news headlines etc.

Wikipedia is a multilingual, web-based, free content encyclopedia project. In every article, links will guide you to associated articles, often with additional information.

Both pages on Extreme Sports can be used as reading comprehension passages or as source material for developing a variety of activities and tasks as well as project work. Working in groups the teacher or the students can use the material for a range of activities, such as contrasting conventional and risky sports, grouping vocabulary thematically, writing questions and answers, describing sports, creating quizzes and passwords or developing a project on extreme sports.


ΟΧΙ



Extreme sports, material, encyclopedia, reading skills, project work







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Τίτλος Δραστηριότητας Eating Disorders


Ενότητα Eating Disorders (raising awareness and developing project work), Coursebook: First Certificate GOLD Unit 4

Σύντομη περιγραφή Websites used in proposed activityBBC World Service Learning English http:// www.bbc.co.uk/worldservice/learningenglishhttp://www.bbc.co.uk/worldservice/learningenglish/newsrnglish/ http://newsvote.bbc.co.uk/mpapps/pagetoolsHerald Tribune International http://www.iht.com/articles/2006/11/20/news/models.phphttp://www.iht.com/articles/2006/11/20/news/models.php Changing Minds http://www.rcpsych.ac.uk/campaigns/changingminds/ http://www.rcpsych.ac.uk/campaigns/changingminds/mentaldisorders/anorexiabulimia.aspxRaising Kids http://raisingkids.co.ukhttp://www.raisingkids.co.uk/13_21/tee_eat01.asp

BBC and Herald Tribune websites offer reading and listening material, mainly news stories, on the topic. The Raising Kids and Changing Minds sites offer advice and leaflets designed for young people. They aim at making them think twice about how they view people who suffer from anorexia and bulimia.

The material can be used to supplement the coursebook unit or for developing project work on eating disorders. The passages can also raise issues for debates or lead to more investigation.


ΝΑΙ



Project, eating disorders, anorexia, bulimia, obesity, issues, suffer, reading, material, project




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Τίτλος Δραστηριότητας Mobile phones


Ενότητα Technology – Mobile Phones Coursebook: First Certificate GOLD Unit 6

Σύντομη περιγραφή Website used in proposed activityBBC Science and Nature Homepagehttp://www.bbc.co.uk/http://www.bbc.co.uk/science/hottopics/mobilephones/

The main BBC Homepage presents information on Science & Nature. The site offers useful information on mobile phones such as Mobile phone safety, radiation, dos and don’ts, measures to be taken to avoid high risk of radiation, etc.

This website is an excellent source for finding material for PP Presentations. In combination with other sources can perfectly be used for project development on mobile phones.


ΝΑΙ



Material, project, science, mobile phones, safety, radiation, risks







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Τίτλος Δραστηριότητας Heroes (Designing a webpage)

Τάξη B’ Λυκείου

Ενότητα Heroes Coursebook: Going for GOLD Unit 3

Σύντομη περιγραφή Website used in proposed activityhttp://myhero.com/myhero/The site is an excellent tool for enhancing student autonomy.

Having identified a personal hero, the students can conduct research, write an essay or a narrative, create illustrations and/or find images and Internet links. Then they can upload their stories, images and links into the MY HERO Create program to create their own web page. There are two ways students can contribute to the MY HERO website: a) they can post text entries directly into the Guestbook or b) they can create a web page incorporating images to honour their heroes. The students can use the search engine in the Guestbook to locate their entries and enjoy sharing them with their classmates or friends.

Moreover, the Create Program provides a user-friendly introduction to Web technology, enabling students to combine their writing, research, and pictures to design a web page for their hero. Once they have completed their story and received approval from the teacher, students can submit their work to publish their web page.


ΝΑΙ



Homepage, design, website, hero, research, webpage, story, publish




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Τίτλος Δραστηριότητας Fictional stories

Τάξη A’ Λυκείου

Ενότητα Stories, Coursebook: Going for GOLD Unit 1

Σύντομη περιγραφή Website used in proposed activityThe official Roald Dahl website http://www.roalddahl.com/

This is the official Roald Dahl website. It is a well-designed and creative page for teachers and students. It contains a variety of material such as the writer’s biography, activities and quizzes, lesson plans, pictures, funny stories, tips for students and teachers, and many others. Teachers can also join The Roald Dahl Teacher’s Club; they can exchange teaching methods and ideas that successfully introduce the works of Dahl into the classroom. Students can see their own comments featured on their page or they can send a message to the famous writer. They can also see the visitor’s Book, which contains a selection of thoughts from Roald Dahl’s fans around the world. Teachers can share ideas or initiatives with others.

The material included in the site can be used for enhancing students’ reading, writing, listening skills in an interesting, creative and enjoyable way. A variety of activities can be exploited by students, such as beginning or finishing stories, writing different endings, commenting on the writer’s work, contrasting heroes, solving problems, exploring the writer’s life, etc.


ΝΑΙ



Material, teenage, stories, website, writer, Roald Dahl, biography, writing







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Τίτλος Δραστηριότητας Theme parks


Ενότητα Theme Parks Coursebook: Going for GOLD Unit 2

Σύντομη περιγραφή Websites used in proposed activityDisney Land Paris http://www.disneylandparis.com/Alton Towers http://www.altontowers.com/

Both websites offer interesting material and information about the best loved theme parks Disney Land, in Paris and Alton Tower, in London.

Disney Land’s website is full of information about the parades rides and activities offered at the place where dreams can come true!

Alton Towers’ website offers information, videos and pictures about the games, and Day Planners.

Both sites can be used for exploiting information on theme parks, developing group projects, organising day visits for groups of kids or families, finding similarities and/or differences among the parks, describing the rites and activities offered, extending vocabulary thematically, contrasting Cyprus theme parks (e.g. Water Park) with other European parks, etc.


OXI



Material, theme, park, Paris, London, project, dreams




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Τίτλος Δραστηριότητας Email exchange

Τάξη A’, B’ Λυκείου

Ενότητα Supplementary activities for enhancing writing skills and raising cultural awareness

Σύντομη περιγραφή Website used in proposed activity E-pals http://www.epals.com

This site provides teachers and students with a global teaching and learning experience. E-pals connects teachers and students from around the world, enabling them to communicate and collaborate on thematic and cultural projects and establish international friendships. The site offers interactive tools such as email and discussion boards.

By using the site students will develop language skills, computer literacy, critical thinking, collaborative skills and multicultural friendships.

Teachers will access tools that will foster a highly effective environment and participate in their students’ online learning, while saving time.

This is a supplementary activity lasting throughout the year. After discussing upon the aims, the content and the end product of the exchange, teachers can proceed to student matching. Students can exchange personal information, photos, views and ideas about the proposed issues. They can also use the discussion boards. Presentation of the material can take place regularly in the classroom and students can communicate through the classroom net or at home.


NAI



Email exchange, project, collaboration, discussion boards, communication, European schools







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Τίτλος Δραστηριότητας Campus Life


Ενότητα Education Coursebook First Certificate GOLD Unit 10

Σύντομη περιγραφή Website used in proposed activityNewspaper Guardian Internet Edition http://education.guardian.co.uk/http://education.guardian.co.uk/studentnews

Education Guardian UK’s radio podcast series feature all the latest news from campus, recorded by postgraduate international journalism students at City University, UK. The online newspaper also includes stories and sections, searchable archives, and a range of language material.

All files are in MP3 format and constitute an excellent source for finding authentic listening material.

After listening to the audio podcast in groups students record the problems mentioned by the university students in the campus. During the second listening the students take notes and write a summary on each problem. They revise and polish the summaries in their groups. After that the students can talk about student life in the UK and Cyprus. Similarities and differences can be recorded and used for writing an essay.


OXI



Listening, material, radio, podcast, graduates, university, campus




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Τίτλος Δραστηριότητας Caring about the World

Τάξη Α’, Β’ Λυκείου

Ενότητα Voices of Youth, Supplementary material

Σύντομη περιγραφή Website used in proposed activity http://www.unicef.org/http://www.unicef.org/voy/explore/education/explore_218.html

Voices of Youth is an internet site created by the United Nations Children’s Fund (UNICEF) for young people who want to know more, do more and say more about the world. It’s about linking children and adolescents in different countries to explore, speak out and take action on global issues that are important to them and to creating a world fit for children.

The specified pages look at aspects of the international effort that aims to achieve Millennium Goals. They also tell the stories of children around the world who are benefited from educational projects – and in many cases taking a lead themselves.

The web pages include real life stories of high educational value and comprise a good source for finding authentic and interesting material which can be used not only for developing language skills but for raising students’ awareness on global issues and problems. The teacher or the students can select and download a number of stories for reading (e.g. Edwin’s story). Students can identify similarities and differences in the life of those children or they can contrast with their own life. They can also create or search for similar stories.


OXI



Reading, writing, real stories, caring, world, children’s life







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Τίτλος Δραστηριότητας The Pyramids of Egypt

Τάξη Β’ Λυκείου

Ενότητα The Pyramids in Egypt Coursebook: Going for GOLD Unit 6

Σύντομη περιγραφή Websites used in proposed activity National Geographic http://www.nationalgeographic.com/http://www.nationalgeographic.com/pyramids/pyramids.htmlhttp://www.nhne.com/http://www.nhne.com/specialreports/srpyramid.htmlThink Quest http://library.thinkquest.org/ http://library.thinkquest.org/J002037F/sphinx.htm

National Geographic, an educational website, provides free maps, photos, videos and daily news stories, as well as articles and features about animals, the environment, cultures, etc. Visiting the pages students can experience the world in an amazing way.

ThinkQuest, an online community for students, inspires them to think, connect, create, and share. Students work in teams to build innovative and educational websites to share with partners.. Along the way they learn how to research, improve writing, teamwork, and technology skills and compete for exciting prizes. They can also publish websites, interact with peers, ask questions, and make friends around the world.

Both sites comprise interesting educational material for developing project work or Power Point Presentations on Pyramids or Egypt.


OXI



Material, pyramids, Egypt, maps, photos, videos, writing, project




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Τίτλος Δραστηριότητας Dreams


Ενότητα Dreams Coursebook: Going for GOLD unit-4

Σύντομη περιγραφή Website used in proposed activity http://www.youtube.com/http://www.youtube.com/watch?v=Y4AItMg70kg

This site offers numerous videos which can be used in class and in a number of ways: viewing for pleasure, for summarizing, for note taking, for gap filling, for reporting or for giving rise to a class debate. Several videos can be found on the same topic and this gives the teacher the opportunity either to use them in project work by showing different videos on the same topic to different groups or as a whole class activity.

In this activity the students listen to a part of Martin Luther King’s speech. They explore the role M. L. K played in the civil rights movement of the 1960s and relate the past with the present. Students also experience prejudice in reference to Martin Luther king’s speech and talk about equality which is the dream of thousands of people. They extend their listening skills by focusing on specific information.


NAI



dream, Martin Luther King, equality, racism







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Τίτλος Δραστηριότητας Colours

Τάξη Α’ Λυκείου

Ενότητα Colours Coursebook: Going for Gold unit – 3

Σύντομη περιγραφή Website used in proposed activity http://www.techexchange.com/http://www.techexchange.com/thelibrary/powerofcolor.html

The lesson explores the colour by illustrating influence on us and our lives. Students complete a clustered graph given by the teacher, using information they find on this web site. They learn about the expressive qualities of colour. The material can also be used as a reading comprehension passage.


OXI



Colours, effects, red, pink, blue, black




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Τίτλος Δραστηριότητας Inventions and gadgets


Ενότητα Inventions and gadgets Coursebook: Going for Gold unit-5

Σύντομη περιγραφή Website used in proposed activity http://www.crimereduction.gov.uk/http://www.crimereduction.gov.uk/boguscaller/boguscaller20.htm

Students learn about home security equipment. They are given information specifically about crime prevention devices. This helps students understand the usefulness of each device. They then produce a magazine article suggesting ways of preventing burglaries by referring to some gadgets they find absolutely essential.

The activity can also give students the opportunity to practise on paragraph building.


OXI



Security, gadgets, burglar, alarm, crime, prevention







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Τίτλος Δραστηριότητας Handicapped people


Ενότητα Handicapped people Coursebook: Going for Gold unit-6

Σύντομη περιγραφή Website used in proposed activity http://www.nique.net/http://www.nique.net/issues/2003-02-14/focus/3

This reading activity helps students discuss the potential problem of the barriers students with disabilities encounter. Students also suggest solutions to the problem using appropriate language for example “ One solution to the problem would be … “, “An effective way to solve the problem …”

Students extract information from the reading and improve their vocabulary related to this topic. As a result, the notes they are taking will help them prepare and write a report on facilities for the disabled.


OXI



Handicapped, disabled, problem, access, facilities




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Τίτλος Δραστηριότητας Rites of passage


Ενότητα Rites of passage Coursebook: Going for Gold unit-7

Σύντομη περιγραφή Website used in proposed activityhttp://www.youtube.com/ http://www.youtube.com/watch?v=5B3Abpv0ysM

The form of adolescent rites of passage varies greatly. Students become familiar with practices, rites and ceremonies held (in Europe or Africa, etc ) in order to observe a person’s entry into a new stage of life.

In this activity students look at the pictures and talk about modern rites of passage. They also watch a video which describes a girl’s rite of passage and learn about adolescent rites of passage practiced elsewhere. They learn to define rites of passage, name and describe adolescent rites of passage, examine and compare adolescent rites in other countries with some of their own and, most importantly, become aware of cross-cultural phenomena.


NAI



rites, rituals, rites of passage, adolescence







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Τίτλος Δραστηριότητας Advertising


Ενότητα Advertising Coursebook: First Certificate Gold unit-5

Σύντομη περιγραφή Website used in proposed activity http://www.123helpme.com/http://www.123helpme.com/view.asp?id=14006

This is a nicely-developed, five paragraph essay. Students look at the paragraphs and try to spot topic sentences and supporting ideas. This helps students improve their writing skills on paragraph building. Moreover, students can talk about the power of advertising by expanding on the ideas found in the passage.


