Guide e book

Social inclusion through creativity 2018-1-RO01-KA229-049590_1
Erasmus+ KA229_Social inclusion
through creativity
2018-2020 Project Reference 2018-1-RO01-KA229-
049590_1
Project funded by the European Union
Scoala Gimnaziala Sfantul Apostol Andrei (Buzau - Romania)
Zespol Szkolno-Przedszkolny w Slowiku - Polonia
I.C. Pontecagnano Sant’Antonio - Italia
General Secondary School “Nikolay Katranov” - Bulgaria
24st Primary School Heraklion - Grecia

Interactive methods used for
vocabulary enrichment/improvement
The didactic method is the way forward in order to achieve the proposed
objectives; is the way forward, in order to find out the truths. Last but not least, it
signifies the way the teacher goes to help students find their own way of becoming.
Today's society is constantly evolving, and with it the educational instructive process is
changing, there are sources of new documentation for both teachers and pupils, each of
them more attractive, which helps the schoolchildren to reveal some notions before we,
teachers, find them. The continuous mobilization of schoolchildren to intellectual effort
and their endowment with skills relevant to an effective training activity represent the
most effective way of forming them in the spirit of a conscious and dynamic behavior.
The methods are important tools used by the teacher in order to achieve the proposed
objectives.
The process of acquiring the Romanian language in an institutionalized
framework represents the action of teaching the thinking of schoolchildren, because the
ideas are sketched in the individual's consciousness, on the basis of words, statements
and phrases. But the communication element is not limited to those linguistic elements
such as the assimilation of vocabulary knowledge and the ability to formulate correct
grammatical statements, but also the need for the formation of socio-linguistic or socio-
cultural capacities. The current education process enables children to initiative,
naturalness and creative spirit, but also their orientation, the role of the teacher having
novel values, overcoming the common mentality that makes him a source of
information.
In order to structure a pupil-centered education, the teacher plays a role as a co-
participant in the ongoing work. Its purpose is to lead the pupil to knowledge. The use
of interactive methods in the teaching process contributes to the optimization of the
quality of learning, having a real efficiency in the development of the pupils'
personality.
Student activation is a suite of training / self-training, development and modeling of
their personality by stimulating and guiding methodically the work they perform.
Active-participatory methods aim at stimulating and cultivating students' interest in
knowledge. The pupil becomes an active subject subject of learning, co-participant in
his own training.
In interactive, pupil-centered learning, the role of the teacher is much more
subtle and nuanced than before. He leads and coordinates the process of establishing
connections to the brain that each member of the group carries out according to their
own understanding. The success of the group and, implicitly, of each member depends
on the teacher's competencies to create optimal learning opportunities for each student.
He always acts "shadowy" without imposing his or her point of view, adapted and
appropriate to the needs of the group.

Using frequent reading and not only interactive and active participatory
methods, we noticed their importance in developing pupils' speech and enriching their
language. They combine individual and group work, mobilize the whole class, the
school teacher becomes the subject and object of the training process, and the group
sets different situations of communication and cooperation. Even in small classes,
schoolchildren should be trained to think, not just to receive new knowledge
mechanically.
In reading classes, I used traditional methods and modern, interactive methods,
which had a real success in developing the ability to express, enriching their language
significantly. I will present some of the most important interactive methods used and
have been successful in my work with my schoolchildren.
The quintet is an interactive and creative technique that is done by writing a
five-verse poem that has to express a set of ideas, following some exacting rules. It is a
tool for verifying the acquisition of a text message as well as oral expression and
stimulation of students' creativity.
To make a quintet, students must follow the following rules:
• The first verse is one significant word on the discussion / text, which denotes the
subject. Usually this is a noun.
• The second verse is composed of two words and is intended to describe the noun in
the first verse, and are usually adjectives.
• The third verse is composed of three words that perform actions, being normally verbs
in the Gerund way.
• The fourth verse contains a sentence composed of four words which shows what
feelings they manifest for the subject.
• The last verse contains a word to conclude, which highlights the quintessence of the
subject.
I have often used this method during Romanian language classes and found
that it is agreed by schoolchildren, giving them the opportunity to get the essentials
from the studied work. Thus, after reading the lyrical text "Autumn Rapsodii" by
George Topârceanu, most of the students of the fourth grade managed to present
through a quintet the subject and the message sent by the text. Here is an example that
seemed to me the most relevant:
Birds
Annoyed, traveler
Tinkering, running, flying
Cranes hooting in the air.
The autumn.
The advantages of this method are considerable from the perspective of the two
teammates in the didactic communication, to which a less stressful environment is
added than with the use of other methods; pupils in grades III-IV have the possibility to
activate the ability to perceive concepts. The Quintet method mobilizes, as few others,

