Evaluation forms summing up
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The evaluation summarizes students' experiences visiting Slovakia and staying with host families. Most students found the host families polite and accommodating, though a few noted issues with communication or being pressured to eat too much. The activities were generally interesting but not unique. Looking ahead, students expect the next visit in Turkey to include making new friends, seeing sights, trying new food, and working in mixed groups instead of separated by nationality.
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Evaluation forms Romania
The document contains evaluations from participants in a workshop in Romania. Respondents generally found their accommodations with host families to be very good, friendly, and polite. Extra activities like trips were described as boring and too long by some. For the next visit in Poland, respondents expressed hopes for fun, interesting sights, good food, and productive meetings.
Chiara opinion
The document provides a summary of the author's experience with a cultural exchange program in Portugal. Some key points:
- The author was excited to be selected for the program and learned a lot from their teacher about the exchange.
- Their partner Catarina and her family made the author feel welcome and they enjoyed spending time together, taking photos.
- The author also had fun with their Italian friends and favorite teachers, feeling at home with their company during the trip.
- The cultural exchange was a beautiful and growth-enhancing experience that encouraged the author's appreciation for other cultures.
Evaluation greece
The document contains feedback from participants in a mobility program in Greece. Overall, the feedback was very positive about the host families and accommodation. Many participants felt like they had a new Greek family and enjoyed spending time with their hosts. The journeys were also well-organized and allowed visiting many interesting places. While most aspects were rated excellent, some suggested having more activities in the afternoons and free time for teachers. A common recommendation was to extend the length of future mobilities.
Bulgarian comments (1)
The document contains comments from Bulgarian students about their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students note that the project allowed them to learn about other cultures, improve their English, and make new friends from other countries. They especially enjoyed participating in sports days and other joint activities.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Comenius pupil evaluation finnish students
The students enjoyed meeting new people and making international friends. Popular activities included visiting Whitby, Robin Hood's Bay, and spending free time with their partner families. However, some things could be improved like better planning to reduce waiting time and include more icebreaker activities. Overall, the international student visit was a very positive experience for building cross-cultural understanding despite some difficulties with organization.
Violence in music Slovakia
The document discusses several songs that deal with themes of violence and social issues:
- A 1941 Slovak song that encouraged violence against national enemies.
- A song from the same era about a man who commits murder out of jealousy and surrenders after his conscience takes over.
- Neo-Nazi songs that encourage violence against Roma people and challenge solving "the Roma problem."
- Songs that glorify disobedience and contain racial elements.
- A song showing how war is senseless and kills innocents due to strong ideals and prejudices.
- Bob Marley's "Redemption Song" addresses exploiting the black race as slaves and proclaims freedom of opinions.
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Evaluation forms Romania
The document contains evaluations from participants in a workshop in Romania. Respondents generally found their accommodations with host families to be very good, friendly, and polite. Extra activities like trips were described as boring and too long by some. For the next visit in Poland, respondents expressed hopes for fun, interesting sights, good food, and productive meetings.
Chiara opinion
The document provides a summary of the author's experience with a cultural exchange program in Portugal. Some key points:
- The author was excited to be selected for the program and learned a lot from their teacher about the exchange.
- Their partner Catarina and her family made the author feel welcome and they enjoyed spending time together, taking photos.
- The author also had fun with their Italian friends and favorite teachers, feeling at home with their company during the trip.
- The cultural exchange was a beautiful and growth-enhancing experience that encouraged the author's appreciation for other cultures.
Evaluation greece
The document contains feedback from participants in a mobility program in Greece. Overall, the feedback was very positive about the host families and accommodation. Many participants felt like they had a new Greek family and enjoyed spending time with their hosts. The journeys were also well-organized and allowed visiting many interesting places. While most aspects were rated excellent, some suggested having more activities in the afternoons and free time for teachers. A common recommendation was to extend the length of future mobilities.
Bulgarian comments (1)
The document contains comments from Bulgarian students about their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students note that the project allowed them to learn about other cultures, improve their English, and make new friends from other countries. They especially enjoyed participating in sports days and other joint activities.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Comenius pupil evaluation finnish students
The students enjoyed meeting new people and making international friends. Popular activities included visiting Whitby, Robin Hood's Bay, and spending free time with their partner families. However, some things could be improved like better planning to reduce waiting time and include more icebreaker activities. Overall, the international student visit was a very positive experience for building cross-cultural understanding despite some difficulties with organization.