OXI



Advertising, commercial, products, slogans, catchy jingles, essay




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Τίτλος Δραστηριότητας Sports


Ενότητα Sports Coursebook: First Certificate Gold unit-2

Σύντομη περιγραφή Websites used in proposed activity http://www.youtube.com/http://www.youtube.com/watch?v=WLWOS5R2HFA

This site offers numerous videos which can be used in class and in a number of ways: viewing for pleasure, for summarizing, for note taking, for gap filling, for reporting or for giving rise to a class debate. Several videos can be found on the same topic and this gives the teacher the opportunity either to use them in project work by showing different videos on the same topic to different groups or as a whole class activity.

In this activity students are expected to listen to a small speech (4’ 52’’ ) about taking risks and practice listening for specific information to fill in a gapped text. Not only do students expand upon their listening skills but they also predict missing information.


OXI



taking risks, limits, skills, dare, project







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Τίτλος Δραστηριότητας Effects of television on children


Ενότητα Television, internet, technology, Coursebook: First Certificate Gold unit-4,10

Σύντομη περιγραφή Website used in proposed activity http://www.admc.hct.ac.ae/internet/http://www.admc.hct.ac.ae/hd1/english/listen/index.htm#easy http://www.admc.hct.ac.ae/hd1/english/listen/childrentv/ember2.doc

This is a topic of an ongoing concern. Students may have a discussion about it and examine the possible effects TV has on children. This listening activity will help children to further improve not only their listening skills (gap filling exercise, comprehension questions) but add some more effects to the ideas that have come out of the discussion they had previously.


NAI



television, negative effects, aggressiveness, addiction, technology, internet




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Τίτλος Δραστηριότητας Advice language

Τάξη Α’, Β’ Λυκείου

Ενότητα Advice language, Coursebooks: a) Going for Gold (interrm.) unit 11, b) Going for Gold (upper interm.) unit-9

Σύντομη περιγραφή Website used in proposed activityhttp://www.bbc.co.uk/health/first_aid/http://www.bbc.co.uk/health/ask_the_doctor/

These websites give students access to health questions on a wide range of subjects answered by doctors. Students choose a problem they are interested in, they read the doctor’s advice and talk to the rest of the class about it. Students focus on advice language using modals (should, ought to ) or expressions of advice/ suggestion (it’s a good idea., the doctor advises her/him to …).


OXI



advice, health, allergies, diseases, disorders, diet, addiction







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Τίτλος Δραστηριότητας Writing skills – outlining the problem of a situation

Τάξη B’, Γ’ Λυκείου

Ενότητα Supplementary material (Writing skills – outlining the problem of a situation)

Σύντομη περιγραφή Website used in proposed activityhttp://www.writefix.com/writing/problem/dropout_files/frame.htm

This is a power point presentation which shows students a step by step process of how to write such essays. It starts with a brainstorming technique. Then related ideas are grouped and titled to form paragraphs. Students are given a written example of how paragraphs are built. In order to digest the process students may work on their own on other social problems.


NAI



environment, global warming, traffic fumes, greenhouse effect, air pollution,




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Τίτλος Δραστηριότητας Food, health


Ενότητα Food, health Coursebook: First Certificate Gold unit-4

Σύντομη περιγραφή Websites used in proposed activityhttp://www.abc.net.au/news/stories/2007/05/01/1909983.htmhttp://www.eufic.org/article/en/health-lifestyle/healthy-eating/artid/food-mental-performance

Junk food must be banned

The activity consists of two interrelated reading passages. Students skim through the first reading passage to answer the question why junk food ads must be banned. As one of the main reasons why ads must be banned is that it has scientifically been proved that food is linked to mental performance, students read through the second passage to justify this relation.


OXI



junk food, brain, mental performance, ban, advertisements







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Τίτλος Δραστηριότητας Friends and friendship

Τάξη Β’, Γ’ Λυκείου

Ενότητα Friends and friendship Coursebooks: a) Going for Gold unit 3, b) First Certificate Gold unit-8

Σύντομη περιγραφή Website used in proposed activityhttp://www.geocities.com/fiqabil/friendshippro

This website could spark off a discussion about friendship. By commenting on each of the proverbs, students could make a list of what qualities a good friend should possess.


OXI



proverbs, friend, friendship, love, qualities




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Τίτλος Δραστηριότητας Materialism / consumerism


Ενότητα Materialism / consumerism, Coursebook: First Certificate Gold unit-5

Σύντομη περιγραφή Website used in proposed activityhttp://www.verdant.net/society.htm

This webpage contains several topics on consumerism. To find the one that deals with the effects of consumerism on society, economy and environment we scroll to the second one. Students scan through the passage to find the effects consumerism has on society, economy and environment. Using the notes they have taken they summarize the passage.


OXI



consumerism, society, economy, environment, materialism, purchase, product







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Τίτλος Δραστηριότητας Storytelling

Τάξη Α’ Λυκείου

Ενότητα Story telling Coursebook: Going for Gold unit-1, 4, 5

Σύντομη περιγραφή Websites used in proposed activityhttp://www.scugog-net.com/http://www.scugog-net.com/room108/Cinderella/test1.html

After reading the extract of the “Big Friendly Giant” students may work on other traditional stories they are familiar with. This webpage contains the story of Cinderella. Students fresh it up in their minds. They read the first two pages but not the third one (ending).

Students can use their imagination and give their own ending to the story.


OXI



Cinderella, storytelling




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Τίτλος Δραστηριότητας Being a working wife and mother


Ενότητα Work, Coursebook: First Certificate Gold unit-11

Σύντομη περιγραφή Websites used in proposed activityhttp://www.admc.hct.ac.ae/hd1/english/listen/womentalking.mp3http://www.admc.hct.ac.ae/hd1/english/listen/women_talking.pdf

Students have a warm-up activity and discuss the topic: Many married women have more choices than in the past. Can this cause problems or is life better for married women now than ever before? Students then listen to Evelyn Turner, a working married woman, expressing her views on this issue. This audio passage contains opinion expressions so students apart from the true-false exercises on the worksheet, they try to pick up opinion language and fill in statements with people’s opinion.

Students are also given other topics to practise further opinion language.


OXI



working mother, married women, children, grandmother, rejection, opinion language







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Τίτλος Δραστηριότητας Education – democratic schools


Ενότητα Education – democratic schools, Coursebook: First Certificate Gold unit-10

Σύντομη περιγραφή Website used in proposed activityhttp://www.uefap.com/http://www.uefap.com/writing/exercise/report/shill.htm

Summerhill began as an experimental school but it’s no longer such. In this page students find out about Neil’s views, the founder of Summerhill, and interview him. They may include anything else relevant to write a newspaper article. A number of other activities can be produced out of it such as summary, ideas for discussion, presentation or comparison between Summerhill education and standard education.


NAI



School, education, democracy, Summerhill, learning approaches




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Τίτλος Δραστηριότητας School trips and outings


Ενότητα Education, school curriculum Coursebook: Going for Gold unit-4

Σύντομη περιγραφή Website used in proposed activityhttp://www.teamup.co.nz/default.htm

School trips are very beneficial for the kids and of course an essential part of the school curricula. All the learning experiences found on the worksheet (marked with bullets) http://www.teamup.co.nz/primary-int/helpful/Education+Outside+the+Classroom/School+camps.htm can be developed into paragraphs, using ideas found on the webpage. So this site provides students with an opportunity to enhance their reading and writing skills.


OXI



school, trips, outings, classroom, curriculum, education, teamwork







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Τίτλος Δραστηριότητας Environmental issues


Ενότητα Supplementary material (environmental issues)

Σύντομη περιγραφή Website used in proposed activityhttp://www.iearnuk.com/http://www.iearnuk.com/index.php?option=com_content&task=view&id=12&Itemid=32

This website offers interesting material about themed activities for students to work on. In this specified webpage “ Water, water everywhere?“, students explore different issues related to water such as drought, flood, shortage of water, melting of ice caps etc. and produce reports showing what they have found. Having this as their model, students develop a similar project work titled “environmental destruction”. They examine areas such as pollution, deforestation, animal extinction and report their findings to the rest of the class. Undoubtedly, this school website enables students to use reading and writing techniques and develop research skills in order to submit quality work.


NAI



water, food, drought, environmental destruction, melting, caps, project




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Τίτλος Δραστηριότητας Supplementary material on animals


Ενότητα

Σύντομη περιγραφή Websites used in proposed activityhttp://www.english-zone.com/reading/elefants.htmlhttp://www.english-zone.com/reading/dolphins1.html

The site http://www.english-zone.com/ offers a variety of contents both for teachers and students of all levels: grammar zone, reading zone, verb zone, vocabulary zone, idioms, holidays and many more.

The two webpages combine interactive quizzes and reading texts for students to expand on this topic leading to project work. Students can check their previous knowledge by trying the interactive quizzes and then work with the reading texts and develop their reading, writing and speaking skills.


OXI



Animals, interactive quiz, environment







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Τίτλος Δραστηριότητας Family


Ενότητα Unit 1-Family (expansion to the topic of the unit)

Σύντομη περιγραφή Websites used in proposed activityhttp://www.biography.com/search/article.do?id=9278036http://www.biography.com/search/article.do?id=9278088http://en.wikipedia.org/wiki/George_H._W._Bushhttp://en.wikipedia.org/wiki/George_W._Bush

Students work in four groups about father/son celebrities thus, expanding the topic of Unit 1. Each group reads the biography of one of the celebrities presented, of Kirk Douglas in http://www.biography.com/search/article.do?id=9278036, of Michael Douglas in http://www.biography.com/search/article.do?id=9278088, of George H.W. Bush in http://en.wikipedia.org/wiki/George_H._W._Bush and of George W Bush in http://en.wikipedia.org/wiki/George_W._Bush and perform various comprehension tasks such as comprehension questions, gap filling, open close, leading to summary writing and class presentations. Students are free to produce creative work combining the given information with information they already know about these people or even their feelings about them.


OXI



Family, father, son, relationship, feelings




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Τίτλος Δραστηριότητας Supplementary material

Τάξη Α’, B’, Γ’ Λυκείου

Ενότητα

Σύντομη περιγραφή Websites used in proposed activityhttp://www.nasa.gov/audience/forkids/home/index.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/currentevent/STS-117_Memory_Game.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/currentevent/CEV_Memory_Game.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

The above websites provide memory/mind games which students can use towards the end of the lesson to have more practice. They are related to NASA work and space exploration, having thus educational value. They are challenging and interesting activities for students.


OXI



Mind, game, memory, quiz, interactive, activities







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Τίτλος Δραστηριότητας Computers / Technology / Gadgets


Ενότητα Technology

Σύντομη περιγραφή Website used in proposed activityhttp://www.breakingnewsenglish.com/0706/070607-electronics.html

The above website offers a variety for valuable classroom activities, e.g. warming up ideas, before reading/listening activities, while reading/listening exercises, after reading/listening practice (gap filling, open close, and word search),ideas for discussion, writing and homework assignments and an on line test.

The specific topic of the website Children into computers younger than ever - is very much appealing to students at this age; being teenagers themselves, students can be more actively involved with the topic and perform different productive tasks either orally or in writing: a short or long scale Student Gadget Survey which may lead to comparing the content of the passage with the given situation regarding children and electronic gadgets in Cyprus, an argumentative article pointing out the pros and cons of using electronic devices from increasingly younger ages, an opinion article stating the reasons why they think electronic gadgets are so much appealing especially to the younger generation or a letter to a friend in which they write about the device they would like to have explaining the reasons why or even make a Kids’ Toys Poster presenting the toys that were popular with children through the ages.


NAI



Computers, technology, gadgets, children




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Τίτλος Δραστηριότητας Supplementary material (downloadable listening and viewing material)

Τάξη A’, B’, Γ’ Λυκείου

Ενότητα

Σύντομη περιγραφή Website used in proposed activityhttp://www.bbc.co.uk/worldservice/learningenglish/multimedia/index.shtml

The above website offers different sections with a variety of downloadable listening and viewing material for classroom work related to topics presented in Lyceum Course books: Family, Technology, Sounds and Senses, Body, Health, Lifestyle, Jobs, Nature, Food and Cooking, Animals, to name just a few.

The Sections on London Life (English with a London connection), Entertainment (World of Music & Entertainment), Weekender (Topics of general interest) are provided with an additional archive part including features from September 2005. Some other sections are on People and Places, The Blue Plaque (Famous people and where they lived), Beyond the Postcard (Around Britain with audio and video), Pronunciation (with interactive and downloadable activities and materials which can be used for self-study), Welcome to London (an intermediate English language course allowing users to discover London through audio and interactive exercises, practising their reading, listening and pronunciation skills) and Music Directory (a guide to genres of modern music). This material can be exploited by a number of different comprehension exercises (comprehension questions, gap filling, open close, note taking) leading to writing.

e.g. Under the Weekender archive section 2006/07, one of the topics for January 2007 is Memory. This listening programme presents an interview with a cognitive neuroscientist and is about Memorizing Information- how to learn things we need to remember. This topic is related to Unit 12” Do you remember” in Going for Gold, Intermediate, Class A, Lyceum and can be used as a follow-up activity in class.


NAI



Listening, sound, movies, download, video, audio







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Τίτλος Δραστηριότητας Supplementary material: interactive quizzes


Ενότητα

Σύντομη περιγραφή Websites used in proposed activityhttp://www.bbc.co.uk/worldservice/learningenglish/index.shtmlhttp://www.bbc.co.uk/worldservice/learningenglish/quizzes/

The above websites offer a variety of interactive quizzes which can be used either to introduce, practice, or revise vocabulary related to topics presented in Lyceum Course books: Family, Technology, Sounds and Senses, Body, Health, Lifestyle, Jobs, Nature, Food and Cooking, to name just a few.

These can be used either at the initial stage of a lesson, as part of the warming –up stage or as consolidation exercises towards the end. Apart from this, students, working individually, or in pairs or in groups, can use this material as a vocabulary bank to produce their own work: a miming game, a quiz to be presented and tried in class by the other students, a presentation of some of the important words/expressions/idioms and their notions or a paragraph on a relevant topic using the presented words. I regard this kind of exercises very important as they combine the development of reading, writing and speaking skills. They are also multi-functional and above all, they provide a pleasant and stimulating way of practicing vocabulary at this level.