the creative spirit and playfulness of children, while at the same time developing the
language and causing the little ones to participate with pleasure in the lesson.
Stellar explosion is a method successfully used in reading, similar to
braistorming, but is not confused with it, which develops students' language and their
creative potential. The method involves asking questions for problem solving while
allowing students to ask questions for questions.
The starburst mobilizes all students in the classroom, including the most shy, and the
way to achieve it is simple:
• A large star is displayed at the center of the key word or problem, and questions are
written in the corners (who, what, where, when, why?);
• The classroom is structured into several groups, each of them choosing one
representative;
• The group representative will pick up a note on one of the above questions;
• Issuing in each microgroup a set of questions starting with the question they have
chosen;
• Debate in front of the class of the solutions found;
• Finding the most appropriate questions and assessing child labor.
Within a second class reading class, we used the Interactive Method "Starburst"
and noticed the positive impact it had on the student class. Thus, in order to strengthen
the knowledge regarding the text "The story of a lazy man" by Ion Creangă, we applied
this method, as a result of which the creativity, team spirit and children's vocabulary
was improved.
The story of a lazy man
by Ion Creangă
Who offered to help the lazy man?
What does the lady ask?
When does the action take place?
Where do the villagers lead the lazy man?
Why did he want the lady to help the lazy man?
Who?
When? What?
Why? Where?

The grape is a training technique that stimulates students to express their
opinions in a free and creative way. It is a way to make connections between opinions
or to highlight new meanings of given answers. For this it is necessary to communicate
all the information related to a certain key term, meaningful for the lesson, around
which all knowledge is routed. Through this method, schoolchildren assimilate new
information based on previously learned concepts. The method is stimulating, each of
them taking an independent, team or group task.
By using this active-participative method in the current didactic activity, we
have noticed that students cooperate with each other, meditate with some pleasure,
express known information that contributes to the completion of tasks. A great
advantage of this method is that all students spend time actively, each stage is
maximized by the participant. The vocabulary of children is enriched because they have
the opportunity to answer questions, to ask questions, to cooperate and communicate
with each other, to make associations and connections.
The quadrant method /framework method is done by drawing two
perpendicular lines in the middle of the page, thus forming four "quadrants" inside
which the students will perform their tasks. Activity is done individually or with a class
divided by groups. Different requirements in the four quadrants may be required to
achieve the goals set in the lesson. I recommend, for example, a form of quadrants I
used in the Knowledge Stage in the narrative text "The Keys" by Tudor Arghezi (2nd
grade) in which I capitalized the students' vocabulary by using the syntax and words
found in Opera House.
THE KEYS
after Tudor Arghezi
THE FRAMEWORK METHOD
1Formulate sentences with the following
words: wardrobe, children, uncles,
parents, climbing, family decision.
2. Copy from the text the paragraph in
which Uncle Sesis speaks:
3. Make a ticket the children ask for
forgiving family members.
4. Make a drawing to illustrate the the
children`mischief.

