The newest methods of teaching/learning English language with practical examples by Saulius Rudelis

Active in Nature Enjoying the Nature ENGLISH LESSONS â&#x20AC;&#x201C;SAMPLES FROM EACH PARTNER SCHOOL

NORWAY

LITHUANIA

SPAIN

FRANCE

Table of Contents    

Samples from Norway – p. 2 Samples from Lithuania – p. 23 Samples from Spain – p. 62 Samples from France – p. 83

ENGERDAL BARNE- OG UNGDOMSSKOLE

ENGLISH LESSON PLANS FROM NORWAY

1. ENGLISH-ICT INTERDISCIPLINARY LESSON Lesson Plan: Christmas letter to be uploaded on eTwinning Level: lower secondary school Time: 2x 60 min Objective: Understanding the value of written communication, how to write a non-formal letter and how to upload it on eTwinning Material: Hand-outs Instructions:

o Students are asked to write a Christmas letter to a chosen pupil from one of our partners. Their choice should have a good meaning, in order to either start a new relation with a new pupil, or to continue an already settled relation. Discussion:

o o o o o o

How do we write a non-formal letter? What could be of interest for your letter receiver? The difference between formal and non-formal letters? Writing etiquette? What is eTwinning? How can we use this digital platform?

Procedure/Activities:

o Check the genre â&#x20AC;&#x153;letterâ&#x20AC;? and the difference between a formal and a non-formal letter. (See the hand-out) o Check the list of participant pupils within our partnership (uploaded on Moodle) and make a relevant and meaningful choice when you choose your letter receiver. o Start to compose your private letter to be addressed to the chosen person. o Post it on eTwinnig

2. ENGLISH LESSON WITH FOCUS ON FICTIONAL TEXTS Lesson Plan: Creative Writing – Exercises Level: lower secondary school Time: 1h30 minutes Materials: The handout with pictures Objective: To gain experience in writing different types of non-factual texts with structure and coherence. Procedure / Activities: Hand out the pictures and ask your pupils to take a look at the images and let the imagination spin around…give them some minutes of thinking than ask:

 What happened next?  Can you come up with a mini-drama of not more than 400 words? Now for the ground rules: 

Your story must be max. 400 words.

Boost your imagination with this creative writing exercise Can you weave a compelling (exciting) story around one of the images in just 400 words?

Hand out

3. 7

ENGLISH LESSON - Creating a framework for creative writing Level: 8th – 10th grade Time: 60 min or more Objective:  write different types of texts with structure and coherence  use central patterns for orthography, word inflection, sentence and text construction to produce texts. Material: Dictation tamplate Instructions: Teacher will guide the students step by step throughout the main parts of a story, by dictating. The students have to write in their writing books and fill in their own parts, in order to make their own version of the story. When they finish the story, ask them to read for each other in pairs, two by two. Then ask if there is anyone who wants to read aloud their own version of the story. See next pages the dictation tamplate

Story dictation before students develop an own story Teacher dictates and students write: Alex and his friends got out of the ______(Students write type of the vehicle)_______and looked around them. It was beautiful and they felt happy. Students have to continue: 

Describe the group of friends and the relationships within the group, any conflicts, romantic interest, jealousies, etc.

Teacher dictates and students write: They walked chattily through the beautiful countryside in search of a place to camp. After an hour or so, they found it. Everyone smiled “Let’s camp here!” they all said at once. Students have to: 

Write the dialogue the friends have while they set up camp.

Teacher dictates and students write: “Finished “said Alex, as he sat down on the grass. Suddenly a chill wind blew through the trees. Everyone looked up and could see dark clouds on the sky above. “Right!“, said Alex. “We’d better make a fire.” Students continue to: 

Describe what they see, hear and smell as they search for firewood to light a fire.

Teacher dictates and students write: As they gathered round the blazing fire everyone started to relax until (sts add the name of one of the group) decided to tell one of his/her stories.”Hey did you hear what happened to poor old Bobby last summer?” Students have to: 

Tell the scary story

Teacher dictates and students write: “You don’t half talk rubbish “, responded Alex and everyone giggled nervously. Students have to: 

Write the dialogue they have as they sit around the fire all hearing strange noises.

Teacher dictates and students write: Everyone was getting more and more nervous until Alex said “Come on everyone. It’s nothing. Who’s gonna come with me and check it out ? “ Students have to: 

Describe what happens when Alex and his friend go to investigate and don’t come back. Then finish the story. 9

4. TEA CLUB – ROLE PLAY An interdisciplinary English/Nutrition and Arts & Craft project work Level: 8th – 10th grade Time: 60 min or more Objective: Pupils need to see the importance of using English language in a communicative arena, where practical activities are the main sources for active communication. Material: Everything that pupils will need with this practical project (e.g. ingredients for the cookies, based on recipes approved by the Nutrition teacher, and arts & crafts material for creating their own “Tea Club” – environment, approved by the teacher of Arts & Craft) Instructions: Divide the class in groups of 6 pupils, if possible, if not at least 5 pupils on each group. Each group will represent an unique “Tea Club”, that will be planned in detail by the groups, according to the guidelines below. The groups will then have a role play, where they perform as the owners/staff of the “Tea Club” they represent. The customers/guests will be other classes from the school. The teachers involved may decide how many guests they can have. The preparing fase: 1. Each group must choose 3 British recipes which will not be the same as the other groups’; the teacher make sure that they choose different sorts:  1 pie sort  1 scones sort  1 tea cookies sort 2. Give a name to your little «TEA CLUB». 3. Divide your group in 3 small groups that will be responsible of:  Kitchen: translate the 3 British recipes and prepare them  Design of the club environment: find a proper design suited to the name of the “TEA CLUB”, that you choose: prepare the whole environment in a British style.  Advertising: make an advertising poster for your “Tea club” and prepare the menu for each table in your club. ( Here you must have relevant pictures of what you are serving/offering in your club) 4. Preparing the role play: It is up to each group how you prepare the role play, but create a credible scene from an authentic British “Tea club”. You must cooperate together and have an active role each of you, by using English actively. The completion of the “Tea club” scene: The whole group must perform in front of their guests and the guests are also “obliged” to use English. The guests classes must go on turn to each “Tea Club” and ask for service

Assessment criteria  The recipes must be different from the others, correct translated( either from English to Norwegian or from Norwegian to English) and well prepared.  Each member of the group must be active and write a report on own duties, within the group work.  Relevant name and advertising for your “Tea club”, based on what you want to advertise through your recipes. Creative skills will be well appreciated!  Everybody must have a visible active contribution to the whole project, including a good performance during the role play, with a good use of English!

5. LESSON PLAN: Guided writing - Writing a story in groups Level: 8th – 10th grade Time: 60 min or more Objective:  write different types of texts with structure and coherence  use central patterns for orthography, word inflection, sentence and text construction to produce texts. Instructions: This activity can be used with intermediate and upper-intermediate students and practices fluency as well as story-writing skills. It offers free practice of narrative tenses and sequential linking words, and helps foster cooperation and a sense of achievement as students work together to prepare and write their stories. It also solves the problem of giving up valuable class time to lengthy writing exercises and stops writing being such a lonely experience.

Evening/ morning

afternoon

night

Preparation Divide the class in two equal parts and then each part in 4 groups of 2-3 students. The two parts will write their own story with the same name. Procedure Step 1  Tell your students they are going to write a story entitled ‘An Unexpected Day’ and that they are going to be the narrator in the story.  Draw 4 big circles on the board. In the first circle write ‘Who am I?’ and ask your students to decide on the main character of the story (You could use a picture to stimulate imagination): o How old am I? o What do I do? o What do I look like? o What am I like? o Who are my friends? o What family have I got? o What kind of relationship do I have with the other characters? o What do I like doing? o Etc  Write up ideas. Step 2  

In the second circle write ‘Morning’ and ask the students to decide what I did to make it such an unexpected day and write up their ideas. Repeat the procedure for the third and fourth circles substituting ‘Morning’ for ‘Afternoon’ and ‘Evening’. 12

Step 3 

Put the students into groups and tell them each group is going to write one part of the story: morning, afternoon or evening.

Step 4 

Give the students about twenty minutes to discuss together and write their part of the story then collect the parts back and arrange them together and ask them to read the stories.

Reflections:  I find it helps if you read the text aloud and the students follow. Go over the text with the students and tell them what you think they did well.  If you want you can also analyze the texts for errors. Variations You can vary this theme to incorporate other ideas like ‘An Awful Day’ or A Wonderful Day’, etc.

ENGLISH LESSON WITH FOCUS ON VOCABULARY LEARNING Lesson Plan: Using International Words Level: Beginner Time: 45 minutes Materials: Copies of a picture collage containing at least 20 international words. Objective

 To gain confidence, to establish how much the class already knows, to introduce the topic of vocabulary, to break the ice when communicating. Procedure / Activities: Brainstorming before you start the work

 Using the students’ own language if a monolingual class, elicit how much English they already know. Most students will get the drift if you ask: o “How many English words do you know?” o “Do you speak English? A lot? A little? How many words?”  Write some answers on the board, especially if they say things like “zero” or “three”! (By the way, “zero” is another international word, isn’t it?) This should get some laughs and groans. Give them the confidence that they may know much more than they realize. The 1st phase

 Hand out a picture collage of the international words face down. Tell students to turn the picture over on the count of three and look at it closely for 20 seconds. Shout “stop” when the time is up. Students should turn the picture face down again, or you can collect the collage.