OXI



Technology, Senses, Body, Lifestyle, Jobs, Nature, Cooking, vocabulary, exercises




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Τίτλος Δραστηριότητας The Teenagers’ Guide to the Real World


Ενότητα Lifestyle

Σύντομη περιγραφή Website used in proposed activityhttp://www.bygpub.com/books/tg2rw/index.htm

The website http://www.bygpub.com/books/tg2rw/index.htm presents the book “The Teenagers’ Guide to the Real World” by Marshall Brain. Many of the chapters of the book are available free on line. Students can choose a chapter they find interesting to work with. This gives room to students’ autonomy and choice of material to work with. Reading can lead to different productive work which can also be the students’ choice aiming at a mini project on the topic.

However the teacher may give specific chapters to students to work with (those he/she considers as being more useful for them) and assign students specific tasks for comprehension purposes leading to a Book Review which could be presented in a PowerPoint presentation.


OXI



Teenager, guide, real world, grown ups







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Τίτλος Δραστηριότητας Tatoos


Ενότητα

Σύντομη περιγραφή Website used in proposed activityhttp://www.womanjunction.com/

The above website offers different topics on tattoos. Students choose a topic they find interesting and make presentations in class. They can read about the history of tattoos in http://www.womanjunction.com/topic/tattoo/history-of-tattooing, the process in http://www.womanjunction.com/topic/tattoo/tattooing-process/, the various techniques in http://www.womanjunction.com/topic/tattoo/tattooing-techniques/ and many more. Students can work in groups and produce summaries/reports//PPPs/crosswords/puzzles/questionnaires leading up to a project about the topic.


OXI



Tattoo, history, process, techniques




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Τίτλος Δραστηριότητας Supplementary material (environmental issues): endangered animals


Ενότητα

Σύντομη περιγραφή Website used in proposed activityh t t p : / / w w w. e l t h i l l s i d e. co m / s u b l i n k s . a s p ? Ca t _ I D = 6 6 4 & Us e r _ I D = & Pa r _ID=0&Permissionshttp://library.thinkquest.org/J0113216/http://www.edhelper.com/AnimalReadingComprehension_83_1.html

The website http://www.elthillside.com provides valuable educational supplementary material on many other sites and webpages. These can be used with any coursebook either in Gymnasium or Lyceum classes.

http://library.thinkquest.org/J0113216/ and http://www.edhelper.com/AnimalReadingComprehension_83_1.html provide supplementary material on Endangered Animals.

The first one provides a gallery of endangered animals and Students have the freedom to choose which one they want to read about. The webpage provides information about the habitat, the size, why it is endangered and some fast facts which the students can collect to produce project work.

The second one again provides information about the same topic focusing on the reasons for the problem. Students working in groups can perform certain comprehension exercises or collect information they regard important leading to paragraph writing, summary writing and project work.


OXI



Endangered animals, environment, threat







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Τίτλος Δραστηριότητας Environmental issues


Ενότητα Unit 14 –Elements of nature

Σύντομη περιγραφή Websites used in proposed activityhttp://www.epa.gov/kids/http://www.epa.gov/region5/students/health.htm

Environmental Protection Agency http://www.epa.gov/kids/ offers various webpages both for students and teachers to deal with environmental issues. Students can choose which webpage to work with: Ecosystems, Human Health, Environmental Basics, Waste and Recycling, Air, Water, Conservation, In your Neighbourhood, Fun Activities and Environmental Club Projects. This site raises students’ environmental awareness and provides excellent material for project work.

Suggested Procedure:

Students focus on Human Health. They visit the Learn about Chemicals Around Your House webpage and they join the House Tour. Students work in groups. Each group visits a different room and finds those products that contain toxic substances or pesticides and those that do not, there. Students complete their group’s worksheets. They check their answers with the key which is provided once they have finished. A spokesperson from each group presents the groups’ findings in class. The rest of the class listens and completes the Final Worksheet. Students can use the information on their Final Worksheet and perform different productive work: weak Students can produce a word puzzle using http://puzzlemaker.school.discovery.com/, more hardworking students can produce a PowerPoint Presentation presenting slogans/motto about Helping the Environment or Products we should avoid using excessively at home in order to protect the environment and ourselves from toxic substances, or a questionnaire to contact a class or a school survey.


NAI



Environment, protection, nature, health, recycling




59


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Τίτλος Δραστηριότητας Elements of nature


Ενότητα

Σύντομη περιγραφή Website used in proposed activityhttp://library.thinkquest.org/C003603/english/index.shtml

The above website offers students the opportunity to search the topic of Forces of Nature: a glossary, case studies, worst disasters, interviews (which can be helpful if preparing students to write a narrative on a similar topic), quotations, simulations, quizzes and classroom activities. Students can search on Forces of Nature and produce project work on the topic.


OXI



Simulations, droughts, earthquakes, floods, natural, phenomena





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ΜΕΡΟΣ Γ’

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Γ.1 - Συνοπτικός Πίνακας Αναπτυγμένων Δραστηριοτήτων

Τίτλος Δραστηριότητας

Δραστηριότητα 1 Memory

Δραστηριότητα 2 Elements of nature: The sun and the moon

Δραστηριότητα 3 Computers/ Technology / Gadgets

Δραστηριότητα 4 Environmental issues

Δραστηριότητα 5 The teenager’s guide to the Real World

Δραστηριότητα 6 Dreams

Δραστηριότητα 7 Rites of passage

Δραστηριότητα 8 Writing skills – outlining the problem of a situation

Δραστηριότητα 9 Education – democratic schools

Δραστηριότητα 10 Effects of television on children

Δραστηριότητα 11 Eating Disorders

Δραστηριότητα 12 Email Exchange

Δραστηριότητα 13 Fictional stories

Δραστηριότητα 14 Mobile Phones

Δραστηριότητα 15 Heroes

Πίνακας Ανα π τυγμέ νων Δ ρασ τηριοτήτων



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Γ.2.1 - Αναπτυγμένες Δραστηριότητες: Δραστηριότητα 1


Τίτλος Δραστηριότητας Memory


Ενότητα 2 Χ 45 λεπτά

Ενδεικτική Διάρκεια

Σκοπός Students are expected to develop listening, writing and speaking skills.

Κωδικός Δραστηριότητας στο Διαδικτυακό Τόπο www.e-epimorfosi.ac.cy

ΑΓΓ1_ΚΟ7Μ_Π2_1


Memory, memorising, neuroscience



Real Player

*Για να μπορέσετε να δείτε τα σχετικά με τη δραστηριότητα αρχεία που υπάρχουν στο συνοδευτικό ψηφιακό δίσκο, πρέπει να έχετε εγκαταστήσει στον Ηλεκτρονικό σας Υπολογιστή το λογισμικό που απαιτείται.

Πορεία Μαθησιακής Δραστηριότητας

1. Warming up - Presentation of site 1 (interactive quiz (10`)

> Teacher introduces the topic by writing the word ‘Memory’ on the board.

> Teacher informs students that they are going to try one of the BBC quizzes on the internet in order to familiarise themselves with the topic.

> Teacher gives instructions in writing and reads them aloud.

(see instruction sheet)

By the end of this activity students will have come across some words related to Memory, such as remind sb of, my mind goes blank, forgettable, unforgettable, forgetfulness, unforgetfulness absent minded, memorable, unmemorable, learn things by heart, which the teacher may write on the board.

2. Preparing the listening (whole class) (15`)

> Teacher has the following questions on the board and asks Students :

-Would you consider yourself forgetful or not? /-Do you ever forget things?

-What kind of things?

- What about school lessons?

-Do you remember things when you study for a test?

Ανα π τυγμέ νες Δ ρασ τηριότητες: Δ ρασ τηριότητα 1



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> Teacher continues asking:

-Do you want to know more about improving your memory?

expecting a positive answer.

> Teacher tells students that they are going to listen to an interview with a specialist, a cognitive neuroscientist who gives tips for how to learn things we need to remember and writes on the board adding an arrow and a ? as follows:

?

a cognitive neuroscientist tips for memorising information

?

Teacher asks students if they know what a cognitive neuroscientist does and if students don’t know then he/she explains and writes on the board as follows:

a cognitive neuroscientist

A scientist who studies our nervous system and in particular mental phenomena; phenomena that have to do with how the way

the brain works and how we learn.

Adapted from dictionary.com

> Teacher also asks students to mention any ways we can improve our memory performance drawing perhaps from their own experience.

Key words, such as organization, repetition, practice, methodology may come out.

> Teacher completes on the board as follows:

tips for memorising information

> organization

> repetition

> practice

> methodology

> (Teacher comes back to these words at the end of the listening exercise and asks students to compare the findings before asking them to do extended work)

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Συνοδευτικό Υλικό Δραστηριότητας 1 (τα αρχεία με * υπάρχουν μόνο σε ηλεκτρονική μορφή στο συνοδευτικό ψηφιακό δίσκο)

Τίτλος Δραστηριότητας Τίτλος αρχείου

Όνομα αρχείου στο συνοδευτικό ψηφιακό δίσκο

Μέσα για υλοποίηση της δραστηριότητας

Γ.2.1.1 Φύλλο Εργασίας 1 Wrksht.doc

* Φύλλο Οδηγιών μαθητή instrctns.doc

Δείγματα Αναμενόμενων προϊόντων των μαθητών

* Sample answer.doc

Γενικές οδηγίες χρήσης του εργαλείoυ

* Οδηγίες για πλοήγηση στην ιστοσελίδα που προτείνεται (για εκπαιδευτικούς)

instrctns_teacher.doc

> Teacher gives Worksheet to students, folded in the dotted lines (attached) and asks them to do exercises 1 and 2.

3. Presentation of Webpage/ Practice (individual work) (20`)

(See instruction sheet)

4. Extended work (group work) (45`)

(These tasks can be implemented during the second period. Students present their work in class. )

Teacher divides the class into five groups and assigns specific homework tasks for each group in five numbered envelopes:

Use the information in the lesson (the tips the neuroscientist gives about how we 1. can improve our memory and the tips for memorizing information the class has suggested before listening) and make a PPP where you present the tips for improving our memory.

Use the information in the lesson (the tips the neuroscientist gives about how we can 2. improve our memory and the tips for memorizing information the class has suggested before listening) and prepare a questionnaire to give another class.

Use the information in the lesson (the tips the neuroscientist gives about how we can 3. improve our memory and the tips for memorizing information the class has suggested before listening) and write a dialogue with a friend in which you inform him/her about what you have learnt.

Use the information in the lesson (the tips the neuroscientist gives about how we can 4. improve our memory and the tips for memorizing information the class has suggested before listening) and write a report to present in another class.

Use words from the lesson that have to do with Memory and make a word search: a 5. crossword or a puzzle using http://puzzlemaker.discoveryeducation.com/



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Memory, How we can improve our memory:

A listening exercise

1. Before Listening

1. Think of at least eight (8) words that you expect to hear in the listening and write them down.

………………………………………………………………………………………………

2. You are going to hear the following words. Guess how these words are used.

topic programme Study tips memorising information university remember effective learning performance efficient survive long periods of time focused active hours stuff brain overnight 2. While Listening 1. You will hear the following words. Guess their meaning and choose between a and b.

a) sit down and spend hours trying to put it in your 1. space you learning head in a sort of mass practice fashion. b) space it out, don’t try to learn it in one go a) organsing, putting the information in the right place 2. processing information in your brain b) spend more time studying

a) handle, deal with, find ways to manage 3. cope with b)match a) facts 4. evidence b) the outcomes of scientific research a) upload 5. store b) download a) continue 6. interrupt b) stop a) take in 7. consolidate b) take out

Γ.2.1.1 – Φύλλα Εργασίας μαθητή

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2. Listen again and answer the questions:

1. What’s Andrew’s first tip for effective learning? Explain. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What’s Andrew’s second tip? Explain ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. What scientific fact does Andrew give about how the brain works when we learn new things? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. After Listening (group work) Pick up your group’s envelope and perform the specific tasks assigned.




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Τίτλος Δραστηριότητας Elements of Nature: The Sun and the Moon

Τάξη Α’, Β’, Γ’ Λυκείου

Ενότητα

Ενδεικτική Διάρκεια 1 Χ 45 λεπτά

Σκοπός Students are expected to develop reading, writing and speaking skills.




Environment, protection, nature, health, recycling





1. Warming up (whole class) (5`)

> Teacher asks about the previous lesson and elicits the answer: The Sun which he/she writes on the board:

The sun

> Teacher asks

What is the Sun?

and elicits the answer that the Sun in an Element of Nature which he/she completes on the board drawing an arrow with points as follows:

Element of Nature

The sun

> Teacher asks Students to name more elements of nature.

> Students may come with words such as the sun, the moon, the wind, the rain, the snow, the eclipse etc which the T completes on the board as follows:




Γ

Teacher comments

Since the ancient times people have been trying to understand these elements and to do so they devised myths and Gods.

> Teacher concentrates on two of them, the Sun and the Moon and circles them on the board using a bright colour of marker as follows:

Teacher stresses

It is a fact that the Sun and the Moon are closely linked and there are many myths which are based on this fact.

2. Presentation of site 1/reading 1: The Sun and The Moon, A Myth (pair work) (10`)

> Teacher tells students that they are going to read a myth about the Sun and the Moon on the internet

> Teacher gives instructions in writing (attached) and he/she reads them aloud

3. Presentation of site 2 /Reading and Practice (pair work) (20`)

> Teacher tells that at this stage they will find information about the Moon on the internet and complete some questions in writing.

> Teacher hands out the worksheets (attached) and gives the instructions (attached) in writing which he/she reads aloud

4. Production (group work)(10`)

(Students start his in class and finish it at home if there is not enough time. They can present their work next lesson)

Students use the information on their worksheet to make a project/PPP about the Moon following the headlines given.