Violence in music Slovakia
The document discusses several songs that deal with themes of violence and social issues:
- A 1941 Slovak song that encouraged violence against national enemies.
- A song from the same era about a man who commits murder out of jealousy and surrenders after his conscience takes over.
- Neo-Nazi songs that encourage violence against Roma people and challenge solving "the Roma problem."
- Songs that glorify disobedience and contain racial elements.
- A song showing how war is senseless and kills innocents due to strong ideals and prejudices.
- Bob Marley's "Redemption Song" addresses exploiting the black race as slaves and proclaims freedom of opinions.
Pl art
The document discusses the depiction of aggression and violence in paintings from prehistory to the 20th century. Some key examples mentioned include prehistoric cave drawings showing hunting and fighting, Renaissance works like Raphael's St. George Fighting the Dragon, and Francisco Goya's 18th century paintings depicting the horrors of war, such as The Third of May 1809. Propaganda posters from World Wars I and II are also discussed as examples of how painting has been used to depict and encourage aggression.
Prezentacja podsumowanie
The Comenius school group attended a project on promoting a healthy lifestyle. The students divided into four groups to work on different tasks related to this topic. Their first task was to organize a seed sale called "Ziarnojady" to raise money to save horses from slaughter. Their second task was to organize a healthy food sale to show students there are better options than chips, such as sushi. The project received funding from the European Commission.
Pl art3
This document discusses non-violent ways of fighting against aggression through different forms of painting. It describes posters, graffiti, and historical paintings as mediums that can promote anti-aggression messages, with posters and graffiti being able to directly express feelings and opinions, and some historical paintings depicting peace treatings. Examples of relevant works by Jan Matejko are also provided.
Pl musica animae levamen
Ancient civilizations viewed music as integral to healing. Hippocrates used music to treat illnesses, believing it connected the body, mind and soul. Plato and Aristotle recommended certain types of music to influence emotions and behaviors. As medicine advanced, music was still seen as therapeutic; the first music therapists in Europe gave concerts and lessons to psychiatric patients. Modern research explores how elements of music like rhythm and melody can reduce stress and enhance cognitive functions.
Non violent ways of solving conflicts in literature
This document discusses how violence is portrayed in literature. It provides examples of works that depict violence being solved through violent means, such as in Polish literature where a character is beaten to death. It also discusses works like "Macbeth" that show how choosing evil leads to unhappiness. However, some works like "A Christmas Carol" depict non-violent solutions where changing one's behavior leads to better outcomes. In conclusion, literature commonly illustrates that aggression ends badly while friendliness is preferable to hostility.
Violence in art Slovakia
The document discusses several artists known for works depicting violence, including Francisco Goya, Pablo Picasso, Hermann Nitsch, and Jozef Srna. It provides background on Goya becoming deaf and his painting "Saturn Devouring His Son." It describes Picasso's famous painting "Guernica" depicting the bombing of a Basque town. The text outlines Nitsch's abstract splatter paintings and performance art exploring controlled violence. It also notes Slovak artist Jozef Srna is considered the Goya of Slovakia and his paintings reflect human emotions like anger through their techniques.
Violence survey results
This document appears to be a series of questions from a questionnaire about student experiences at school. The questions cover topics like feelings about school, conflicts with teachers or other students, witnessing or experiencing violence, issues like aggression, drugs, alcohol, and smoking at school, and how the school handles violence. It also asks about student government, life satisfaction, trust in others.
Psychological workshops 3
This document provides information about a psychological workshop on anger, aggression, and violence. The workshop aims to help participants understand the differences between anger, aggression, and violence. It will be held with 30 participants and last 60 minutes. Participants will discuss scenarios and create definitions for anger, aggression, and violence. They will also identify forms of aggression present in their school and discuss how the school supports or discourages aggressive behaviors.
AssociationsIJ
Students at Paderewski school are required to join at least one association and volunteer for 10 hours. Associations are extracurricular groups that focus on areas like hobbies, charity work, science, and social activities. The document provides descriptions and purposes of various association options like the Amnesty International Group which promotes human rights, the Association of Alive Philosophers which discusses philosophical topics, and the Bicycle Association which organizes bike trips.