 Students work in pairs to list as many words as they can remember.  Solicit responses from the whole class; write words on the board, trying to list all 20.  Turn the collage back over to check. In pairs, ask students to add more international words to the list. Check answers in groups and keep adding to the class list. The 2nd phase

 Mix and mingle: Have students move around the room while checking each other’s lists and adding more words.  Ask for class feedback. Elicit as many words as possible and write them down (You can do this or have a confident student come to the board to do the writing). Subtly correct pronunciation and demonstrate how to mark the stress on each word. (For example “hoTEL”) ADDITIONALLY Depending on time, you can follow up in several ways: 14

 Use the opportunity to teach “there is/there are” with vocabulary from the board/picture.  Tell students some more ways to maximize what they know: For example, in Romance languages, very often a noun ending in –cion/-sion/-zione/tion ALSO ends -tion/-sion in English. It doesn’t work all the time—there are lots of exceptions—but it’s always worth a guess! And so much in language learning is about educated guesswork. Here are some examples of this: “informazioni” in Italian is “information” in English “adopción” in Spanish is “adoption” in English, “passion” is the same in French and English (well, the French probably have more passion, but linguistically speaking it’s the same!).  Practice pronunciation and spelling or introduce the concept of word stress. Get them used to writing new words and adding a sign/a color/bold/underlining for the stressed syllable as mentioned above.  Watch a short video that you have chosen beforehand for its wealth of target vocabulary. Students shout “stop” every time they see an international word. Once you add in social media, technology and the “-ion” words to the 20 “safe” international ones, you can reach 100 words in just this lesson! That’s pretty encouraging!

A lesson like this creates instant conversation and pair work, shows the class that they know more than they think and also introduces the concept of syllable stress and the essential skill of guesswork. Why not give it a try?

GOOD LUCK

Hand out::Example of 20 “Safe” International Words

Jazz

jeans

7. Lesson Plan: Human Qualities Level: 8th – 10th grade Time: 60 min Objective: Know different human qualities that may be helpful in meetings with different people from different cultures. Know the defenition of all the different terms. Know how to use Quizlet as to a media to practice new terms. Know how to play a Kahoot. Material: Hand-outs, tablets/PC, Quizlet and Kahoot, SmartBoard Instructions: o The teacher gives an introduction to the topic using a SmartBook file. Then each student work alone on either a tablet or a PC. If there isn’t enough for each student, they can work i pairs. At the end of the lesson, the students play a Kahoot to show what they have learned. If your students hasn’t been working on Quizlet before, they need to set up an account before they can use is. This is very easy, but you need to take it in to your time manageing Hand-out material Human qualities Aims 

Know different human qualities that may be helpful in meetings with different people from diffferent cultures  Know the defenition of all the different terms  Know how to use Quizlet as a media to pratice new terms  Know how to play a Kahoot In this lesson we will look at different human qualities that may be helpful when you meet new people. Our focus is international meetings, and meetings between people from different cultures. But theese qualities are just as helpful in meetings between people who share a culture. It is also good qualities for life in general and when you are aplying for a job. There are one term linked to each human quality. One of our aims today is to know the defenition to theese terms. I will show you how to use a IT-tool called Quizlet, when working with theese terms At the end of the lesson, we will have a contest. This contest will show me how much you have learned this lesson. We will a Kahoot. I am looking forward to see wich of you will be number one. Useful links for this lesson: www.quizlet.com (You need to create an acount) www.quizlet.com/_2p3nfh (This is the quizlet I have prepared) www.kahoot.it (This is where the contest will be at the end of the lesson)

ENGLISH-ICT INTERDISCIPLINARY LESSON Lesson Plan: Make a class film out of a poem. Level: 6th grade Time: 3x 60 min Objective: Know what the poem “ ‘Twas The Night Before Christmas” is about. Make a drwing that fits with the content of a text. Make an audio recording, reading your part of the poem. Material: Hand-outs, blank papers, colour pencils, PC with a microfon or PC and a microfon you can connect to the PC. Instructions:

o The end product after theese lessons, are a film consistant of the students drawings and there audio recordings. In the first lesson we listen to the poem, read the poem and translate it. The studens each get a verse from the poem, and make a drwing wich fit the content of the verse. At the last lesson, the students will record there verse on a computer, the students read there verse out loud. The drawings are scanned in, and the drawings and the audio makes a class christmas film. Procedure/Activities:

o Listen to the poem “ ‘Twas The Night Before Christmads” a. https://www.youtube.com/watch?v=NF6gMctT3XI o Read the poem together and translate. o Each student get a verse from the poem. They read it and start making there drawing. o You use the following time switching between reading alone, reading together, looking at the YouTube clip, the students work on there drawing. o When the drawings are finished, you collect them and scan them in to your computer. o The students make the recoring. If you have some computers, it would be good if the students got to practice some times on a computer first. o Then you edit everything togheter, and you have your own film of the poem

Hand-out material See the attaced PDF-file

ENGLISH-ICT INTERDISCIPLINARY LESSON Lesson Plan: Making a travel brouchure Level: 8th grade Time: 3x 60 min Objective: Be able to make a travel brouchure about London Material: PC, projector, speakers, handouts Instructions:

o As a part of a bigger project about London, students are asked to make a travel brouchure about London. The brouchure should be both informativ and have a nice layout. Procedure/Activities:

o Learn facts about London. Here we use both our text book, and look at different clips from Youtube. a. https://www.youtube.com/watch?v=0F4GDdanQNA b. https://www.youtube.com/watch?v=KO0iCQdxatc c. https://www.youtube.com/watch?v=45ETZ1xvHS0 o Show the students a printout of a brouchure, so that they can see what it looks like when it is printed. Show the students the different templates they can use to make there own travel brouchure a. https://templates.office.com/nb-no/Brosjyre-for-sm%C3%A5bedrifterTM03112830 b. https://templates.office.com/nb-no/Reisebrosjyre-som-brettes-tre-gangerbl%C3%A5gr%C3%B8nn-utforming-TM03488179 c. https://templates.office.com/nb-no/Reisebrosjyre-med-tre-bretter-design-ir%C3%B8dt-gull-og-bl%C3%A5tt-TM03461832 o The students work individually to make there own travel brouchure. If there isnâ&#x20AC;&#x2122;t enough computers, they can work in pairs. o From time to time you can get some of the students to show there progress, and let the other students give constructiv critisim to the work.

Hand-out material (This is the evaluation criterias for both the travel brouchure and a different task, a blogpost) Evaluation criterias blogpost and travel brouchure:

High competence Content

Relevant and clear. Contains definitions of key words or expressions Is informative and useful

Grammar

The text has good orthography (spelling) and punctuation The text has a varied language The text is precise and largely grammatically correct

Medieval competence Partly relevant and clear

Low competence

Contains partly definitions of key words or expressions Is to some degree informative and useful The text has to some extent correct ortpgraphy (spelling) and basic punctiation The text contains some repetitive language The text has some grammatical inaccuaricies

Does not contain definitions of key words or expressions Is not actually informative and useful The text has many orthographic (spelling) errors and bad punctuation The text has a very repetitive language (No variations) The text has many grammatical inaccuricies

Not really relevant and clear

KLAIPĖDOS GEDMINŲ PROGIMNAZIJA

ENGLISH LESSON PLANS FROM LITHUANIA

LESSON PLAN Subject: Foreign (English) language, Dance Teachers: Saulius Rudelis, Anton Petrovskij Class: 5a School: Klaipėda Gedminai Progymnasium Topic: „The ways you move your body are the language of their own“. Objectives. Working in groups students will name parts of body and face, will learn to describe person; will feel their body and will control the movements, will be able to improvise according the given tasks. Level of learning: high. Motivation of class. Will learn to describe people appearance, show the word meaning by movements; working in groups will perform a new task – improvisation; will strengthen the sense of responsibility and self-interdependence. Teaching activities During the lesson different (discussion, questioning, group work, lecture) methods are used. Using the questioning method, teachers give student a brief information about the body and education of kinesthetic powers (10 min.) The next part of the lesson activity is organized according the method of group working. Students split into 5 different color groups. Each group according its color gets individual task: name, show and write down parts of the body (10 min.) When the task is completed, students are acknowledged with the dance “If You’re Happy” (10 min.) The next part is practical work – students in their groups create movements for certain parts of the body and present their work. Evaluation. Self-evaluation, non-formal evaluation. Methods (short description) Discussion – Exchange of ideas between several people is the best process of learning and teaching from one another. In the classroom environment, discussion is the best way of promoting conducive learning and convenient teaching situation. It refers to the method of instruction which give pupils an opportunity to express their views or opinions orally on certain issues. One person speaks at a time, while others are listen. It doesn't always involve the presentation of new information and concepts. It also invoves sharing of ideas and experiences ,solving problems 24

and promoting tolerance with understanding. Discussion method is suitable in many situations and can be used in many situations of teaching and learning.There are different forms of discussion that can be used in the classroom. Questioning – "Good learning starts with questions, not answers". Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages engagement and focuses their thinking on key concepts and ideas. Questioning also actively encourages the development of thinking and dialogue skills. Teaching / Learning material Dictionary My Body