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Τίτλος αρχείουΌνομα αρχείου

στο συνοδευτικό ψηφιακό δίσκο


Γ.2.2.1 Φύλλο Εργασίας 1 Μαθητή Wrksht.doc

Γ.2.2.2 Φύλλο Εργασίας 2 Μαθητή LP2wrkshtk.doc

* Φύλλο Οδηγιών Μαθητή Instrctns.doc




instrctns_teacher.doc



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Επιμορφωτικό Υποστηρικτικό Υλικό για την ενσωμάτωση των ΤΠΕ στη μαθησιακή διαδικασία Παιδαγωγικό Ινστιτούτο, 2008

Συνοδευτικό Υλικό Δραστηριότητας 1: Φύλλο Εργασίας 1

The Moon- Did you know?

Read and find the information for the bullets below. Use notes.

1. What is the Moon? ) ) ) ) ) ) ) ) ) ) ) ) 2. The big bang ) 3. Moon Worship ) ) 4. Its impact on Earth )Impact on oceans )Impact on people - )Impact on animals - 5. Moon exploration )Galileo - )The Russians – )The Americans - )

Expand your notes to make a PPP about “The Moon” to present in another class.

Γ.2.2.1 – Φύλλο Εργασίας 1 Μαθητή

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Συνοδευτικό Υλικό Δραστηριότητας 1: Φύλλο Εργασίας 2

The Moon- Did you know?

Read and find the information for the bullets below. Use notes.

1. What is the Moon? ) the second brightest thing in the sky )it orbits around the Earth at the speed of 2300 mph )it takes 28 days to revolve around the Earth ) the sun hits the moon at different angles called phases ) what we can see of the moon is the Sun light hitting it ) 1/6 of the Earth’s gravity-dirt on its surface, people & objects weigh less on the moon ) strange shape ,like an egg ) temperature varies from 123C to -233C ) surface is full of craters ) no atmosphere ) no significant magnetic field ) a tiny metallic core, 15 times smaller than Earth’s, not in the middle like on Earth 2. The big bang ) the debris, dust & objects form a massive collision with Earth 4,5, billion years ago caused its formation 3. Moon Worship )The Romans – a Goddess called Luna )The Greeks – Selene or Artemis, the daughter of Zeus, sister of Apollo, The God of the Sun 4. Its impact on Earth )Impact on Water- The moon pulls on Earth because of gravity. The ocean water is pulled more easily than the land and ocean tides are formed. )Impact on people - go crazy, affects the way we feel and act, more babies are born on or around the full moon )Impact on animals - wolves howl at the moon 5. Moon exploration )Galileo - the first to invent a telescope and view the moon, made drawing of the different phases of the moon )The Russians – The first to send a mission to the moon in 1959, didn’t land )The Americans - the first to land on the moon, in 1969. Neil Armstrong was the first man to step foot on its surface ) many missions and programmes to study it.

KEY

Γ.2.2.2 – Φύλλο Εργασίας 2 Μαθητή




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Τίτλος Δραστηριότητας Computers/Technology


Ενότητα


Σκοπός Students are expected to develop reading, writing and speaking skills




Computers, technology, gadgets, children





Procedure

1. Warming up - Presentation of site 1 (interactive quizzes) (group work) (10` - 15`)

> Teacher introduces the topic by writing the word ‘Technology’ on the board.

> Teacher divides the class in four groups and assigns tasks for each group.

Group 1 brainstorm on the topic. Students do HANDOUT 1 (attached).

Groups 2, 3 and 4 do interactive quizzes in the Internet to elicit and practice relevant vocabulary.

> Teacher gives the instructions for Students in groups 2, 3, and 4 (attached)

2. Presentation of Site 2 (Reading or Listening) - Practice (whole class and individual or pair work) (20`- 25`)

> Teacher comments

It seems that you and teenagers in general are good/familiar with words related to technology.

That is probably because of the education you get at school! Or maybe because electronic devices such as mobile phones, play stations, DVD layers etc are very popular among teenagers and young people in general!

and asks: When did you start using such devices?




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Γ.2.3.1 Φύλλο Εργασίας μαθητή LP3Wrksht.doc

* Φύλλο Οδηγιών μαθητή Instrctns.doc


* Suggested answer.doc



Instrctns_teachers.doc

> Teacher notes Students’ responses down on the board.

> Teacher tells students that they are going to read a passage on Electronic Gadgets and Teenagers on the internet.

> Teacher explains that this is a survey carried out in the USA about Computers and Teenagers and explains the word ‘survey’.

> Teacher gives instructions to the Students in writing (attached) and reads them aloud

3. Production (5` - 10`)

The Teacher can give a choice of four different assignments/writing tasks which the Students can start in class and if there is not enough time they finish their work at home and present it next lesson:

> complete and expand the Student Gadgets Survey as indicated with arrow no 25 and present the outcomes comparing them with those of the passage,

> write about their Favourite Gadget as indicated arrow no 25,

> choose one of the topics in the Homework Section as indicated

with arrow no 25,

> do the on line test and note down their score as indicated with arrow no 16.

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Συνοδευτικό Υλικό Δραστηριότητας 3: Φύλλο Εργασίας μαθητή

Technology/Computers

Group 1- Brainstorming

Handout 1

Try to think of as many words as you can that are related to Technology and put them down in

the mind chart.

Have in mind the other three groups will work on ‘Technology’, ‘Computers and the Net’ and

‘Mobile Texting’


Γ.2.3.1 – Φύλλο Εργασίας μαθητή



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Τίτλος Δραστηριότητας Environmental Issues What can WE do to help protect the environment and ourselves?Human Health and chemicals in our house


Ενότητα


Σκοπός Students are expected to be able to develop reading writing and speaking skills




water, food, drought, environmental destruction, melting, caps, project





1. Warming up (10`- 15`)

> Teacher gives Handout 1 and asks students to guess the topic of the lesson.> Teacher asks Students to match the words to the pictures. > Teacher checks answers using the Overhead Projector> Teacher notes that these words can be divided into two groups and asks Students to guess the headings pf each group. > Teacher divides the board into two columns, Students give the headings and together with the Students decide what to be written under each column (see attached teacher instructions)>Teacher stresses the problems and asks Students to name some of the reasons that cause them. > Teacher completes on the board using a different colour of marker (see attached teacher instructions)> Teacher comes to the environmental organizations. He elicits answers about what these do to alleviate the problem and completes on the board using a different colour of marker (see attached teacher instructions) > Teacher turns to the Students and says ‘What about YOU?’ What do YOU do to help protect the environment and YOURSELVES? and writes these sentences between the two columns using a red marker pinning the finger picture on the board (see attached teacher instructions)




Γ

> Teacher goes around the class and repeats the questions several times pointing her finger to each student:

2. Presentation of the site (10`-15`)> Teacher comments that there is a lot we can do, especially at home and tells Students that they will visit a site on the internet that is about Chemicals Around Our House. > Teacher gives the instructions in writing(attached) and reads them aloud3. Practice: Join us in House Tour (30`- 35`)1. Teacher says it’s about time they started their tour in the house (website activity, see attached teacher instructions) and the various rooms to find what toxic substances and pesticides are there. 2. Students work in groups. Each group visits one room and follows the instructions: Find the products that contain toxic substances or pesticides and those that do not. Students should take notes on each product and present their findings in class in the Students’ Presentation stage. > If the Students work in six groups, one for each room, the presentation stage will be very long and this may cause boredom to the class. > For a more successful lesson, then, the Students work in four groups. Each group may visit one room. > The Teacher may give each group the chance to choose which room they want to visit.> The Teacher hands out the relevant worksheets which are different colour to stress the differentiated work. > The group that decides to visit the Bedroom should also work on the Living room and vice versa.

WORKSHEET 1 is for the Garage.WORKSHEET 2 is for the Bedroom and the Living Room.WORKSHEET 3 is for the Laundry Room.WORKSHEET 4 is for the Bathroom.WORKSHEET 5 is for the Kitchen.WORKSHEET 6 is for the Backyard.

All Worksheets and their keys are attached.> Students continue until they find all products that contain pesticides or toxic substances and those that don’t, and complete their answers. > Students in each group compare their answers. > Students check their answers using the key (attached), the teacher had provided and write their presentations.> A student from each group comes out and reads their presentation which is written on a transparency probably in note form.> During the presentation each student fills in the final worksheet which the Teacher had already handed out to them.

The Teacher may feel free to have a different approach to the above suggestion.

4. Production (20`-25`)(Students can start working on this in class and if there is not enough time they can finish it at home. They can present their work next lesson for a whole class consolidation)

Teacher assigns specific homework tasks for each group in five numbered envelopes.

Envelope 1. Use the information in your final worksheet and produce a word puzzle, using web tools such as Discovery School in http://puzzlemaker.school.discovery.com/ (weak students).Envelope 2. You are members of environmental organizations. Use the information in your final worksheet and produce a PowerPoint Presentation presenting slogans/mottos

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Γ.2.4.1 Φύλλα Εργασίας μαθητή LP4 Wrkshs.doc

* Απαντήσεις στα φύλλα εργασίας

PL4WrshtK.doc

* Φύλλο Οδηγιών μαθητή Instrctns.doc


* Suggested answer.doc




about Helping the Environment or Products we should avoid using excessively at home in order to protect the environment and ourselves from toxic substances.Envelope 3. Use the information in your group worksheet and in the final worksheet and produce a questionnaire to contact a class or a school survey.Envelopes 4A and 4B. Visit one of the rooms that haven’t been presented in class and complete the relevant worksheet. As a final product create a PowerPoint Presentation with your findings to present in class.



Γ

Environmental Issues What can WE do to help protect the environment and ourselves? Human Health and Chemicals in our House.

2. PESTICIDES Give short answers to the questions below. 1. What is a pesticide? ______________________________________________________________________________________

_________________________________________________________________________________________________________

2. What do pesticides contain? ________________________________________________________________________________

3. Give some examples of pesticide products we use at home._______________________________________________________

_________________________________________________________________________________________________________

4. Name some common types of pesticides. ______________________________________________________________________

_________________________________________________________________________________________________________

HANDOUT 1 Whole Class

Ομάδα Εργασίας Αγγλικών Μέσης Εκπαίδευσης: ΑΓΓ1_Κ07Μ ENVIRONMENTAL ISSUES 1. Write the correct word or expression below the correct picture.

factories aridity/drought/no rain global warming extreme weather: greenhouse effect tsunami waves pollution floods Environmental organisations freezing weather water pollution Friends of the earth Greenpeace tornadoes heavy storms SOS planet earth ice-melting recycling

a) b) c) d)

e)

f) g) h)

HANDOUT 1 Whole Class

Γ.2.4.1 – Φύλλο οδηγιών χρήσης προγράμματος

85


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The Garage a) List down the products containing pesticides or toxic

chemicals. Give the name, a brief description, its use and precaution measures

1. Flea Collar/Spots-On 2. 3. 4. Motor Oil 5.

Human Health and Chemicals in our House. What about YOU! What do YOU do to help protect the environment and YOURSELVES?

HANDOUT 2 Group 1



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What three pieces of advice would you give to someone who is about to use these products? 1.________________________________________________________________

2 ________________________________________________________________

3. ________________________________________________________________

b) List down the products NOT containing pesticides or toxic chemicals.

Write some details on each of them. 1

2

3

4

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4

2. The Living Room a) List down the products containing pesticides or

toxic chemicals. Give the name, a brief description, its use and precaution measures

1. Rug o Carpet Cleaners 2. 3.

b) List down the products NOT containing pesticides or toxic chemicals. Write some details on each of them.

1

2

3

1.The Bedroom a) List down the products containing pesticides or toxic


1. Total -Release Foggers 2.

What three pieces of advice would you give to someone who is about to use these products?

1.________________________________________________________________

2 ________________________________________________________________

3. ________________________________________________________________


1

2

3


HANDOUT 2 Group 2




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4

2. The Living Room a) List down the products containing pesticides or

toxic chemicals. Give the name, a brief description, its use and precaution measures

1. Rug o Carpet Cleaners 2. 3.


1

2

3

89


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5.


2 ________________________________________________________________

3. ________________________________________________________________



2

3

The Laundry a) List down the products containing pesticides or toxic


1. Wood Stains and Finishes

2.

3.

4. Chlorine Bleach


HANDOUT 2 Group 3




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5.


2 ________________________________________________________________

3. ________________________________________________________________



2

3

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2 ________________________________________________________________

3. ________________________________________________________________



2

3

The Bathroom a) List down the products containing pesticides or toxic


1. Drain Cleaners : 2. 3. Mold and Mildew Removers ( black spots on the shower curtain and between the bathroom tiles)

4. 5.


HANDOUT 2 Group 4




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6.


2 ________________________________________________________________

3. ________________________________________________________________



2

3

4

The Kitchen a) List down the products containing pesticides or toxic


1. All Purpose Cleaner 2. 3. 4. 5.


HANDOUT 2 Group 5

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6.


2 ________________________________________________________________

3. ________________________________________________________________



2

3

4




Γ


2 ________________________________________________________________

3. ________________________________________________________________



2

3

4

The Backyard a) List down the products containing pesticides or toxic


1 Swimming pool Chemicals, Chlorine: 2. 3. 4. 5.


HANDOUT 2 Group 6

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1 1 2 2 3 3 4 5 4 6

1 1 2 2 3 3 4 4 5

1. Which rooms contain the most products that contain pesticides and toxic substances? ________________________ _____________________________________________________________________________________________________ 2. What should we do avoid doing when using these harmful products? ________________________________________ 3. What precaution measures should we take when using them? ______________________________________________ _____________________________________________________________________________________________________ 4. Which products should not be mixed with other chemicals? Why? __________________________________________ _____________________________________________________________________________________________________ 5. What serious effects do some of these have to our health? _________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

Chemicals Around Your House Listen to your classmates and complete the boxes. Write some details about each product.

Products containing pesticides or toxic chemicals

Products NOT containing pesticides or toxic chemicals

1 1

2 2

3 3

4 4

5

1 1

2

2 3

4

1 1 2 2 3 3

1 1 2 2 3 3 4

5

1 1 2 2 3 3

4 5

What about YOU! What do YOU do to help protect the environment and YOURSELVES?