Another interactive method that enriches and contributes to the development of
students' vocabulary is the Tour of the Gallery. Often encountered in Romanian
language and literature, it involves several phases: brainstorming, group consultations,
making plans, presenting the products obtained by a member, displaying the score,
making the tour of the gallery and discussing it.
The method is done as follows: a subject is invoked, then each microgroup chooses or
receives a theme from the set subject, but all groups can have the same theme. A
secretary is appointed to write down the opinions of brainstorming on a flipchart using
different colors for each group. A delegate of each microgroup will bring in front of
colleagues the poster with the completed tasks and display them next to the others in the
various places in the class to which the students will arrive.
After describing the products they have made, the members of the groups
analyze each product, formulate questions to the delegate and have the opportunity to
express their opinion or give other solutions that they write on the flipchart. After this
stage, each group examines their own papers and reads the instructions of their
colleagues.
At the time of the third-grade Romanian language, for the understanding of the
popular text "The Three Friends", I applied the method of the Tour of the Gallery,
which unfolded as follows:
We grouped the students, and each group handed out an A3 sheet, asking to write
proverbs and sayings about friendship. We have specified that proverbs and sayings can
be used to solve tasks either in writing or with suggestive drawings. The group leader
displayed the poster in the class pane, then the group members passed each and viewed
the products made by the colleagues in the other groups. They were able to express
their opinion about the work of their colleagues, compare them with their own, write
down suggestions in the bottom of the page and memorize the best. Eventually, they
could see their products and read the opinions and advice of their colleagues.
The interviewee's seat is a new method that integrates well in Romanian
language and literature lessons to obtain feed-back or to enrich students' knowledge. In
the first phase, a schoolteacher sits in front of his colleagues and will play the role he or
he or the teacher.
If he is a reporter, he will ask questions that he will address to his colleagues,
and if the role is to be interviewed, he will answer their questions. It is very important
how the questions are formulated, because their answer must be an argumentative one.
This technique enables children to enrich and develop their vocabulary, because it is
done by asking questions about a given subject. illustrate:
Reporter: How do we characterize your favorite hero?
Class: The preferred hero is characterized as presented in the literary text.
Reporter: How does the presentation begin?
Class: The presentation begins with the location of the character within the text.
Reporter: How do we recognize moral traits?

Class: Moral characteristics derive from character replicas, behavior, and how it
behaves with other characters.
Reporter: How do we look at whether we like a character or not?
Class: The preference for a character is expressed by the positive qualities that the
character proves in the text.
The cube method is an interactive technique used in instructional and
educational activities to analyze a subject from several points of view. The following
stages are to be achieved:
• Make a cube on whose faces paper of different colors is applied;
• Each side of the cube is marked with one of the words: DESCRIPTION,
COMPARATING, ANALYZING, ASSOCIATING, APPLYING, ARGUMENTING;
• Activity can be done in a team or in a group;
• The cube rolls and every face of it is a task for the members of a group;
• Members of each group establish their leader.
• Students in each group solve tasks, then the leader will expose to the whole team how
they will solve the requirement.
In the second class, I used this method to fix and systematize the knowledge about
the "The wonderful grove" by Mihail Sadoveanu, and the contribution it brought to the
development and vocabulary nuance was a significant one.
WONDERFUL GROVE
Mihail Sadoveanu
DESCRIBE!
• Imagine that you are Lizuca's partner to your grandparents' house. Describe the view
you see! Make portrait of Lizuca!
COMPARE!
• Compare the meaning of the words in the two columns:
Grove, forest
staff, stick
kept land, land
Associate!
• Associates each word with one attribute:
Patrocle ..........................
forest ..........................
..................... child.
path……………….......
ANALYZING!

• Determine the meaning of the bold words and replace them with others so that the
meaning of the sentences is the opposite.
* Lizuca and Patrocle fall into the dark.
* At a turning point, a tawny old man emerged from the ground.
* The sun sets after the hills.
* Lizuca understood and smiled.
APPLY!
• Find another end of the story.
ARGUE!
• Arguments whether Lizuca was an educated or needleless little girl.
Modern Reading Techniques:
Image reading can be used in reading / reading lessons. Students see the picture
of the cover of a book and can predict possible characters or subject matter discussed in
the book. To guide children, the teacher can ask help questions: "What do you notice?
What do you mean by ...? "For the illustration to be thoroughly researched. Starting
from the picture, students need to be guided how to understand and how to participate
in the activity.
In any student-centered didactic approach, it is essential that the educational act
be permanently changed and branched, thus achieving a dynamic participation of
schoolchildren. The use of reading during reading / reading is one of the techniques that
departs from traditional classroom work, the teaching framework pursuing the
expressiveness of students' vocabulary, the way they communicate, and the
development of their creative spirit.
Puzzle reading is an appealing way for schoolchildren to reconstruct a text
whose logical units have been entangled. They were impatient and lectured with more
literary pleasure and responsibility.
The "filled" text is an exercise to identify and distinguish the literary and
scientific text. Children's workbooks are provided with a text containing passages
written in different literary or scientific styles. Ask the children to highlight the literary
units, separating them from the other. The pupils were delighted and from the first
attempt to solve such tasks they managed to easily recognize the styles. Only three
students were undecided in terms of how to fit units.
Public reading is a collective reading of the other colleagues. The team is
divided into teams or microgroups. After the analysis of the text, the team goes to
colleagues and reads the text in personal style, as expressive and captivating.
Participants do not read orderly but have the opportunity to read in chorus, or two,
three, or read as an echo, read in the chain, repeat some words, read on their own, using
onomatopee.