Mano kūnas

Cheek

Skruostas

Chin

Smakras

Ear

Ausis

Eye

Akis

Hair

Plaukai

Mouth

Burna

Nose

Nosis

Teeth

Dantys

Lips

Lūpos

Neck

Kaklas

Head

Galva

My Body

Mano kūnas

Cheek

Skruostas

Chin

Smakras

Ear

Ausis

Eye

Akis

Hair

Plaukai

Mouth

Burna

Nose

Nosis

Teeth

Dantys

Lips

Lūpos

Neck

Kaklas

Head

Galva

Foot

Pėda

Toe

Kojos pirštas

Squat down

Atsitūpti, pritūpti

Stand up

Atsistoti

Turn round

Apsisukti

Stand on tiptoe

Pasistiebti

If you’re happy

If you’re happy and you know it, clap your hands If you’re happy and you know it, clap your hands If you’re happy and you know it, And your face will surely show it If you’re happy and you know it, clap your hands. If you’re happy and you know it, shake your hand – hey, friend! If you’re happy and you know it, shake your hand – hey, friend! If you’re happy and you know it, And your face will surely show it If you’re happy and you know it, shake your hand – hey, friend! If you’re happy and you know it, give a smile If you’re happy and you know it, give a smile If you’re happy and you know it, And your face will surely show it If you’re happy and you know it, give a smile. If you’re happy and you know it, clap your hands If you’re happy and you know it, shake your hand – hey, friend! If you’re happy and you know it, And your face will surely show it If you’re happy and you know it, give a smile. If you’re happy and you know it, And your face will surely show it If you’re happy and you know it, give a sm

2. LESSON PLAN Subject: Foreign (English) language, IT Teachers: Gediminas Jonauskas, Kristina Rudelienė Class: 7e School: Klaipėda Gedminai Progymnasium (Lithuania) Topic: „How to create BLOG about your HOBY?“. Objectives. Understanding the value of weblogs, how to find them and how to start one. Level of learning: high. Motivation of class. Have students read the following article: Of Blogs and Bloggers [http://www.learnthenet.com/howto/blog/] Evaluation. Self-evaluation, non-formal evaluation.

Teaching / Learning material Discussion: 1. 2. 3. 4. 5. 6. 7. 8. 9.

What is a blog? How is a blog different from a website? What kinds of subjects do bloggers write about? How can you find blogs that interest you? How can blogs help you learn? How do you start your own blog? Difference between social and academic writing? Writing etiquette? prompts

Activities: 1. Use a search engine to locate a blog of interest to the class. Show students how a blog is structured. 2. Using free online tools, such as Blogger.com, you can establish a blog for your class. Decide what the subject will be, how often new entries will post to the blog and who will provide the content. This can become an ongoing class activity.

Add a new post: You can directly type in the text of your post or you can copy (CTRL-C) and paste (CTRL- V) them from somewhere else. I would recommend pasting them first into “Notepad” or “Wordpad” in order

to remove any kind of previous formatting. Microsoft Word is notorious for adding lots of code, that will be hard to tweak for your post.

How to bold a text?  

Just highlight the text you want bold. Click on the “B” button in the toolbar.

How to insert a link?

1. 2. 3. 4.

Just highlight the text you want linked (will add the blue underline). Click on the “linked chain” in the toolbar, a new window will pop up Enter the URL (Internet address). Click insert and you have created the link. 31

Read more at:

Connecting blogging to your curriculum? Blogging can connect to EVERY subject. Posts can be about ANY theme, topic or content studied. The fun begins when you and your students connect what you have learned (in the classroom, at home or another media) on the blog. Obviously writing is involved in every post. Ask yourself: What kind of writing/genre do you want your students to practice? Guide your students with appropriate writing prompts.

      

Persuasive Descriptive Expository Poetry Research Narrative Hyperlinked

Blog starters        

Your favorite idiom Learning is like… There are a lot of ways to … My tip of the day is… For those who don’t know already … Thought it would be fun to share … Have you ever tried to figure out why … I’m thoroughly impressed with …

Supporting all learners: 32

 

Pair struggling writers with more-fluent writers Assign a volunteer to help a struggling writer.

Comment starters :              

This made me think about… I wonder why… Your writing made me form an opinion about… This post is relevant because… Your writing made me think that we should… I wish I understood why… This is important because… Another thing to consider is… I can relate to this… This makes me think of… I discovered… I don’t understand… I was reminded that… I found myself wondering…

Think before you post: Make sure what you write is appropriate to put online. (https://www.youtube.com/watch?v=hOwpGF1SOQM)

Make sure you can be proud of your online work and it would not embarrass you if your grandmother or teachers read it.

3. LESSON PLAN Subject: Lithuanian language, IT, Art, Foreign (English) language Teachers: Indra Sudeikienė, Renata Martyšiūtė-Jarašiūnė Class: 2b School: Klaipėda Gedminai Progymnasium (Lithuania) Topic: „Signs of reading and writing“. Objectives. By remembering the ABC students will design their animated initials; will pronounce them in Lithuanian language and foreign (English) language; will feel their body and will control the movements, will be able to improvise according the given tasks. Level of learning: high. Motivation of class.

Will sing alphabet in Lithuanian and English; will name differences between Lithuanian and English ABC’s; will create animated initials by using program “Imagine Logo”; will show the letter meaning by movements; will perform a new task – improvisation; will strengthen the sense of responsibility and self-interdependence. Teaching activities During the lesson different (discussion, questioning, individual work, creative work) methods are used. Using the questioning and discussion methods and singing, students will remember alphabet in Lithuanian and English (10 min.). The next part of the lesson activity is organized according the method of creative working. Students get individual task: design their animated initials by using program “Imagine Logo” (15 min.). When the task is completed, students create movements for their initials (10 min.). The next part is presentation – students present and evaluate their work (10 min.). Evaluation. Self-evaluation, non-formal evaluation. Methods (short description) Discussion – Exchange of ideas between several people is the best process of learning and teaching from one another. In the classroom environment, discussion is the best way of promoting conducive learning and convenient teaching situation. It refers to the method of instruction which give pupils an opportunity to express their views or opinions orally on certain issues. One person speaks at a time,while others are listen. It doesn't always involve the presentation of new information and concepts. It also invoves sharing of ideas and experiences ,solving problems and promoting tolerance with understanding. Discussion method is suitable in many situations and can be used in many situations of teaching and learning.There are different forms of discussion that can be used in the classroom.

Questioning – "Good learning starts with questions, not answers". Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages engagement and focuses their thinking on key concepts and ideas. Questioning also actively encourages the development of thinking and dialogue skills.

Creative work by using program “Imagine Logo” – They can create animations, videos or games by using this program. Purples use this program from first, to four grade. They are participants of contest “LOGO”. Emotional intelligence – Ability to identify emotions in self and others.

Teaching / Learning material

https://www.youtube.com/watch?v=GGeUHqsVd14

https://www.youtube.com/watch?v=75p-N9YKqNo

Imagine LOGO program

4. LESSON PLAN Subject: foreign (English) and foreign (German) language Teachers: Regina Gedmontienė, Anton Petrovskij Class: 7 School: Klaipeda Gedminai progymnasium (Lithuania) Topic: “Special Occasions” Objectives. To revise the vocabulary and learn new words; To know different games, which can be played during various celebrations. Level of learners: high. Motivation of the class. Will revise the vocabulary and learn new words. Will know different games, which can be played during birthday, Christmas and other parties. Teaching activities. Discussion about favourite seasons and occasions. (10 minutes) “Bingo” game. Students will know each other and revise names of the months by filling in the table. (10 minutes) Students will sing a happy birthday song in different languages. (10 minutes) Finally, they will write and read wishes in different languages. (15 minutes) Evaluation. (5 minutes). Evaluation. Self-evaluation, non-formal evaluation. Methods (short description) Using methods in the lesson: observation and discussion, working in small groups, creative individual work, games. Observation and discussion (short description). Students will discuss about their favourite season and months, mention why it is important for them. They will tell how they celebrate those occasions. Creative individual work (short description). Students will work independently handouts. They will revise the vocabulary and learn new words. Will know different games, which can be played during birthday, Christmas and other parties. Working in small groups (short description). Students will work in groups (5-6 children). Each group will have to write and read a wish or an invitation in different languages.

Games (short description). At the beginning of the lesson, students will play a warm up game, which will allow them to know each other (in case they are new and don not know each other) as well as to revise the names of months. Teaching / Learning material

Geburtstagsgrüße

Wenn deine Freunde Geburtstag haben, möchtest du ihnen sicher eine Karte schreiben. Im Worträtsel findest du zwölf Wünsche, die man zum Geburtstag aussprechen kann. Markiere sie und schreibe sie auf die Linien.

A V D C N S A P L F N

L G E R F O L G A R L

L E E L L N L Y N O U

E S E G E N E M G H W

S C H Ö N E S F E S T

L H G F Ä N G W S I W

I E L R Ö S U H L N P

E N Ü E P C T H E N D

B K C U K H E V B U T

E E K D G E X D E K Y

X D K E G I P Q N A U

B G E S U N D H E I T

Manche Wünsche bestehen aus zwei Wörtern!

Alles Liebe

Du brauchst: 

die E-Mailadresse deiner Freundin/deines Freundes



deine eigene EMailadresse

Im Internet kannst du jetzt bei tivi.de eine elektronische Geburtstagspostkarte verschicken. Eine elektronische Karte nennt man E-Card.

Geburtstagseinladung

Wenn du deinen Geburtstag mit deinen Freundinnen und Freunden feiern willst, solltest du eine Einladung schreiben. Dazu musst du einiges beachten.