Γ

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Τίτλος Δραστηριότητας The Teenager’s Guide to the Real World: A book by Marshall Brain: a mini project/partial review


Ενότητα


Σκοπός Students are expected to develop reading, writing and speaking skills








Procedure

1. Warming up (15`- 20`)

> Teacher brings in the topic of different lifestyles of people either with transparencies on the OHP or with a Video Projector to present a Power Point Presentation. (See attached PPP Handouts)

Teacher shows pictures of people and distinguishes between celebrities (who are after publicity and are on the news every single day) and of ordinary people of different ages (who lead very easy lifestyles without anyone knowing them apart from their colleagues, friends, neighbours and family).

> Teacher writes on the board ‘What about YOU?” and asks Students What kind of life would you like to have?

> After receiving some answers Teacher asks: Are you sure about that? (expressing some doubt)

> Teacher comments Teenagers don’t usually know what they want to do in their life and that most of them are confused in matters of career and lifestyle

and expects Students’ responses.




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> Teacher introduces the book ‘The Teenager’s Guide to the Real World’ and writes the title on the board.> Teacher asks Students questions like:Have you ever heard of or read the book?

What do you think the book is about?

What kind of information do you think it contains?

Do you think it would be useful to teenagers? Why?

> After spending some time discussing the above the Teacher comments: Well, today you have the opportunity to read some of the chapters!

2. Presentation of the site (10`)Teacher gives the instructions in writing (attached) and reads them aloud (see attached teacher and student instructions).

3. Reading/ Group work (30`- 40`)> Students work in six groups of four.

> Each group will visit one chapter, read it and perform some tasks individually first and then compare their answers in pairs and within the group.

Group 1 works on Chapter 0: You Get to Design Your Life. Students double click on it as indicated by arrow no 5. Students use WORKSHEET 1.

Group 2 works on Chapter 6: Education is One Key to a Good Job. Students double click on it as indicated by arrow no 6. Students use WORKSHEET 2.

Groups 3a/3b/3c work on Chapter 14: You Can Be Confident. Students double click on it as indicated by arrow no 7. (This is the longest chapter of the four and for this each group will focus on a part of it after reading it all once. They use WORKSHEETS 3, 3a, 3b, 3c)

Group 4 works on the last chapter to be presented, Chapter 41: Material Things Will Not Bring You Happiness. Students double click on it as indicated by arrow no 8. They use WORKSHEET 4.

> Worksheets (attached) will be different for each group and preferably printed on different colour of paper to stress the differentiated work. > Students check their answers using the Key (attached) the T had provided > Students write their presentation. > The Teacher monitors and assists students whenever is necessary throughout this stage.> While Students are working the teacher writes the titles of the four chapters on the board.

4. Students’ Presentation (20`)

> A spokesperson from each group presents the group’s work, i.e. the content of each chapter. > Students are advised to take notes on the chapter they find more interesting and useful for them in order to produce a relevant PowerPoint Presentation probably to present to another class.

5. Production: (10`)

Students produce the PowerPoint Presentation.

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Γ.2.5.1 Φύλλα Εργασίας μαθητή LP5Wrkshts.doc

* Απαντήσεις στα φύλλα εργασίας

Lp5WrkshtsK.doc

* Φύλλο Οδηγιών μαθητή Istrctns.doc

* Παρουσίαση από εκπαιδευτικό PowerPoint για εισαγωγή στο θέμα

PPPL5.ppt


* suggested answer.doc






Γ

‘The Teenager’s Guide to the Real World’ by Marshall Brain

Chapter 0: You Get to Design Your Life

Worksheet 1

A. Reading 1: Reading for skimming.

Read the chapter once and give short answers to the questions:

1. Is this the introductory chapter? Yes 2. What is the purpose of the introductory chapter in a book? To inform the reader about the

content of the book.

3. What does this chapter focus on? On how to design/ plan our life.

B. Reading 2: Reading for scanning.

Read up to “ And so on…”

> What kind of sentence is repeated here? Question

> Why does the author say teenagers are in a position of incredible power when they ask themselves these questions? Because they can choose to become whatever they want

/Because they have the freedom of choosing what to become.

> Why does the author think teenagers are a blank slate? Because they can design their life

completely from scratch.

> What is the special characteristic the author gives to teenagers? They are in a unique

position to make their choices happen/ realize their choices in life

2. Read from “The average teenager to …messages in this book.”

> What are the three essential problems teenagers have in making their choices according to the author? Write 3 lines about each one of them.

1. They don’t realise the fact that they have total control of their lives and they let things happen

as they come without controlling them. They miss the great opportunity to become something

they want.

2. They don’t understand the realities of the world they are about to live in either because they are

naïve or because they live in a much protected environment. It is easy for them to make

mistakes. 3. They don’t believe in themselves nor do they believe they have a say about their success or

failure. In order to plan their life they have to be confident and work towards success.

> Find the four important messages the author gives to teenagers in the last paragraph and

note them down in brief. a. Explore your options/choices and the world around you!

b. Pick up something you really want to do well!

c. Pursue/Go after many things at once!

d. Afford/ Be prepared to fail in order to be prepared to try again!

3. Note down an important quote from the text or devise one of your own based on what you

have read in this chapter, to use as a slogan in your presentation.

__________________________________________________________________

Group 1


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C. Writing!

Use information from the above and write a paragraph to present this chapter in class. ‘The Teenager’s Guide to the Real World’ by Marshall Brain

Chapter 0: You Get to Design Your Life: A Presentation


Chapter 6: Education is One Key to a Good Job

Worksheet 2


Read the chapter once and answer the questions:

1. What view does the writer put forward in this chapter? In order to get a good job and good

earnings you have to be well educated.

B. Reading 2: Reading for scanning. (Give short answers where necessary)

1. Read the subheading again. What arguments does the author pose in order to support the

title of this chapter? What you earn depends on what you know especially if what you know is

important to a sector of the business world.

2. Read on up to “…find a job you love.”

> Is having nothing to do boring according to the author? Yes > What do teenagers have to do in order to improve their value in the job market? They have

to try to do things on their own without anybody’s help. They have to teach themselves different

valuable skills.

> What is the first and most important criterion the author sets that teenagers should have in mind in pursuing a career? They should really enjoy doing it.

> What is the second step teenagers should do? Go learn how to do it and be an expert in it.

3. Read on up to “…pick something at random.”

> What personal experience does the author mention here? Describe in 5 lines. He was given a camera for his birthday. He spent time with a friend who knew how to use it better

than him. Together they shot thousands of pictures of many different places. They improved their

work through every day practice until he sent a photograph to a magazine which was published.

He then lost interest in photography.

Group 2




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> What important lessons did he learn from this experience? Write a sentence to describe

them. a. He can take really good pictures.

b. Not all his shots were to his expectations; only one or two were great. This happens with

everything we try. What matters is to accept failure as a normal part of success.

> What can teenagers do if they don’t think they enjoy any kind of job? See what jobs have

high demand in the classified ads in the newspaper, learn the skill with the highest demand and

the highest pay.

4. Read the “Finding Good Job Categories” section.

> How many categories of jobs does the author put in the first paragraph? Which are they? Two, those they can see in their world and those they can’t.

> How can teenagers learn more about these job categories? Search for information on the

web, see the career page for more information and star asking adults about their career.

> Which of the questions you can ask adults do you consider more important? Note down four of them.

a. _____________________________________________________________

b._____________________________________________________________c._____________________________________________________________d.____________________________

_________________________________

> What conclusion comes out of the answers you get from adults? Most of them probably

don’t like their jobs. > How does the author call the two categories of jobs? Good paying jobs and interesting jobs.



__________________________________________________________________

C. Writing!


Chapter 6: Education is One Key to a Good Job: A Presentation

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The Teenager’s Guide to the Real World’ by Marshall Brain

Chapter 14: You Can Be Confident

Common Worksheet 3


Ss in groups 3a, 3b, and 3c read up to “…a change towards success.” and answer the following questions.

1. What is wrong with many teenagers according to the author? They lack/don’t have confidence in

themselves/don’t believe in what they are capable of doing.

2. How common is this to teenagers? Justify your answer giving two phrases the author uses.

It’s very common. The huge number of teenagers, the huge army of unconfident teenagers.

3. What four consequences of ‘lack of confidence’ does the author mention? a. It robs you of a tremendous number of opportunities in your life.

b. It wastes time.

c. It causes emotions that hurt and tear you down.

d. It causes people to commit suicide in extreme cases.

4. What is the author’s aim in this chapter? Try to show teenagers a different way to look at the world

help them start the process of changing things in their life.

5. What is the author’s belief regarding change to confidence? Change to confidence brings a

change towards success.

Worksheet 3a


Ss in group 3a focus on ‘The Basics’ section in the chapter and answer the questions.

1. What are the characteristics of all human beings according to the author? They all have

strengths and weaknesses, talents and faults, advantages and disadvantages. They are equal to

each other. They are as valuable, worthwhile and important as everyone else.

2. Give four adjectives the author uses to describe qualities human beings have.

Equal, valuable, worthwhile, important.

3. Do teenagers believe they have these qualities? No 4. Why not? They see these qualities in other people but not themselves. They don’t see their own

value as a human being.

5. Why do teenagers feel unconfident according to the author? They stick on their failures. They are

not aware of their talents and they don’t accept them. Because of that, they don’t exploit/develop them.

6. What is the difference between confident and unconfident people according to the author?

How they react to problems: confident people examine problems, try to fix them and move on while

unconfident people are overwhelmed by them, become miserable and do nothing about them. 7. What should teenagers do then? See their possibility and ability for success.

8. ‘You can focus on the journey rather than the destination’ is the last phrase of this section. Does

it remind you of a Greek poem? Can you give any details about it? Κ_Π_ Καβάφης - Ποιήματα -

Αναγνωρισμένα.htm


have read in this chapter, to use as a slogan in your presentation. __________________________________________________________________

Groups 3a,3b,3c




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C. Writing!

Use information from the above and write a paragraph to present this chapter in class.


Chapter 14: You Can Be Confident – The Basics : A Presentation



Common Worksheet 3








b. It wastes time.







Groups 3a,3b,3c

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Worksheet 3b


Ss in group 3b focus on the ‘Self-Hatred’ section in the chapter and answer the questions.

1. What does ‘self-hatred’ mean? Hating yourself

2. What is the other solution to ‘self-hatred’ and what does this mean? Self acceptance which

means accepting yourself as a good, worthwhile people and loving yourself the way you are.

3. Note down the seven things teenagers can do to make their self-confidence stronger and

write one short explanatory sentence about each one of them.

a. Make a big list of your strengths, of the things you are good at no matter how small these are,

read it and update it every day.

b. Accept compliments, think about them, repeat them, accept them and understand why you got

them.

c. Try to increase the possibility of success. Take the example of athletes: they win games and

accept those wins.

d. At the end of each day make a list of at least five things you have done well during that day no

matter how petty/insignificant these are. Keep these in a notebook. Go back and read your lists

every week and note things you repeat. Write these in your list of strengths.

e. Think of yourself as your super hero. What are you best at? Ask friends and relatives about it.

f. Be proud of your name and repeat it whenever you have the chance, i.e. when you meet people

or on the phone. Keep doing it until it sounds natural, easy and comfortable. Smile when you do it.

g. Do not let your mistakes overwhelm you no matter how much embarrassing these are. Learn to

face them and even laugh at them. You can control what is going on in your head



C. Writing!


Chapter 14: You Can Be Confident – Self-Hatred : A Presentation




Γ



Common Worksheet 3








b. It wastes time.







____________________________________________________________________

Worksheet 3c


Ss in group 3c focus on the ‘Fear’ and ‘The Mind of a Confident Person’ sections in the chapter.

B1. Read the ‘Fear’ section and answer the questions.

1. Does the author accept fear as a human emotion? Yes

2. What does he suggest teenagers/people should do about it since they can’t get rid of it? Control it.

3. What can teach teenagers/people to control fear? What example does he give? Sports. The

golfer who is at the final point of his match and he manages to control his fear of losing and finally

wins.

4. What can teenagers/ people do to control fear? What example does he give?

Practise to build skills and confidence. Walking on sidewalks at various heights can prepare you for

higher targets.

B2. Read ‘The Mind of a Confident Person’ section and answer the questions.

5. Is becoming confident an easy step according to the author? Why? Yes, because it’s matter of

taking a decision.

6. What is the main difference between the confident and the unconfident person?

The confident person focuses on the good things and the things that went well and is looking to the

future and thinks how things will get better. The unconfident person sticks on the problems, the

mistakes he has made and the stupidity and ignores what went right.

7. What example does the author give to prove that everyone has talents? Describe it briefly. A

funny story about his sister. At the age of 25 she went to work in a print shop as a gofer/assistant.

Groups 3a,3b,3c

107


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There she started working on the computer and developed her talent as a graphical artist. She then

got a great job in advertising and became a successful professional.

8. What does the author say about mistakes and failure? You cannot be successful unless you

fail. We have to accept our failures and learn form them.



C. Writing!


Chapter 14: You Can Be Confident – Fear/ The Mind of a Confident Person :

A Presentation


Chapter 41: Material things Will not Bring you Happiness

Worksheet 4

A. Reading 1: Reading for skimming. (Give short answers where necessary)

Read the chapter once and answer the questions:

1. What view does the author challenge in this chapter? That only material things bring

happiness.

2. What other ideas does he put forward?

a) Material things do not necessarily bring happiness.

b) Other things apart from material things can bring happiness.

B. Reading 2: Reading for scanning.

B1. 3. Read up to “…Man does not live by bread alone.’ and answer the questions.

> How does the writer support the fact that ‘Material Things Will not Bring You Happiness’? The

happiness they bring doesn’t last. He gives the example of the toys we got as children which

have become worthless over time.

Group 4




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> Do you see any truth in the statement ‘Material Things Will not Bring You Happiness’? Can

you give an example from your life? ___________________ ______________________________________________________________

> What does the author mean when he states that buying material things is ‘like a drug

habit’? People want to buy new things all the time to feel happy.

