Scoala Romanesti, jud Botosani a fost premiata in "Scoala pentru o Romanie Ve...zibo.ro
Aceasta prezentare a fost pregatita de dna ARCHIP IRINA LACRAMIOARA, DIRECTOR la SCOALA CU CLASELE I-VIII ROMANESTI, BOTOSANI, scoala care a fost premiata pentru rezultatelele deosebite inactiunea de colectare de maculatura din programul ecologic "Scoala pentru o Romanie Verde".
Urmariti cum au organizat profesorii actiunea si ce obiective au pe viitor.
Scoala Romanesti, jud Botosani a fost premiata in "Scoala pentru o Romanie Ve...zibo.ro
Aceasta prezentare a fost pregatita de dna ARCHIP IRINA LACRAMIOARA, DIRECTOR la SCOALA CU CLASELE I-VIII ROMANESTI, BOTOSANI, scoala care a fost premiata pentru rezultatelele deosebite inactiunea de colectare de maculatura din programul ecologic "Scoala pentru o Romanie Verde".
Urmariti cum au organizat profesorii actiunea si ce obiective au pe viitor.
Școala Gimnazială Romanu este partener în cadrul parteneriatului strategic „Save E.A.R.T.H. Environmental Awareness Reforming Teenagers' Horizon”, cu numarul de referință 2020-1-DE03-KA229-077207, finanțat de Comisia Europeană, prin programul Erasmus+, Acțiunea KA2, parteneriate strategice doar între școli, prin Agentia Națională de Programe Comunitare și Dezvoltare Profesională.
The document discusses bilingual education and Content and Language Integrated Learning (CLIL) methodology. It describes a project that aims to implement these approaches to help teachers and students improve their language skills and motivate international cooperation. CLIL teaches curricular content through a foreign language, using English to teach subjects like chemistry. The document outlines benefits of CLIL for students, such as increased motivation and cultural understanding. It also provides statistics on bilingual education programs in Poland, such as the number of primary, junior secondary, and upper secondary schools that offer bilingual instruction in languages like English.
The document discusses key concepts in Content and Language Integrated Learning (CLIL), including the 4Cs framework of content, cognition, communication, and culture. It outlines vocabulary and grammar objectives for CLIL as well as the importance of functional language skills. Examples of CLIL tasks and activities are provided to integrate content learning with language acquisition.
Școala Gimnazială Romanu este partener în cadrul parteneriatului strategic „Save E.A.R.T.H. Environmental Awareness Reforming Teenagers' Horizon”, cu numarul de referință 2020-1-DE03-KA229-077207, finanțat de Comisia Europeană, prin programul Erasmus+, Acțiunea KA2, parteneriate strategice doar între școli, prin Agentia Națională de Programe Comunitare și Dezvoltare Profesională.
The document discusses bilingual education and Content and Language Integrated Learning (CLIL) methodology. It describes a project that aims to implement these approaches to help teachers and students improve their language skills and motivate international cooperation. CLIL teaches curricular content through a foreign language, using English to teach subjects like chemistry. The document outlines benefits of CLIL for students, such as increased motivation and cultural understanding. It also provides statistics on bilingual education programs in Poland, such as the number of primary, junior secondary, and upper secondary schools that offer bilingual instruction in languages like English.
The document discusses key concepts in Content and Language Integrated Learning (CLIL), including the 4Cs framework of content, cognition, communication, and culture. It outlines vocabulary and grammar objectives for CLIL as well as the importance of functional language skills. Examples of CLIL tasks and activities are provided to integrate content learning with language acquisition.
The document outlines the agenda for the International Conference on Bilingual Education as part of the Erasmus+ Bilingual Education project. The conference was held on November 19, 2015 at Aurel Vlaicu University of Arad in Romania. The agenda included opening addresses from university and education officials, presentations on bilingual education practices and projects in Poland, Greece, and Romania, and discussions of curriculum development, online resources, language teaching methods, and frameworks for language assessment.