Workshop results Turkey
Students from several European countries participated in classes about violence led by Mrs. Barbara Ostrowska. The students successfully defined aggression and shared their opinions and experiences. They then drew situations involving aggression and explained common causes of violence, such as lack of tolerance, stress, neglect, alcohol, and drugs. The multinational group of active and creative students was able to gain new knowledge about violence and discuss this important global issue through their international collaboration.
Survey_Spain
This survey asked students at IES Villa de Alguazas about their experiences and feelings towards school. It covered topics like their relationships with teachers and peers, witnessing or experiencing aggression, bullying, and conflicts. Students were also asked to rate different areas of their life and feelings of safety, happiness and trust. The survey aimed to understand students' perceptions of issues like violence, drugs, and their overall well-being.
Account_VisitToTurkey
Students and teachers from several European countries, including Poland, Spain, Romania, Bulgaria and Slovakia, traveled to Tarsus, Turkey as part of a Comenius project called "To live in agreement. Together against violence and conflicts." The group learned about Turkish culture by visiting historic and religious sites, trying traditional food, and interacting with welcoming local people. They explored Tarsus' ancient history at places like St. Paul's Well and the mysterious Donuktaş Roman Temple. The students were able to experience Turkish culture firsthand and foster international understanding on the trip.
Sk school prevention_multicultur_art
Project Watch and Change One World at Schools received financial support from the European Commission. The project involved partners from the Czech Republic, Poland, and Estonia, and used films, information, and activities to educate about minority cultures. Nine secondary schools in Slovakia participated, where teachers and students learned skills like documentary filmmaking, theatre, and photography, with the goal of creating final projects at their schools promoting tolerance of minorities and intercultural dialogue.
Motif of violence and aggression in world and polish literature
The document provides an overview of themes of violence and aggression depicted in world and Polish literature. It summarizes various works that portray violence, including the Bible story of Cain and Abel showing cruelty towards relatives; Homer's Iliad depicting the brutal death of Hector in war; Poe's story about a man driven to violence by alcoholism; and Sienkiewicz's work highlighting violence against children which was commonly accepted at the time. It also discusses depictions of violence towards animals in Huysmans' work and prejudiced violence in Mann's The Magic Mountain.
Biological rhythms
The document discusses biorhythms and how the body's physical and mental states cycle throughout the day in regular patterns. It notes that biorhythms affect individuals from birth throughout life. The three main biorhythmic cycles are physical, emotional, and intellectual. Good sleep is important for regeneration and recovery, and different people have different natural sleep patterns as either "larks" or "owls". The biological clock controls daily cycles in organ function and energy levels throughout the day and night.
Biology lesson plan
A biology lesson plan - COMENIUS project "I Feel Good- Well-Being in the Contemporary World" (2013-2015)
Comenius pupil evaluation meadowhead students (y13)
The student enjoyed meeting new people from different cultures and becoming close with their exchange partner. They found the trip to Finland to be the best part, where they got to experience everyday life with their host family and partake in typical Finnish activities. While hosting their partner and maintaining their schoolwork was difficult, the student learned about different legends from Spain and Finland and gained confidence in their leadership abilities. They would have liked more time to spend with families in both countries to relax and get to know each other better.
Service Learning In African Life And Culture
The document summarizes words students used to describe their service learning experience working with African families and individuals in the community. Students found the experience unexpected as they were warmly greeted by families. They also saw how language barriers impacted one family's ability to live in the US. While preparing and sharing food with people, students found the experience humbling, enlightening, and an opportunity to gain a new perspective through cultural exchange and engaging conversations with those different from themselves. Overall, students were surprised by the hospitality of families and openness to sharing hardships with strangers, learning their preconceptions were contradicted and feeling respect for one man working to succeed in his new home.
Service Learning In African Life And Culture
The document summarizes words students used to describe their service learning experience working with African families and individuals in the community. Students found the experience unexpected as they were warmly greeted by families. They also saw how language barriers impacted one family's ability to live in the US. The experience was described as enlightening as students gained a greater appreciation for African culture. It also contradicted some students' preconceived expectations and was humbling as they saw people struggling but determined to succeed.