> How many kinds of happiness does the author mention? Explain these terms. Two: material happiness which refers to all the basic comforts we need and is measured in

money and the spiritual happiness which refers to whatever is not material and can bring

happiness. Spiritual happiness is not really measured.

> What other types of wealth/being rich does the other mention? Please list them. 1.rich in friends 2.rich in health 3.rich in strength

4.rich in family 5.rich in knowledge 6. rich in skill/ability

7.rich in character

> What three characteristics does the author give to these alternative types of wealth? a) They

are not taxed/ People don’t pay taxes

b) They can be equally rewarding

c) They bring lasting/continuous and meaningful joy/happiness

> What advice does the author give to teenagers regarding their choice of lifestyle? Have

these in mind as you grow up and think about what you enjoy and what makes you really happy.

> What does the author mean when he states that ‘Man does not live by bread alone’?

Money is important in order to survive but it is not the only thing we need.

B2. 4. Read on the “The Meaning of Life” section to the end and answer the questions.

> The author states that the answer to the question ‘What is the meaning of life’ is unique to each

one of us. However, he gives three ways people think about the question. Write 3 lines about

each one of them. a) Life has no meaning: people believe they have no soul, no afterlife. Our death marks the end of

our existence. People who follow this approach see life as being meaningless and don’t try to improve

themselves. Many of them may be ‘juvenile delinquents’ and ‘career criminals’. Some others may be

more positive and try to improve other people’s lives while others lead very extreme lifestyles. b) Life has meaning through human society: people who follow this approach see themselves as a

part of a whole, the society. They acknowledge the fact that the society has made tremendous

steps/progressed since prehistoric time and they see themselves as a part of this progress. People in

this category choose worthwhile goals to improve humanity and work toward this end.

c) Life has meaning through God: People who follow this approach are religious. They believe in

afterlife, in Paradise and Hell. Meaning on Earth is not meaningless. On the contrary, they think their

stay on earth is a preparatory stage, a part of an eternal process, one small step to perfection. They

believe death is not the end; it’s the beginning of a new, better life.

> Which of the above do you accept?

__________________________________________________________________ 5. Note down an important quote from the text or devise one of your own based on what you


__________________________________________________________________

109


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C. Writing!


Chapter 14: You Can Be Confident – Fear/ The Mind of a Confident Person :

A Presentation




Γ

111


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Τίτλος Δραστηριότητας Dreams


Ενότητα


Σκοπός Students are expected to:

• talkandwriteaboutthelifeandworkoftheCivilRightsleaderMartinLutherKing• expresstheirideasonasectionofKing’s“Ihaveadream”speech• understandinequitiesthatstillexistaroundtheworld• listentospecificinformation(clozepassage)• writeaparagraphstatingtheirowndreamabouttheirlifeintheircountry.




dream, Martin Luther King, equality, racism





Procedure:

Step one: Warming-up

Begin the lesson by exploring what students already know about Martin Luther King and the civil rights movement. Draw a “bubble map” on the board with the king’s name in the centre. As you elicit students’ prior knowledge, write the words and phrases that they associate with king in smaller bubbles around the centre. (see attached teacher instructions)

Step two: Pre-listening

Open a web browsing application.

Insert the URL (address of a web page) http://www.youtube.com/

You are going to watch a portion of the historic march on Washington in 1963, just before Martin Luther King delivered the inspirational “I have a dream” speech.

Ask students if anyone knows what the March on Washington was. Tell them that its full title was “the March on Washington for Jobs and Freedom” and that it was held on August 28, 1963.




Γ

Students watch a part of it ( a minute or so) and describe what they see. For example the wide diversity of Americans who attended it, the magnitude (250.000 people) and the power of the march, the panel’s people were holding and the non-violent atmosphere of the protest.

After viewing this part of the video ask the students what they think motivated these people to attend the march.

Step three: Listening and discussion

After assessing the speech from the opening part of the video ask students to click 1. on the final section of the speech. Go to the page you were before by clicking on the arrow found on the left corner of your screen. For the last part of the speech click on the fifth video (2:17) http://www.youtube.com/2. watch?v=Y4AItMg70kg beginning with the words “I have a dream that one day this nation …”After students have listened to the speech ask them which of Martin Luther King’s 3. words or phrases especially stood out to them and why. Write these phrases on the board and discuss their meaning.

For example you may write:

“I have a dream that one day my children won’t be judged by their colour …” and write the meaning the children will come up with. For example:

“I have a dream that one day my children won’t be judged by their colour = an anti racism message.

Or

“All God’s children will be equal …” = message of equality

Talk with children about some of the inequities that still exist in today’s world. Students 4. might think of the plights of homeless people or speak about ways in which they or people they •know feel unfree due to skin colour, ethnicity, language, socioeconomic status or gender, what types of freedom would King dream if he were alive today.•List ideas on the board.5.

Step four: Practice listening for specific information

At this point you give a hand out with the last part of the speech written in a cloze 1. passage form. Give students some time to fill in the missing words (see attached worksheet).Finally have students listen to the closing part of Martin Luther king’s speech once 2. again and ask them to check their answers.

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Γ.2.6.1 Φύλλο Εργασίας μαθητή worksheet.doc


* expected answer.doc



teacher instructions.doc



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“I have a dream”

Fill in the correct word from the list below. Then listen to the speech again to check your answers.

judged by the color, join hands, content, hamlet, speed up, at the table of brotherhood, rise up, created equal, creed, slaves,

I have a dream that one day this nation will ______________ and live out the true meaning of its _______________: "We hold these truths to be self-evident, that all men are __________________."

I have a dream that one day on the red hills of Georgia, the sons of former __________________ and the sons of former slave owners will be able to sit down together ____________________ .

I have a dream that my four little children will one day live in a nation where they will not be __________________of their skin but by the _______________ of their character.

I have a dream today!

Let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

When we allow freedom ring, when we let it ring from every village and every

________________, from every state and every city, we will be able to

________________ that day when all of God's children, black men and white men,

Jews and Gentiles, Protestants and Catholics, will be able to ________________

and sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last!


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Τίτλος Δραστηριότητας Rites of passage


Ενότητα


Σκοπός Students wll be able to

define what a rite of passage is•recognize that different cultures recognize rites of passage in different, but unique •and meaningful wayslisten for specific infiormation•produce a paragraph describing their own rite of passage in adolescence.•




rites, rituals, rites of passage, adolescence






Ask students if any of them knows what a rite of passage is. Allow for a few different responses and before you reveal the right answers you show them the pictures (see file attached).

Ask them to tell you what they see and if they have any experience of the things happening in the pictures. You finally tell them the actual definition.

“A rite of passage is something that marks an important change in one’s life.”

Then ask them to tell you all the things they can think of that would be considered a rite of passage in their lives.

Write some of their responses on the board. For example:• birthdays• goingtokindergarten• goingtoalyceum• stayinguplate

Show students the pictures once again and ask them to mark those that show rites of passage in adolescence.




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• Smoking• 18thbirthday• Graduation• Leavinghome

Of course what happens between childhood and adulthood in our society is not the same in other cultures.

Step two: Reading

Ask them to read paragraph 3 p.64 in their book to see how a Masai boy becomes a man. (Don’t worry about the numbered gap). Wait for their responses.

Step three: Video watching

At this point tell them that they will be watching a video which shows how a girl becomes a woman.

Step four: Practice listening

Students click on the replay button (see red arrow) to re-listen to it and fill in the information on the hand out. (attached)

Step five: Production

Students produce a paragraph describing their own rite of passage in adolescence and read it to the rest of the class.





Γ.2.7.1 Φύλλο Εργασίας μαθητή worksheet.doc


* expected answer.doc



INSTRUCTIONS FOR TEACHER.doc

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Worksheet A girl’s rite of passage Listen carefully and fill in the blanks.

1. The Apache girl ritual lasts ………………..

2. A girl has to pass a test of strength, ………………… and ……………………….

that will prepare her for the trials of ……………………… .

3. The girl’s family help to …………… and care for the guests.

4. During this ceremony the girl will move through the stages of life:

a. …………………..

b. …………………..

c. …………………..

d. …………………..

5. The ritual begins with the rising of the morning star and it requires that the girls live

by strict rules:

a. …………………………………..

b. …………………………………..

c. …………………………………..

6. The girl is blessed, dusted with pollen which is the symbol of …………………….

and dances all night long near the ……………………….. ……………. .

7. On day forth her face is painted with white clay symbolising …………….. .

8. The community ………………………. that the girl has earned the right to live as an

Apache woman of the tribe and serves as a symbol of her culture.





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Τίτλος Δραστηριότητας Writing skills-outlining the problem(s) of a situation


Ενότητα


Σκοπός Students wll be able

to brainstorm in order to generate new ideas on a topic•to talk about a problem causing a particular situation•to produce a well-structured, well-thought paragraph outlining a specific problem.•




Essay, writing, brainstorming, paragraphs, social problems





Procedure:

This lesson focuses on describing or outlining a topical situation or problem. (Offering ideas for solution is a follow-up lesson).


Explain to students that brainstorming is a technique for generating new ideas on a topic, usually a problem that seems hard to solve.

Using an overhead projector you are going to show students some pictures showing why our environment is becoming severely damaged (see attached picture file). These pictures are to practice the brainstorming technique.

Have the students look at the pictures and tell you all the words or ideas that come into their heads. Write all these things down on the board. (Students need to realize that every idea, even if it seems insignificant or unrelated, is valid)




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For example, you write:

• Trafficfumes• Pollutionofseasandrivers• Greenhouseeffect• Globalwarming• Damagingtopeople’shealth• Toxicwastes• Marinelifeisdestroyed• Speciesbecomeextinct• Ozonelayer• Habitat• Fertilizers• Airpollution• Deforestation• Destructionofrainforest• Floraandfauna

Step two: Presentation

Open a web browsing application. 1.

Insert the URL (address of a web page) http://www.writefix.com/writing/problem/2. dropout_files/frame.htm in the address box and where the arrow shows. (see attached teacher instructions file).

Students will watch a power point presentation that shows a brainstorming technique 3. on the topic: Why students drop out of school. Ideas are written on the board and then are clustered under the same topic to form paragraphs. More specifically, they should be looking at slides 6-16:

Slide 1: topic: Why do students drop out of school?

Click where the arrow shows to move forward.

Step three: Practice

Students are about to do something similar. From the list of words they see on the 1. board, have the class help you pick those words or phrases that seem to be related.

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* Φωτογραφίες για παρουσίαση στους μαθητές

photos.doc


Περιλαμβάνονται στην πορεία μαθησιακής δραστηριότητας



teacher_instructions.doc

Students follow the same procedure with the rest of the words.2. Three different paragraphs should be formed.3. Students express themselves orally first before they move into the production part.4.

Step four: Production

This is the drafting stage where students write any of the three paragraphs which contains a reason why our environment is being severely damaged.

The paragraph should consist of a topic sentence and a set of related sentences that discuss or analyse the idea or topic. Paragraph writing (suggested answer)

One main threat to the environment is the harm done by cars. The smoke which car fumes produce is damaging not only to the people’s health but also to the environment. The amount of CFC’s in the atmosphere destroy the ozone and increase the earth’s temperature thus leading to global warming.



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Τίτλος Δραστηριότητας Democratic schools


Ενότητα


Σκοπός Students should be able:

to define “democratic schools”•to express their thoughts related to this topic•to compare and contrast democratic schools education (Summerhill and Sands) •with standard education.to extend their ablilities to write fluently and confidently.•




School, education, democracy, Summerhill, learning approaches





Procedure:


The teacher asks students what their idea of a democratic school is. The teacher takes notes on the board.

Students may come up with the following ideas or definitions

It’s a school that centers on democratic principles.•It’s a school where youth voice is the centre in the educative process.•It’s a school where there is equality among staff and students.•

The teacher informs students that there are some schools in England, namely Summerhill and Sands which have described themselves as democratic or have been described as democratic by researchers.

The first one, Summerhill, was founded by A.S. Neil. The second one, Sands, is also a free school with no headteachers.




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Step two

Activity one (note- taking activity)

With the guidance of their teacher, students visit the homepages of the two schools to find out more about them and what characteristics these schools involve to have been described as such by researchers.

Students work in groups and visit four websites (two for each school) to extract more information about democratic schools.

Students are given time to read the information provided in these websites and take notes referring to democratic schools.

After 10-12’ minutes the teacher elicits more points which define a democratic school and adds them to the list.

For example :

Democratic school is a school:

with shared decision making among the students and staff.•that considers community as an extension of the classroom.•with a learner-centered approach in which students choose their daily activities.•which provides choices and opportunities.•where children can discover who they are and where their interests lie in the •community.

Activity two (oral activity)

Students look at a particularly unusual feature of the schools which is the school meetings at which the school laws are made or changed. They visit both webpages:

Step three

Picture showing meetings at Summerhill

In the address box insert the homepage of Summerhill.

Click on “meetings” in the content list.

Look at the picture and take notes. (group work)

Picture showing meetings at Sands

In the address box insert the homepage of Sands school.

Click on “About Sands”

You come to a picture showing how meetings are carried out at Sands. Click on the picture titled “The school meeting”

Look at the picture and take notes. (group work)

They compare the pictures showing how meetings are carried out. They can also click on the people in the picture to read more about some points or issues they raise. Students talk about similarities they find.

Step four: Production

Having visited the Summerhill School website and the Sands school website and become well aware of the philosophy and learning approaches of the two schools, it’s time students compared and contrasted this educational system with their own. They are expected to produce a small paragraph stating the main differences between the two educational systems. Students may also refer to issues such as exams, uniform, homework, curriculum, authority. (pair work or individual work)

Expected or possible answers:

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Περιλαμβάνονται στην πορεία μαθησιακής δραστηριότητας


* Οδηγίες για πλοήγηση στην ιστοσελίδα που προτείνεται (για εκπαιδευτικό)

INSTRUCTIONS FOR TEACHERS.doc

Activity two

Summerhil or Sands are democratic schools where all students, staff, parents, governors, in fact anyone who wants to, can attend the weekly school meeting (and most do!) to raise a point. At these meetings pupils and staff alike have equal votes on matters relating to the running of the school. If, for example, someone raises a point about using computer games during lessons, is debated seriously before a decisive vote is taken. The result is always a strong feeling of solidarity. The most important part of the meeting is building and maintaining an environment where members of the community can co-exist in harmony and in personal freedom.