The document discusses strategies for teaching foreign languages to students with Asperger's syndrome in Greek schools. It describes Asperger's syndrome and challenges with social skills and communication. It also outlines Greece's educational system and recent efforts to integrate special needs students. The document proposes adopting communicative language teaching and multiple intelligences approaches to develop students' language skills while promoting integration. While CLIL could further support bilingualism, Greece likely cannot adopt it currently due to teacher capacity. The best strategies involve communicative teaching tailored to students' strengths to facilitate both language learning and classroom inclusion.
This document discusses the role of English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL) courses in internationalizing universities. It defines ESP and CLIL, noting that while they have differences in focus, they are based on common assumptions. The document advocates for CLIL courses in universities to respond to needs for internationalization and standardization across Europe. It analyzes the need to improve internationalization in Romanian universities, such as through increasing foreign language programs and language skills. Solutions proposed include collaboration between language and content specialists, as well as support for students and teachers through programs like Erasmus+.
The document discusses key concepts in Content and Language Integrated Learning (CLIL), including the 4Cs framework of content, cognition, communication, and culture. It outlines vocabulary and grammar objectives for CLIL as well as the importance of functional language skills. Examples of CLIL tasks and activities are provided to integrate content learning with language skills development.
This document provides an overview of a curriculum for preschool bilingual education using CLIL (Content and Language Integrated Learning) methodology. It was developed by preschool institutions in Greece, Poland, Romania and Turkey as part of an Erasmus+ project. The curriculum contains 9 chapters covering topics like educational systems, bilingual preschool education approaches, second language acquisition, and teaching methods. It is intended to provide preschool teachers with resources for implementing high-quality bilingual programs where English is taught for 30-60 minutes per day through games, songs, stories and hands-on activities. The goal is to help young children start developing proficiency in both their native language and English.
The document summarizes Poland's education system and bilingual education programs in Lodz. It outlines the stages and ages of education from creches to secondary school. It describes the external exam system used to assess students and determine university entrance. It also discusses recent reforms introducing foreign language education earlier and the challenges of ensuring qualified preschool teachers. Statistics on educational institutions in Lodz are provided, showing numbers of kindergartens, schools, and innovative bilingual programs available at different levels. Support resources for teachers are listed.
The document outlines stages in creating an ideal city from the perspectives of students:
1. A questionnaire was applied to 60 pupils about transportation, pollution, and leisure in their town.
2. Based on the results, pupils presented their vision of an ideal city with no noise or air pollution, and more green spaces.
3. Features of the ideal city included solar panels, wind turbines, bicycle paths, parks, and using nature for energy needs.
Thank you for introducing yourself Ahmet. What did you learn in the Comenius project?
Ahmet: I learned a lot of things in the Comenius project. First of all, I improved my English skills because we had to communicate in English with other students. I also learned about other cultures. For example, I learned about Swedish traditions, food and lifestyle when I visited Sweden. I was hosted by a Swedish family and it was a great experience. I also hosted a Spanish girl in my house in Turkey. It was nice to teach her about Turkish culture. Overall, I learned that even though we come from different countries and have different cultures, we also have many similarities. The project helped me understand that we should respect each
The city of Arad is located in western Romania on the banks of the Mures River. It was first mentioned in the 11th century and was ruled by the Kingdom of Hungary, Ottoman Empire, and Habsburg Empire. In the 19th-20th centuries, Arad became an important economic and cultural center. In 1918, Arad played a key role in the movement for Romanian unification. Today, Arad is the capital of Arad County and the third largest city in western Romania.
Policoro is a town located in the province of Matera in the Basilicata region of southern Italy, near the ruins of the ancient city of Heraclea where King Pyrrhus of Epirus fought the Romans in 280 BC. Policoro has natural areas that are of great environmental and scientific interest and hosts a variety of wildlife. Tourism is important to the local economy and the town contains several squares, churches, and the town hall, as well as a small village that developed near a baronial castle in the Middle Ages. Nearby places of interest include Metaponto, Pollino, Maratea, and Matera.
Joaquín Rodrigo was a Spanish composer born in 1901 in Sagunto, Spain. He lost his sight at age 3 due to diphtheria. In 1906, his family moved to Valencia where he began studying music. He composed his first work in 1923 and moved to Paris in 1927 to study composition, where he met Manuel de Falla. In 1933, he married Victoria Kamhi and they settled permanently in Madrid in 1939. Some of his most famous works include Concierto de Aranjuez. He received many honors throughout his life and died in Madrid in 1999.