Service Learning In African Life And Culture
The document summarizes words students used to describe their service learning experience working with African families and individuals in the community. Students found the experience unexpected as they were warmly greeted by families. They also saw how language barriers impacted one family's efforts to live in the US. While preparing and sharing food with people, students found the experience humbling, enlightening, and an opportunity to gain new perspectives by interacting with those different than themselves. Overall, students were surprised by the hospitality of families and openness to sharing hardships with strangers.
Newsletter3 defc
The document provides summaries of experiences from students participating in the Comenius Project with the theme "A healthy mind in a healthy body". It includes contributions from Iceland describing their satisfaction with the project and a visit to the Czech Republic. A Dutch student summarizes their positive experience in Breclav, Czech Republic, where they participated in activities like sports day and trips. Another student discusses their homestay experience in Italy. A Scottish student discusses their preparations and experiences in the Czech Republic, including different diets and activities. Finally, a Slovenian student reflects positively on establishing friendships and improving English skills through the international project experiences.
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Pl art
The document discusses the depiction of aggression and violence in paintings from prehistory to the 20th century. Some key examples mentioned include prehistoric cave drawings showing hunting and fighting, Renaissance works like Raphael's St. George Fighting the Dragon, and Francisco Goya's 18th century paintings depicting the horrors of war, such as The Third of May 1809. Propaganda posters from World Wars I and II are also discussed as examples of how painting has been used to depict and encourage aggression.
Prezentacja podsumowanie
The Comenius school group attended a project on promoting a healthy lifestyle. The students divided into four groups to work on different tasks related to this topic. Their first task was to organize a seed sale called "Ziarnojady" to raise money to save horses from slaughter. Their second task was to organize a healthy food sale to show students there are better options than chips, such as sushi. The project received funding from the European Commission.
Pl art3
This document discusses non-violent ways of fighting against aggression through different forms of painting. It describes posters, graffiti, and historical paintings as mediums that can promote anti-aggression messages, with posters and graffiti being able to directly express feelings and opinions, and some historical paintings depicting peace treatings. Examples of relevant works by Jan Matejko are also provided.
Pl musica animae levamen
Ancient civilizations viewed music as integral to healing. Hippocrates used music to treat illnesses, believing it connected the body, mind and soul. Plato and Aristotle recommended certain types of music to influence emotions and behaviors. As medicine advanced, music was still seen as therapeutic; the first music therapists in Europe gave concerts and lessons to psychiatric patients. Modern research explores how elements of music like rhythm and melody can reduce stress and enhance cognitive functions.
Non violent ways of solving conflicts in literature
This document discusses how violence is portrayed in literature. It provides examples of works that depict violence being solved through violent means, such as in Polish literature where a character is beaten to death. It also discusses works like "Macbeth" that show how choosing evil leads to unhappiness. However, some works like "A Christmas Carol" depict non-violent solutions where changing one's behavior leads to better outcomes. In conclusion, literature commonly illustrates that aggression ends badly while friendliness is preferable to hostility.
Violence in art Slovakia
The document discusses several artists known for works depicting violence, including Francisco Goya, Pablo Picasso, Hermann Nitsch, and Jozef Srna. It provides background on Goya becoming deaf and his painting "Saturn Devouring His Son." It describes Picasso's famous painting "Guernica" depicting the bombing of a Basque town. The text outlines Nitsch's abstract splatter paintings and performance art exploring controlled violence. It also notes Slovak artist Jozef Srna is considered the Goya of Slovakia and his paintings reflect human emotions like anger through their techniques.
Violence survey results
This document appears to be a series of questions from a questionnaire about student experiences at school. The questions cover topics like feelings about school, conflicts with teachers or other students, witnessing or experiencing violence, issues like aggression, drugs, alcohol, and smoking at school, and how the school handles violence. It also asks about student government, life satisfaction, trust in others.
Psychological workshops 3
This document provides information about a psychological workshop on anger, aggression, and violence. The workshop aims to help participants understand the differences between anger, aggression, and violence. It will be held with 30 participants and last 60 minutes. Participants will discuss scenarios and create definitions for anger, aggression, and violence. They will also identify forms of aggression present in their school and discuss how the school supports or discourages aggressive behaviors.
