The document contains summaries of multiple chapters from a story book about Max and Mary's adventures. In Chapter 7, a spider monster named Arachmada attacks Max and tries to knock him into a canyon while Mary draws animals to help. In Chapter 10, Arachmada summons an army of humanoid spiders to battle Max, Mary, and Armenia, but the heroes fight back using magic weapons. The summaries also include details about an online language learning project and communications between teachers involved in the project.

18. http://flashmeeting.e2bn.net/fm/fmm.php?pwd=c953f0-8084

25. Rencontre théâtrales Edinburgh

29. Chapitre 7 Arachmada apparut à côté de Max et Mary. Il cracha du fil d’araignée en direction de Max. Le garçon se retrouva attaché, incapable de bouger. Arachmada tentait de lui donner des coups de pattes pour le faire basculer dans le canyon. Il lui disait : « Je t’aurai!, je t’aurai ! » Pendant ce temps, Mary essayait de l’aider en dessinant des arbres et des castors à toute vitesse. Au fur et à mesure qu’ils apparaissaient sur le dessin, les castors rongeaient les troncs qui s’abattaient sur le magicien. Mais cela ne suffisait pas, Max allait tomber dans le vide!

30. Chapter 10 Apocolyptia Arachmada yelled a powerful spell, and the army of large spiders grew human forms, just like Arachmada, yet Max and Mary realised they are of lower standing than the Spider Lord. The inhuman army surround the heroes, and prepared to battle. A sword of purely golden light appears in Max ’ s hands. Patches of fire appeared around Mary ’ s hands. The queen began hovering and lightning twitches in between her fingers. The battle begins! Max easily chopped down the spider demons with his magic. Rays of fire shot from Mary ’ s patches. Armenia disintegrated enemies with bolts of lightning. It seemed as if the heroes were winning the battle, but then Max heard an approaching noise. Thump Clang, Thump, Clang, ROAR!!!

31. http://c ookbooks.glowscotland.org.uk/blog/2010/04/20/creating-a-talking-book-modern-languages-in-a-primary-school

32. #1 written by ROSEMARY DELANEY April 21, 2010 - 8:05 am #1 written by ROSEMARY DELANEY April 21, 2010 - 8:05 am written by ROSEMARY DELANEY April 21, 2010 - 8:05 am What a great way to attract children to learning a modern language! Through planning such a wide and rich range of learning activities in modern languages the teacher is supporting the development of literacy , language, enterprise and ICT skills and helping the children to become: • successful learners, who can reflect on how they have acquired and learned their first language and how this can assist them in further language learning • confident individuals, who, through experiencing success and support, can interact with others in real-life situations, talk about topics of personal interest and deliver presentations in their new language • effective contributors, who can work in individual, paired and group situations, and establish and maintain contact with other speakers of the target language • responsible citizens, who have a growing awareness of life in another society and of the issues facing citizens in the countries where their new language is spoken. (CfE ML Principles and Practice 2009) This projects also highlights the potential of GLOW in supporting CfE. #1 written by ROSEMARY DELANEY April 21, 2010 - 8:05 am #1 written by ROSEMARY DELANEY April 21, 2010 - 8:05 am

33. Hi Wilma, I am delighted to award your ‘Novel Idea’ project an eTwinning National Quality Label! My assessment comments are below: This is an excellent long term project that has introduced pupils to a wide range of new ICT tools and learning methods. I think this project is an exemplar in terms of curricular integration; you have really built it in to your school curriculum and improvement plan, achieving a key aim of the Lifelong Learning Programme: to provide schools with an international framework with which to deliver existing teaching schemes.

34. You have used hands-on experience to bring literacy, ICT and artwork to life greatly impacting the learning motivation, skill levels and enjoyment of all involved. There has been a focus on community cohesion, not only involving the whole school, but also involving parents in project decisions and evaluation (specifically through an online voting system) and the project outcomes (offering online comments on each chapter). By agreeing to complete chapters turn about with your French partner you have both achieved a linguistically equal and mutually beneficial partner collaboration

35. . Kind regards, Sophie Patterson | Project Officer | eTwinning | British Council | The Tun | 4 Jackson's Entry | Holyrood Road | Edinburgh | EH8 8PJ | Scotland | UK