However, the educational system in Cyprus is based on adult conception of what and how a child should learn. Students should fit to the school’s rules and not the other way. That is they follow a strict timetable, attend classes, take exams and wear uniforms. In other words children are not allowed freedom to be themselves.



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Τίτλος Δραστηριότητας Effects of television on children


Ενότητα


Σκοπός Students will be able to

Talk, out of their experience, about possible negative TV effects•scan for specific information•listen for specific information•write a paragraph related to their topic by practicing their research skills•




television, negative effects, aggressiveness, addiction, technology, internet





Procedure:





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You show students this picture and read the caption.

You ask what the cartoonist’s message is.

Apparently, the picture shows how addicted to TV today’s children have become.

4What are the effects though?

There are some good ones, however, there are many negative ones. Today’s lesson focuses on the negative effects on children.

Step two: Discussion

Draw on the board the two categories of negative effects you will be examining (mental and physical).

Negative effects of tv on children

Mental effects Physical effects

Of course children are well aware of the negative physical effects TV has on children. You jot this on the board.

Children become fat, unfit, couch potatoes

As far as mental effects, ask students to read Dr Ward’s research on language development and scan some effects which should be categorised under mental effects. Students are given five minutes to scan the reading for specific information and jot down some negative effects under “mental” (attached at the end of this lesson plan)

Children:

• arebehindintheirspeechdevelopment• donotrecognisetheirnames• arenotinterestedintoys• couldbesetbackforlife• Childrenbecomefat,unfit,couchpotatoes

Step three: listening

It’s time students they found out more about the topic by listening to a tapescript on their own (see attached teacher instructions file for details).

You let the children listen to the a tapescript about children and television once and spot some more problems related to watching too much TV.

Suggested answers

• Childrenhaveattentionproblems• Forgetthings• Losethings• Becomeaggressive

Step four: Practice listening for specific information

1. At this point you hand out the downloadable worksheet students may find if they click on where the arrow shows.

2. Students listen to the tapescript once again to fill in the missing words. They are also given time to answer the comprehension questions.

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* Κείμενο με πληροφορίες Reading.doc



* Οδηγίες για πλοήγηση στην ιστοσελίδα που προτείνεται (για εκπαιδευτικό)

Teacher instructions.doc

3. Answers are checked.

Step five: Production

Sudents are let free to search for positive TV effects on children. The teacher may provide some webpages to help them or may let them surf the net on their own. Students write a small paragraph.

http://www.seattlechildrens.org/home/about_childrens/press_releases/ 2006/11/ •001531.asphttp://www.medicalnewsservice.com/fullstory.cfm?storyID=4212&fback=yes•



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Τίτλος Δραστηριότητας Eating Disorders


Ενότητα


Σκοπός Learning objectives

To develop students’ awareness and understanding of Eating Disorders •To share opinions about these issues with classmates •To gather information about students’ prior experiences and understanding •

Students are expected to be able to:

build theme vocabulary•participate in writing activities•take detailed notes and decipher them•boil all their information down into concise newspaper-style articles •




Project, eating disorders, anorexia, bulimia, obesity, issues, suffer, reading, material, project





Step One: Preparation

1. Insert the following URL:

http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2006/ 09/060913_models.shtml

and click Go. You will see this page




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2. Print out the News story and make enough copies

Step Two: Warming up – Stimulate student interest (approx 3 m)

Generate interest about the topic by telling students they are going to read a text 1. about a fashion show in Madrid, Spain. Ask students to predict words, phrases or ideas included in the text. Write their 2. suggestions on the board.

Suggested answers

o Famous modelso Famous clothes designerso Celebritieso New fashion trends

Step Three: Vocabulary (Tasksheet A) (approx 7 m)

Have students work in pairs or small groups. Supply each student with a copy of 1. Worksheet 1 and the group with a dictionary. Ask students to match the vocabulary with the definitions 2. Ask students to look up the words in the dictionaries to check their answers and to 3. find out the definitions of any words they were not sure of. Check the answers and give assistance when needed.4.

Step Four: Reading stage (approx 10 m)

Tell students they are going to read a text about a fashion show in Madrid. 1. Allow them 1-2 m to skim the passage and find out How many of their ideas are 2. mentioned in the text. Elicit students’ answers.3. Hand out Worksheet 2 or project the online quiz.4.

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Students complete the Worksheet to help them understand the text in more detail.5. Check answers and raise their awareness on the problem of Anorexia.6.

Step Five: Researching the Topic (approx 10 m)

Organise students into groups of four or five1. Tell students they are going to research the topic of Eating Disorders further and 2. inform their classmates about their findings. They will take part in a role-play activity. Assign tasks and give each group a double-faced card (Tasksheets A, B, C, D) comprising 3. relevant websites and the Task.

Group A: Finding information about Anorexia Nevrosa and modelling.Group B: Researching the problem of Anorexia and its effect on young people. Group C: Researching the problem of Bulimia and Anorexia in teenage years.Group D: Researching the problem of Obesity in adolescence.

Students discuss the problem they have researched in their groups. While they are 4. speaking, move around the classroom listening to them unobtrusively.



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See also Instructions for students•

Step Six: Role-play (approx 15 m)

Organise a discussion and assign roles as follows. 1.

Group A: A Fashion ModelGroup B: A Representative of the London fashion industryGroup C: A spokesperson of the International Anorexia and Bulimia AssociationGroup D: A spokesman of the International Obesity Association.

You may want to split the class into two: the panel and the audience. 2. Assign a student to coordinate the discussion and ask the class to note down important 3. points. Elicit points from students and write them on the board or project the points on the screen.4.

Step Seven: Writing the Article (approx 45 m)

Students write the first draft of their articles in class (group writing).1. Copy and hand out the work. 2. Ask students to write a second draft at home or get students finish the articles in 3. groups in another session. You may want to ask students to extend their work into a mini project on Eating 4. Disorders by including advice, cases, photos, videos, etc.

Step Eight: Presenting

Students present their work by using PPT or other presentation software.

Assessment:

The lesson should be assessed by how well students research and present their topics.





Γ.2.11.1 Φύλλο Εργασίας 1 μαθητή TASKSHEETS.doc

Γ.2.11.2 Φύλλο Εργασίας 2 μαθητή WORKSHEET.doc




Instructιοns.doc

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EATING DISORDERS Group A

(Tasksheet)

Anorexia Nevrosa

What is Anorexia Nevrosa? Which group of people does anorexia mostly affect? How can you identify Anorexia? Signs and Symptoms

• Changes in eating habits • Physical changes • Changes in behaviour

What is Bulimia? How can you identify Bulimia? Signs and Symptoms

• Changes in eating habits • Physical changes • Other signs

Consequences Solutions to the problem Advice

Useful websites

Role play

Task: You are the spokesman of the International Anorexia and Bulimia Association. You are going to take part in a discussion about eating disorders in adolescence. Find information to raise teenagers’

awareness of the problem

Raising Kids: Teenagers – Eating Disorders – Anorexia http:/www.raisingkids.co.uk

Raising Kids: Teenagers – Eating Disorders –

Symptoms of Bulimia http:/www.raisingkids.co.uk

Anorexia Treatment – Teens and Eating Disorder Treatment Anorexia Bulimia

http://www.pioneerthinking.com/an_bulimia.html http://www.empoweredparents.com/

BBC World Service http://www.bbc.co.uk/worldservice/learningenglish/newsenglish





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Group B EATING DISORDERS

(Tasksheet)

Obesity

What is Obesity?

Factors leading to Obesity

How does the environment contribute to Obesity? Change in family eating patterns (reasons) Everyday activities Food industry (junk) Impact of TV (ads) Genetics (some teenagers may be more prone to gain

weight than others) How does self-esteem affect young people?

Consequences

Ways of tackling Obesity Solutions to the problem Advice

Role play

Task: You are the spokesman of the International Obesity Association. You are going to take part in a discussion about eating disorders in adolescence. Find information to raise teenagers’ awareness of the

problem

Useful websites

Raising Kids: Teenagers – Eating Disorders–

Obesity http:/www.raisingkids.co.uk

Obesity– Teens and Eating Disorder Treatment Anorexia Bulimia

http://www.pioneerthinking.com/an_obesity.html http://www.empoweredparents.com/


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Group C EATING DISORDERS

(Tasksheet)

Consider the following:

Who makes fashion? Are there pressures to be thin? What sells clothes? How does it feel to be a model that has to stay slim? How does it feel to be an anorexic teenager? How do you feel about anorexic models’ deaths? How do you feel about anorexic teenagers? Advice

Role play

Task: You are a famous Fashion Model and a former anorexia sufferer. You are going to take part in a discussion with

representatives from the International Anorexia-Bulimia and Obesity Associations about eating disorders.

Useful websites

Raising Kids: Teenagers – Eating Disorders–Obesity http:/www.raisingkids.co.uk

Obesity– Teens and Eating Disorder Treatment

Anorexia Bulimia http://www.pioneerthinking.com/an_obesity.html http://www.empoweredparents.com/





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Group D

EATING DISORDERS (Tasksheet)

Consider the following: Who makes fashion? Are there pressures to be thin? What sells clothes? How does it feel to be a model that has to stay slim? How does it feel to be an anorexic teenager? How do you feel about anorexic models’ deaths? How do you feel about anorexic teenagers? Advice

Role play

Task: You are a Representative of the London fashion industry. You are going to take part in a discussion with representatives

from the International Anorexia-Bulimia and Obesity Associations about eating disorders.

Useful websites

Raising Kids: Teenagers – Eating Disorders–Obesity http:/www.raisingkids.co.uk

Obesity– Teens and Eating Disorder Treatment

Anorexia Bulimia http://www.pioneerthinking.com/an_obesity.html http://www.empoweredparents.com/


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Worksheet 1 VOCABULARY MATCHING TASK Match these words and phrases to their definitions 1 to take a stand against

A neglected, as if not having enough food

or care; here, thin and delicate like a model

2 waif

B according to what is said, although there is no proof that it is definitely true

3 a catwalk

C not accept models who are too slim

4 to turn away

D not allow to participate

5 Unhealthily, skinny

E to openly oppose

6 to reject excessively thin models F those who would like to take part

7 would be participants

G a narrow stage that models walk along in fashion shows

8 reportedly

H to establish, to cause to exist

9 to set

I too thin to be healthy or fit

10 to legislate to ban

J to adopt a law not allowing

1 2 3 4 5 6 7 8 9 10

Worksheet 2 COMPREHENSION QUESTIONS Are the following sentences True or False? 1 The Spanish fashion industry want very slim models in their shows.

T/ F

2 A lot of people criticised the organisers of last year's fashion show

because the models were too fat.

T/ F

3 The Association of Fashion Designers says that if models are too thin they won't be allowed in this year's show.

T/ F

4 All the models who want to be in this year show are going to be allowed to participate.

T/ F

5 The local government in Madrid wants young people to be fit, healthy and beautiful without having to diet a lot.

T/ F

6 Spain's Anorexia and Bulimia Association says that there should be laws against using very thin models.

T/ F





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Answer Key WORKSHEET 1 1 2 3 4 5 6 7 8 9 10 E A G D I C F B H J

WORKSHEET 2 1. False – Paragraph 1 'The Spanish fashion industry is taking a stand against waif thin models.' 2. False – Paragraph 1 'Last year's fashion parade led to protests … who complained that the participants were unhealthily skinny.' 3. True – Paragraph 2 'In response to pressure from the local government, the Association of Fashion Designers has agreed to … reject excessively thin models from this year's show.' 4. False – Paragraph 3 'The Association of Fashion Designers says thirty per cent of would be participants fail this test.' 5. True – Paragraph 3 'Madrid's local government says it wants to set a more positive, healthy image of beauty for teenagers to follow.' 6. True – Paragraph 3 – 'Spain's Anorexia and Bulimia Association says … the government should legislate to ban thin models.'

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Τίτλος Δραστηριότητας email Exchange


Ενότητα interaction may go on for one/two terms/school year

Ενδεικτική Διάρκεια

Σκοπός To develop students’

language skills (mainly reading and writing)•critical thinking •collaborative skills•multicultural friendships•computer literacy•To promote autonomous learning•


participate in email exchange •exchange information and views with epartners•develop project work collaboratively•




Email exchange, project, collaboration, discussion boards, communication, European schools





Step One: Register

www.epals.com

Registration is acknowledged by email message.

see attached Wsheet How to Register •

Step Two: Find partners

Find a partner teacher and classroom and send an email message to the teacher. Send contact information about your classroom (country, school name, number of students, age, boys/girls, interests, etc)




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All contact information is private and shared only between partners in a partnership•

see attached instructions

Step Three: Create student accounts

Register your students. A free teacher-moderated email account will be created (see attached instructions).

Step Four: Pair each student with an epal

Send and email to the partner teacher with a short introduction from each student. The teacher on the other side can then assign epals to his/her class.

Tip: give students a sample email message and teach the code …….

Step Five: Information exchange

Provide students with Worksheets 1, 2, 3.•Tell students to find information about their epals by asking questions in their email •messages (about their countries and schools, likes, dislikes, interests, hobbies, etc).Ask students to fill in the Worksheets with the partner’s and their own information. •

Step Six: Display email messages

Get students read the received email messages in class from time to time.

Tips:

Have your students keep copies of their email messages in a special folder or on a disk. •This way, students can review their letters in between classes and keep track of the communications with their partners.Mark the geographical location of your partners on a map and display any relevant •information about your partner class. You may also display the ongoing correspondence and material.