AssociationsIJ
Students at Paderewski school are required to join at least one association and volunteer for 10 hours. Associations are extracurricular groups that focus on areas like hobbies, charity work, science, and social activities. The document provides descriptions and purposes of various association options like the Amnesty International Group which promotes human rights, the Association of Alive Philosophers which discusses philosophical topics, and the Bicycle Association which organizes bike trips.
Workshop results Turkey
Students from several European countries participated in classes about violence led by Mrs. Barbara Ostrowska. The students successfully defined aggression and shared their opinions and experiences. They then drew situations involving aggression and explained common causes of violence, such as lack of tolerance, stress, neglect, alcohol, and drugs. The multinational group of active and creative students was able to gain new knowledge about violence and discuss this important global issue through their international collaboration.
Survey_Spain
This survey asked students at IES Villa de Alguazas about their experiences and feelings towards school. It covered topics like their relationships with teachers and peers, witnessing or experiencing aggression, bullying, and conflicts. Students were also asked to rate different areas of their life and feelings of safety, happiness and trust. The survey aimed to understand students' perceptions of issues like violence, drugs, and their overall well-being.
Account_VisitToTurkey
Students and teachers from several European countries, including Poland, Spain, Romania, Bulgaria and Slovakia, traveled to Tarsus, Turkey as part of a Comenius project called "To live in agreement. Together against violence and conflicts." The group learned about Turkish culture by visiting historic and religious sites, trying traditional food, and interacting with welcoming local people. They explored Tarsus' ancient history at places like St. Paul's Well and the mysterious Donuktaş Roman Temple. The students were able to experience Turkish culture firsthand and foster international understanding on the trip.
Sk school prevention_multicultur_art
Project Watch and Change One World at Schools received financial support from the European Commission. The project involved partners from the Czech Republic, Poland, and Estonia, and used films, information, and activities to educate about minority cultures. Nine secondary schools in Slovakia participated, where teachers and students learned skills like documentary filmmaking, theatre, and photography, with the goal of creating final projects at their schools promoting tolerance of minorities and intercultural dialogue.
Motif of violence and aggression in world and polish literature
The document provides an overview of themes of violence and aggression depicted in world and Polish literature. It summarizes various works that portray violence, including the Bible story of Cain and Abel showing cruelty towards relatives; Homer's Iliad depicting the brutal death of Hector in war; Poe's story about a man driven to violence by alcoholism; and Sienkiewicz's work highlighting violence against children which was commonly accepted at the time. It also discusses depictions of violence towards animals in Huysmans' work and prejudiced violence in Mann's The Magic Mountain.
Biological rhythms
The document discusses biorhythms and how the body's physical and mental states cycle throughout the day in regular patterns. It notes that biorhythms affect individuals from birth throughout life. The three main biorhythmic cycles are physical, emotional, and intellectual. Good sleep is important for regeneration and recovery, and different people have different natural sleep patterns as either "larks" or "owls". The biological clock controls daily cycles in organ function and energy levels throughout the day and night.
Biology lesson plan
A biology lesson plan - COMENIUS project "I Feel Good- Well-Being in the Contemporary World" (2013-2015)
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Similar to Evaluation forms summing up
Comenius pupil evaluation meadowhead students (y13)
The student enjoyed meeting new people from different cultures and becoming close with their exchange partner. They found the trip to Finland to be the best part, where they got to experience everyday life with their host family and partake in typical Finnish activities. While hosting their partner and maintaining their schoolwork was difficult, the student learned about different legends from Spain and Finland and gained confidence in their leadership abilities. They would have liked more time to spend with families in both countries to relax and get to know each other better.
Service Learning In African Life And Culture
The document summarizes words students used to describe their service learning experience working with African families and individuals in the community. Students found the experience unexpected as they were warmly greeted by families. They also saw how language barriers impacted one family's ability to live in the US. While preparing and sharing food with people, students found the experience humbling, enlightening, and an opportunity to gain a new perspective through cultural exchange and engaging conversations with those different from themselves. Overall, students were surprised by the hospitality of families and openness to sharing hardships with strangers, learning their preconceptions were contradicted and feeling respect for one man working to succeed in his new home.