Our partners from the Comenius program arrived at the railway station on Wednesday. On Thursday, they were welcomed at the school chapel and met with students, teachers, and local officials. Students sang songs and gave a presentation about local monuments. On Friday, teachers worked on projects while students participated in sports competitions. Everyone had lunch together with traditional Spanish foods. They visited the bullring and a local winery. On Saturday, the group toured attractions in Madrid like the Las Ventas bullring, Bernabeu Stadium, Royal Palace, and parks before shopping and returning tired to Aranjuez in the evening. On Sunday, they visited local sights like the Palace and gardens and had paella for lunch before a parade at
This document summarizes important aspects of Italian and Lucan folk music. It outlines the history of Italy's national anthem and key opera composers like Rossini and Verdi. It also discusses famous Italian opera singers Enrico Caruso and Luciano Pavarotti. The document concludes by describing traditional folk music instruments from Lucania, a region in southern Italy, including the ciaramella flute, chitarra a battente string instrument, and tammorra frame drum.
The document summarizes several iconic foods and dishes that are emblematic of Italian cuisine, including pizza (created in 1889 to honor Queen Margherita), pasta shapes like spaghetti and lasagna, homemade pasta from southern Italy, polenta and prosciutto ham from northern Italy, cheeses like Parmigiano-Reggiano and mozzarella, sauces like pesto and dessert breads like panettone and pandoro eaten at Christmas. It concludes with mentioning Nutella hazelnut spread as another well-known Italian food.
Turkish cuisine was largely influenced by Ottoman cuisine, which blended Central Asian, Middle Eastern, and Balkan cuisines. Turkish cuisine then went on to influence neighboring cuisines as well. In the 11th century, two major Turkish writers provided detailed information on Turkish cuisine and dishes at the time. A popular dish was tutmaç and meat, especially mutton, was commonly consumed. Vegetables remain an important part of Turkish cuisine today. Homemade cooking and gathering with others for meals continues to be an important part of Turkish culture and food traditions.
This document discusses various ways to recycle and examples of items that have been recycled. It explains that plastic, glass, paper, and metals can all be recycled. Specific recycled projects mentioned include a large fish made of plastic bottles and paper, a windmill, vases, a fountain, cans, ashtrays and more. The document aims to provide information on how and what can be recycled.
1. ECO-ȘCOALA HORIA SE IMPLICĂ
Primăvara a fost întâmpinată la Eco- Școala Horia cu flori proaspete.
Fiind prima Eco-Școală din județul Neamț Școala Horia promovează și
derulează și proiecte ale altor Școli Eco din țară. În această perioadă elevii
școlii, sub conducerea învățătorilor și diriginților participă la Proiectul-concurs
„Nouă ne pasă! Implică-te și tu!”. Proiectul este inițiat de Școala cu Clasele I-
VIII Nr. 5 Arad și coordonat în instituția noastră de prof. Ramona Munteanu. În
principal este urmărită implicarea elevilor, profesorilor și a comunității locale în
acțiuni ecologice care vizează creșterea respectului față de natură.
Acest proiect este derulat de 25 de școli din județele Argeș, Bihor, Bacău,
Brașov, Cluj, Dolj, Constanța, Galați, Giurgiu, Hunedoara, Ialomița, Ilfov,
Maramureș, Suceava, Sălaj, Vaslui și, bineînțeles, Neamț. În județul nostru
proiectul „Nouă nu pasă! Implică-te și tu!” se derulează în școlile: Horia,
CNRV, Școala Nr. 2 Piatra Neamț, Colegiul Național de Informatică Piatra
Neamț..
Perioada de desfășurare a proiectului-concurs este ianuarie-iunie 2010.
Sunt incluse activități din calendarul ecologic, fiecare partener desfășurând
activități specifice pe care le raportează unei comisii abilitate să jurizeze și să le
premieze.
În această perioadă la Școala Horia au loc acțiuni de ecologizare de
primăvară a curții și împrejurimilor școlii, de plantare de puieți în incinta școlii,
la instituțiile din comună, precum și la domiciliile elevilor.
Eco-Școala Horia este o unitate școlară activ implicată în problemele de
mediu ale localității.