Lies die beiden Einladungen unten aufmerksam durch und kreuze die bessere im Kästchen rechts an. Überlege, warum eine der beiden nicht so gut geeignet ist! Notiere deine Überlegungen auf den Linien unten. 12. Juni…

Liebe Daniela, am 22.Mai habe ich Geburtstag. Dazu möchte ich dich ganz herzlich einladen. Meine Mutter backt Kuchen und es gibt Würstchen mit Pommes Frites. Ich hoffe, dass du kommst! Deine Marie

Lieber Marco, ich feiere meinen 10. Geburtstag! Wann: 22. Juni …. Wo: im Frankfurter Zoo Uhrzeit: 14.00 – 17.00 Uhr Nimm bitte eine Regenjacke mit, falls das Wetter schlecht sein sollte! Ich freue mich auf deine Zusage bis zum 20. Juni. Dein Nino

___________________________________________________________________________



Schreibe jetzt eine eigene Einladung. Benutze dazu eines der Druckstudios von tivi.de im Internet. Anschließend kannst du deine Einladung ausdrucken!

Datum Anrede Einleitungssatz Datum der Feier Ort der Feier Uhrzeit Besonderheiten Schlusssatz Unterschrift

January/Januar

Find the person who has a birthday in… February/Februar

March/März

------------------------April/April

------------------------May/Mai

------------------------June/Juni

------------------------July /Juli

------------------------August/August

------------------------September/September

------------------------October/Oktober

------------------------November/November

------------------------December/Dezember

-------------------------

Happy Birthday song.mp4

Zum Geburtstag viel Glück - Traditionelle Kinderlieder -- Kinderlieder.mp4

Aufgabe

√

1Geburtstagseinladung 2 Geburtstagsgrüße 3 Geburtstagswörter 4 Geburtstagsspiele

1 Match the pictures with the words.

PRESENT

BIRTHDAY CAKE BALLOONS

LEMONADE, CHILDREN, FLOWERS, RIBBON, PARTY, INVITE, CHOCOLATE, TOYS, LOLLIPOP, DANCE, CANDIES, CUPCAKE

DRINKS BISCUITS

2. Can you find these words in the word search?

A B C P D

S O

E C N A D

J K

K S

E R

O N P

A E

T N O

C G O

I M Y N S

O T P

P D S BIRTHDAY CARD CANDLE

R E W O

U N X Y Q 7

C A

T C H SANDWICH PARTY HAT

W A V L

I N V

E N O

P D E D A N 9

E L

O M E L

SWEETS ICE-CREAM

3 Can you find the mistakes in this e-mail?

CUPCAKE STREAMERS CHOCOLATE FLOWER CLOWN 44

5. LESSON PLAN Subject: information technology, foreign (English) language, Teachers: Asta Norkienė, Anton Petrovskij Class: 6 School: Klaipeda Gedminai progymnasium (Lithuania) Topic: „ Project of My Dream Park “ Objectives.     

to acquaint the students with " HD3D Outdor" program. to teach how to use HD3D Outdor program tools. to revise the Past Simple of regular and irregular verbs to learn new words students will try to build the project of their dream park

Level of learners: high. Motivation of the class. Students will work with the Samsung tablets. They will learn how to use HD3D Outdor software tools. Students will work in small groups (3-4 children) but parallelly, they will work individually. During the discussion, they will revise the Past Simple regular and irregular verbs, will acquaint with new words. They will create a "Projects of my dream park". Students will learn how to mark the names Lithuanian trees and flowers . They will create designs in 2D and 3D format. Finally, the exhibition of the projects will be displayed. Teaching activities. Show a movie about the nature of pollution in the world. (5 minutes) Discussions about the importance of the natural reserves and parks in the world. (3 minutes) The teachers will provide students with brief information about „HD3D Outdor” program, its tools ant tasks they have to do. (5 min.) Students will create „the Project of My Dream Park“ and do the “Formation of verbs” task. (25 minutes) Finally, the exhibition of " the Projects“ will be organized, short presentations made. (5 minutes) Evaluation. (2 minutes) Evaluation. Self-evaluation, non-formal evaluation. Methods (short description) Using methods in the lesson: observation and discussion, working in small groups, creativity individual work, exhibition. Observation and discussion (short description). Students watch a short film about the nature of pollution in the world. After the film they'll discuss why they have to protect the global environment, what is the impact on nature of irresponsibility. 45

Creativity individual work (short description). Students will work independently with Samsung tablets. They will learn how to work with different HD3D Program objects: plants, trees, flowers, outdoor leisure activities, construction elements. They will learn how to work with different HD3D Program textures. Students will learn to change the size and position of the objects. Working in small groups (short description). Students will work in small groups (3-4 children). Each group member will be able to help each other. They can give advice to each other. They will learn to communicate and become friendlier. Exhibition (short description). At the end of the lesson, students will present their projects, consolidate new vocabulary. Finally, we will all see what students have created. Students can see each other's work. Teaching / Learning material You can show these movies: https://www.youtube.com/watch?v=9AHUC0QXWXE https://www.youtube.com/watch?v=1fD1Tfqkjpo „HD3D Outdor” program

„HD3D Outdor” program tools

„HD3D Outdor” program STUDENS PROJECTS

Recycle

Climate change

Ozone layer

Self-seeking Irresponsible

Insert Paint Change Delete Arrange Cut Paste Measure

Rename Open Make Put Stand Catch

Discussion *Convert (waste) into reusable material. *Return (material) to a previous stage in a cyclic process. *Use again. *A change in global or regional climate patterns, in particular a change apparent from the mid to late 20th century onwards and attributed largely to the increased levels of atmospheric carbon dioxide produced by the use of fossil fuels. *A layer in the earth's stratosphere at an altitude of about 10 km (6.2 miles) containing a high concentration of ozone, which absorbs most of the ultraviolet radiation reaching the earth from the sun. *Having concern for one's own welfare and interests before those of others. * (of a person, attitude, or action) not showing a proper sense of responsibility.

Write the correct Past Simple form of the verb inserted *Place, fit, or push (something) into something else. *Cover the surface of (something) with paint. *Make or become different. *Remove or obliterate (written or printed matter), especially by drawing a line through it. *Put (things) in a neat, attractive, or required order. *Make an opening, incision, or wound in (something) with a sharp-edged tool or object. *Insert (a piece of text or other data copied from elsewhere). *Ascertain the size, amount, or degree of (something) by using an instrument or device marked in standard units. *Give a new name to. *Move (a door or window) so as to leave a space allowing access and vision. *Form (something) by putting parts together or combining substances; create. *Move to or place in a particular position. *Have or maintain an upright position, supported by one's feet. *Intercept and hold (something which has been thrown, propelled, or dropped). 49

Fir

New words *An evergreen coniferous tree with upright cones and flat needle-shaped leaves, typically arranged in two rows. Firs are an important source of timber and resins.

Bush

*A shrub or clump of shrubs with stems of moderate length.

Pavement

*A raised paved or asphalted path for pedestrians at the side of a road.

Arbour

*A shady garden alcove with the sides and roof formed by trees or climbing plants trained over a framework.

Lawn

*An area of short, regularly mown grass in the garden of a house or par

6. LESSON PLAN

Subject: Lithuanian, English, Dance Teachers: Asta Jankauskienė, Kristina Rudelienė, Saulius Rudelis Class: 8e School: Klaipėda Gedminai Progymnasium (Lithuania) Topic: “The Tree of Life“ Objectives.

Students will revise the symbolic meanings of the tree of life while doing interactive tasks; they will present trees, which were reflected as the trees of the world in English after working in groups; they will discuss a coherence of the tree of life with the Lithuanian folkways and will play a folk game “Pasėjau linelius”(I sowed the flax) Level of learning: high. Motivation of class.

Students of this class are very active and are keen on working in groups and doing creative works. According to this, the methods and working forms are chosen will reveal the level of their preparation and motivation. Teaching activities During the lesson different (discussion, questioning, group work, lecture) methods are used. While doing interactive tasks (filling the gaps, matching the cards) students revise the symbolic meanings if the tree of life (10 min). The next part of the lesson activity is organized according to the method of group working. Students split into 5 different colour groups. Each group, according to its color gets individual task: to prepare the short presentation about a tree in English (10 min). When the task is completed, students discuss the coherence of the tree of life with the Lithuanian folkways and play a folk game “Pasėjau linelius” (I sowed the flax) (10 min). The next part is reflection using the method ‘river’. The task assigned as HW is to draw their own tree of life. Evaluation. Self-evaluation, non-formal evaluation. Methods (short description)

Scheme Making decisions (grouping cards) Gap filling Folk game Rivers

Teaching / Learning material Vocabulary English Oak Linden Rowan Ash Poplar Trunk Roots Bark Branch Boughs Twigs Sustenance Nourishment Healing Imbue Render Essence Nullify Condemn Encompass Immortality

Tree of Life symbols and what they represent…

The symbols of the tree of life are comprised of all the aspects of the tree itself and what those elemnts mean. You have the roots, the trunk, branches, leaves and all types of fruit coming from the same tree. All of these parts of the tree represent tree in a symbolic way. The roots dig deep, the trunk establishes a foundation, the branches reach out for sustenance, the leaves collect strength, and the fruit gives of itself.