The task is the same for all, to read aloud, but the text size and difficulty can
fluctuate according to the students' abilities.
Predictive reading is another modern way of reading that supports the
development of schoolchildren's current language.
The teacher reads a literary text in front of the school. From time to time, in
important stages, children are asked to anticipate what will happen. I ask them to make
a table of predictions:
What do you expect to be
happening next?
Which are your proofs? What really happens in this
text?
In a lesson, as an experiment, I changed the text by watching a cartoon movie
of educational value. From time to time we suspended the running, and students were
given the opportunity to comment on how they would continue the topic. In order to
stimulate and motivate them to read literary texts, only a part of a film adapted to a
particular work can be viewed, and the students will read the work to see how it is
finalized.
Exercises for transformation or word creation
The various exercises of synonymy, homonymy, polysemy provide greater capacity for
receiving and writing written and oral messages. Such exercises are done daily, during
classes or as homework. I ask students to find appropriate attributes that start with a
certain letter or discover actions (verbs) that start with the same syllable. This kind of
language enrichment applications we've made in the form of a contest, individually or
in groups. Students are very dynamic and easily retain a large number of words,
perhaps some of them have been heard for the first time by other colleagues. Unknown
words are explained by the child who proposed it.
The "Forbidden Word" game
This didactic game was done in teams or pairs. They are asked to respond to the
teacher's questions so that a previous word is not used but to discover other drafts that
make up the correct answer to the question. The question requires a form requesting the
use of the forbidden word.
Here are some answers the students gave, the forbidden word being "Spring":
• Q: When does the snow melt? "
A: The snow melts in the season when the trees bloom. "
• Q: -While season is spoken in poetry: Spring, Spring / Come
and in our country. "

• A: - In the poem above, there is talk of the season in which all nature wakes up to life.
"
• Q: - When do the traveling birds come? "
• A: - The traveling birds return after the winter passes. "
The forbidden word can be changed 3-4 times along the way. Finally, children who
have developed the right answers and have proven fantasy will be appreciated.
The game of words that rhymes.
Option 1. A word is given, and students have to find others to rip.
Option 2. Pupils must identify the missing words, depending on the rim that is
appropriate to the strof:
The best drink
It is spring water.
Over stones ...........
Murming ..........
I drink deer and ..............
She's always clear.
Option 3. One verse is given, and the schoolmates have to discover a second
verse to rip with the first. It is also useful to observe the right measure. Although this
terminology is not used for students, they may be required that the second verse have
the same number of syllables as the first.
Fill in text
It is an appealing, modern game I used in reading lessons to stimulate and enrich the
expression of schoolchildren. It can be used at the beginning of a Romanian language
and literature lesson to capture the attention, students can help to restore the text to be
debated
Voice fleeing
The text can be reconstituted based on the existence of consonants in words, which are
sufficient landmarks for support.
Example:
H_r_ c_m_s _ w_lf fr_m th_ f_r_st…..and so on.
Such an exercise is useful in readings, because it may be required to complete
incomplete text with beautiful expressions at the students' choice or removed from the
full text that should be read before.
Comparisons

It is a useful method of formulating the artistic expressions, which can then be
used in different forms of expression.
Example: white as flour, oatmeal, milk
Means of rebus
Rebusic means or "games of the mind" are more and more encountered in the
current teaching process and capture the interest of students because they introduce the
element of surprise into the lessons. They can be used mainly in recapitulation and
systematization lessons, but also in the retention and transfer times of other types of
lessons.
Crossword puzzle
It is possible to give students a freeway in which the title of a text, the name of
an author or the theme of a composition to be performed should be revealed vertically.
They can be used to attract attention or to announce the topic, but also to update
previously acquired knowledge.
What a tricky one
In which sixteen characters (letters) are marked. Children are required to
combine them in different and varied directions so as to get as many words as possible
in a limited time. With this game method, the ability to compose words from letters is
evaluated.
I used this method in readings, formulating the challenge "Who finishes
faster?" The children trained, and work in pairs or in groups was also a pleasant
moment for them. They co-operated, and the desire to be co-workers was the "engine"
that determined the success of the business.