Step Seven : Develop a project

Contact your partner teacher and decide upon further exploitation of the exchange. You may choose to:

enrich the exchange with more activities (see list below), •

Suggested activities:

Getting to know each other better•Cultural differences and similarities•This is what it’s like in our country•Schooling systems•Your town – My town •Making up stories•participate in a collaborative project offered by the epals website e.g. Child Soldier•or you may want to develop a new project on an agreed topic.•

Attachments:

1. How to Register 2. Wsheet 1 – All about my epal (a)3. Wsheet 1 – All about my epal (b) 4. epals Holiday Chart

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Γ.2.12.1 Φύλλο Εργασίας 1 wsheet 2.doc

Γ.2.12.2 Φύλλο Εργασίας 2 Worksheet 2.doc

Γ.2.12.3 Φύλλο Εργασίας 3 Worksheet 3.doc




Teacher Registration.doc




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ME MY ePAL Wishes

Fears

Future plans

Accomplishments you are proudest of

Things you want to improve

Description of personality

Γ.2.12.1 – Φύλλο Εργασίας 1 μαθητή

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Worksheet 2(a)

All about my epal Learn about your epal by asking questions about his/her likes, dislikes, interests and hobbies. Use this worksheet to compare what you and your epal have in common. You can add your own ideas to the list! Date we started writing: ……………………………………………………………….. ME MY ePAL Name

Age

Birthday

Zodiac sign

Place of birth

Country of residence

Address

School’s name

Languages

Subjects taught

Favourite subject

Teachers’ names

Best friend’s name

Favourite kind of book

Favourite book ever read

Family members





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Pets

Favourite kind of movie

Favourite movie ever seen

Favourite food

Favourite snack

Favourite drink

Favourite sport

Favourite holiday

Favourite animal

Favourite game

Hobbies

Places visited

Hero

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Worksheet 3 epals Holiday Chart

Find information about your partners’ holidays. Keep a record of their holidays to send cards during their celebrations!

Partner Class: …………………………………………………………………………………………………………………

Name of Holiday: …………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..

Description of Holiday: ………………………………………………………………………………………………………

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Name of Holiday: ……………………………………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..

Description of Holiday: ………………………………………………………………………………………………………

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Name of Holiday: …………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..

Description of Holiday: …………………………………………………………………………………………………………………………………

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Name of Holiday: …………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..


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Name of Holiday: …………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..


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Name of Holiday: …………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..


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Name of Holiday: …………………………………………………………………………………………………………………

Date of Holiday: …………………………………………………………..


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Τίτλος Δραστηριότητας Stories (Roald Dahl)


Ενότητα



language skills (speaking, listening, reading and writing skills)•

ICT skills •

Research and study skills •

Presentation skills•


Collect information and write an article or develop a mini project on Roald Dahl’s •life and work.




Material, teenage, stories, website, writer, Roald Dahl, biography, writing





Step One (differentiated group work) (approx 15 m)

1. Organise students in groups of four or five.

Tip: Name groups after Roald Dahl’s famous characters e.g Matilda, Charlie, The Big Friendly Giant, Wonka, etc.

2. Assign tasks as follows:

Group A (Matilda)




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Task: You want to learn more about Roald Dahl’s early years of life (0- 30 yrs). Write 5 -7 questions such as:

Questions

Where was Roald Dahl born?What nationality was he?How many brothers and sisters did he have?How many schools did he attend? Group B The (Big Friendly Giant)

Task: You want to learn more about Roald Dahl’s mature years of life (30yrs – end of his life). Write 5 -7 questions such as:

How old was Roald Dahl when he died? Did he get married? How many children did he have? How many books did he write?Group C (Charlie)

Task: Imagine you‘re a reporter interviewing the famous writer. Write 5-7 questions that you would include in the interview

What is it like writing a book?How did you get the idea of Matilda?Group D

Make a list of Roald Dahl’s books and short stories. You may go around and ask your classmates or your teacher.

Books for Kids Books for Teens Short Stories

Step Two: Website presentation (approx 5 m)

1. Present The Roald Dahl official website.

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Tell students that this is the official Roald Dahl website. It is a well-designed and creative page for teachers and students and contains a variety of material such as the writer’s biography, activities and quizzes, lesson plans, pictures, funny stories, tips for students and teachers, and many others.

Click on The Glass Elevator and when the menu pops up tour the students around the amazing site, using a video projector and a screen.

Step Three (at the computer) (approx 25 m)

Give each group a Tasksheet and ask them to visit the Roald Dahl official website and follow the guidelines.

Group A: Writing Roald Dahl’s biography (0-30 yrs)




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Group B: Writing Roald Dahl’s biography (30 – end of his life)

Group C Interviewing the writer

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Group D Creating a list with the author’s work

Step Four (Presentation) (approx 5 m for each group)

The groups prepare their PPT and present their findings.

ASSESSMENT

The lesson should be assessed by how well the students research and present the author’s life.

Attachments: Tasksheets A (Matilda)

B (The Big Friendly Giant)

C (Charlie)

D (Willy)




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Γ.2.13.1 Φύλλα Εργασίας μαθητή ROALD DAHL Tasksheets.doc



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Tasksheet A (Matilda)

1. Visit the Roald Dahl Official website www.roalddahl.com/ 2. Click on The Glass Elevator. The menu will pop up. 3. Complete the following timeline of Dahl's life (1916 – 1930)

1916 Dahl was born in South Wales

1934-39

4. Use the information to draft a short article on Roald Dahl’s early years. 5. Prepare a Power Point Presentation to inform your classmates about the famous

writer’s life (1916-1930). Make your presentation as lively as possible using pictures from the website or other sources.





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Tasksheet B (The Big Friendly Giant)

1. Visit the Roald Dahl Official website www.roalddahl.com/

2. Click on The Glass Elevator and then Biography

3. Complete the following timeline of Dahl's life (1930 - 1990)

4. Use the information to draft a short article on Roald Dahl’s mature years.

5. Prepare a Power Point Presentation to inform your classmates about the famous

writer’s life (1930-1990). Make your presentation as lively as possible using

pictures from the website or other sources.

19_ Got married to ...

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Tasksheet C (Charlie) 1. Visit the Roald Dahl Official website www.roalddahl.com/ 2. Click on The Glass Elevator and then Interview with Roald Dahl

3. Find answers to the questions you have prepared for the interview.

4. Draft a short article and prepare a PPT to inform your classmates about the famous author. Make your presentation as lively as possible.

Question Answer 1.What is it like writing a book?

2

3

4

5

6

7

8

9

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Tasksheet D Willy) (

1. Visit the Roald Dahl Official website www.roalddahl.com/ 2. Click on The Glass Elevators and then click on The Works 3. Complete the table with the author’s work

4. Prepare a Power Point Presentation to inform your classmates about the famous writer’s work.

Books for kids Books for Teens Short Stories

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Τίτλος Δραστηριότητας Technology – Mobile Phones


Ενότητα



speaking skills – debating an issue•reading skills – understanding news reports•writing skills – writing an argumentative essay or an article•research and study skills – using the web•presentation skills – using PPT•


Debate the issue•Write an argumentative essay or an article. They may extend their work to develop •a project on mobile phones.




Material, project, science, mobile phones, safety, radiation, risks





Step One: Warming up (Discussion) (approx. 5 m)

Generate a discussion on mobile phones.

Ask a student to come up and count the mobile phones in the classroom.•

Why are mobile phones so useful to you? •

Where do you keep your mobile phone when you are at home/school? •

Are mobile phones harmful? Why? •

Are mobile users prone to malignant tumours? •

Should mobile phones be banned from schools? •




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Step Two: Researching (approx 15 m)

Tell students that they will research and debate the issue.1.

Divide the students into two sections in favour/against. (Dividing the class can be 2. tailored to the teacher’s liking. Each section includes 2 groups of students).

You can flip a coin to determine side, draw names or ask for volunteers. 3.

Ask one student (the Researcher) from each group to research around mobile phones 4. using the following webpages:

http://www.bbc.co.uk/science/hottopics/mobilephones/

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http://www.timesonline.co.uk/tol/news/uk/article411329.ece

Ask a second student from each group to multiply the printed material. 5. Supply each student with a copy of the Debate format sheet and ask them to discuss 6. the issue with the member of the group and complete the chart while the student-researcher is searching for more information.

Step Three: Reading (approx 15m)

Students skim the passages (brought by the student researcher) and collect information 1. in favour/against mobile phones and make their list longer (Debate format sheet). Students classify the arguments according to importance.2.

Should mobile phones be banned from schools?

In favour Against………………………....•…………………………•…………………………•…………………………•

…………………………•…………………………•…………………………•…………………………•

The Debate format sheet (attached)

Step Four: Debating the issue (approx 20 m)

Organise a debate on the issue. You may want to split the class into two: the panel and 1. the audience.Ask a student to type the points while the others are debating the issue.2. Let students time to copy the points projected on the screen or print the page out and 3. make enough points.

Tip: give students a mark for each correct point

Step Five: Drafting (15 m)

Students write the first draft in groups. 1. Go around and try to solve out the problems arising throughout the whole process. 2. Give feedback and encourage students to redraft their articles. You may want to assign 3. this task for homework



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Step Six: Presenting (approx 20 m)

Assign students to prepare PPT presentations.

ASSESSMENT: the lesson should be assessed by how well students defend the case and present their work (orally or in writing).

Attachments: 1. Debate format sheet•





Γ.2.14.1 Φύλλο Εργασίας In favour.doc



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Mobile Phones should be banned from Schools

In favour Against

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Τίτλος Δραστηριότητας Heroes


Ενότητα


Σκοπός To develop students’English language skills (reading, writing, listening speaking skills)•Synthesising information and paraphrasing skills•Research and study skills•Presentation skills•

Learning objectivesTo develop students’ awareness and understanding of heroism•To share opinions about these issues with classmates and partners from other •countries and to meet new cultures and notionsTo gather information about students’ prior experiences and understanding •

Students are expected to be able to:build hero vocabulary.•participate in writing activities.•contribute a story, artwork, or short film to the my hero website.•conduct an in-depth interview•distinguish between a hero and a celebrity•take detailed notes and decipher them•boil all their information down into concise newspaper-style articles •submit this story to the my hero website to have it published.•




Homepage, design, website, hero, research, webpage, story, publish





PART A

(estimated Time 40 m)




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Step One: Warming up (approx 10 m)

Organise a discussion about heroes and heroism. Display pictures of well-known •heroes on the board or project the pictures on the screen. Ask for descriptions of a hero (examples: A hero is honest, brave, helpful, kind...)•Have students name some heroes. Why are they heroes? Distinguish between a hero •and a celebrity. (Approach these hero and celebrity distinctions in a positive manner, assuring students that both have their place and importance).As a class, come up with a definition/description of a hero. Write this summary •definition/description on the board or project on the screen. Get students have this definition/description noted in their notebooks or in a folder on heroes.

Step Two: Presenting the Website (approx 10m)

Introduce the MY HERO URL http://www.myhero.com by projecting the main page on the screen: Tour students around the site. Tell them about the project, its objectives and content.

Step Three: Selecting a Hero Story (approx 5 m)

Click on Teacher’s Room1.

http://www.myhero.com/myhero/go/theteachersroom/index.asp

and then click on Selected Stories (stories specially chosen for classroom use).

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Select a story or let the students select one in groups or individually.2.

Step Four: Reading and Identifying Characters in the Story (approx 15 m)

Have students read the story in groups. Tell them to specify who the hero is and discuss why the person noted in the story is a hero. Assign students to write a brief summary of the story and present some of these to the class.

PART B (estimated Time 40 m)

WRITING STORIES / ESSAYS

Students may choose either A or B (or combine both methods)

A. Researching HeroesB. Conducting Interviews

PROCEDURE:

A. Researching Heroes (approx 30-40 minutes)

Students research their hero individually, in pairs or small groups, in order to learn more about this person. The information they collect will help them create their hero story.

Organise students into groups of four or five1.

Supply students with copies of the attached Hero Research Worksheet. Ask each student 2. to spend a few minutes coming up with several questions about their hero. Encourage students to come up with at least one question for each of the following question words: Who, What, When, Where, Why, How ?

Once each student has come up with a list of questions, tell them to share with 3. members of their group and come up to a final list with 10 questions.

Inform students that their next task is to use the Internet to research the answers to 4. their questions. Tell the group monitors to open the web browser and type in any of the following search engines: www.google.com www.yahoo.com www.ask.com. Then tell them to type the name of their hero into the search field.

Give the students a few minutes to click on some of the links that come up in the 5. search results. Tell them to view at least two of the different websites they find. Remind them to look for the answers to their questions using the Hero Research Worksheet as a guide. Tell them to take additional notes about the material they find on the back of the worksheet.

As students are working, go around the room to help those who might need it. Try 6. to help students think of other ways to look up information about their heroes. For example, if a student has selected a famous painter as his hero, you might direct him to a museum website that might contain some useful information.

Let students time to write the first draft of their stories. Remind them to answer 7. these five questions within their essay: Who, What, Where, When, Why?

1. Who is your hero? 2. What has your hero done? 3. Where does your hero live? 4. When did your hero live? 5. Why is this person important to you? (How have they made a difference in your life?)

(see: DRAFTING THE STORY Guidelines)



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Stories should be saved as a text file in any word processing program.8.

Please caution students against plagiarism, which includes copying sections of information from other sources and pasting them into their own work.

Images for the story (Optional): Students can create their own illustrations and 9. visuals for their stories and scan the visuals onto the computer. Students with access to Photoshop, Paint programs, Illustrator, and other computer arts programs are encouraged to use these to create visuals for their stories. They can also create audio, video, and multimedia pieces.

If students want to copy a picture off the Internet, be sure they also copy the URL for the picture.





Γ.2.15.1 Φύλλο Εργασίας 1 Hero Research Worksheet.doc



* Οδηγίες για εκπαιδευτικό DRAFTING THE STORY.doc

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Hero Research Worksheet

Question Answer Source

What’s one thing you learned about your hero looking at the website?

www.

Who

What

When

Where

Why

How



Παιδαγωγικό Ινστιτούτο

http://www.e-epimorfosi.ac.cy

Τηλ.: 22-402300

Τ/Ο: 22-480505

Email: [email protected]

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