Tree of Life meaning and inspiration…

The tree of life meaning comes from its symbolic aspects. If you take a look at the symbols you can extract the meaning through each of these symbols. First, the tree of life provides the breath of life. This breath, is also represented by the spiritual nature of air, which is to “inspire”. The significance of the leaves of the tree have been thought to be “healing” in its properties. So we look at healing from not only the physical point of view, but from the spiritual or emotional point of view.

Tree of Life Symbolism and nourishment...

The tree of life meaning symbolizes many nurturing aspects of life. In its branches, it symbolizes reaching out to accept the nourishment of the sun. In its leaves, it captures that nourishment and cherishes it through transformation into life giving food. In its roots, it digs deep to the soul of the Earth. It embraces the Earth with its roots, and recognizes the soil as as its mother. In the roots and branches it acknowledges Mother Earth and Father Sun. It is a full recognition of the life that supports it, and its spiritual origins.

The Tree of Life and the elements…

The tree of life meaning and the elements are intimately involved. Fire, Earth, Air, and Water all combine their forces to create the awesome life giving power of the tree of life. From fire comes the power of the sun that imbues the tree with living light. From earth comes the nourishment to the roots that combines its strength with the sun to provide the food that the tree needs to render its live giving power. From the water comes the power to imbibe the vital essence of life that causes the fruit to grow and supply those who seek eternal life with the mystical power of its unique fruit. 54

From air, there is a communication exchange with the environment that benefits it and the tree.

The Christian Tree of Life and immortalityâ&#x20AC;Ś

In the Bible it was said that if you ate of the tree of life, that you would live forever. Since Adam and Eve ate of the tree of knowledge, they became conscious of their own evil, thereby nullifying their innocence. They were forbidden to eat of the tree of life for their own good because they would condemn themselves to eternal awareness of their own shortcomings. That is why they were cast out of the Garden of Eden, for their protection from that fate.

The Norse World Tree and the Tree of lifeâ&#x20AC;Ś

The Norse World Tree is the pagan version of the tree of life. It encompasses all realms of existence and binds them together. It is eternal in nature, having no beginning, and no end. Its fruit is said to keep the gods youthful.

The Tree of Life is a symbol of immortality and the healing of the soul.

Describing A Tree Write adjectives describing a tree in and around the tree.

___________________________

I.E.S. LEONARDO DA VINCI DE ALICANTE

ENGLISH LESSON PLANS FROM SPAIN

1. LESSON PLAN: COOKING Subject: Foreign (English) language Class: 2 ESO B + PCI of Wood (a group with special needs)./6th-7th grade 6 students of 2 ESO and 6 students with special needs School: IES LEONARDO DA VINCI DE ALICANTE Teachers: Marta Armendia Santos, Mª Ángeles Martínez Poveda Topic: “Making cookies: interesting integration lesson” Objectives:  Cooperative work between a group of students with special needs and students of 2ESO  To learn the process of making cookies together  To describe the different parts of the kitchen and their utensils  To learn vocabulary about cooking and its utensils  To follow simple instructions 

To Improve their solidarity, tolerance and empathy working together (one student with special needs and one student of 2ºESO)

Level of learning: basic /medium Motivation of class. They will

enjoy learning to describe a kitchen , show the word meaning by pictures or non verbal communication; working in pairs to do some activities and decorating the cookies Teaching activities During the lesson different methods are used (discussion, questioning, pair work, practice) by using the questioning method, teachers give students a brief information about the expressions and vocabulary in the Kitchen (20 min.) The next part of the lesson activity is organized according to the method of pair work. Students read the recipe and follow instructions to make the dough, afterward cut the cookies with the cutter. Each pair choose the shape that they prefer. (10 min.) When this task is completed, students go to the canteen to bake the cookies in the oven. (10 min.) The next part is practical work – students in pairs decorate the cookies in the nest lesson and review the words that they learned (55 min) Evaluation. Self-evaluation, non-formal evaluation.

Teaching / Learning material

Activity 1: What is the numberâ&#x20AC;Ś..?

By peers, students have to name each instrument. They are going to check their vocabulary about Kitchen?

Dictionary 1- Pizza 2- Kettle 3- Kitchen scale 4- Covered 5 – Roller kitchen 6 –Pot 7- Pan 8 – Beat eggs 9 – Kitchen spatula 10 –Glass of wine 11-Coffee pot 12 – Oven mitt 13 – Chef ´s hat 14 – Ladle 15 – Cup of coffe 16 – Cutting board 17 – Cup of tea 18 – Mushroom 19 – Measuring Cup 20 – Cup of tea 21- Soft – boiled Egg 22- Cheese 23- Teapot 24 – platter with dome 25 – Cupcake 26 – Cocktail 27-Bowl 28 -Salt, Pepper 29 -Chopstick

Activity 2: “IN THE KITCHEN Ask your partner: 1.Where is …..........in this kitchen? Example: Student 1: Where is the oven? Student 2: The oven is here (point it ) under the cooker.

2.What is …............. used for? Example: Student 1: What is the microwave used for? Student 2: It uses for heat meals.

PRACTICE Making cookies

Recipe for decorated cookies Ingredients for 60 large cookies:     

250 g x3 softened butter 175 g x3 caster sugar 3 eggs 550 g plain flour x3 ½ teaspoon vainilla extract x3

Elaboration: 

         



Mix 250 g soften butter and stir just until the butter was enough soft (it is not meant to whiten, increase the volumen or introduce air), using the accesory set with flat blades of the Thermomix or with a wooden spoon. Put mixer on low speed, gradually add sugar and egg. Gradually add flour and beat until mixture pulls away from the side of the bowl. Roll out, the dough, directly on anti-adherent baking paper and cut it in two or three equalsized pieces. Cut the dough with the hands, rectangular-shaped, on the baking paper. Rolls out the dough with the rolling pin to 6 mm. Do it again with the other pieces. Place it on a baking tray and refrigerate for one hour. Remove the dough from refrigerator, at a time, and cut fun shapes with the cookie cutters. Place the fun cookies on a baking tray with baking paper. Preheat the oven at 180ºC (up and down) and airless. Bake for 10 to 12 minutes. Let sit on baking sheet for 2 hours after removal from oven to complete cooling. Decorate with fondant, chocolate shavings, and little coloured balls. The process will be repeated three times. Therefore, ingredients have been tripled.

RESOURCES INTERNET:

PRACTICE ON LINE and LEARN MORE:

Activities: http://www.inglesmundial.com/Avanzado/Leccion7/Vocabulario.html http://www.englisch-hilfen.de/en/words/kitchen.htm https://www.learnenglish.de/vocabulary/roomskitchen.html Pronunciation: https://www.youtube.com/watch?v=c7Xm4GJrNtM https://www.youtube.com/watch?v=bXS83_Z0AjM

2. LESSON PLAN: TEAM WORK

Subject: Transcuricular Level: 3-4 ESO in Spain / 8th -10th grade Time: 55 min Teacher: Marta Armendia Santos School: IES LEONARDO DA VINCI DE ALICANTE Topic: “TEAM WORK”

Objectives:    

To cooperate work between a group of students To recognize the advantages of team working To learn vocabulary about the topic To follow simple instructions



To improve their solidarity, tolerance and empathy working together



To know some games to improve the team work

Level of learning: basic /medium Motivation of class: They will enjoy learning to cooperate together and they will notice the power of teamwork.

Material: It depends on the kind of the game, but the most important thing is having a wide place where students can easily move.

Teaching activities:

Instructions FIRST PART LESSON: The teacher explains students what the team work is and its features. After that, the teacher will ask their students what advantages of teamwork they know. One of the students goes up to the blackboard and notes on board the students´ suggestions.

Teacher and students comment the results. At least, these should:

1. Foster Creativity and Learning Creativity thrives when people work together on a team. Brainstorming ideas as a group prevents stale viewpoints that often come out of working solo. Combining unique perspectives from each team member creates more effective selling solutions. 2. Blend Complementary Strengths Working together lets employees build on the talents of their teammates. While your strength may be creative thinking, a coworker might shine in organization and planning. Do not hesitate to share your abilities with the team. 3. Build Trust Relying on other people build trust, and teamwork establishes strong relationships with coworkers. Despite occasional disagreements, an effective team enjoys working together and shares a strong bond. When you put your trust in a coworker, you are establishing the foundation of a relationship that can endure minor conflicts. 4. Teach Conflict Resolution Skills Conflicts inevitably happen when you put together a group of unique people. Employees come from varied backgrounds and have different work styles and habits. While these unique viewpoints create the most successful work, they can also generate resentment that quickly turns into conflict. 5. Promote a Wider Sense of Ownership Team projects encourage employees to feel proud of their contributions. Tackling obstacles and creating notable work together makes team members feel fulfilled. Working toward achieving company goals to allows employees to feel connected to the company. This builds loyalty, leading to a higher level of job satisfaction among employees. 6. Encourage Healthy Risk-Taking An employee working on a project alone will probably not want to stick their neck out for an off-thewall idea. If the project fails when working solo, that employee takes the full brunt of the blame. While you may not get full credit for a successful team project, working with other people spreads out the responsibility for a failed assignment.