Service Learning In African Life And Culture
The document summarizes words students used to describe their service learning experience working with African families and individuals in the community. Students found the experience unexpected as they were warmly greeted by families. They also saw how language barriers impacted one family's ability to live in the US. The experience was described as enlightening as students gained a greater appreciation for African culture. It also contradicted some students' preconceived expectations and was humbling as they saw people struggling but determined to succeed.
Service Learning In African Life And Culture
The document summarizes words students used to describe their service learning experience working with African families and individuals in the community. Students found the experience unexpected as they were warmly greeted by families. They also saw how language barriers impacted one family's efforts to live in the US. While preparing and sharing food with people, students found the experience humbling, enlightening, and an opportunity to gain new perspectives by interacting with those different than themselves. Overall, students were surprised by the hospitality of families and openness to sharing hardships with strangers.
Newsletter3 defc
The document provides summaries of experiences from students participating in the Comenius Project with the theme "A healthy mind in a healthy body". It includes contributions from Iceland describing their satisfaction with the project and a visit to the Czech Republic. A Dutch student summarizes their positive experience in Breclav, Czech Republic, where they participated in activities like sports day and trips. Another student discusses their homestay experience in Italy. A Scottish student discusses their preparations and experiences in the Czech Republic, including different diets and activities. Finally, a Slovenian student reflects positively on establishing friendships and improving English skills through the international project experiences.
Evaluation forms Bulgaria
The evaluation forms from students who visited Bulgaria for workshops had mixed feedback. Some students found the agenda and activities interesting, enjoyed their accommodations, and had enough time to rest between sessions. However, others felt some sessions like meeting the psychologist were boring. There were also complaints that the organization between sessions was poor with long breaks and a lack of integration between student groups. When asked about expectations for the next visit in Romania, responses included wanting more fun, good food, and interesting sights to see.
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This document summarizes an internship teaching English in Italy. The intern taught English at primary and secondary schools in two small towns, gaining experience with classroom management and lesson planning. They also stayed with two host families, helping the families learn English through daily conversation. Overall, the internship provided valuable teaching experience and improved the intern's Italian language skills while allowing them to discover their love of teaching and the humanities.
Evaluation of the first meeting in ostrava, CZ
The document summarizes evaluations from participants in a first meeting held in Ostrava, Czech Republic from January 26-31, 2015. It includes responses to questions about who participated, what was learned, activities during the meeting, and impressions. Key findings were that participants enjoyed getting to know others from different countries and backgrounds, teaching and sharing lessons was inspiring, and visiting local attractions like museums and the mountains was educational. The most challenging aspects for some were the cold weather, unfamiliar food, and language barriers.
GO5_GO_Further_Booklet_PILOTAJE_1.pdf
The document provides sample materials for a booklet to help children progress further in their learning. It includes sections on grammar reference and practice, skills practice in areas like listening and writing, learning to learn lessons to promote self-assessment, social skills lessons to encourage productive classroom environments, and external exam practice to familiarize children with exam contexts. The optional additional material is designed to take children further in their learning path through different ways of working with unit content, developing self-assessment skills, and social skills while preparing them for exams.
9
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
Anglijska 9-klas-morska-2017
This document provides information about an English textbook for 9th grade students in Ukraine. It includes:
- An introduction to the 7 units that will be covered in the textbook, related to topics like occupations, family, science, nature, Great Britain, youth lifestyle, and mass media.
- Details about the experts who reviewed and recommended the textbook.
- A note that the textbook is designed for 9th grade students in secondary schools and follows the current curriculum guidelines.
- Information about the layout of each unit, including main lessons, revision lessons, and additional optional lessons for teachers.
- Publication details for the textbook.
So in summary, the document introduces an English textbook for 9th
9 am m_2017
This textbook covers 7 units on topics like occupations, family & friends, science & technology, Great Britain, youth lifestyles, and mass media. It is intended to help 9th grade students prepare for English exams and contains lessons, exercises, and other materials. Experts recommended this textbook for its alignment with the curriculum.
Evaluation forms Turkey
The evaluation forms from participants who visited Turkey for a workshop as part of a student exchange program provided feedback on their experiences. Several participants noted that the agenda and activities were interesting and the Turkish hosts were very welcoming and ensured participants faced no logistical issues. However, some mentioned there was not enough time allotted for students to share work between schools due to language barriers and a few activities could have been improved, such as making school visits less boring. Looking ahead to the next visit in Spain, one participant hoped for more student integration and involvement in project presentations along with additional time devoted directly to the project.