Something that has not happened
It is a great exercise by the little ones, because it allows them to use their
imagination and to write small texts (three to four sentences) about a particular thing or
thing, and then to expose them to their colleagues. It is an effective way to develop
language and creativity, but also to empower those who are retired or shy to participate
with pleasure and fear that they will write something erroneously. The name of an
object or beings is spoken, and children have to say something about it that has not been
said before. This method aims to develop students' originality and creativity.
A fantasy game is also a question and answer ticket.
Class is divided into groups of four or five copies. The teacher draws up a set of
questions, taking into account some facts, so that a narrative can then be composed.
Each interrogation is written on a ticket to be handed to the children in the group
without their knowledge of the questions from other colleagues. The student will
answer the personal question. After completing the work, the responses given in the
logical order in which the questions were devised will be displayed. It is possible to
make a short text. We can then enrich it. There is also the risk of making sentences
without logic. The game can be repeated.
We used this method during reading hours. Students have worked with interest
and interest, and have succeeded in drawing up short texts that were untrue, with
fantastic heroes personified most of the times. This exercise prepares them for acquiring
and perceiving stylistic procedures.
The writer

Children are required to develop a story together. They set themselves the characters,
what they call, what they represent, how they will pass. How many students will take
the special story book and compose the text, recording what they want, setting up the
action as it wants, having the independence of putting or removing characters. The
schoolgirls engage voluntarily, no one being refused. Each member will retrieve the
text from where his colleague has left and will complete it according to his own fantasy.
The literary medalion
It can be done in any class, taking different forms, depending on the students'
possibilities and capabilities. It can be performed in the form of an exhibition of
paintings made after the work of an author, film design adapted to some works, book
exhibitions. Students will be notified in advance, communicating to the author they are
considering, and how they are doing.
Structuring by groups of students is recommended. Everyone's creativity will be
highlighted by the novelties in which they can choose to display the material they have
about the writer or his work. This type of activity is suitable for celebrating the
anniversary days of some writers.
In conclusion, I consider that the use of all current alternative methods in the
educational process supports the optimization of didactic activities, having an
interactive character and a formative value on the personality of the school. Children
have been involved with responsibility and pleasure in carrying out tasks, solving the
very ingenious proposed themes, many of them choosing unusual forms so they are
appealing.
Besides being methods for the development of the creative spirit, these methods
give students the opportunity to seek, discover, compare, argue, synthesize, argue,
explain, in a word communicate. They value their experience of life and their own
interests. It stimulates the accumulation of new notions and knowledge, develops the
capabilities and skills of communication, collaboration and enriches, develops, activates
and significantly nuances students' vocabulary.

ROMÂNIA – 29 octombrie - 1 noiembrie 2018
CLASA: a IV-a C
PROPUNĂTOR: prof. înv. primar Popină Mirela Luminița
UNITATEA DE ÎNVĂŢǍMÂNT: Şcoala Gimnazialǎ „Sfântul Apostol Andrei”
Buzǎu
NUMĂR DE ELEVI: 32
ACTIVITATE INTEGRATĂ: TÂLHARUL PEDEPSIT
DISCIPLINE INTEGRATE: Educație civică
Limbă și comunicare;
Muzicǎ şi mişcare
AVAP
SCOPUL ACTIVITĂŢII:
 Implicarea elevilor în activități de învățare care să le dezvolte trăsături
caracteriale pozitive și care să-i determine să facă întotdeauna alegerile potrivite
OBIECTIVE OPERAȚIONALE:
 Să prezinte povestea în limba engleză și să mimeze acțiunea poveștii prin
euritmie
 Să soluționeze creative pentru problemele create de gestul șoarecelui
 Să descrie personajele în antiteză prin evidențierea trăsăturilor caracteriale
 Să identifice fapte bune și fapte rele în viața de zi cu zi.
STRTEGII DIDACTICE:
 METODE ȘI PROCEDEE DIDACTICE: observația, conversația,
exercițiul, munca independentă, Brainstorming, pălăriile gânditoare, diagrama
Wenn-Euler, blazonul
 MIJLOACE DIDACTICE: calculator, măști, 6 pălării colorate, fișe cu sarcini
de lucru
 FORME DE ORGANIZARE: frontală, pe grupe, individualǎ
RESURSE:
 TEMPORALE: 20 min