SECOND PART LESSON: The teacher can choose between one of this 5 games to show their students how to work together. 1.Team Architect Mini olympic games Team building games Icebreaker games Artistic games Large group games 

Play anywhere

 

Multiple Teams 10 - 30 mins



Under 20 €

How To Play Team Architect Team Architect is basically a game where you get each team to build something with very little amounts of strange materials. For example, you could give each team a packet of pop sticks and a roll of sticky tape and get them to build a bridge which will support a heavy book. Another example is to give each team a few sheets of newspaper and some string and then get them to make an egg support. Each support teams egg has to stop the egg from breaking when dropped from a certain height. After the allocated building time is up, all the groups come together and the structures or inventions are tested. 2.Helium Stick Team building games Icebreaker games Small group games 

Play anywhere



Multiple Teams



5 - 10 mins



No cost

How To Play Helium Stick You can do this team building activity with a single group (maybe as a team growth activity for your small group) or as a bigger group team challenge. You'll need a group with at least four or five people in it, and then one instructor. Get the group members to line up in a line in pairs (one on either side). It doesn't matter if there is an odd number. Then get each person to face towards each other. Get each person to be staggered and place a hand in front of them with their index finger pointed out. Place the pole on top of all of the index fingers so it is resting evenly. Make sure all index fingers are touching the pole. The aim of the activity is to get the group to completely lower the pole to the ground without anyone losing touch with it at any stage. This is why it is important to have a leader or instructor watching carefully to catch them out. A common occurrence as the group begins the team building activity for the first time is that everyone will be so focussed on keeping their index finger touching the pole that the pole will actually start rising instead of lowering. Have a laugh with the group! The secret is for the group to settle down and take it slowly. If you're running this activity with multiple groups then you could do it as a race which could make things even funnier - just make sure you've got someone judging each group so there is no cheating. 72

Materials Needed Long & light-weight pole

3.The Tangled Chain Team building games Relaxing games Icebreaker games Junior youth games Small group games Large group games 

Play anywhere



Whole Group



5 - 10 mins



No cost

How To Play The Tangled Chain Get everyone to huddle in a group in the middle of the room and join each hand with someone across the circle. Once everyone has joined hands, let them know their task is now to untangle themselves. To make the game interesting, make sure there are some chaotic hand joins going on - get players to weave their hands up and over other arms. This ice breaker game can work really well as a team competition - split the group into a few different even-sized teams and get each group to tangle themselves then make it a race to get completely untangled. It might help to have a leader watching each team so there is no cheating going on! 4.Psychiatrist Team building games Relaxing games Icebreaker games Small group games Simulation games Circle games 

Play anywhere



Whole Group



10 - 30 mins



No cost



No Mess

How To Play Psychiatrist Have the entire group sit in a circle; a room with couches and chairs are fine, as long as everybody is pretty much facing each other. Select one person to go out of the room. Now the group decides on a "problem;" explained: Everybody is the person to their left, or has green socks on, or everybody on one half of the room is one person and everybody else is another; there are hundreds of variations - be creative! 73

Once a "problem" has been determined, have the selected person come back in the room. Now, he/she has to stand in the middle of the circle and go around, in any order they want, and ask people yes/no questions. Popular questions include: "Are you a guy or a girl?" "Are you wearing a sweatshirt?" "Do you have brown hair?" "Are you wearing socks?" And endless numbers of questions of course. People who are asked the questions have to answer them, keeping their "problem" in mind. For example, if everybody is the person to the left, and I am a blond girl but a red-headed guy is sitting to my left, I have to answer like I am the guy to my left. So if the "It" person asks me "Do you have red hair?" I'd answer "Yes." If the "It" person asks if I am a guy, I'd say "Yes!" This can be pretty funny at times! Now, let's say someone answers incorrectly? Anyone who realizes that person has answered wrongly now yells "Psychiatrist!!" At this call, everybody gets up and moves to another place. But their "problems" now apply to the way the room is situated - if I am the person two to the right, I am now whoever is newly the person two to the right. The point of this is for the "It" person to figure out the group's "problem." Once he/she has, the last person to answer a question goes out of the room and is "It." (Or whoever the group decides on to be "It") This game is a huge hit at my youth group, the kids beg to play it every week. As you get more comfortable with it, you can start doing crazier and more challenging things; just remember that everybody has to have the same problem. (Otherwise things get confusing!) Have fun!! 5.Mastermind Team building games Relaxing games Icebreaker games Prize games Large group games 

Play anywhere



Whole Group



10 - 30 mins



No cost How To Play Mastermind The classic game of Mastermind works well when solved as a whole group. The whole group must work together to crack the code. Alternatively, divide the group into two teams and each gets to set a code and try to crack the other teams code. The game, when played like this, is a good means to teach team work and problem solving. You could try playing the game using a projector and the online version of the game found here.

Alternatively, you could create a big set of coloured counters using cardboard and get the game to be played interactively as a "live" version. Evaluation. Self-evaluation, non-formal evaluation by games. Material by Dave Mattson in Professional Development : https://www.sandler.com/blog/6-benefitsof-teamwork-in-the-workplace Material games by: www.uouthgroupgames.comau/top-ten-building-games

3. LESSON PLAN: EUROPEAN LANGUAGE PORTFOLIO Subject: cross-curricular subject Class: 3º,4º ESO in Spain (8th-10th grade) Time : 55 minutes x 2 sessions Teachers: Marta Armendia Santos School: IES LEONARDO DA VINCI DE ALICANTE Topic: “WHAT THE EUROPEAN LANGUAGE PORTFOLIO (ELP) is ” Objectives.  To know what the EUROPEAN LANGUAGE PORTFOLIO is  To learn what they are for: to support the development of learner autonomy, plurilingualism and intercultural awareness and competence; to allow users to record their language learning achievements and their experience of learning and using languages.  To describe the process to complete the 3 components: language passport, language biography and dossier.  To learn vocabulary about the topic  To follow simple instructions to fill out their own passport  To improve their solidarity, tolerance and empathy while working together (one student with special needs and one student of 3 ESO) Level of learning: medium Motivation of class. We want to communicate the value of this instrument to support the development of learning autonomy, plurilingualism and intercultural awareness and competence; and it can be relevant to find a job in the future. Teaching activities The teacher is going to begin explaining what the European Language Portfolio is and their components: a language passport, a language biography, and a dossier. After that, We are going to share with students one of these videos which explain what it is: https://www.youtube.com/watch?v=1usq9CRKT7k https://www.youtube.com/watch?v=wLgwfIKnrCU The next part is practical work – students in groups will make a mural/canvas/power-point presentation about the 3 components of the ELP and explain others their conclusions. Finally, we show them how we have been working in Spain the ELP and give them the opportunity to register Evaluation. Self-evaluation, non-formal evaluation.

RESOURCES INTERNET: https://www.youtube.com/watch?v=2Cn5Qyv48Sk http://www.coe.int/en/web/portfolio/guide-to-compiling-an-elp http://www.coe.int/en/web/portfolio/templates-of-the-3-parts-of-a-pel Working in the Portfolio in Spain: https://prezi.com/login/?next=%2Fejkiolse-eek%2Fedit%2F#25 https://www.youtube.com/watch?v=rwqOOVHDe8&list=LLhhpzvnjUQ5O8s0kMjb8zTQ&index=7 ANEXO: LANGUAGE PASSPORT â&#x20AC;&#x201C;PDF - file:///C:/Users/emny/Downloads/COE_language-passport_EN.pdf%20(2).pdf

4. LESSON PLAN: “INDOOR ROCK CLIMBING WORKSHOP” Subject: cross-curricular subject Class: 3º,4º ESO in Spain (8th-10th grade) Time: 120 Teacher: Loida Moya Smith min. School: IES LEONARDO DA VINCI DE ALICANTE Topic: INDOOR ROCK CLIMBING Objective: This workshop is designed to enhance, educate and encourage our modern students to embrace rock climbing. In this workshop we will cover climbing and belaying skills. Like all empowering workshop sessions we will be challenging ourselves but this workshop is suitable for all fitness levels. Material: 

Climbing Clothing

Wear clothing that is not restrictive and won't get in the way of you or the rope. Your clothing should breathe, wick sweat and dry fast so that you can stay warm and comfortable while climbing. If you’re climbing in the outdoors, also carry clothes for changing conditions just as you would for hiking. 

Rock Climbing Shoes

Climbing shoes protect your feet while providing the friction you need to grip footholds. Most styles are quite versatile, but your climbing ability and where you climb are both factors in choosing the correct shoe.

Rock shoes should fit snugly but not painfully tight. The general rule is that closerfitting shoes are the norm for more technically challenging climbs. Note: Rock shoes aren't comfortable for walking long distances and doing so can ruin them. For the hike from your car to the base of your climbing area, wear approach shoes, trail runners or other appropriate footwear. Climbing shoes are for climbing only. ď&#x201A;ˇ

Climbing Helmet

When climbing outdoors, you should always wear a helmet made specifically for climbing. Climbing helmets are designed to cushion your head from falling rock and debris, and some (though not all) are designed to provide protection in the case of a fall. They are generally not worn in a climbing gym since it's a controlled environment. A helmet should feel comfortable, fit snugly but not too tight and sit flat on your head. Helmets usually have a hard protective shell and an internal strapping system. ď&#x201A;ˇ

Climbing Harness

Unless you are bouldering, you need a climbing harness. A harness consists of two basic parts:  

Waistbelt: This sits over the hips and must fit snugly. Leg loops: One loop goes around each leg. Many harnesses conveniently offer adjustable or removable leg loops.

Your harness allows you to tie into the rope securely and efficiently. All harnesses have two front tie-in points designed specifically for threading the rope and tying in, one at the waist and one at the leg loops. Generally the tie-in points are different than the dedicated belay loop. Buckling your harness correctly is essential for safety. 

