3. Introduction of Erasmus+ K1 Mobility
program in general
Who is eligible, How to apply?
A short introduction of I.L.I.’s Erasmus+ K1
Mobility project
Julianna Dudás
4. Some useful websites for Erasmus+
• http://ec.europa.eu/
• https://twitter.com/euerasmusplus
• https://www.facebook.com/EUErasmusPlusProgram
me
• Hungarian Erasmus+ National Agency: Tempus
Közalapítvány: http://tka.hu/
5. Skill builder activities for cooperative
norms and behaviours
Aims:
• prepare students to work cooperatively
• pay attention to what other group members
say and ask
• pay attention to what other group members
need
• Rule: No one is done until everyone is done.
6. Instructions:
In an envelope you will get two or three pieces
of a puzzle.
Don't open the envelope until T says so.
Aim: to put these pieces together in such a way
that each member of your group ends up with a
complete square.
7. Rules
• No talking is allowed.
• You may not point or signal to other players with your hands in any
way.
• Each player must put together his or her own square. No one else
may show a player how to do it or do it for him or her.
• You may not take a piece from another player, but you may give
your pieces, one at a time, to any other members of your group,
and other group members may give pieces to you.
• You may not place a piece in another person's puzzle; players must
work alone. Instead, hand the piece to the other player, or place it
beside the other pieces in front of him or her.
8. Remember
The task is not finished until each group
member has a completed square in front of you.
When all of you have finished, raise your hands.
9. Suggestion for early finishers
Suggest that they try to discover if there are any
other ways they could put the pieces together to
form different circles.
10. Evaluation/Discussion
• What do you think this exercise was all about?
• How do you feel about what happened in your
group today?
• What things did you do in your group that
helped you to be successful in solving the
problem?
• What things did you do that made it harder?
• What could the groups do better in the
future?
11. REVOLVING CIRCLE 1/3
• This activity builds up pupil confidence in
communication.
• It allows pupils to sample a wide range of views
without holding a whole class discussion.
• Pupils may, as a result, refine their ideas or opinions
on a particular issue.
• A large space is needed for movement and
interaction.
• Alternatively, if pupils are seated at desks in groups
of four, two pupils could change group after the
allocated time.
12. REVOLVING CIRCLE 2/3
How does it work?
1. 2 groups
2. Group 1: forms an inner circle , group 2: forms an outer
circle.
Pupils face each other.
3. The teacher gives out a subject to discuss (examples: find
everything that you both remember from last lesson..., name
all the advantages of knowing how to .... in everyday life,
agree on
one organ that you could the least be without.....)
4. The pairs exchange views for approx.
one minute on a particular issue.
13. REVOLVING CIRCLE 3/3
5. Teacher claps hands and then the outer circle rotates
clockwise one step and then face a new partner.
6. Teacher calls out a new question/topic and the new pair
discusses it for another minute.
7. The rotation may continue until pupils have had the
opportunity to discuss different questions with a wide range
of partners.
8. To make it more fun, the last pair can be asked to act out
their outcome to the last statement which might be personal
(common hobby, common interests, common favourite food
etc) Other students have to guess what they are acting out.
9. A debrief afterwards is beneficial.
14. REVOLVING CIRCLE – Adaptation 2
• Memorising new vocabulary with the help of
sentence expansion
• Aim: Teaching new vocabulary / Revising
previously learnt vocabulary in a new context
15. 1. The arrangement of students is the same as above.
2. Each student gets a word card with the definition of
the word/phrase and a sample sentence with the
word/phrase on it.
3. The first student in each pair explains the meaning
then reads the sample sentence. The other student
memorises the sentence in bits and pieces by
repeating and expanding the sentence.
4. After 2 mins T asks students to go on with the other
student’s word card. They complete the same task
and then exchange their cards.
16. 5. Teacher claps hands and then the outer circle
rotates clockwise one step and then face a new
partner.
6. The new pair starts to memorise the new
words/phrases for another 2-2 minutes.
7. The rotation may continue until students have
learnt the vocabulary on each word card.
8. Follow-up: Any member of the class can be called
up to repeat any sample sentence. Other students
may help if the student does not manage.
18. Why Wordle?
• Free, quick and easy
• No registration needed
• Very attractive – stimulates visual
learners
• Key word prompts – great way to
support more fluent language
production
• Customizable design
19. WEBSITES – learningapps.org
• lots of topics
• lots of templates
• tasks for all age groups
• useful apps can be bookmarked
• easy to transform them
• easy to create new apps that fit your needs
20. WEBSITES – Voki
• a great online
tool for creating
animated
avatars
• simple to use
• motivates
students to
participate
• improves
message
comprehension
21. WEBSITES – fromtexttospeech.com
• great for students who have
difficulty decoding text
• helps overcome barriers
related to reading and
understanding printed
materials
22. WEBSITES - vocaroo
• a quick and easy
way to record and
share voice
messages over
the Internet
23. Thank you for your attention!
• I.L.I.’s ERASMUS+ project website:
http://ili-erasmus.wix.com/ili-nyelviskola
https://www.facebook.com/Erasmus-Mobility-ILI