DESCRIEREA ACTIVITĂȚII
1. Elevii prezintă în limba engleză întâmplarea dintre șoarece și albine, apoi
mimează acțiunile poveștii cu ajutorul euritmiei, având ca fond muzical
Simfonia a V-a a lui Beethoven(Simfonia destinului).
2. Cu ajutorul profesorului, elevii vor înțelege faptele și caracterul personajelor,
fiind îndrumați să identifice soluții pentru soluționarea problemelor create, atât de
fapta șoarecelui, cât și de purtarea albinelor. Ei vor lucra în 6 grupe (fiecărei grupe
îi revine o pălărie de culoare diferită) a câte 5-6 eleviși vor gândi critic fiecare aspect
al poveștii.După aceea, liderul fiecărei grupe va prezenta soluția purtând pălăria ce
determină modul de rezolvare a cerinței.

3. În finalul activătății, elevii vor crea blazonul textului, în care vor desena,
descrie elementele esențiale ale întâmplării. Se vor face aprecieri asupra
activității.

ACTIVITATEA NR. 2
CLASA: a III-a C
NUMĂR DE ELEVI: 20
PROFESOR: Grigore Sonia
Buzǎu
TEMA: Povestea mărului
OBIECTIV GENERAL: utilizarea unor cunoștințe și competențe dobândite
în cadrul orelor de Limba și literatura română,
Științe, Arte vizuale și abilități practice în realizarea
unei cărți cu titlul ”Povestea mărului”
OBIECTIVE SPECIFICE:
 identificarea părților componente ale unei cărți;
 ordonarea etapelor din ciclul de viață al unui pom fructifer;
 precizarea rolului părților componente ale unei plante;
FORMA DE ORGANIZARE: pe grupe
MODALITĂȚI DE REALIZARE: proiect de grup, dramatizare

DESFĂȘURAREA ACTIVITĂȚII:
 Introducerea în activitate: ordonarea unor litere pentru a se obține cuvinte ce
reprezintă elementele componente ale unei cărți: coperte, file, cotor;
 Anunțarea subiectului: realizarea unei cărți în formă de măr cu titlul ”Povestea
mărului”;
 Obținerea paginilor cărții prin colorarea imaginii, decupare și asocierea strofei
potrivite dintr-o poezie care prezintă ”drumul ” parcurs de un măr de la sămânță
până la stadiul de pom care rodește;

 Ordonarea paginilor în funcție de etapele din ciclul de viață al unui pom fructifer;
 Fixarea acestora în cotor, scrierea
titlului pe copertă;

 Prezentarea produsului final de către fiecare grupă;
 Joc de rol cu suport intuitiv sub forma unei scenete: ”Cearta părților componente
ale unei plante”

ACTIVITATEA NR. 3
CLASA: a II-a A
PROPUNĂTOR: prof. înv. primar David Ecaterina
Buzǎu
NUMĂR DE ELEVI:18
ACTIVITATE INTEGRATĂ: ŢARA MEA
ARII CURRICULARE: Matematică şi Explorarea mediului
Dezvoltare personalǎ;
Muzicǎ şi mişcare
SCOPUL ACTIVITĂŢII:
 dobândirea de cunoştinţe şi informaţii noi despre simbolurile ţǎrii (drapel, stemǎ, imn);
 verificarea, consolidarea şi sistematizarea cunoştinţelor referitoare la principalele
forme de relief ale României/ vieţuitoare şi nevoile lor
 stimularea şi dezvoltarea sentimentelor de dragoste şi respect faţǎ de valorile
populare româneşi, faţǎ de ţarǎ.
STRTEGII DIDACTICE:
 METODE ȘI PROCEDEE DIDACTICE:observația, conversația,exercițiul,
munca independentă,jocul didactic,rezolvarea de probleme
 MIJLOACE DIDACTICE: calculator, videoproiector, fotografii cu plante şi
animale, harta fizicǎ a României.
 FORME DE ORGANIZARE: frontală, pe echipe, individualǎ
RESURSE:
 TEMPORALE: 15 min

SCENARIU DIDACTIC
1. Captarea atenției:
 Poezie - ghicitoare:
Cunosc o țară la Carpați
Frumoasă cum e primăvara
Voi stați puțin și cugetați
Și-apoi răspundeți: Care-i țara? ( poetul Alexandru Andrițoiu)
 Vizionarea filmulețului Povestea ținutului românesc
1. Anunțarea temei și a obiectivelor