Chalk

Just like gymnasts, climbers use chalk to improve their grip. Chalk absorbs perspiration on your hands. To lessen environmental impact, it's good form to use a chalk that matches the color of the rock you're climbing. Chalk is carried in a small pouch slung from your waist by a lightweight belt. Instruction: Divide the class in groups of 4 students. Each group will learn everything they need to know to utilize the climbing wall on their own without an instructor after this class you will be ready to schedule your belay assessment. This workshop and successfully completing your belay assessment is a prerequisite for Open Climb sessions. Get comfortable with climbing procedures and equipment. Procedure: 

What you’re working with  



Technique Mental Cognition

What to expect Expect 120 minutes of hands on instruction in our workshop rock climbing. You won’t be climbing during this workshop, but you’ll practice the essentials so that you’re prepared to pass our belay assessment. All necessary equipment is provided; simply show up ready to learn! What to wear Comfortable clothing that allows you to move. Harness, ropes, chalk bag and shoes provided

What educational benefits will the student gain from this position? Student will gain experience supervising a collegiate climbing wall program and equipment and facility. Student will also gain experience in program development, office organization and management skills.

5. LESSON PLAN: TRAVELLING Subject: Foreign (English) language Class: 3º,4º ESO in Spain (8th-10th grade) Teacher: Marta Armendia Santos School: IES LEONARDO DA VINCI DE ALICANTE Topic: “Travelling Expressions” Objectives:  To cooperate work between a group of students with special needs and students of 3ESO  To learn expressions about travelling  To describe things that you may be in need while travelling  To learn vocabulary about the topic  To follow simple instructions to pack your own bag To improve their solidarity, tolerance and empathy while working together (one student with special needs and one student of 3 ESO) Level of learning: basic /medium Motivation of class. They will enjoy watching two videos of two totally diferent trips (ACTIVITY 1: Disney World and Australia). After that, we are going to discuss about which one they would prefer and their reasons why (30 min) Teaching activities During the lesson different methods are used (discussion, questioning, pair work, practice) by using the question-answer method, teachers give students a brief information about the expressions and vocabulary about the topic (20 min.) The next part of the lesson activity is organized according to the method of pair work. Students do by pairs the ACTIVITY 2 chosing the right expressions in each gap. After that, we will check their responses. (20 min.) When this task is completed, students will have a discussion with the questions of ACTIVITY 3 by pairs and finally one of them will explain others which of these expressions are their favourite and why. (30 min.) The next part is practical work – students in groups make a mural/canvas/powerpoint presentation about one their dream destination and explain to the rest of the group(55 min) Evaluation. Self-evaluation, non-formal evaluation.

Teaching / Learning material Activity 1: Watching videos DISNEWORLD ORLANDO: https://www.youtube.com/watch?v=QSraXqgEn6A AUSTRALIA: https://www.youtube.com/watch?v=q0jlNj55udg

COLLÃ&#x2C6;GE DES ECRIVANTS COMBATTANTS

ENGLISH LESSON PLANS FROM FRANCE

1 Lesson plan : The Pledge of Allegiance in US schools. Level: 9th - 10 th grade Time: 55 min Objective: Learn about the differences between your school and the US schools. Instructions step by step : 1) Watch the video and react. https://www.youtube.com/watch?v=xcwg7cnhW4E If you want, write down in the square below some key words of importancefor the theme!

2) Classify the words : Transparent words :

Patriotic words : (= Words expressing love for your country.)

America Republic Nation Indivisible Liberty Justice

One nation Under God

American values : Liberty Justice

3) Now, find the equivalents in the text for the following pictures.

indivisible

Liberty

Justice

under God

flag

for all

nation

I pledge allegiance

4) Listen to Haley speaking about the Pledge of Allegiance. Take notes. Recap in group. http://www.audio-lingua.eu/spip.php?article1046 5) Discuss in groups whether you would like to have a pledge of allegiance everyday in your school before starting your lessons.

Lesson plan: Good bye, Lady Di ! Level Time Topic Question

Objectives

8 -10th grade About 3h (it depends on the class level) The 20th anniversary of the death of Lady Di Do you consider Princess Diana as a mythic figure? -presenting a document = nature, title, source, author/singer/producer…, date of publication/release, aim -presenting the topic = placing the topic = people/characters, place, time, actions - learn about an emblematic figure : Lady Di - organize a debate

Course 1 : A Tragic end

Oral

Oral exchange + written recap

-Photos of the Princess taken from the 1h30 internet Oral -Press article “Princess Diana dead after Paris car crash” extracted from CNN World News Story page (see below)

1. Anticipating Look at the pictures and react (prompts can be given if necessary: identity? How much do you know about this person?) The pictures show Princess Diana called Lady Di['dai]. She was married = the wife /spouse of Prince Charles and the mother of Princes William and Harry. She died in a car accident = crash in Paris …etc… 2. Global comprehension Have a look at the peripheral information and read the 2 first paragraphs. Present the document + topic. (if necessary, the teacher asks what information is included in the presentation of a doc and the topic : nature, title, source, author, date of publication, aim /people, place, time, actions = place the setting) The document is a press article published ON August 31st 1997 / 20 years ago. It is entitled “ Princess Diana dead after Paris Car Crash” extracted from the web site of CNN, World News Story Page. We don’t know the name of the journalist /who wrote the article. The aim is to

Princess / spouse = wife/ Crash = accident

CNN= Cable News Network

Written part

Oral correction Written recap (time line) Group work first, then class correction

inform the world of the death of the Princess of Wales who died in Paris on Sunday 31st August 1997 after a car crash. 3. Detailed comprehension Take three highlighters and highlight all the names, the times and the places + what they correspond to  Find out the exact cause of the death of Lady Di Recap: Create a time line which explains the circumstances of Diana’s death (people involved + times +places) -occur = happen st

On Sunday August 31 shortly after midnight Diana, the Princess of Wales, 36 years old had a deadly car crash. The accident occurred= happened in a Tunnel along the Seine River at the Pont de L’Alma, less than half mile from the Eiffel Tower

-injury = wound -massive = big (in the context serious) -lung

Her companion / boyfriend Dodi Fayed and her chauffeur died at the crash scene. Her bodyguard was seriously injured Ambulance workers rescued her and revived her Diana’s heart stopped beating while arriving at the Hospital at the Intensive Care Unit lead by Bruno Riou She was massaged for two hours by surgeons

-rescue = save -revive= make someone’s heart beat

-surgeons = doctors who operate on people

At 4.00 am, the princess died because of a heart arrest and because of her massive = serious= fatal internal injuries = wounds, including head injuries and lung damage in Paris at the Hospital de la Piété salpétrière -head = chief At 6.00 am, Alain Pavie, head of the Cardiology announced the death of the Princess

Read the text again (§ 14-15-16) and find out in the text synonyms for… Follow / apprehended /imprisoned / scandalized /  Now, explain the connections between the paparazzi and the accident.  A group of paparazzi was following / tailing / pursuing the car on their motorcycles when the accident happened. One of them obviously had an accident too as

-pursue / tail = follow -detain = apprehend -in custody = 87

his motorcycle was found damaged. Some of them were apprehended and imprisoned for having taken photographs before the ambulance workers arrived, for being suspected of having played a role in the accident, for being the witnesses of the accident. One of the paparazzi was beaten = hit = hurt by scandalized witnesses (for taking photos instead of helping)/ of injured people)

imprison for a short period -scandalized = outraged

Read the description of the accidented car and choose the picture which shows the car in which Princess Diana was. Justify your choice.

Pick out information on Dianaâ&#x20AC;&#x2122;s family. Her two sons (William, 15 years old and Harry, 12 years old) were on vacation = holidays with their father Prince Charles in Scotland) Pick out the reactions triggered by her death People were shocked and in grief = heartbroken -grieve = be heartbroken

Document 1:

Document 2:

Princess Diana dead after Paris car crash Companion Dodi Fayed, chauffeur also killed August 31, 1997 Web posted at: 6:24 a.m

PARIS (CNN) -- Britain's Princess Diana died early Sunday at a Paris hospital after suffering massive internal injuries in a high-speed car crash. She was 36. Her companion, Harrod's heir Dodi Fayed, and their chauffeur died at the crash scene. Diana, Princess of Wales, died at 4 a.m. after going into cardiac arrest, doctors told a news conference at Paris' Hospital de la Pitie Salpetriere. The death was announced at 6 a.m. by Dr. Alain Pavie, head of the cardiology department. Prince Charles will fly from Scotland to Paris Sunday to accompany the body of his former wife on its return to Britain. Diana and Charles' two sons, Princes William, 15, and Harry, 12, were vacationing with Charles at the royal family's Scottish home at Balmoral. Buckingham Palace said Charles had been notified of the accident and had told the children. "The death of the Princess of Wales fills us all with shock and deep grief," said British ambassador Michael Jay, who was at the hospital. The princess' death came after she suffered massive internal injuries, including lung damage, Christopher Dickey, Newsweek's Paris bureau chief, told CNN. Diana also suffered severe head injuries, hospital officials told CNN. Ambulance workers managed to revive her at the crash scene, but her heart stopped beating on arrival at the hospital, said Dr. Bruno Riou, head of the hospital's intensive care unit. Surgeons opened Diana's injured chest, closed a wound in her heart and massaged the heart for two hours in a vain battle to save her life, he said. "We could not revive her," Riou said. A fourth person in the car, one of the princess' bodyguards, was seriously injured in the wreck, police said. The high-speed crash occurred shortly after midnight in a tunnel along the Seine River at the Pont de l'Alma bridge less than half a mile from the Eiffel Tower, while paparazzi -- the commercial photographers who constantly tailed Diana -- were following her car on motorcycles, police said.