Questionnaire Lithuanian meeting
This document summarizes the evaluation of a Comenius Multilateral Project meeting held in Lithuania from September 22-26, 2014. It details the 29 participants from 6 countries and evaluates different aspects of the meeting. Both pupils and teachers enjoyed the trips, workshops, hospitality, and meeting new friends. Suggestions for future meetings included more workshops, trips, shopping time, and interactive activities. Overall, the meeting provided a fantastic experience for cultural exchange and language learning.
Questionnare england
The document contains answers to a questionnaire from a group that visited the United Kingdom from Slovenia.
They found the preschool and school system to be a bit different than in Slovenia but enjoyed seeing the different approach. The hosts were very welcoming and arranged a varied program for them. They observed many school and preschool activities efficiently during their time and met all the staff and children.
One thing they liked most about how children are taught in England is that they are left alone to find solutions and be creative. The group was very satisfied with the program and meeting the culture, finding the people to be very friendly and hosts. They regretted not having enough time and would like to return to experience more of England.
Questionnare england
The document contains answers to a questionnaire from a group that visited the United Kingdom from Slovenia.
They found the preschool and school system to be a bit different than in Slovenia but enjoyed seeing the alternative approaches. The hosts were very welcoming and arranged a varied program for them. They observed many school and preschool activities efficiently during their time and met all the staff and children.
One thing they liked most about how children are taught in England is that they are left alone to find solutions and be creative. The group was very satisfied with the program and meeting the culture but regretted not having more time to experience more of England.
SCC2011 - Diversifying your audience - Tracey Letts
The document discusses a program run by the Outreach Schools and Community Team to provide science workshops and activities in prisons. It details a trial program held at Holloway Prison involving science activities for families with incarcerated relatives. The program was later expanded to Pentonville Prison. Feedback was positive from both inmates and officers, with many inmates saying it was a rare opportunity to bond with their children and feel normal. The team learned regulations vary between prisons and adjustments must be made. Top tips included allowing extra time, pre-visiting locations, following prison staff instructions, and being flexible.
7 klas anglijska_mova_nesvit_2007
This document is the introduction to a Ukrainian textbook for 7th grade students. It welcomes the students back to school and previews what they will be learning about during the school year, including family, traditions, health, sports, travel to the UK and Australia, and culture in Kyiv. It encourages the students to have an engaging and successful year of learning.
7 англ несвіт_2007_укр
This document is an introduction to a Ukrainian textbook for 7th grade students. It begins by welcoming the students back to school and encouraging them to share their summer holiday experiences with their classmates. It discusses the importance of family and spending time with friends. The introduction also provides an overview of the various topics that will be covered in the textbook, including family, health, sports, travel to different countries and cities, and learning English as a language of international communication. It wishes the students a productive school year as they embark on an educational journey through the textbook.
5 a year in review
The student had a productive 5th grade year where they gained more freedom and responsibility. They completed 6 units of study covering topics like technology, science, waste management, and human rights. Highlights included designing a communication tool, writing a procedural text, presenting on waste management systems, and creating a public service announcement. The student also enjoyed learning about histories on a China trip and making a museum exhibit. Their goals of participating more in class and more descriptive writing were achieved through increased effort.
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More from Comenius Projects in Paderewski
The booklet of happiness - Lithuania
This document discusses different definitions and perspectives on happiness. It states that happiness is found through enjoying life and relationships with others, being content with what you have, feeling complete fulfillment, and focusing on internal soul rather than external possessions or comparisons. Overall, the document explores happiness as an internal state of being rather than something dependent on external factors or achievements.
English Lesson - WWI diaries
This lesson plan aims to teach secondary school students about World War I soldiers' experiences through analyzing their diaries and memoirs. Over two lessons, students will:
1) Research the historical background of WWI in groups and present their findings. They will then read individually about the soldiers' experiences.
2) In groups, students will analyze excerpts from four WWI diaries based on style, tone, sensory details, and character development. They will share their findings.
3) The goal is for students to gain a deeper understanding of what life was like for soldiers on the front lines and far from home during WWI through critically examining firsthand accounts.