3. Reactualizarea cunoștințelor referitoare la principalele forme de relief ale
României/vieţuitoare şi nevoile lor
4. Activitate în echipǎ:
 recunoaşterea culorilor convenţionale specifice fiecǎrei forme de relief
şi denumirea echipelor;
 recunoaşterea plantelor şi animalelor din imaginile prezentate;
 Joc: Alege intruşii;
 realizarea schimbului de fotografii între membrii celor 3 echipe

5. Feedback - elevii lipesc pe hartǎ imaginile cu plantele şi animalele alese,
respectând culoarea convenţionalaǎ specificǎ echipei/ forma de relief.
6. Încheierea activitǎţii:
 Cântec: Ţara mea
 Aprecierea activitǎţii şi recompensarea elevilor cu fundiţe tricolore

ACTIVITATEA NR. 4
CLASA: a II-a B
NUMĂR DE ELEVI: 18
PROFESOR: Negraru Camelia - Georgiana
TEMA: Halloween: „Ne dati ori nu ne dati!”
OBIECTIV GENERAL: Intelegerea semnificatiei sarbatorii numite Halloween si
crearea unui cantec care sa reflecte sentimentele si senzatiile legate de aceasta.
OBIECTIVE SPECIFICE:
 crearea atmosferei de Halloween cu ajutorul cantecelor si poeziilor;
 exersarea in situatii concrete si accesibile elevilor a vocabularului specific
sarbatorii de Hallowen;
 realizarea unui cantec si alegerea unui titlu potrivit temei propuse.
FORMA DE ORGANIZARE: pe grupe
MODALITĂȚI DE REALIZARE: proiect de grup, dramatizare

DESFĂȘURAREA ACTIVITĂȚII:
 Sa ne cunoastem mai bine: o scurta prezentare a participantilor la activitate: elevi
si profesori.
 Interpretarea cantecului :”If you’re happy and you know it ...”

 Rezolvarea unui rebus si descoperirea titlului lectiei. Elevii lucreaza in echipa cu
profesorii prezenti si le pot cere ajutorul atunci cand simt nevoia.
 Exersarea vocabularului: incercuirea intr-un careu a cuvintelor invatate recent.

 Citirea unor propozitii scurte despre Halloween si rezolvarea de exercitii pe baza
acestora. ( ex. Adevarat / Fals)
 Crearea unui cantec despre Halloween. Alegerea unui titlu. Interpretarea acestuia
de catre toti cei prezenti la activitate.

ROMANIA –the 29th of october – the 1st of november 2018
CLASS: the IVth form C
TEACHER: Primary school teacher,Popină Mirela Luminița
SCHOOL: Şcoala Gimnazialǎ „Sfântul Apostol Andrei” Buzǎu
NUMBERS OF STUDENTS: 32
ACTIVITY : THE PUNISHED THIEF
INTEGRATED SUBJECTS: Civic education
Language and Communication
Music and Motion
Plastic education/Drawing
AIM:
 The pupils are involved in learning-activities designed to develop good character
and empower young people to make good choices for themselves.
OBJECTIVES:
 presenting the story first, by telling it, then through eurytmics;
 thinking of creative/critical ideas to solve the problems created by the incident;
 describing the characters of the story by associating the similarities and the
differences between them;
 brainstorming ways to tell whether or not something is the right thing to do(bad
deeds versus good deeds)
TEACHING STRATEGIES:
 TEACHING METHODS: Observation, Conversation, Exercise, Independent
work, Brainstorming, Thinking hats, Wenn-Euler chart, The crest
 TEACHING MEANS: computer, masks, worksheets,6 coloured hats.
 FORMS OF ORGANIZATION: front, groups, individual
RESOURCES:
 TIME: 20 min

SHORT DESCRIPTION OF THE ACTIVITY
1. The pupils present in English story of the mice and bees, then mimic the actions
of the story with the help of eurythmy, having as a musical background the
Beethoven's Fifth Symphony (The Symphony of Destiny)
2. I will try to lead the pupils to understand the characters in the story, their deeds,
to find solutions in order to solve the problems and to associate the bad or the
good deeds in the story to other deeds in the real life or another stories they have
been studied.They will be working in groups of 5 or 6 pupils, putting together
their ideas, then , the leader will present them.