Several motorcyclists were detained for questioning after the crash, police said. A badly damaged motorcycle was taken from the scene of the accident by police. Seven photographers were in custody, police said. At least some of the photographers took pictures before help arrived, French radio said, adding that one of the photographers was beaten at the scene by outraged witnesses. Dickey said police were expected to press the investigation. "This kind of pursuit of celebrities here in Paris is something I think the French government has never been terribly happy about," Dickey said. "I think they'll pursue this very, very actively indeed." […] Car destroyed Dickey was at the scene when the Mercedes was removed from the tunnel. Its windshield was cracked, its roof collapsed, and the front of the car crunched back to the windshield. A wrecking crew had great difficulty recovering the car, Dickey said, because even the wheels wouldn't move. "Only the trunk of the car appears to be intact at this point," Dickey said. In the end, the car was lifted out with a crane. Bittermann said the highway, one of several high-speed arteries into the center of Paris, typically has very little traffic around midnight Saturday. There is no barrier between incoming and outgoing traffic, Bittermann said; if a car went out of control it would be nearly certain to swerve into oncoming traffic. Extracted from CNN – World News Story Page –

Course 2:The Construction of a myth

Recap

-Video extract from “Diana: the people’s princess” extracted from you tube

1h OC / OE  understanding keywords  deducing strategies

1. Anticipating Read the different definitions of “a myth” (source: Oxford Dictionary) and discuss which one(s) could be applied to Diana and why. A) A traditional story, especially one concerning the early history of a people or explaining a natural or social phenomenon, and typically involving supernatural beings or events. B )A widely held but false belief or idea. C) A misrepresentation of the truth. D) A fictitious or imaginary person or thing. E) An exaggerated or idealized conception of a person or thing.

Oral

2. Global comprehension Watch the document and say what you can see, what you learn and how many voices you can hear. Group We can see photos showing Diana with her work (exchange) husband, her wedding, sitting with sick or poor people, with kids and babies (including hers), on + class correction dangerous spots… We learn that she was born on July 1st 1961, her maiden name was “Spencer”, she married Charles on July 29th 1981, she became lady Di in 1975, she studied ballet [ei] and tap dance She is always smiling. We can hear 2 different voices : a woman and a man Oral 3. Detailed comprehension Watch the rest of the video and pick out the words which are used to describe Diana. “pretty”, “vulnerable”, “shy”, “warm” “haven’t seen Group a Royal like this ever”, “compassion from Mrs work + Diana was extraordinary” “I haven’t seen anybody class correction that cared like she did”, “such an inspiration for so many moms”, “she lit up a room” “you knew you were in the presence of someone very very special”, “ confident, insecure, lonely all at the same time”, “ she looked like a movie star” What adjective would you associate with

-maiden name -ballet -tap dance (with special shoes)

-personality adjectives

“haven’t seen”? “lit up”?”an inspiration”? = unique = one of a kind = solar =inspiring 4. Strategies What strategies have been used in this documentary to turn Diana into a myth? -she is presented as a young a pretty young woman -she is presented as a committed mum, wife and lady -she is presented as someone fragile -she is presented as someone unique /one of a kind -she is presented as someone famous, active, inspiring, influential, solar - she is presented as someone happy (smiling) - two voices = the opinion is shared by different sources  she is painted as a successful person in her private life and her professional life, loved and admired by people, with no flaws

She has been idealized Course 3: Myth or not Myth? Oral

30min

Oral

Debate: Do you consider Lady Di as a mythic figure? Students think of the arguments by themselves and exchange in groups. Class correction: one reporter per group tells the class if the group agreed or not on the answer and proposes one or two arguments for or against. A common list is drawn.

3. Lesson Plan: Learn about Martin Luther King Level: 9th - 10 th grade Time: 55 min Objective: Learn about the emblematic icon who fought for equality and peace. Material: Hand-outs Instructions: 1) The teacher gives a quick reminder as to how to ask questions in English: the pattern : WH-word + (auxiliary) + subject + verb 2) The teacher splits the class into two groups or two pairworks (it can just be one student asking another one). Then, Team A asks a question to find out about the missing information on the sheet. Team B answers and then asks Team A a question too and so on and so forth. – > At the end of class, the teacher can give students the speech to learn for next class and ask them to imagine their own speech, what their dream is or what they wish for the future generation.

Martin Luther King was born in _____ (date) in Atlanta. He was a baptist minister (=churchman) (job) in Montgomery, Alabama. He wanted to ____________________ and __________ in the USA : at that time, mainly in Southern states, black and white people could not eat in the same restaurants, go to the same cinemas and even schools. That is why he began ___________________ without violence that gave him a lot of support throughout the town. Thus, he became a famous leader in the American Civil Rights movement. On _______________ (date), he delivered his most famous speech « I have a dream » in front of (place) ________________________ _______________ , applauded by around 250,000 people. 94

_______________ (date), he was rewarded with the Nobel Peace Prize, which made him the youngest person to receive it. However, he ______________________ in 1968 by a white supremacist (= extremist).

Martin Luther King was born in 1929 in Atlanta. He was a ___________ _________ (job) in Montgomery, Alabama. He wanted to end racial discrimination and segregation in the USA : at that time, mainly in Southern states, black and white people could not _____________________ ________________________________________ . That is why he began a campaign of protests without violence that gave him a lot of support throughout the town. Thus, he became ______________ in the American Civil Rights movement. On August 28th 1963, he delivered his most famous speech ÂŤ_____________Âť in front of (place) the Lincoln Memorial in Washington D.C, applauded by __________________________ . One year later, he was rewarded with ________________________ , which made him the youngest person to receive it. However, he was assassinated in 1968 by ___________________ _______________

Lesson Plan: New Year's resolutions Level: 6th - 7 th grade Time: 55 min Objective: Learn how to express New Year's resolutions Material: Hand-outs Instructions: 1) The teacher gives the handout to each student. Each student tries to match the expression with the corresponding picture. 2) Then, we check altogether and try to pronounce the vocabulary. 3) Each student has to write whether he will (Y for yes) or won't (N for no) try this resolution. 4) Each student tells the class which resolution they will try a resolution and the class has to report what he said. See the hand out on the 2nd page!

NEW YEAR’S RESOLUTIONS I - Write the number under the image on the right (= écris le numéro sous l’image à droite) Eat more fruits and vegetables (1) Eat junk food (2) Practise sports (3) Sleep longer (4) Help my parents (5) Play less video games (6) Learn my lessons every day (7) Chat in class (8) Have good marks (9) Do my homework (10) Make my bed (11) Tidy the room (12) Watch TV less (13)

II – In the left boxes, write : (= dans la colonne de gauche, écris si tu souhaites prendre ces résolutions) N for No Y for Yes III – Now recap : (= Maintenant récapitule) Pour dire ce que tu vas faire, tu utilises “WILL” + verbe Pour dire ce que tu ne vas pas faire, tu utilises “WILL + not ” + verbe = « WON’T » + verbe Exemple : Je vais aider mes parents  I WILL help my parents Your turn ! (= A toi !)

“I will … and … / but I won’t …”

IV – Now listen to your classmates and report what he or she says : (= Maintenant écoute tes camarades et rapporte ce qu’il ou elle dit) “She will … and … / but she won’t …”

“He will … and … / but he won’t …”

5. BIOLOGY ACTIVITY THAT WE PRODUCED DURING THE ERASMUS + EXCHANGE Theme

Plants dispersal

Number of pupils

skills

- how to use a microscope or a binoccular - different ways of communication (drawing, spreadsheet)

Activity time

1h30

Activity organisation

- 8 groups of 2 pupils - Different seeds or fruits by group.(maple fruits, burdoch fruits, hawthorn, fern, pine cones) - turn over of each group every 20 minutes ( pupils must observe a maximum number of fruits and seeds). - The last 15 minutes, each group’s leader communicate their results.

Activity Introduction

The forest « Forêt des écrivains combattants » which is the forest next to our school was planted in 1930 after the fields were devasted by floods . But not all the plants around us have been planted.

Scientific question

How do plants colonize new territories ?

Activity

By observing the different seeds and fruits, the pupils complete a spreadsheet ; the spreadsheet that will resume the different methods of seed and fruit dispersal (wind, water, animals...)

Biology conclusion

Plants can colonize new territories without using sexual reproduction but adopting several dispersal strategies (wind seed dispersal, animal dispersal...)

Hand out: file:///C:/Users/e-mny/Downloads/spreadsheet%20(1).pdf

6. ENGLISH ACTIVITY DURING THE ERASMUS + EXCHANGE

Theme

Introducing ourselves

Number of pupils

Skills

Mainly speaking - how to introduce yourself - how to ask questions to someone to get to know him

Activity time

1h30

Activity organisation

- Brainstorming of what they already know (questions, answers..) - Putting the different names on the board - Getting students to prepare their answers to the questions - Pairwork : one student asks a question the other answers, then they switch roles. - Filling up a grid with everybodyâ&#x20AC;&#x2122;s information