Soldier E. Brooke
1. The document provides context and questions about the poem "The Soldier" by Rupert Brooke. It asks the reader to make predictions, visualize imagery, and discuss the mood, author's style and purpose, and personal experiences related to the poem.
2. The poem is written from the perspective of a soldier who says that if he dies, he wants to be remembered as belonging to England forever. His body will decay into the foreign land but his spirit will return to England through thoughts and memories.
3. The soldier presents himself as proud of what England has given him and shaped him to be. He seems willing to sacrifice his life for his country and presents England in a positive light.
Avant-garde
The document discusses different avant-garde art movements that emerged in Europe following World War 1. It provides brief descriptions of 12 avant-garde styles including Futurism, Expressionism, Cubism, Dada, Surrealism, Fauvism, Constructivism, Conceptual Art, Land Art, and Minimalism. The movements generally aimed to reject traditional styles and find new ways of artistic expression, being inspired by science and technology. They developed new rules and assumptions about how to approach and create art.
Dadaism-cubism comparison
Dadaism and Cubism both originated in the early 20th century as rejections of traditional art forms and conventions. Dadaism began in Zurich in 1916 as a reaction against World War I, emphasizing randomness, absurdity and anti-art gestures. Cubism developed in France between 1907-1911 and aimed to depict reality through geometry rather than traditional perspective. Both movements influenced various art forms including painting, sculpture, photography, poetry and architecture. Key figures of Dadaism included Hugo Ball, Kurt Schwitters and Marcel Duchamp, while Pablo Picasso and Georges Braque led the development of Cubism.
Anna Dąbska - Design Thinking i nauczanie oparte na projektach w praktyce
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Informacja zwrotna zza biurka - Joanna Wróblewska i Magdalena Pikula-WaseńczukJak grać i uczyć? - Justyna Stojek i Monika Wiśniowska
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Jak zorganizować lekcje języka obcego w szkole?
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Aplikacje na lekcje powtórzeniowe prezentacja
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Body Language presentation by Gabriel Larotta Florez
This document discusses verbal and nonverbal communication. It defines body language as the language expressed through facial expressions, gestures, and body movements. Body language is an innate form of nonverbal communication that conveys emotions and messages without words. It is controlled by the limbic system of the brain and allows people to intuitively understand feelings through displays of comfort or discomfort. While some myths exist, like that certain behaviors always indicate deception, body language is a largely unconscious yet reliable form of communication important for social interactions.
Personal Statement Tips
This document provides guidance on writing a personal statement for university applications. It recommends including details about your course choice, academic skills, personal skills, work experience, and achievements/aspirations. The personal statement should be structured in 4 paragraphs discussing your interest in the course, related experience, extracurricular activities, and reasons for applying. The document advises focusing on strengths and virtues rather than boasting, and avoiding cliches, colloquial language, and being overly informal.
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This document summarizes the activities and tasks completed during the Comenius 2013-2015 project on social well-being. It discusses four modules focused on how students feel at school, volunteering, social networks, managing stress, and time management. Some of the tasks included having students fill out a questionnaire on how they feel at school, creating a volunteer's guide, and presenting on social networks. The document also describes partner visits to Lithuania and Poland where students presented their results and participated in workshops on managing stress, ergonomics, and art therapy.
Lublin town-game
This document describes a scavenger hunt game for students in Lublin, Poland. It provides 22 tasks for students to complete at various historic sites around the city. The tasks involve taking photos, reading plaques, listening to music, and learning about important events and people from Lublin's history. Key places mentioned include Lublin Castle, Grodzka Gate, the Old Theatre, Dominican Convent, Trinity Tower, and the Metropolitan Cathedral. The document emphasizes learning about Lublin's role as a center of Polish-Lithuanian union through landmarks like Lithuanian Square and its historic importance as a multi-cultural city at the crossroads of Eastern Europe.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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1- مُترجمة ترجمة تُناسب جميع المستويات
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#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
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Evaluation forms summing up
- 1. EVALUATION FORMS FROM SLOVAKIA
- 2. 1. Was the agenda of workshops during the partner visit in Slovakia interesting?
- 3. 2. Was students’ integration conducted well?
- 4. 3. Have you learnt anything interesting? Was the information you gained interesting?