3.At the end of the activity, students will create the blazon of the text, in which they
will draw, describe the essential elements of the event. The teacher will asses the
pupil`s work.

ACTIVITY NO. 2
CLASS: 3rd C
TEACHER: Grigore Sonia
THEME: The Apple Story
GENERAL OBJECTIVE: Use of acquired knowledge and skills
during the Romanian Language and Literature
classes, Sciences, Visual arts and practical skills
in realization a little book called "Apple's Story"
SPECIFIC OBJECTIVES:
 identifying the parts of a book;
 ordering the stages of the life cycle of a fruit tree;
 clarifying the role of the parts of a plant;
THE FORM OF ORGANIZATION: by groups
METHODS OF IMPLEMENTATION: group project, dramatization

DEVELOPMENT OF ACTIVITY:
 Entering into action: ordering some letters to get words that are the elements of
a book: covers, tabs, spines;;
 Announcement of the subject: making an apple-book with the title "Apple
Story";
 Obtaining the pages of the book by coloring the image, cropping and
associating the appropriate stamp from a poem that presents the "path" traveled
by an apple tree to the tree-growing stage;
 Sorting pages according to the life cycle stages of a fruit tree;

 Fixing them in the back, writing the title
on the cover;

 The presentation of the final product by each group
 Role play with intuitive support in the form of a scene: "The plot of the parts of
a plant"

ACTIVITY NO. 3
CLASS: the IInd formA
TEACHER: Primary school teacher,David Ecaterina
ACTIVITY : MY COUNTRY
CURRICULAR ARIAS: Math and Science
Personal Development
Music and Motion
AIMS:
 Acquiring new knowledge and information about the country's symbols (flag,
coat of arms, anthem)
 Checking, consolidation and systematization of the knowledge regarding the
main forms of relief of Romania / creatures and their needs
 Stimulation and development of love and respect towards the Mother Country
and the traditional Romanian values

TEACHING STRATEGIES:
 TEACHING METHODS:Observation, Conversation, Exercise,
Independent work, Didactic games, Problem-solving.
 TEACHING MEANS: computer, videoprojector, photos of plants and
animals, physical map of Romania.
 FORMS OF ORGANIZATION: front, team, individual
RESOURCES:
 TIME: 15 min

TEACHING SCENARIO
1. CATCHING THE ATTENTION
Poezie - ghicitoare:
I know a country in the Carpathian Mountains
As beautiful as Spring is
Consider these lyrics a game
Fast guess this country` s name! ( Alexandru Andrițoiu, poet)
 Watching a short movie THE STORY OF THE ROMANIAN LAND
2. Communicating the aims of the lesson

3. Updating knowledge on the main landforms Romania / creatures and their
needs
4. Team work:
 Identifing conventional color recognition and naming fiecǎrei relief teams;
 Recognizing plants and animals from given pictures ;
 Game: Choose intruders;
 Exchanging shots between members of the three teams.

5. .Feedback - Students stick on the map images of plants and animals that were
chosen respecting the specific conventional colour for every landform
6. Final tasks:
 Song: My country
 Assessing the activity and rewarding students with tricolor bands

ACTIVITY NO. 4
CLASS: 2nd B
TEACHER: Negraru Camelia - Georgiana
THEME: “Trick or Treat!”
GENERAL OBJECTIVE: Understanding the meaning of the Halloween
holiday and making a song about the feelings and sensations connected to it.
SPECIFIC OBJECTIVES:
 creating the setting specific to the Halloween holiday by using warmers;
 practicing the new vocabulary;
 making a song and choosing an appropriate title for it.
THE FORM OF ORGANIZATION: by groups.
METHODS OF IMPLEMENTATION: group project, dramatization.

DEVELOPMENT OF ACTIVITY:
 Let’s know each other better: a short presentation of each participant;
 Let’s sing together: “If you’re happy and you know it …”

 Solving a crossword puzzle and finding the title of the lesson. The teams are
made of both students and teachers and they may help each other when needed.

 Vocabulary practice: Find the words on the board and circle them. (e.g. pumpkin,
ghost, candies, hat, mask, costume, attic, vampire, witch )
 Reading short sentences about Halloween and solving specific tasks (e.g. True /
False)
 Making a song about Halloween. Choosing a title. Singing it.

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